Essential yet overlooked: Faculty insights on integrating population dynamics into university curricula

Abstract

Population dynamics play a pivotal role in development, exacerbating social, economic and environmental challenges. Yet, this factor remains largely understudied in undergraduate curricula in the United States. This study explores the perceptions of University of California (UC) faculty of the concept of population dynamics and its integration into their teaching. Through a mixed-methods approach, it investigates the meanings that faculty associate with this concept, the importance they attribute to it, and the barriers they face in teaching it. Findings reveal that UC faculty across multiple disciplines believe that understanding this topic is essential for college students’ future careers. However, study participants reported that population dynamics were infrequently integrated into undergraduate courses due to their interdisciplinary nature, lack of faculty training in demography and lack of prioritisation by the UC system. Other barriers to teaching this topic include the sensitive nature of associated themes like migration, family planning and gender norms. Our findings suggest that the teaching of this subject, as well as its integration into the curriculum, lacks a systematic and coordinated approach. Its inclusion (or lack thereof) depends largely on individual faculty’s preferences and their level of demographic expertise. The gap between its perceived importance and its representation in the curriculum highlights the need for universities to make a more consistent effort to support faculty in integrating this topic in meaningful ways. Adequate coverage of population dynamics within institutions of higher education will help students to increase awareness and contribute to efforts to address global demographic challenges.