Integrating planetary health education into tertiary curricula: a practical toolbox for implementation

Abstract

Objective: To present a series of case studies from our respective countries and disciplines on approaches to implementing the Planetary Health Education Framework in university health professional education programs, and to propose a curriculum implementation and evaluation toolbox for educators to facilitate the adoption of similar initiatives in their programs. We emphasize the importance of applying an Indigenous lens to curriculum needs assessment, development, implementation, and evaluation.

Methods: Case studies from Australia and United States were collated using a six-stage design-based educational research framework (Focus, Formulation, Contextualization, Definition, Implementation, Evaluation) for teaching planetary health and methods of curriculum evaluation. These components were then mapped to derive the curriculum implementation toolbox reflecting the six-stage design-based educational research framework.

Results: The case studies demonstrated different approaches to successful integration of the Planetary Health Education Framework in medicine, nursing, public health, and allied health disciplines. This integration often involved Indigenous perspectives on environmental stewardship, holistic health, and community well-being into the curriculum. The case studies also highlighted the importance of community engagement, cultural competency, and interdisciplinary collaboration in curriculum development. Findings from case studies were used to propose a curriculum implementation toolbox to assist educators in adapting and integrating planetary health education into their own programs.

Discussion: While valuable frameworks for teaching planetary health in health science programs exist, challenges remain in implementing these frameworks in real-world educational environments. The proposed curriculum implementation toolbox offers practical strategies and resources for educators to incorporate these principles into their teaching. Additionally, the case studies reported here contribute to the growing body of literature on planetary health education pertinent to addressing the triple planetary crisis.

Keywords: climate change; curriculum development; education; environment; implementation; planetary health.

Figure 1

Reproduced from Faerron Guzmán et al. (20) by permission of the authors.

Figure 2

The curriculum development process consists of overlapping, iterative stages (mauve boxes). Each stage functions both as an individual process and as inputs and outputs (gray arrows) for the overall discipline-accommodating planetary health curriculum framework (yellow box). Each subcomponent of the curriculum framework (pink boxes) is interdependent (pink arrows), where the quality of each component affects the quality of the others. Additionally, each building block may require further consideration to meet the specific requirements of its aim (green boxes).

Figure 3

Co-Design and implementation process for a series of learning and teaching activities focused on melioidosis, including asynchronous activities (student-led introductory video on planetary health, drag-and-drop activity illustrating how individual, public and one health concepts relate to planetary health, short lecture on the intersections between melioidosis and planetary health) and a synchronous in-class workshop (based on a hypothetical melioidosis case drafted by students). Materials were piloted with students and refined based on feedback.

Figure 4

Reproduced from Redvers et al. (76) by permission of the authors.