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Abstract The United Nations' Sustainable Development Goals (SDGs) provide a global framework for addressing interconnected social, economic, and environmental challenges by 2030. This review examines how the SDGs have been incorporated into interdisciplinary degree and professional training programs for the mental health workforce, broadly defined. The review systematically searched and analyzed the literature, resulting in 47 papers eligible for full‐text assessment. Studies were examined for pedagogical frameworks, teaching strategies, and programmatic interventions explicitly linking SDGs to mental health workforce education. Pedagogical practices were categorized thematically, and the review identified both the educational philosophies underpinning integration efforts and the practical teaching interventions applied. Data were synthesized to describe trends, highlight gaps, and provide insights into approaches for embedding sustainability content in mental health education. Three overarching pedagogical approaches emerged from the reviewed studies: (1) active and critical learning, emphasizing reflective engagement with SDG‐related issues; (2) collaborative learning, fostering interdisciplinary knowledge‐sharing and teamwork; and (3) experiential and service learning, enabling applied practice in community and global contexts. While evidence showed innovative integration of SDGs into curricula, significant gaps remained in consistency and scalability. Challenges included limited programmatic coordination, insufficient training for educators, and a lack of frameworks guiding mental health–specific integration. Overall, findings indicate growing but uneven incorporation of SDGs into education for the global mental health workforce. The review shows how the SDGs can be embedded into mental health workforce education through deliberate and structured pedagogical strategies.
Pownall et al. (Mon,) studied this question.