Key points are not available for this paper at this time.
Fuelled by the intersecting challenges of climate change, biodiversity loss, pollution, and profound social, economic, and environmental injustices, calls for new ways to work together for a healthy, just, and sustainable future are burgeoning. Consequently, there is a growing imperative and mandate across the higher education space for transformative, inclusive, integrative-and sometimes disruptive-approaches to learning that strengthen our capacity to work towards the goals and imperatives of planetary health. This educational transformation requires attention to pathways of societal, policy, and system change, prioritising different voices and perspectives across jurisdictions, cultures, and learning contexts. This Viewpoint seeks to explore the developing areas of education for planetary health, while additionally reflecting on a praxis for education in the Anthropocene that is rooted within the confluence of diverse knowledges and practice legacies that have paved the way to learning and relearning for planetary health.
Redvers et al. (Sun,) studied this question.