ABSTRACT Issue Addressed Despite the critical role of advocacy in health promotion and public health practice, there is limited inclusion of this competency in public health curricula. This may leave graduates underprepared for advocacy work and contribute to a workforce ill‐equipped to engage in advocacy efforts. This research explores reasons for the limited inclusion of advocacy education within Australian tertiary public health curricula and examines educators' perspectives on public health advocacy. Methods This study used a semi‐structured exploratory approach. Fourteen individuals participated in two focus groups. The participants were attendees of a national public health educators teaching and learning forum. Data analysis involved reflexive thematic analysis. Results The majority of participants were female (91%) and employed at universities in various academic roles across diverse fields of public health. Two primary themes were identified: perceptions of public health advocacy and teaching public health advocacy. Participants attributed the inconsistent inclusion of advocacy curricula to ambiguities in definition, conceptualisation, scope and interpretation and emphasised the need for explicit integration of advocacy within curricula. They reported lacking self‐efficacy and discipline‐specific knowledge in teaching this material and expressed uncertainty regarding effective pedagogical approaches for teaching advocacy. Participants proposed a comprehensive framework for advocacy practice could facilitate its understanding and instruction. Conclusion Findings highlight the need for consensus on public health advocacy core competencies and a structured framework to guide its definition and instruction. Additionally, there is a need for professional development, evidence of effective advocacy pedagogy, and the explicit integration of advocacy within public health curricula. So What? Addressing these challenges is crucial for developing a public health workforce capable of skilled advocacy in order to effectively influence policy and improve population health outcomes. This study demonstrates the imperative to strengthen both the conceptual understanding of public health advocacy and the provision of advocacy training within tertiary public health education.
Bhatti et al. (Mon,) studied this question.