Purpose: This review explored the integration of planetary health and sustainable healthcare education in health professions education and training in low- and middle income countries (LMICs), by mapping capacity development initiatives, pedagogical approaches and contextual barriers to implementation. Method: A literature search was conducted using the following databases, MEDLINE (PubMed), EBSCOhost (Academic Search Complete), ERIC, ProQuest, Redalyc, Sabinet, Scielo, ScienceDirect, Scopus, Web of Science, and grey literature search on CORE, Google and Google Scholar for publications on the incorporation of planetary health and sustainable healthcare education in health professions education and training in LMICs between 1 January 2014 to 30 September 2025, in any language. The Joanna Briggs Institute methodology for scoping reviews was adopted. One reviewer conducted the initial screening based on the eligibility criteria, and a second reviewer independently screened 20% of all studies to verify inclusion decisions, with inter-rater reliability of 100%. The data was charted using a specially developed data extraction tool. One reviewer charted the data and the second reviewer independently verified the extracted data. Results: Database searches yielded 18810 publications, of which 58 met the eligibility criteria for inclusion in the review. The majority of the included studies were published in the last four years. A fragmented distribution of planetary health initiatives was evident across 57 LMICs, with some institutions attempting innovative, transformative pedagogies that incorporated digital platforms and collaborative approaches. Conclusion: Despite growing momentum for planetary health and sustainable healthcare education in LMIC health professions training, programs are dispersed across fewer than half of global LMIC regions, constrained by curriculum overload, limited resources and faculty capacity. Systematic planetary health integration requires structural reform, including policy mandates, sustained educator development, strengthened local scholarship, incorporation of Indigenous knowledge and embedding of competencies within national frameworks to prepare health professionals for climate-resilient, equity-focused health system transformation.
Pillay et al. (Thu,) studied this question.