TYPE Curriculum, Instruction, and Pedagogy PUBLISHED 26 October 2022 DOI 10.3389/fpubh.2022.969065 Responding to the need of OPEN ACCESS postgraduate education for Planetary Health: Development EDITED BY Shahzad Ali, University of Veterinary and Animal Sciences, Pakistan REVIEWED BY of an online Master’s Degree Martin Gren, Linnaeus University, Sweden Blake Poland, Cristina O’Callaghan-Gordo1,2,3,4*† , Ariadna Moreno2 , University of Toronto, Canada Marina Bosque-Prous1 , Enrique Castro-Sanchez5,6 , *CORRESPONDENCE Cristina O’Callaghan-Gordo Payam Dadvand2,3,4 , Carlos A. Faerron Guzmán1,2,7,8 , co_callaghang@uoc.edu Ana García-Juanatey1,9 , Mireia Gascon1,2,3,4 , Oriol Grau10,11 , † These authors have contributed Jacint Jordana3,12 , Rachel Lowe13,14,15 , Hug March16,17 , equally to this work F. Xavier Medina1,18 , Lela Mélon1,19,20 , Grettel Navas1,21,22 , SPECIALTY SECTION This article was submitted to Andrea Núñez Casal1,23,24 , Isabel Ruiz-Mallén17,25 , Public Health Education and Promotion, Nacho Sánchez-Valdivia1,26 , Cathryn Tonne2,3,4 , a section of the journal Margarita Triguero-Mas1,27 , Christos Zografos28,29 and Frontiers in Public Health RECEIVED 14 June 2022 Josep M. Antó2,3,4,30† ACCEPTED 28 September 2022 1 Faculty of Health Sciences, Universitat Oberta de Catalunya, Barcelona, Spain, 2 ISGlobal, Barcelona, PUBLISHED 26 October 2022 Spain, 3 Universitat Pompeu Fabra (UPF), Barcelona, Spain, 4 CIBER Epidemiología y Salud Pública CITATION (CIBERESP), Madrid, Spain, 5 College of Nursing, Midwifery and Healthcare, University of West O’Callaghan-Gordo C, Moreno A, London, Brentford, United Kingdom, 6 Health Protection Research Unit in Healthcare Associated Bosque-Prous M, Castro-Sanchez E, Infection and Antimicrobial Resistance, Imperial College London, London, United Kingdom, 7 Dadvand P, Guzmán CAF, Graduate School, University of Maryland, Baltimore, MD, United States, 8 Planetary Health Alliance, García-Juanatey A, Gascon M, Grau O, Harvard T.H. Chan School of Public Health, Boston, MA, United States, 9 CEI International Affairs, Jordana J, Lowe R, March H, Barcelona, Spain, 10 Plants and Ecosystems, University of Antwerpen, Antwerpen, Belgium, 11 Global Medina FX, Mélon L, Navas G, Núñez Ecology Unit (CREAF), Catalonia, Spain, 12 Institut Barcelona d’Estudis Internacionals, Barcelona, Casal A, Ruiz-Mallén I, Spain, 13 Barcelona Supercomputing Center (BSC), Barcelona, Spain, 14 Catalan Institution for Sánchez-Valdivia N, Tonne C, Research and Advanced Studies (ICREA), Barcelona, Spain, 15 Centre on Climate Change & Planetary Triguero-Mas M, Zografos C and Health and Centre for Mathematical Modelling of Infectious Diseases, London School of Hygiene Antó JM (2022) Responding to the and Tropical Medicine, London, United Kingdom, 16 Estudis d’Economia i Empresa, Universitat need of postgraduate education for Oberta de Catalunya, Barcelona, Spain, 17 Internet Interdisciplinary Institute (IN3), Universitat Oberta Planetary Health: Development of an de Catalunya, Barcelona, Spain, 18 Unesco Chair on Food, Culture and Development, Universitat online Master’s Degree. Oberta de Catalunya, Barcelona, Spain, 19 UNESCO Chair in Life Cycle and Climate Change, Front. Public Health 10:969065. ESCI-UPF, Barcelona, Spain, 20 Department of Law, Faculty of Law, Pompeu Fabra University, doi: 10.3389/fpubh.2022.969065 Barcelona, Spain, 21 Institut de Ciència i Tecnologia Ambientals (ICTA), Universitat Autònoma de Barcelona, Barcelona, Spain, 22 Faculty of Government, University of Chile, Santiago, Chile, COPYRIGHT 23 Departamento de Ciencia, Tecnología y Sociedad, Insituto de Filosofía, Spanish National Research © 2022 O’Callaghan-Gordo, Moreno, Council (IFS-CSIC), Madrid, Spain, 24 Departamento de Filosofía y Antropología, Universidad de Bosque-Prous, Castro-Sanchez, Santiago de Compostela (USC), Santiago, Spain, 25 Faculty of Psychology and Education Sciences, Dadvand, Guzmán, García-Juanatey, Universitat Oberta de Catalunya, Barcelona, Spain, 26 COVID-19 Early Detection, Surveillance and Gascon, Grau, Jordana, Lowe, March, Control Department, Public Health Agency of Barcelona, Barcelona, Spain, 27 Mariana Arcaya’s Medina, Mélon, Navas, Núñez Casal, Research Lab, Massachusetts Institute of Technology Department of Urban Studies and Planning, Ruiz-Mallén, Sánchez-Valdivia, Tonne, Cambridge, MA, United States, 28 Johns Hopkins University - Universitat Pompeu Fabra (JHU-UPF) Triguero-Mas, Zografos and Antó. This Public Policy Center, UPF-BSM, Department of Political and Social Sciences, Universitat Pompeu is an open-access article distributed Fabra, Barcelona, Spain, 29 Research Group on Health Inequalities, Environment, and Employment under the terms of the Creative Conditions (GREDS-EMCONET), Department of Political and Social Sciences, Universitat Pompeu Commons Attribution License (CC BY). Fabra, Barcelona, Spain, 30 IMIM Hospital del Mar Medical Research Institute, Barcelona, Spain The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the Planetary Health has emerged as a new approach to respond to the existential original publication in this journal is risks that the clime and global environmental crises pose to human societies. cited, in accordance with accepted academic practice. No use, distribution As stated by various stakeholders, the challenges involved in Planetary Health or reproduction is permitted which are of such magnitude that education must be at the forefront to obtain does not comply with these terms. a meaningful response. Universities and higher education institutions have been specifically called to embed the concept of planetary stewardship Frontiers in Public Health 01 frontiersin.org O’Callaghan-Gordo et al. 10.3389/fpubh.2022.969065 in all curricula and train the next generation of researchers and change makers as a matter of urgency. As a response to this call, the Universitat Oberta de Catalunya (UOC), the Universitat Pompeu Fabra (UPF), and the Barcelona Institute for Global Health (ISGlobal) developed the first online and asynchronous Master in Science (MSc) in Planetary Health. The aim of the programme is to train a new generation of academics and professionals who understand the challenges of Planetary Health and have tools to tackle them. This article describes the development of the curriculum of this MSc, presents the main characteristics of the programme and discusses some of the challenges encountered in the development of the programme and its implementation. The design of this MSc was based on: the alignment of the programme with the principles for Planetary Health education with a focus on human health; a multi-, inter-, and trans-disciplinary approach; the urgency to respond to the Anthropocene challenges; and the commitment to the 2030 Agenda. The MSc was recognized as an official degree by the Agency for Quality of the Catalan University System, included in the European Quality Assurance Register for Higher Education, and the Spanish National Academic Coordination body in April 2021 and launched in October 2021. There are currently more than 50 students enrolled in the program coming from a broad range of disciplines and geographic locations. The information presented in this article and the discussion on challenges encountered in developing and implementing the programme can be useful for those working in the development of similar programs. KEYWORDS curriculum development, education for sustainable development (EfSD), Master in Science, planetary health education, postgraduate education, sustainable development goals –SDG Introduction a global call to action from the planetary health community supported by more than 300 signatories, urged to include Background and rationale for the planetary health education in all curricula levels, from schools educational activity innovation to universities (7). The UN report “The Future is Now” has specifically called upon universities and higher education In the last decades, there has been an increasing institutions to support the mission of advancing sustainability. understanding of the socio-environmental transformations— This recognizes that the education of the next generation of accelerated by the Anthropocene —and how they pose an researchers and change makers is one of the best leverage existential risk to human societies and other living beings. As a strategies toward transformations in sustainability (8). Recently, result, several approaches emerged to connect the environment the ‘Our Planet, Our Future” call for action—signed by a and human health (1, 2) and respond to new threats, such large number of Nobel laureates—requested universities and as the climate crisis, biodiversity loss and toxic pollution (1). higher education institutions to urgently embed the concept of One of the new approaches, Planetary Health, is based on the planetary stewardship in all curricula (9). comprehension that human health and human civilization In consequence, there is a growing number of initiatives depend on flourishing natural systems and their stewardship. to transform higher education for sustainable health. The This point of view requires unprecedented efforts to deal with Association of Medical Education in Europe (AMEE) has complexity and uncertainty, encourage transdisciplinary and suggested that to reduce CO2 emissions and to meet the urgent action (3). UN’s 2030 Sustainable Development Goals (SDGs), health- Similar to other scientific fields (4), the challenges involved related studies must equip undergraduates (and already qualified in Planetary Health are of such magnitude that education at professionals) with the necessary knowledge, skills, values, all levels must be at the forefront to obtain a meaningful competence, and confidence (10). The Global Consortium response (5, 6). The São Paulo Declaration on Planetary Health, on Climate and Health Education (GCCHE) surveyed 160 Frontiers in Public Health 02 frontiersin.org O’Callaghan-Gordo et al. 10.3389/fpubh.2022.969065 institutions to understand the state of climate-health curricula them were from Spain, 7% from other European countries and 5 for health professions. The results showed that educational % from Latin America. programmes vary considerably between institutions and that the The overall aim of the programme is to provide a multi-, majority of responders faced relevant challenges when trying inter- and transdisciplinary academic syllabus, as well as applied to implement curricular changes in their institutions (11). education on Planetary Health to train, promote, and empower A similar study conducted in Latin-America has shown that a new generation of academics and professionals. They will universities in this continent have similar drivers and barriers be able to contribute to understanding the full complexity of for sustainability change as universities in other geographical the challenges related to Planetary Health and well-being; from contexts (12). which they will develop and find solutions and strategies to There is growing evidence of new methodologies and tackle these challenges. To achieve this aim, the design of this approaches to include Planetary Health in health curricula MSc degree was based on a set of general criteria: (i) the (13–15). Among the different types of curricula, postgraduate programme content is aligned with the principles for Planetary education has received little attention and yet it offers a Health education (17) with a focus on human health; (ii) unique opportunity to train already qualified professionals from it includes the essential multi-, inter-, and trans-disciplinary different disciplines to work multi- (drawing on knowledge from aspects of Planetary Health challenges; (iii) it transmits a sense different disciplines but remaining within the boundaries of of urgency as a consistent attitude, considering the timeframe those fields), inter- (analyzing, synthesizing, and harmonizing of the challenges that involve climate and the Earth’s natural links between disciplines into a coordinated and coherent systems; and (iv) it is aimed to create an impact and it is whole), and trans-disciplinary (using a shared conceptual committed to the 2030 Agenda. framework drawing together new disciplinary-specific theories, This MSc programme was recognized as an official degree concepts, and approaches to address common problems) (16). by the Spanish academic system on April 2021. Official MSc In the GCCHE study cited above, only one institution reported allow the enrolment in PhD programs and therefore are a having a master’s or certificate programme in climate and health. way to promote research in a given field. Official degrees are Its respondents reported that it had been virtually impossible subjected to a thorough evaluation process: this programme to develop new courses on climate and health in public health was evaluated and approved by the Agency for Quality of the master’s programmes due to the already high course load (11). Catalan University System (AQU Catalunya), included in the To contribute to the development of Planetary Health education European Quality Assurance Register for Higher Education at the postgraduate level, the Universitat Oberta de Catalunya (EQAR), and the Spanish National Academic Coordination (UOC), the Universitat Pompeu Fabra (UPF), and the Barcelona body (Consejo de Universidades). The programme was also Institute for Global Health (ISGlobal) have developed an online reviewed and supported by an international advisory committee, Master in Science (MSc) in Planetary Health. It was launched in which involved researches and academics working in areas October 2021 and will be fully implemented in March 2023. relevant to Planetary Health. This article describes the main characteristics of this new programme and discusses some of the challenges we are currently facing. Methods Definition of the programme Overview of the master in science in The definition of the programme was a collaborative process planetary health in which several actors were involved. Throughout several group discussions, the direction of the programme and the academic The MSc in Planetary Health (UOC-UPF-ISGLOBAL) is committee (https://estudios.uoc.edu/es/masters-universitarios/ a fully online and asynchronous programme of 60 ECTS salud-planetaria/profesorado) agreed on the structure and credits (European Credit Transfer and Accumulation System, the contents of the programme (presented in the following 1 ECTS is equivalent to 25 h). In its first edition, the section). The academic committee included scholars working MSc in Planetary Health has been offered in Spanish in multiple disciplines, such as public health, environmental and Catalan. The academic entry requirements encompass epidemiology, climate sciences, ecology, political ecology and undergraduate studies from a broad range of disciplines, political economy. Specialist in pedagogy and educational including health sciences, natural sciences, political sciences, methods from the eLearning Innovation Center (eLinC) centre economical sciences, sociology, law, and engineering. The first at UOC (https://www.uoc.edu/portal/en/elearning-innovation- cohort of students (first term October 2021) captures this center/coneix/index.html), contributed in the definition of the multidisciplinary profile (see Figure 1). This fist cohort was specific learning outcomes and identify the best methodologies integrated by 55 students (75% females, 25% males), 87% of to achieve them. Figure 2 describes the steps followed to prepare Frontiers in Public Health 03 frontiersin.org O’Callaghan-Gordo et al. 10.3389/fpubh.2022.969065 FIGURE 1 Description of the academic backgrounds of the first cohort of the MSc in Planetary Health (n = 55). the final version the programme and the actors involved in each to the challenge, and (iii) evaluation of the possible problems step of the process. and risks when implementing them. The third block (which includes three modules) integrates and applies the concepts from the two previous blocks. It includes a module with strategies Structure and coherence of the that promote transformative changes to address the challenges programme of Planetary Health, including the role of citizen action and social movements; a second module to introduce research on The MSc in Planetary Health (UOC-UPF-ISGLOBAL) is Planetary Health and familiarize students with a broad range organized in twelve modules of 5 ECTS each (equivalent to of research areas and disciplinary approaches; and a third 125 h) and structured in three thematic blocks (see Table 1). The module, focused on the master’s thesis. The specific competences first block (three modules) provides the general context and the and their distribution thought the modules are presented in necessary methodologies for understanding and responding to Table 2. Further details on each module can be found in the the Planetary Health challenges of the Anthropocene. It also Supplementary material (Supplementary material: Curriculum sets the bases for an effective multilevel global governance. The of the MSc in Planetary Health). second block (which includes six modules) focuses on issues To make the MSc in Planetary Health a coherent identified as key challenges for Planetary Health: food systems, programme, its structure and contents were aligned with change in land use and loss of biodiversity, water resources, the Planetary Health educational framework and the SDGs. global pollution, urbanization, healthy and sustainable cities, Moreover, the competences and learning outcomes (see Table 1) and the climate emergency. The main objective is to develop cover the majority of overarching principles for Planetary Health the student’s critical understanding of the origins and causes of education (17). these issues and its effects on human health to devise and design The MSc encompasses the five domains (see Table 1) potential solutions, as well as to evaluate possible problems and proposed by the Planetary Health educational framework (18). risks when implementing them. In that sense, all modules from The domains on “The Anthropocene and Health, “Systems block 2 are solution oriented and are designed according to this Thinking and Complexity” and “Equity and Social Justice” are scheme: (i) description of the challenge, (ii) potential solutions mainly addressed on the first thematic block of the programme. Frontiers in Public Health 04 frontiersin.org O’Callaghan-Gordo et al. 10.3389/fpubh.2022.969065 FIGURE 2 Steps followed to define the programme and the actors involved in each step. The need to understand human beings and natural systems as human health and well-being are linked to the preservation interconnected entities (“Understanding Interconnection within of key natural systems, and supported by good governance Nature” domain) is a cross-cutting theme in all subjects of the and appropriate policies (3). However, the 2030 Agenda is degree, and it is especially relevant in subjects of the second also approached from a critical point of view through the thematic block. In this second block, students have to reflect programme discussing the need of a more ambitious and on the root causes of the global environmental crisis, leading urgent framework to deal with the climate and ecological them to recognize our disconnection from nature. The domain crises and acknowledging some of the criticisms the Agenda on “Movement Building and Systems Change” is mainly covered received (19). The module “Global and multilevel governance in the third thematic block of the master; it is oriented towards in Planetary Health” integrates this critical vision. by shedding integrative solutions and transformative changes. In addition, light on the difficulties and governance challenges associated the five domains are—up to certain level—incorporated in all with the implementation of the most relevant SDGs for modules, providing additional coherence to each module and Planetary Health. throughout the programme. The SDGs framework is embedded in the conceptualization of the programme. It is present in the different learning and teaching materials, as well as in the activities. For Learning environment and pedagogical example, in the module “Planetary Health, the Response to format Anthropocene Challenges,” students are asked to explore how SDGs could operationalize the concept of Planetary Health. The degree has been implemented following the UOC This exercise aims to clarify that sustained improvements in asynchronous online educational model (20), which is Frontiers in Public Health 05 frontiersin.org O’Callaghan-Gordo et al. 10.3389/fpubh.2022.969065 TABLE 1 Organization of the MSc in Planetary Health in relation to the domains defined in the Planetary Health educational framework (18). Tematic blocks Modules Main domain covered Block 1: concepts and methods 1. Planetary Health, the response to the challenges of the Anthropocene The anthropocene and health 2. Interdisciplinary approaches to Planetary Health Systems thinking and complexity 3. Global and multilevel governance in planetary health Equity and social justice Block 2: challenges in planetary health 4. Sustainable food systems and healthy diets Understanding interconnection within nature 5. Land use change, biodiversity loss and human health 6. Water resources and Planetary Health 7. Global pollution and health 8. Urbanization and healthy and sustainable cities 9. Climate change and health Block 3: application of knowledge 10. Integrative solutions and transformative changes Movement building and systems change 11. Planetary Health Research: From the hypotheses to the research protocol 12. Master’s thesis underpinned by two principles: learning by doing and The multi-, inter-, and trans-disciplinary aspects of the autonomous learning. Following this model, each module of the programme are central to Planetary Health (3) and a hallmark MSc in Planetary Health is organized around the resolution (or of the MSc in Planetary Health. The syllabus has been response) to a number of challenges. The challenges are inspired developed by a multidisciplinary academic committee, including by real contexts of the different disciplinary areas and are experts on public health, environmental epidemiology, climate oriented to develop defined personal and professional skills (see change, political ecology and geography, international law, social Supplementary material). This is achieved by asking the student sciences, economics, and ecology. All modules are regularly to complete a series of activities and/or prepare deliverables for reviewed and discussed by the academic committee, ensuring each of the challenges. The evaluation of the modules is based that diverse approaches and views are adequately considered. on the continuous assessment of such activities and deliverables In the Supplementary material, we present an example during the term. of how the UOC educational model is applied to Each of the challenges includes: the approach to the one of the modules of the MSc in Planetary Health addressed issue, the description of activities to develop key (Supplementary material: Example of the implementation skills, and the learning resources and tools to complete the of UOC educational model in the MSc: Module 1 Planetary activities and/or prepare the deliverables. Learning resources Health: The Response to Anthropocene Challenges). are found in the virtual classroom in a visual way. For each resource, guidance on how to use it in the context of the activity and the expected amount of time required to Anticipated career trajectories complete each challenge is provided. The learning resources available have a wide range of formats (websites, video, audio, The programme was planned to promote a new generation texts, or digital tools); and include both teaching resources of professionals and academics able to apply a Planetary prepared by faculty members and external resources (academic Health approach in their careers. Specifically, the programme papers, book chapters, scientific reports, recorded academic aims to provide capabilities in research, education and conference presentations, infographics, and documentaries, professional work. among others). As official degree by the Spanish academic system, our During the autonomous learning process, students are programme incorporates a strong focus on research as the source supported by the faculty. In the UOC educational model, of new knowledge. All modules strengthen the importance of there are two faculty roles: coordinating professors and course knowledge generation as part of the solution to the climate and instructors. Coordinating professors design the content of the environmental crises. Also, the programme provides a research module, coordinate and supervise the team of course instructors, path for those interested in pursuing a PhD programme. Thus, and supervise the evaluation process. Course instructors are in following a career as researcher is one of the possible trajectories close contact with the students by introducing the activities for for our graduates. each challenge, promoting participation in the virtual classroom, Graduates are also anticipated to develop careers in solving specific questions, providing feedback, and evaluating education and several of our registered MSc students are already the activities and deliverables. teaching in high-schools and universities. As commented above, Frontiers in Public Health 06 frontiersin.org O’Callaghan-Gordo et al. 10.3389/fpubh.2022.969065 TABLE 2 Distribution of competences and skills across the modules of the programme. Competences and skills Modules 1 2 3 4 5 6 7 8 9 10 11 12 Basic competences and skills CB6 – Gain and understand knowledge that forms the basis or an opportunity for x x x x original thinking in the development and/or application of ideas, typically in a research context CB7 – Capacity to apply the acquired knowledge and capacity for problem-solving x x x x in new or relatively unknown environments within broader (or multidisciplinary) contexts related to the field of studies. CB8 – Capacity to integrate knowledge and tackle the complexity of formulating x x x x x x x x judgements based on incomplete or limited information, taking due consideration of the social and ethical responsibilities involved in applying knowledge and making judgements CB9 – Capacity to communicate conclusions and the knowledge and grounds on x x x which they have been reached to specialist and non-specialist audiences in a clear and unambiguous manner CB10 – Learning skills that enable ongoing self-directed and independent learning x x x x x General competences and skills CG1 – Capacity to search for, analyze, assess, and use information provided to make x x x x x x decisions in complex situations CG2 – Capacity to work in interdisciplinary teams to attain shared goals in relation x x x x to planetary health CG3 – Capacity to apply creative thinking to contribute improvements or solutions x x x x in areas and situations of varied complexity in relation to planetary health CG4 – Capacity to resolve complex situations in a feasible, sustainable way, by analyzing their components, finding alternatives, reaching consensus on their application and assessing the results of their implementation Transversal competences and skills CT1 – Capacity to act in an honest, ethical, sustainable, socially responsible and x x x x x respectful way considering human rights and diversity, both in academic and professional practice, and design solutions to improve these practices Specific competences and skills CE1 – Analyze the interaction between human health and the Earth’s natural x x x x x x x x systems, using complex theoretical and conceptual models that relate the factors that promote environmental change, their effects on health, and allow for possible solutions to guarantee health in a sustainable way CE2 – Design research projects and interventions, applying and integrating x x x x x advanced knowledge on socioeconomic, political and / or cultural factors that interact affecting human health and promoting the degradation of natural systems CE3 – Critically interpret, synthesize and integrate the results of quantitative and x x x x x qualitative analysis from research in the main scientific disciplines related to Planetary Health (health sciences, natural and climate sciences, social sciences and economics) CE4 – Select and apply advanced methodologies and resources from different x x x scientific disciplines in the field of Planetary Health to strategically solve complex situations and problems (Continued) Frontiers in Public Health 07 frontiersin.org O’Callaghan-Gordo et al. 10.3389/fpubh.2022.969065 TABLE 2 (Continued) Competences and skills Modules 1 2 3 4 5 6 7 8 9 10 11 12 CE5 – Mastering the language and communicative conventions of the disciplinary x x x x x fields of Planetary Health in order to act as an interlocutor in the professional field, formulating arguments and transmitting results and ideas in a clear and unambiguous way CE6 – Implement with initiative and autonomy research projects or interventions in x x the field of Planetary Health, integrating a multidisciplinary vision, transferring the main results to the actors involved CE7 – Critically evaluate and apply innovative proposals for solutions for the x x x x x x x x x prevention, promotion and management of health with a multidisciplinary approach, taking into account environmental sustainability and equity CE8 – Formulate predictions about the evolution of health problems based on x x x x x x changes in natural systems, through innovative and multidisciplinary approaches that consider socioeconomic, political and / or cultural factors inclusion of the Planetary Heath in the curricula of all programs wide range of academic backgrounds in a very short period of and faculties has been also stated as a priority by various time. We have integrated the guiding criteria of complexity, stakeholders (5–9). Though our MSc does not provide training multidisciplinary, and urgency (3) to develop a feasible and in education methods, it is proving useful both for those in innovative programme for postgraduate education in Planetary education to incorporate planetary health contents in their Health, which is also consistent with a wider set of cross-cutting programs as well as to acquire training in the adoption of online principles for Planetary Health education (17). education methods. Planetary Health involves a paradigm shift compared to Finally, and consistent with the consequential and solution- global public health. Planetary Health integrates human health oriented spirit of planetary health, our MSc is also strongly with the health of other species and Earth’s natural systems, oriented to support career opportunities for professional something that implies a broader ethical perspective to explicitly working in public and private sectors directly dedicated to account for the value of future human and other species health and the management of natural resources, urbanization, generations. Planetary Health also extends the global public or transport among others. For instance in (i) international health predicament of social sciences approach in dealing with agencies and / or non-governmental organizations (NGOs) health inequalities and equity to the understanding of the that work in the field of health, environmental preservation interactions between social systems and ecosystems and to and/or sustainable development, (ii) health services that seek deliver solutions to protect and restore the natural systems to integrate aspects of environmental sustainability in health on which human health depends. Planetary Health shares this care and management, (iii) public administration that works in paradigm shift with other approaches. Busse et al. (1) have the development and / or implementation of land management analysed some of the health approaches that connect the health plans, town planning or energy, among others or (iv) in the of ecosystems, other living organisms and humans, including sustainability and corporate social responsibility departments of occupational and environmental health; political ecology of companies related to health and the environment. health; environmental justice; eco-health; One Health; and ecological public health. The proliferation of approaches emerging from different disciplinary fields, can lead to confusion Discussion due to overlaps in concepts and terminology. As a result of the new approaches, there are numerous initiatives to align This article describes the development of a multidisciplinary postgraduate education in the health sector with the challenges online master degree on Planetary Health, showing its structural of the climate crisis and the Anthropocene. For instance, the consistency with the Planetary Health educational framework Faculty of Public Health and Training Programme Directors— (18) and the UN’s Agenda 2030. In concordance with the from the 13 public schools specialized in health across urgency that the climate and ecological crises request (21), the the UK—have recently reported an initiative to strengthen new degree has received the support of the national accreditation sustainable development in public health consultant education bodies and has attracted a first cohort of students with a (22). Postgraduate education in One Health has already come Frontiers in Public Health 08 frontiersin.org O’Callaghan-Gordo et al. 10.3389/fpubh.2022.969065 a long way with a large number of master programmes, which with a diverse background in the disciplines involved in the either highlight One Health in the programme’s name or corpus of Planetary Health. In the current stage of the MSc in include it as a feature component (23). In contrast, postgraduate Planetary Health, the diversity of disciplinary backgrounds is education initiatives focusing on Planetary Health are less well-stablished in the team of course instructors, in the academic common. To our knowledge there are no other master degrees committee that supervised the design of the programme and the on Planetary Health. However, we are aware of other universities modules, and in the external advisory committee who played a planning to launch masters on Planetary Health soon and key role during the accreditation phase. However, the adoption the Stanford University and the London School of Hygiene & of this approach also involves some relevant challenges. One Tropical Medicine (LSHTM) have recently launched a Planetary of them is to provide students with additional contents to Health Postdoctoral Fellowship programme (24). Moreover, It be able to follow those topics that are far from their own is very likely that many schools of public health are currently academic background. Another very important challenge is to developing specific postgraduate modules on Planetary Health guarantee that all students receive an advanced education level like the ones in the University of Toronto Dalla Lana School of with a strong focus on research (instead of an introductory Public Health (25) and the UPF (26). education to a wide subject’s thematic range). So, adopting a Beyond the described initiatives, to our knowledge, our wide multi-, inter-, and transdisciplinary approach in a master programme is one of the first MSc degrees fully devoted to degree involves a tension between the large diversity of theories, Planetary Health. A relevant innovative component is its online concepts and methods and the degree of deepness that a master and asynchronous methodology, responding to a call by young level requires. This tension was already noted by the evaluators academics to expand online training for Planetary Health, in the accreditation phase. To address these difficult issues, we which can contribute to boost access to high-quality education are conducting targeted actions that require close monitoring programmes for global audiences (5) and foster education at and evaluation of the MSc programme. different stages of the professional career. The MSc is available A potential limitation of the MSc at its current stage is the in Spanish, offering an opportunity to expand Planetary Health limited presence of local knowledge (e.g., traditional indigenous education to Spanish-speaking countries. English version is knowledge and local ecological knowledge) in the curricula. The currently being considered. inclusion of local knowledge and ideas to navigate sustainability A major consequence of the global and complex nature of locally is in general poorly addressed within higher education Planetary Health challenges is the need of close collaborations (30). However, we believe that including this content in the across different disciplines; the approaches towards such curricula will emphasize the importance of the human-nature collaboration are diverse and they can be multi-, inter-, and relationship in other worldviews, as well as recognize the trans-disciplinary. The need to adopt these approaches is based relevance of traditional knowledge in monitoring changes in on the assumption that the Anthropocene’s challenges are so nature and in providing examples of successful adaptation to complex that their thorough examination and solution requires these changes (31–33). To address this issue, we will explore different scientific disciplines to work in alliance with each collaborations with indigenous scholars to further integrate local other, something that requires the combination of efforts and knowledge in the MSc. knowledge from different disciplines, including but not limited Universities and higher education institutions have a pivotal to medicine, biology, climate science, economics, political role in Planetary Health: (3) they have been called to urgently science, law, humanities, culture or technology (27). To achieve embed the concept of planetary stewardship in all curricula (9). this in our programme, we have drawn from our own experience In our strategy to include Planetary Health in the university, with the Planetary Well-being Initiative, (15) as well as from we have maintained a sense of urgency as a core principle (15). previous calls for a cross-disciplinary collaboration in Planetary However, dealing with the complexity of university bureaucracy Health (3, 18, 20). and complying with the necessary academic accreditation Postgraduate education provides a unique opportunity for standards requires time and resources. For us, it was key to students with different disciplinary backgrounds to meet in have a strong support from the participating institutions. This inter-professional education programmes (28). The importance allowed us to develop the programme, obtain the approval of the of multidisciplinary and inter-professional education has been Spanish academic system, elaborate and implement the initial largely recognized in the postgraduate education of public health learning resources, and recruit the first cohort of students in and global health (28, 29) and we have built on this tradition. about 2 years. We lacked the reference of any previous MSc in The multi-, inter-, and trans-disciplinary approach in the Planetary Health, which made our task more challenging. educational programme allows students to share a common set The motivation letters of our students show a strong desire of conceptual models and to be exposed to a wide range of for educational programmes that provide them with academic methods. This will strengthen their capacity to work alongside training on relevant scientific knowledge and training to become colleagues from other disciplines throughout their careers. The planetary stewards. We hope that our experience is useful and adoption of a multi-, inter-, and trans-disciplinary approach inspiring for other institutions to create similar programmes, (16) has several implications, such as the need of a faculty which would result in further opportunities for collaboration Frontiers in Public Health 09 frontiersin.org O’Callaghan-Gordo et al. 10.3389/fpubh.2022.969065 and mutual learning. Our goal is to generate a critical mass implantation of the programme: Eeva Furman (Environment of professionals with Planetary Health knowledge and values, Policy Centre, Finnish Environment Institute (SYKE)), Howard willing and able to coordinate inter-professional teams and to Frumkin (University of Washington School of Public Health), work effectively with cross-sector stakeholders to solve today’s Melissa Haswell (University of Sydney and Queensland and tomorrow’s pressing challenges. University of Technology), Anil Markandya (Basque Centre for Climate Change (BC3)), Joan Martinez Alier (Institut de Ciència i Tecnologia Ambientals (ICTA – UAB) and Facultad Data availability statement Latinoamericana de Ciencias Sociales (FLACSO)), Roberto A. Sánchez Rodríguez (Colegio de la Frontera Norte (COLEF) in The original contributions presented in the study are México) and Pauline Sheelbeek (London School of Hygiene included in the article/Supplementary material, further inquiries and Tropical Medicine (LSHTM)). We acknowledge support can be directed to the corresponding author/s. from the Spanish Ministry of Science and Innovation and State Research Agency through the Centro de Excelencia Severo Ochoa 2019–2023 Program (CEX2018-000806-S), and support from the Ethics statement Generalitat de Catalunya through the CERCA Program. Ethical review and approval was not required for this study in accordance with the local legislation and institutional Conflict of interest requirements. Written informed consent from the academic committee participants was not required to participate in this The authors declare that the research was conducted in the study in accordance with the national legislation and the absence of any commercial or financial relationships that could institutional requirements. be construed as a potential conflict of interest. Author contributions Publisher’s note JA and CO’C-G are the directors of the programme, conceptualized the curriculum, the paper, and wrote the original All claims expressed in this article are solely those daft. AM contributed to the writing of the original daft and of the authors and do not necessarily represent those prepared the figures. MB-P, JJ, RL, CT, and CZ contributed to of their affiliated organizations, or those of the publisher, the conceptualized the curriculum and reviewed and edited the the editors and the reviewers. Any product that may be original draft of the article. EC-S, PD, CG, AG-J, MG, OG, HM, evaluated in this article, or claim that may be made by FM, LM, GN, AN, IR-M, NS-V, and MT-M reviewed and edited its manufacturer, is not guaranteed or endorsed by the the original draft of the article. All authors contributed to the publisher. article and approved the submitted version. Supplementary material Acknowledgments The Supplementary Material for this article can be found We acknowledge the members of the international advisory online at: https://www.frontiersin.org/articles/10.3389/fpubh. committee for their support during the preparation and 2022.969065/full#supplementary-material References 1. Buse CG, Oestreicher JS, Ellis NR, Patrick R, Brisbois B, Jenkins AP, et al. 4. Strzałkowski A. 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