Background: Health professionals have a responsibility to address planetary health. Consensus exists on the knowledge, skills and values required for planetary health education, yet optimal educational approaches for teaching how to include planetary health effectively in curricula are unclear. We aim to describe how we used design thinking to co-design planetary health curricula. Approach: Faculty (n = 8), health professionals (n = 8) and health professional students (n = 14) representing medicine, nursing, psychology, biomedicine, pharmacy and nutrition and dietetics participated in four, 90-min design thinking workshops over 2 months. Each workshop was followed by a 60-min reflection with eight academic staff. Audio recordings from both the workshops and faculty reflections were analysed using qualitative content analysis. Evaluation: Design thinking was valuable due to the multiple, diverse and rapid workable curriculum ideas and solutions that were generated across the three participant groups, while acknowledging aspects of complexity. Uncertainty and discomfort were generated and tolerated throughout the process, as faculty learned 'with' participants in the design process. This approach to design thinking created inclusive spaces that promoted participants' agency. Implications: Design thinking appears to be a feasible and useful tool to address complex curriculum challenges like planetary health, where health professions students and workforce voices are crucial for curricular relevance, effectiveness and timely responses.

Internationally, the health-care sector has been slower than many other sectors in reducing its carbon emissions and broader environmental footprint. Incrementally, tertiary education institutions are changing their focus to integrate environmental and social objectives, including planetary health, into teaching, research, and how the campus is operated. Planetary health and sustainable health-care are emerging topics in the education of health professionals. However, they have largely been limited to specific knowledge rooted in western epistemology with ad hoc curricula that do not consider the complex interdependence of ecosystems and human health. Because of the need to prepare the current and future health-care workforce for planetary consciousness and related practices, in this Personal View we provide an innovative case study that uses Indigenist health humanities (eg, narrative portraiture) and arts-based education strategies to offer a different way of seeing, knowing, and understanding planetary health. Embedding Indigenous knowledges and voices into planetary health education is an important first step in decolonising learning in health professional education.

Background Steering planetary and human health towards a more sustainable future demands educated and prepared health professionals.Aim This research aimed: to explore health professions educators’ sustainable healthcare education (SHE) knowledge, attitudes, self-efficacy and teaching practices across 13 health professions courses in one Australian university.Methods Utilising a sequential mixed-methods design: Phase one (understanding) involved an online survey to ascertain educators’ SHE knowledge, attitudes, self-efficacy and teaching practices to inform phase two (solution generation), ‘Teach Green’ Hackathon. Survey data was descriptively analysed and a gap analysis performed to promote generation of solutions during phase two. Results from the hackathon were thematically analysed to produce five recommendations.Results Regarding SHE, survey data across 13 health professions disciplines (n = 163) identified strong content knowledge (90.8%); however, only (36.9%) reported confidence to ‘explain’ and (44.2%) to ‘inspire’ students. Two thirds of participants (67.5%) reported not knowing how best to teach SHE. Hackathon data revealed three main influencing factors: regulatory, policy and socio-cultural drivers.Conclusions The five actionable recommendations to strengthen interdisciplinary capacity to integrate SHE include: inspire multi-level leadership and collaboration; privilege student voice; develop a SHE curriculum and resources repository; and integrate SHE into course accreditation standards.

This article proposes that Education for Sustainability (EfS), with its focus on transformative and learner-centred approaches, and higher order thinking skills, enriches teaching and learning in Vocational Education and Training (VET), with implications for quality pedagogy more generally. EfS pedagogy has the potential to inform a new discourse on VET's role in citizenship and responsibility for the future, characterised by some as a shift from productivism to ecologism, and described by UNESCO/ILO as critical thinking towards sustainable development. After reviewing the literature on quality pedagogy in VET, as well as on EfS itself, this article evaluates the impact and effectiveness of a nationwide professional development program to upskill VET practitioners in EfS pedagogy. Early findings indicate personal transformations for participants both as individuals and VET professionals, with high levels of teaching practice enhancement generally through uptake of EfS principles and practice. Based on our findings, we draw conclusions and make recommendations for further research.

PART ONE: GLOBALIZATION AND FOOD SECURITY Globalization of Agriculture, Food Security and Sustainability - Vandana Shiva PART TWO: (A) THE IMPACT OF TRADE LIBERALIZATION IN ASIA Structural Adjustment and Food Security in Pakistan - Shahrukh Rafi Khan, Sajid Kazmi and Zahid Ahmad An Aggregate Analysis The Impact of Globalization on Agriculture - Sarath Fernando Marginal Farmers and the Poor in Sri Lanka PART TWO: (B) THE IMPACT OF TRADE LIBERALIZATION IN INDIA The Impact of SAP on Land Resources and Food Accessibility in Maharashtra - Sulabha Brahme The Impact of Structural Adjustment Programmes on Land and Water Resources of Gujarat - Darshini Mahadevia Foodgrain Stocks to Feed the Poor or Pay for Liberalized Imports? - Abhijit Sen Seeds of Suicide - Vandana Shiva and Afsar Jafri The Ecological and Human Costs of Globalization of Agriculture PART THREE: CORPORATIZATION OF AGRICULTURE The Corporate Reapers - A V Krebs US Agriculture Policy and the Uruguay Round - Kristin Dawkins Implications for Food Security and Global Democracy Floriculture and Food Security Issues - T N Prakash and Tejaswini PART FOUR: GLOBALIZATION OF FOOD INSECURITY Food Security - Tim Lang Does It Conflict with Globalization? Globalization, Peasant Agriculture and Food Security in Mexico - Victor Suarez Carrera Neither Comparative Advantage nor Self-Sufficiency International Trade and Food Security in India - Amitava Mukherjee Industrial Fisheries and Acquaculture in India - John Kurien Factory Farming - Philip Lymbery The Global Mistake PART FIVE: CORPORATE MONOPOLIES ON LIFE Monopoly and Monoculture - Vandana Shiva and Tom Crompton Trends in the Indian Seed Industry Biodiversity and Biotechnology - Beth Burrows PART SIX: DEMOCRATIZING THE FOOD SYSTEM: FOOD RIGHTS AND FOOD RESPONSIBILITIES Associative Economics - Nicanor Perlas Responding to the Challenge of Elite Globalization From Global Dependence to Local Interdependence - Helena Norberg-Hodge Annam Bahu Kurvita - J K Bajaj and M D Srinivas The Indian Discipline of Growing and Sharing Food in Plenty