Background: Out-of-pocket healthcare expenditure (OOPHE) drives health inequities for Australian First Nations Peoples, particularly in rural and remote areas. While financial barriers are well documented, less is known about the cultural, social and emotional consequences of travelling away from Country for healthcare. Methods: Aboriginal yarning methodologies informed by Knowledge-Interface approaches were used across eleven yarning sessions with 22 Aboriginal participants living on Kokatha, Mirning and Wirangu Country in the Far West of South Australia. Data were analysed thematically through deep listening and iterative coding, guided by Aboriginal researchers and an Aboriginal Governance Group. Findings were presented through three consolidated stories to maintain relational meaning, cultural integrity, and participant voices. Results: Participant stories revealed how repeated travel for healthcare creates cumulative financial, cultural, and emotional consequences. Leaving Country disrupted kinship networks, reduced cultural safety, and exposed participants to unfamiliar and culturally unsafe environments, contributing to distress and erosion of identity during periods of vulnerability. For many, these impacts led to delayed, rationed, or forgone care. Discussion: This study extends existing OOPHE literature by foregrounding cultural disconnection as a central mechanism shaping healthcare access. These impacts are fundamental, shaping decisions about when, how and if care is sought, contributing to ongoing inequities and extended periods off Country. Conclusion: Travelling for healthcare is not simply a logistical or financial challenge but a deeply personal and culturally disruptive experience. Addressing OOPHE requires system-level reform that prioritises culturally safe and locally delivered care and supports on Country.

In Australia, discussions concerning domestic violence (DFV) and gender-based violence (GBV) frequently depict women and girls as victims and men as perpetrators. While reflecting the reality, this perspective risks marginalising male victims, particularly boys, and infringing upon their rights to safety, dignity, and support. Media stereotypes exacerbate this issue; for instance, violent mothers are often portrayed as mentally ill, male perpetrators are deemed inherently violent, and boy victims are largely ignored. Such erasure violates international human rights standards, including the Convention on the Rights of the Child (CRC), which affirms everyone’s right to protection from violence and discrimination (United Nations [UN], 1998). The concept of the ‘ideal victim,’ typically portrayed as white, young, and female, obscures complex realities and undermines a rights- based approach to violence. Boys experience marginalisation because societal masculine norms deter vulnerability and help- seeking behaviours, thereby infringing upon their rights to health and support. Although harm reduction strategies are widely employed in public health and suicide prevention, their application remains limited in the context of family violence (FV) and GBV. A human rights approach emphasises that harm reduction initiatives should encompass all victims. This discourse advocates for media and institutional advocacy aimed at shifting narratives from pathology and aggression towards promoting healthy masculinities grounded in empathy and caregiving. Drawing upon feminist theory, masculinity studies, and child welfare research, this proposal presents an inclusive model of masculinity founded on ethical intelligence. Men who challenge traditional masculine norms exemplify positive masculinity through engaged parenting and emotional openness. The study encourages collaborative efforts to incorporate male victimisation into education, media, and prevention strategies. Addressing stereotypes and advancing gender equity as fundamental human rights necessitates concerted efforts across education, media, and policy sectors to acknowledge male victimisation. Despite an Australian Government election commitment of 32 million to boys’ and men’s health, additional efforts are essential to integrate these issues within human rights frameworks and public discourse, demonstrating that male victimisation supports, rather than threatens, women’s rights within an inclusive human rights paradigm concerning GBV.

Background Enrolment processes in randomised controlled trials can be resource intensive and often are not scalable beyond trial contexts. There is little comparative evidence on the effectiveness and efficiency of utilising digital tools to support trial enrolments. The aim of this Study Within A Trial (SWAT) was to evaluate the comparative effectiveness and efficiency of a self-directed online enrolment process compared with a phone call within the context of a hybrid effectiveness-implementation trial. Methods Eligible trial participants completing a brief online expression of interest (EOI) and eligibility survey were randomised to schedule a baseline appointment via a researcher phone call or immediately via a co-designed self-directed online process. Those in the self-directed online group who did not self-schedule were followed up with a phone call. On an intention-to-treat basis, baseline scheduling rates and the proportion of eligible online EOIs ultimately randomised in the host trial were compared between enrolment conditions. Additionally, enrolment phone call duration (minutes) and call cost per participant randomised in the host trial were calculated. Results Of 325 EOIs who completed the online screening, 297 met the host trial eligibility criteria and were randomised to the self-directed online (n = 146) or phone call (n = 151) enrolment conditions. Participants in the self-directed online condition were more likely to schedule a baseline appointment (134/146, 91.8% vs 126/151, 83.4%; p = 0.046), but the same proportion of participants were ultimately randomised in the host trial (114/146, 78.1% vs 118/151, 78.1%; p > 0.999). The phone enrolment took longer (10.1 vs 2.1 minutes) and cost more (AUD $8.23–9.76 vs $1.70–2.02) than the self-directed online process per randomised host trial participant. Conclusions In line with the host trial design, this SWAT provides ‘hybrid’ evidence to inform both trial enrolment processes and enrolments for the potential future real-world implementation of a men’s health intervention. Providing a self-directed online enrolment option could save resources without compromising participation rates, but a phone call option should remain available for inclusivity. Further research evaluating low resource alternatives to phone calls within and beyond trial contexts is warranted. Trial Registration: This study is registered as SWAT#208 in the Northern Ireland Hub for Trials Methodology Research repository (registered 09/01/2023).

In Australia, there has been increased attention to attracting Indigenous peoples into higher education but, despite a recent growth in enrolment numbers, they remain severely underrepresented. This underrepresentation is particularly notable among Indigenous males, who are the least likely to attend. In this paper, we investigate the experiences of four Indigenous young men who attended an elite higher education institution. Aligned with other research on the experiences of Black and Minority Ethnic males in higher education, the article captures how their experience in privileged institutions compels them to reflect on their own positionality and the cultural interface between Indigenous and non-Indigenous knowledges. All data were thematically analysed and this paper reports on two key themes: influencers to pursue higher education and motivational factors at university. In considering the journey of these young men into elite higher education spaces, we are interested in the discursive constitution of their Indigenous identities and how their aspirations are realised in reference to a strong sense of cultural pride and social justice.

Health promotion academics play a crucial role in strengthening the health promotion workforce via scholarly approaches to training practitioners. This unique issue of the Health Promotion Journal of Australia (HPJA) is supported by the Australian Health Promotion Association (AHPA) and aims to build the evidence base for learning and teaching in health promotion across Australasia. It showcases innovative pedagogical approaches that support students to develop their core health promotion competencies and professional standards; use of specialised learning resources and technologies; development of curricula and resources that reflect best practice health promotion; and assessment and evaluation processes that influence pedagogical developments in health promotion learning and teaching. We celebrate the contributions made by academics to health promotion learning and teaching and the important role they play in educating the next generation of health promotion practitioners who will join the efforts to address local, national, regional and global public health challenges. Our world is increasingly complex, and multiple interconnected drivers threaten the health and wellbeing of the human population and overall environment. To address these complex determinants, graduates of health promotion degrees require competencies that equip them to work collaboratively across sectors, to deliver co-benefits for people and the planet. Planetary health provides an ecological, systems thinking approach to guide curriculum development and build graduate capabilities to address the health and planetary challenges of the future. Capetola, Noy and Patrick's1 paper presents a model, The Sustainability Wheel of Fortune, which is embedded in an interdisciplinary undergraduate unit of study and postgraduate micro-credential unit, to help students develop the knowledge and skills to respond to challenges at a local and global level, and thus contribute to improving the overall health of people and the planet, now and into the future. Hickman, Johnson and Lawler2 describe curricular choices and pedagogical strategies supporting student development of reflexive practice within a health promotion course at a large Australian University. The authors discuss how reflexivity in teaching and learning supports students in learning the role of health promotion in planetary health and developing skills in planetary health advocacy. The impact of the COVID-19 pandemic continues to create uncertain times for academics, students and universities globally. Shelley et al.3 discuss the importance of shifting from siloed specialisations to interdisciplinary collaboration in public health education, and report on findings of a study that examined the use of systems thinking to design and deliver a Public Health in Pandemics subject. Students provided insights into their experiences and perceptions of subject design and delivery, and their ability to grasp the interdisciplinary nature of contemporary health promotion and public health practice. The authors highlight the need for training health promotion and public health practitioners to work across sectors and with diverse disciplines for current and future pandemic responses, consistent with previous scholarship published in the HPJA.4 Advocacy is a core pillar of the Ottawa Charter for Health Promotion5 and the Shanghai Declaration,6 and an essential activity to achieve improvements in equity and overall population health. Building the skills of the health promotion and public health workforce to undertake effective advocacy will strengthen health programs, services and policies leading to improved health and societal outcomes. Bhatti et al.7 describe the scope of public health advocacy education within Australian public health degrees and reveal inconsistency in delivery. The findings highlight the need for Australian universities delivering health promotion and public health programs to review their curriculum and assess current strengths and gaps related to advocacy content with a view to ensuring all public health graduates are equipped with this essential skill. Curricula needs to be underpinned by a deep understanding of industry perspectives regarding advocacy skills required by new graduates entering the public health workforce and further research in this area is required. O'Hara and Taylor's8 manuscript assesses the utility of the Red Lotus Critical Health Promotion Model (RLCHPM) as a competency-based pedagogical framework that can be applied in practice. The RLCHPM explicitly incorporates a set of critical values and principles across the phases of the health promotion cycle. Using an online survey with graduates of undergraduate and postgraduate health promotion degrees from 2008 to 2016 and supplemented with semi-structured interviews, findings demonstrated that most respondents were "somewhat" or "very" knowledgeable and confident about their ability to use the RLCHPM, and its values and principles. Similarly, most participants agreed that the health promotion values and principles in the RLCHPM are important, relevant and useful to their practice. However, interview findings highlighted a tension between understanding values-based practice and how this could be constrained or inhibited by the realities of practice or the organisational context. The research suggests that the RLCHPM could be a core feature of university health promotion education to support graduates to apply critical health promotion in their practice. On a similar theme, Hosseinzadeh et al.'s9 research focuses on developing critical thinking skills in health promotion. The authors' position is that health promotion students from some international contexts find developing critical thinking skills challenging mainly because of their previous training in memorisation. Case scenario-based teaching was employed to purposely develop more critical thinking skills—pre- and postmeasures were taken to assess differences as a result of the initiative. The case studies improved critical thinking in a sample of international students, and grade attainment increased because of stronger critical engagement. While the study would benefit from further research to test the effectiveness of case scenario-based teaching in health promotion, it suggests a potentially promising avenue in supporting similar international cohorts. Experiential learning and authentic assessment play an important role in developing students' health promotion skills, knowledge and competence in preparation for the workforce. Chong et al.10 provide an overview of how experiential learning can be embedded into undergraduate health promotion curricula via real-world project-based activities and assessments. Similarly, Anderson et al.11 describe how experiential learning and authentic assessments can be used to guide students' development of health promotion competencies in line with the International Union for Health Promotion and Education Core Competencies and Professional Standards for Health Promotion12 via sequential assessments. Leavy et al.13 report on the use of problem-based learning to develop critical thinking and self-directed learning. These pedagogical approaches, delivered either face-to-face or online, enable students to collaborate with their peers, apply health promotion theory to real-world issues, and reflect on their practice in a safe university environment. Students build critical academic and professional skills required for health promotion practice, which enhances their employability. A vital component of health promotion workforce development is the promotion of cultural proficiency. McIver et al.14 report outcomes from initial steps taken to promote cultural proficiency among non-clinical students and address tendencies towards stereotyping, biases and discrimination, when redeveloping and Indigenising curricula. Strategies were identified to provide and implement renewed initiatives and directions for professional development for staff; and there was a clear need to effectively train students in cultural awareness, sensitivity and knowledges through specific and targeted resources and support throughout the span of the course. Findings contribute to current discourses exploring effective approaches to Indigenising discrete unit and course-wide curricula and provide a useful template for others seeking evidence-based approaches and ideas when aiming to improve cultural proficiency. Health promotion training in Australia predominantly occurs within specialist tertiary degrees dedicated to the discipline and profession. Two articles in this special issue demonstrate how health promotion competencies can also be embedded into courses outside of the field to enhance the health promotion skills and capacity of other health professionals. Bracksley-O'Grady et al.15 discuss the need for a change in the ethos of academics involved in the development of dentistry curricula to ensure appropriate attention is given to health promotion theory, especially advocacy. The authors argue that this will enable future dental professionals to advocate for a range of oral health promotion activities such as water fluoridation, universal dental care, and sugar-sweetened beverage taxes. Allen et al.16 report on a signature pedagogical approach to develop health promotion competencies included in the Australian Dental Council professional competencies for new dentists. The signature pedagogy involves three key approaches—experiential learning, co-operative learning, and inquiry-based learning. These include experiential learning "beyond the classroom" through a unique practicum, where students develop and deliver a primary school-based oral health promotion program. This innovation provides insight into best-practice approaches for developing the health promotion competence of dental graduates. These two articles provide examples of how health promotion competencies can be embedded into allied health and medical degrees to upskill other health professionals and reorient health services towards a health promotion approach.5 This special issue provides an up-to-date pedagogical resource for health promotion academics both nationally and internationally. The collection of articles adds to the health promotion learning and teaching evidence base. It also provides a platform for collegial conversations and debate between health promotion educators about innovate pedagogical approaches to health promotion curricula to prepare future graduates with the competencies required for professional practice. K Blackford is a Board member of the Australian Health Promotion Association and Chair of the national Health Promotion Learning and Teaching Community of Practice.

INTRODUCTION:More Aboriginal and Torres Strait Islander young people experience high or very high levels of psychological distress compared to their non-Indigenous counterparts. This may be partly attributed to systemic barriers resulting in lower rates of help-seeking, sub-optimal identification of psychological challenges, and undertreatment. Reducing these barriers within health systems is an important factor in reducing the Social and Emotional Wellbeing (SEWB) health burden on young Aboriginal and Torres Strait Islander people.OBJECTIVES:In partnership with Miwatj Health Aboriginal Corporation (Miwatj), this project will co-design an integrated youth Social and Emotional Wellbeing (SEWB) and mental health stepped care model for remote Aboriginal communities in the north east Arnhem region of the Northern Territory.DESIGN:A collaborative research approach using co-design methods will underpin a community-centric stepped care allocation method, to which culturally appropriate SEWB and mental health interventions and treatments are assigned. These components of the project will inform a digital platform which will facilitate access to SEWB care for young people in north east Arnhem land. This concept was co-developed in a partnership between researchers and Miwatj and builds on Miwatj's previous work to map the stepped needs of young people. The co-design of the content and features of these outputs will be facilitated through community participation and overseen by community, health, and cultural governance structures. This will ensure the solutions developed by the project are culturally responsive, fit for purpose, and will enhance self-determination while reducing systemic barriers to care.

Health Promotion Journal of AustraliaVolume 33, Issue S1 p. 6-8 EDITORIALFree Access Quality learning and teaching is vital for equipping the health promotion workforce to address complex public health challenges Krysten Blackford, Corresponding Author Krysten Blackford k.blackford@curtin.edu.au orcid.org/0000-0002-2505-9434 School of Population Health, Curtin University, Perth, Australia Correspondence Krysten Blackford, School of Population Health, Curtin University, Perth, Australia. Email: k.blackford@curtin.edu.auSearch for more papers by this authorJane Taylor, Jane Taylor orcid.org/0000-0002-4127-3625 School of Health and Behavioural Sciences, University of the Sunshine Coast, Sippy Downs, AustraliaSearch for more papers by this authorSue Devine, Sue Devine orcid.org/0000-0001-6687-6003 College of Public Health, Medical & Veterinary Sciences, James Cook University, Townville, AustraliaSearch for more papers by this authorJames Woodall, James Woodall orcid.org/0000-0003-1989-3999 School of Health, Leeds Beckett University, Leeds, UKSearch for more papers by this authorJames Smith, James Smith orcid.org/0000-0003-4366-7422 Rural and Remote Health, College of Medicine and Public Health, Flinders University, Darwin, AustraliaSearch for more papers by this author Krysten Blackford, Corresponding Author Krysten Blackford k.blackford@curtin.edu.au orcid.org/0000-0002-2505-9434 School of Population Health, Curtin University, Perth, Australia Correspondence Krysten Blackford, School of Population Health, Curtin University, Perth, Australia. Email: k.blackford@curtin.edu.auSearch for more papers by this authorJane Taylor, Jane Taylor orcid.org/0000-0002-4127-3625 School of Health and Behavioural Sciences, University of the Sunshine Coast, Sippy Downs, AustraliaSearch for more papers by this authorSue Devine, Sue Devine orcid.org/0000-0001-6687-6003 College of Public Health, Medical & Veterinary Sciences, James Cook University, Townville, AustraliaSearch for more papers by this authorJames Woodall, James Woodall orcid.org/0000-0003-1989-3999 School of Health, Leeds Beckett University, Leeds, UKSearch for more papers by this authorJames Smith, James Smith orcid.org/0000-0003-4366-7422 Rural and Remote Health, College of Medicine and Public Health, Flinders University, Darwin, AustraliaSearch for more papers by this author First published: 04 October 2022 https://doi.org/10.1002/hpja.666AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Changes in global morbidity and mortality, and widening health inequities are occurring at unprecedented levels due to significant public health challenges.1 The impact of issues such as climate change and COVID-19 on population health and healthcare systems has been significant,2-4 highlighting the need for greater emphasis on disease prevention and people-centred, community-based health promotion initiatives.5 Health promotion academics play an important role in training the health promotion workforce, which is a vital component of the public health response to these global challenges. Health promotion is defined in the Ottawa Charter for Health Promotion6 as the "process of enabling people to increase control over, and to improve, their health." Best practice in health promotion is characterised by a critical and salutogenic approach underpinned by the values and principles outlined in seminal health promotion charters and declarations,7-9 and aims to challenge the dominant biomedical and behavioural paradigms in order to influence social change.10 The latest health promotion charter, the Geneva Charter for Wellbeing,9 highlights the urgent need to address the ecological, political, commercial, digital, and social determinants of health and mitigate the risks to population health caused by climate change, poverty, population displacement, pollution, and widespread inequity. Shifting away from a focus on the individual to these wider social and structural determinants of health will have greater impact on population health.11 Health promotion practitioners plan, implement, and evaluate initiatives to address a broad range of determinants of health to improve health outcomes for communities and populations. Health promotion practice has long been values-driven12 and concerned with equity, empowerment, social justice, and participation via holistic, sustainable, intersectoral, and multi-strategy approaches to improve health and address health inequities via a competent and skilled specialist health promotion workforce.13 Clearly defining what constitutes the health promotion workforce, and highlighting the unique contributions it makes to improving population health, is crucial as public health challenges become increasingly complex.14 Traditionally, the health promotion workforce has been diverse in nature, and calls were made in the early 2000s to more clearly define health promotion roles and focus on building a knowledgeable and skilled workforce in Australia.15, 16 Regulating the health promotion workforce in Australia has been a strategic priority of the Australian Health Promotion Association (AHPA) for several decades to ensure that health promotion expertise is recognised and the specialist workforce strengthened.17 Australia has a long history of health promotion competency and workforce development initiatives,18 with the 2009 Australian health promotion competencies19 informing the current International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards for Health Promotion.13 This document provides a comprehensive and globally agreed set of competencies and professional standards that are generally welcomed and accepted across the globe.5 This forms the basis of accreditation and practitioner registration mechanisms for tertiary degrees and organisations, including those in Australia. The development of health promotion competencies, professional standards, and accreditation processes over the past three decades has made a significant contribution to global health promotion workforce development.14 The IUHPE Health Promotion Accreditation System provides a mechanism to ensure that health promotion is practiced effectively and ethically by training practitioners via degrees that are quality assured and endorsed by the IUHPE.14 In 2016, the system was formally launched at the 22nd IUHPE World Conference and is now used globally to accredit tertiary health promotion courses and register individual health promotion practitioners.14 Individual practitioners who are successfully registered within the System receive the title "IUHPE Registered Health Promotion Practitioner" and accredited tertiary courses receive the description "IUHPE Accredited Health Promotion Course". In Australia, AHPA is the professional body that provides a mechanism for ensuring health promotion qualifications meet the agreed competencies and professional standards. As a result, Australia currently has one of the highest rates of practitioner registration (n = 110) and accredited courses (n = 12) in the world14, 20, 21 which is a testament to the willingness of AHPA to support and promote the IUHPE system to its members. Over the past three decades, the health promotion workforce has grown substantially due to an increase in the number of health promotion training programs and organisations globally.5 However, Australia has seen significant ebbs and flows during this time, reflecting periods of government investment and disinvestment22 making it challenging to maintain a strong professional identity. Universities make a unique contribution to improving population health via research, knowledge translation, and student training; and health promotion academics play a key role in workforce development by designing and delivering specialist health promotion degrees and training programs that develop the skills and knowledge of student health promotion practitioners and undertaking health promotion research that informs their teaching. Health promotion identity and traditions of the field can be maintained by supporting and developing health promotion specialists within academia5 via curriculum and pedagogy that is underpinned by health promotion values and principles outlined in the Core Competencies and Professional Standards for Health Promotion, and the key global health promotion charters and declarations. Vital to this process is effective learning and teaching approaches and methods that are delivered by specialist health promotion academics to students who are training to join or advance their standing in the health promotion workforce. The choice of learning and teaching approaches and methods used by health promotion academics influences the development of students' health promotion skills, knowledge, and competence for practice. Effectively delivered health promotion courses are those which make use of learning approaches that increase student and teaching staff interaction.23 Health promotion curriculum needs to blend subject-centred and learner-centred curriculum design,24 due to the theoretical and practical nature of the discipline. Academics will often use a combination of learning theories and pedagogies, with a strong focus on social constructivism25 to enhance social interaction and the professional identity of students. Students should also be provided with opportunities to develop their reflective skills to explore health promotion values and principles and how these influence their practice.26 Considerations also need to be made for how to effectively deliver courses remotely so that online learners receive an equitable learning experience.27 Developments in information technology and the spectrum of potential applications for technology-enhanced learning strategies can be utilised to support adaptive learning.28 Providing students with technology-enhanced real-world learning opportunities, work-integrated learning, authentic assessment,29, 30 and blended approaches31 supports a solid foundation for health promotion practice upon graduation. Building the evidence-base for learning and teaching in health promotion is another important step in developing the health promotion workforce. Academics require access to peer-reviewed literature reporting on effective curricula and pedagogies for health promotion degrees to support professional development and best-practice teaching delivery. Encouraging and supporting health promotion academics to engage in scholarship of learning and teaching and disseminate their findings to colleagues will address a significant gap in the literature. This can be achieved via initiatives such as the Health Promotion Journal of Australia's special issue focusing on learning and teaching in health promotion, AHPA's national Health Promotion Learning and Teaching Community of Practice, and dedicated learning and teaching forums and conferences that provide opportunities for health promotion academics to share their ideas and collaborate. These efforts will contribute to achieving AHPA's strategic priority of a highly skilled and sustainable health promotion workforce and support the advancement of the health promotion profession and discipline. An ethical, skilled, knowledgeable, and agile health promotion workforce is more important now than ever.14 Health promotion academics have an important role to play in inspiring the next generation of practitioners who will contribute to addressing unprecedented challenges facing public health in the coming years. Providing more effective training to health promotion students will enable the development of critical skills for practice, which will positively influence the health and wellbeing of communities and populations.32 Including a greater focus on future-facing education pedagogy33 to refocus learning towards global issues and future hopes will ensure that students possess 21st century skills34 to advocate for health promotion and contribute to public health and the sustainable development agenda.35 Complex public health challenges including climate change, pandemics, and political instability will continue to challenge communities worldwide, and our current health promotion students and future practitioners need to be equipped for action. CONFLICT OF INTEREST K Blackford is a Board member of the Australian Health Promotion Association and Chair of the national Health Promotion Learning and Teaching Community of Practice. REFERENCES 1 World Health Organization. World health statistics 2022: Monitoring health for the SDGs. Geneva: World Health Organization; 2022. Google Scholar 2Patrick R, Armstrong F, Hancock T, Capon A, Smith JA. Climate change and health promotion in Australia: Navigating political, policy, advocacy and research challenges. Health Promot J Austr. 2019; 30(3): 295– 8. Wiley Online LibraryPubMedWeb of Science®Google Scholar 3Smith JA, Judd J. COVID-19: vulnerability and the power of privilege in a pandemic. Health Promot J Austr. 2020; 31(2): 158– 60. Wiley Online LibraryPubMedWeb of Science®Google Scholar 4Cornell S, Nickel B, Cvejic E, Bonner C, McCaffery KJ, Ayre J, et al. Positive outcomes associated with the COVID-19 pandemic in Australia. Health Promot J Austr. 2022; 33(2): 311– 9. Wiley Online LibraryPubMedWeb of Science®Google Scholar 5Van den Broucke S. Strengthening health promotion practice: capacity development for a transdisciplinary field. Glob Health Promot. 2021; 28(4): 36– 45. 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CrossrefGoogle Scholar 11Baum F, Fisher M. Why behavioural health promotion endures despite its failure to reduce health inequities. Sociol Health Illn. 2014; 36(2): 213– 25. Wiley Online LibraryPubMedWeb of Science®Google Scholar 12Ritchie J. Values in health promotion. Health Promot J Austr. 2006; 17(2): 83. PubMedGoogle Scholar 13 International Union for Health Promotion and Education. IUHPE Core Competencies and Professional Standards for Health Promotion. 2016. Google Scholar 14Battel-Kirk B, Chiou S-T, Comeau L, Dillon R, Doherty K, Jones-Roberts A, et al. The IUHPE health promotion accreditation system–developing and maintaining a competent health promotion workforce. Glob Health Promot. 2021;28(4):17579759211029603. Web of Science®Google Scholar 15Wise M. The health promotion workforce and workforce development. Health Promot J Austr. 2003; 14(1): 4– 5. Wiley Online LibraryGoogle Scholar 16James R, Shilton T, Lower T, Howat P. 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Google Scholar 24 Curriculum development and design. St Leonards, NSW: Allen & Unwin; 1993. Google Scholar 25Stewart M. Understanding learning: Theories and critique. In: LHD Chalmers, editor. University teaching in focus: A learning-centred approach. Camberwell, Australia: ACER Press; 2012. CrossrefGoogle Scholar 26Fleming P. Reflection—a neglected art in health promotion. Health Educ Res. 2007; 22(5): 658– 64. CrossrefPubMedWeb of Science®Google Scholar 27Blackford K, Birney K, Sharma S, Crawford G, Tilley M, Winter S, et al. Health promotion and sexology student and teaching staff perspectives of online learning and teaching during COVID-19: A mixed methods study. Pedagogy Health Promotion. 2021; 8(2): 111– 25. CrossrefGoogle Scholar 28Xie H, Chu H-C, Hwang G-J, Wang C-C. Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017. Comput Edu. 2019; 140:103599. 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Improvements in environmental health have had the most significant impact on health status. In Australia, life expectancy has significantly increased through provision of vaccination, safe food and drinking water, appropriate sewage disposal and other environmental health measures. Yet the profession that is instrumental in delivering environmental health services at the local community level is overlooked. Rarely featuring in mainstream media, the successes of Environmental Health Officers (EHOs) are invisible to the general public. As a consequence, students entering university are unaware of the profession and its significant role in society. This has resulted in there being too few EHOs to meet the current regulatory requirements, much less deal with the emerging environmental health issues arising as a consequence of changing global conditions including climate change. To futureproof Australian society and public health this workforce issue, and the associated oversight of environmental health must be addressed now.