Originating in medical and veterinary spheres, the One Health concept stands as an open call for collaboration also between these disciplines or professions and those of environmental and social science. However, the communities of practice in question show uneasy or under-developed collaborations, due to a variety of factors. We argue that an important factor is the way issues are raised and questions are formulated, i.e., their framing. Based on complementary perspectives on health and knowledge, this overview provides an inter-and trans-disciplinary analysis of the role of the framing of « nature » in One Health discourses as a barrier or a facilitator to collaboration, as revealed by the scientific literature. We find that the lack of reflection by scientists about the framing under which they operate appears as a major factor of misunderstanding between disciplines, and a barrier for inter-and trans-disciplinary solutions to improve management of health risks and benefits. Hence, to build such solutions, framing will have to be a conscious and repeated step in the process, acknowledging and explaining the diversity of viewpoints and values. The interdisciplinary dialogues inherent in this process promote translation between scientific domains, policy-makers and citizens, with a critical but pluralistic recourse to various framings of health risks and benefits associated with nature, and a deep awareness of their practical and ethical consequences.

As problematized through the One Health concept, global health issues are defeating conventional disciplinary approaches since they unfold across various scientific domains and across all levels of society. Calling for a change in the way knowledge is generated and used to tackle these complex societal issues, the One Health concept appears as a particular perspective within sustainability science. Various academic initiatives, inspired by the One Health concept, are emerging to prepare future health practitioners and researchers to think and work across disciplines. The building of adapted curricula faces important challenges, tied to the siloed structure of universities. Hence, the training initiatives are still in their infancy, facing an important uncertainty regarding field needs and goals to achieve. This study analyzes the main features and the impacts of a One Health-oriented program, starting in such an uncertain and siloed university context. The method combined participant observation and semi-structured interviews (individual and focus group) with four categories of actors: learners, teachers, partners, program designers. The narratives, reflecting the perceptions of the actors, were analyzed to propose an underlying visual model of the program. The main identified features of the program point to a continuous process of mutual adjustment between actors, available means, and projected goals. The program benefitted from interactions at several levels: between students, teachers, and external partners, to create an overall mutual learning dynamic. The underlying model is interpreted as an inherently evolutive structure, not only transmitting knowledge but actively co-creating knowledge, as would take place in a transdisciplinary research process.

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