Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Abstract

In this paper, we explore Science|Environment|Health, One Health, Planetary Health, and Sustainability/Education for Sustainable Development in the context of the 2030 Agenda as four major frameworks that take a step toward investigating health from different angles to tackle the grand challenges that lie ahead of humanity. In most of these frameworks, the topic of health is no longer limited to the health of humans; it also encompasses the health of ecosystems and planetary systems. Therefore, our ways of teaching and discussing health in science education may need to be adjusted. To this aim, we first shortly characterize the four frameworks and then analyze the concepts of health, the contributing sciences, and the role of values in the frameworks. In our opinion, three main questions have to be settled: (1) Which concept of health lies at the root of each framework? (2) Which sciences should be considered when teaching about health, and what role will they take in an interdisciplinary, integrative approach and under complexity restraints? (3) What is the role of values in these frameworks, and how can the is–ought fallacy be avoided? We finally discuss our findings in light of the concept of two-eyed seeing in science education. This concept helps us disentangle and sharpen the three main questions and draw implications for teaching about health in school science.

‘Sleep Blindness’ in Science Education: How Sleep Health Literacy Can Serve as a Link between Health Education and Education for Sustainable Development

“…As part of the Agenda 2030, 17 Sustainable Development Goals (SDGs) were introduced that entail environmental, economic, and social goals. The concept of sustainability refers to economic and natural resources on the one hand and to a balance between the needs of the present and the future on the other hand [29]: 'Humanity has the ability to make development sustainable to ensure that it meets the needs of the present without compromising the ability of future generations to meet their own needs' [71] (section 3.27).…”

“…Both fields are connected through the approaches science|environment|health [72], One Health [73], Planetary Health [74,75], or Education for Sustainable Development (ESD [28]). In these frameworks, health not only refers to human health but also the health of ecosystems [29].…”

“…ESD is a transformative actionoriented educational approach to enable citizens to effectively contribute to sustainable societies by empowering them to make responsible decisions [13,77,78]. The ESD concept 'aims to encourage students to address sustainability issues at the intersection of science and society, to reflect on these issues, and to learn to undertake sustainable actions' [29] (p. 3-4). Kioupi and Voulvoulis [79] described competencies in the context of ESD, which comprise, among others, systems thinking, collaboration, critical thinking, and integrated problem-solving.…”

“…Both fields are increasingly structurally thought of as linked together, e.g., in the Education for Sustainable Development (ESD; [28]) framework. However, health is an important but often underrated aspect in the context of ESD [29,30].…”

Two-Eyed Seeing Application in Research Analysis: An Integrative Review

“…In 2011, Two-Eyed Seeing was adopted to guide the vision and mandate of the Canadian Institutes for Health Research and the Institute for Aboriginal Peoples' Health (CIHR, 2015). There has been an increase in the use of Two-Eyed Seeing to guide environmental sciences (Ahmed et al, 2022(Ahmed et al, , 2023Leonard et al, 2022), program development (Dunn et al, 2022;Marsh et al, 2022;Nicholson et al, 2021), education (Acharibasam & McVittie, 2022;Heuckmann & Zeyer, 2022), social justice (Cullen & Castleden, 2022), and discussions for cultural competency (Chatwood et al, 2015;Wright et al, 2019b). Moreover, there remains variation in how Two-Eyed Seeing is applied within the literature.…”