# Planetary health education in practice: public health, climate change, and transdisciplinary learning at University of New England

## TL;DR

This paper describes how the University of New England implemented a transdisciplinary planetary health education program to address climate change and public health issues.

## Contribution

The study provides practical insights into designing scalable, transdisciplinary planetary health education programs.

## Key findings

- Participants appreciated diverse disciplinary perspectives and the relevance to professional practice.
- Virtual and hybrid formats increased accessibility and interdisciplinary engagement.
- Suggestions for improvement included more discussion time and deeper topic exploration.

## Abstract

The accelerating impacts of climate change, pollution, and biodiversity loss demand an educational paradigm that integrates ecological and human health systems. The University of New England has implemented a transdisciplinary Planetary Health framework to connect public health, environmental sciences, and health professions. Between 2020 and 2025, UNE’s Planetary Health Council and the Center to Advance Interprofessional Education and Practice co-hosted a series of online and in-person events addressing interconnected issues such as pandemic resilience, environmental injustice, chemical pollution, and biodiversity loss, among others. Post-event surveys from 502 active participants in five events demonstrated strong engagement and positive perceptions of the event format. Respondents frequently cited appreciation for diverse disciplinary perspectives, relevance to professional practice, and delivery format. Suggestions for improvement focused on expanding discussion time and providing deeper topic exploration. Participation data further indicated that virtual and hybrid delivery formats enhanced accessibility and broadened engagement across disciplines. This descriptive retrospective study offers practical insights for educators designing planetary health and interprofessional programming. By documenting participant experience and engagement patterns, this article contributes to the emerging practice-based literature on scalable, transdisciplinary approaches to planetary health education and suggests directions for future research.