Advancing an environmentally responsible physiotherapy
A recent study from the US showed that in 2013 the health care sector was ‘responsible for significant fractions of national air pollution emissions and impacts, including acid rain (12%), greenhouse gas emissions (10%), smog formation (10%), criteria air pollutants (9%), stratospheric ozone depletion (1%), and carcinogenic and non-carcinogenic air toxins (1–2%)’ (Eckelman and Sherman, 2016).
‘The impact of human activities on our planet’s natural systems has been intensifying rapidly in the past several decades, leading to disruption and transformation of most natural systems. These disruptions in the atmosphere, oceans, and across the terrestrial land surface are not only driving species to extinction, they pose serious threats to human health and wellbeing. Characterising and addressing these threats requires a paradigm shift’ (Myers, 2017).
Resources and references
On this page you will find a range of resources and reference on environmental physiotherapy and a broad array of related fields, including Planetary Health, EcoHealth, One Health, Sustainable Healthcare and the Sustainable Development Goals. We also include resources from within traditional and indigenous knowledges, philosophy, the environmental humanities and social sciences.
We hope this will provide you with interesting starting points for further exploration and development of an environmentally aware and responsible physiotherapy. If you are aware of a publication that we have not featured, but could be relevant to this field, please use the submission form below. We appreciate your help in building this resource platform.
Environmental physiotherapy (incl. publications by EPA members)
Barna, S., Maric, F., Simons, J., Kumar, S. & Blankestijn, P.J. (2020): Education for the Anthropocene: Planetary health, sustainable health care, and the health workforce, Medical Teacher, 42(10): 1091-1096. doi:10.1080/0142159X.2020.1798914
Christe, G. (2021). Why should pain researchers consider climate change? Pain Research Forum, PRF Virtual Correspondents Blog – Cycle 3.
Foo, R. (2016). The role of physiotherapy in climate change mitigation. Physiotherapy, 102(3), e5. doi:10.1016/j.physio.2015.10.009
Jones, L.E. (2009a). Physiotherapy and the Earth’s global climate: a need for cultural change. Physiotherapy Research International, 14(2): 73–76. doi:10.1002/pri.441
Jones, L.E. (2009b). Thinking vertically about carbon emissions. InMotion, Septmber 2013: The Green Issue. Australian Physiotherapy Association (APA).
Maric, F. (2019). Ruf nach einer ökologischen Physiotherapie. PT Zeitschrift, Oktober 2019. Pflaum Verlag, Deutschland.
Maric, F. (2020). The Environmental Physiotherapy Agenda 2023. Physio Matters October 2020 Issue: Physiotherapy New Zealand.
Maric, F., Groven, K.S., Banerjee, S. & Dahl-Michelsen, T. (2021). Essentials for sustainable physiotherapy: Introducing environmental reasoning into physiotherapy clinical decision-making. Fysioterapeuten (online). Retrieved from https://fysioterapeuten.no/fagfellevurdert-sustainable-physiotherapy/essentials-for-sustainable-physiotherapy-introducing-environmental-reasoning-into-physiotherapy-clinical-decision-making/1317
Maric, F. & Nicholls, D.A. (2019) A call for a new environmental physiotherapy – An editorial, Physiotherapy Theory and Practice, 35:10, 905-907, DOI: 10.1080/09593985.2019.1632006
Maric, F. & Nicholls, D.A. (2020). Paradigm shifts are hard to come by: Looking ahead of COVID-19 with the social and environmental determinants of health and the UN SDGs. European Journal of Physiotherapy. doi:10.1080/21679169.2020.1826577
Maric, F., Nicholls, D., Mostert, K., Culpan, J., Stone, O., van Wijchen, J., Kennedy, M., Long, I., Bundtzen, T. (2020). The Environmental Physiotherapy Agenda 2023. Oslo: Environmental Physiotherapy Association (EPA). ISBN: 978-82-303-4491-0. https://eptagenda2023.com/
Narain, S., & Mathye, D. (2019). Do physiotherapists have a role to play in the Sustainable Development Goals? A qualitative exploration. The South African journal of physiotherapy, 75(1), 466. doi:10.4102/sajp.v75i1.466
(2016) Connectivity: An emerging concept for physiotherapy practice, Physiotherapy Theory and Practice, 32(3): 159-170. doi
Nicholls, D.A. (2020). What’s real is immaterial: What are we doing with new materialism? Aporia, 11(2): 4-14. doi:10.18192/aporia.v11i2.4594
Palstam, A., Andersson, M., Lange, E., Grenholm, A. (2021) A Call to Include a Perspective of Sustainable Development in Physical Therapy Research, Physical Therapy, 101: 3. doi: 10.1093/ptj/pzaa228
Stanhope, J., Breed, M.F., Weinstein, P. (2020). Exposure to greenspaces could reduce the high global burden of pain. Environmental Research 187: 109641. doi:10.1016/j.envres.2020.109641
Toner, A., Lewis, J.S., Stanhope, J., Maric, F. (2021). Prescribing active transport as a planetary health intervention – benefits, challenges and recommendations. Physical Therapy Reviews. doi:10.1080/10833196.2021.1876598
Planetary health, EcoHealth, One Health, Geo Health & Sustainable Healthcare
Association of Clinical Psychologists UK (2019). Practitioner psychologists and the trauma of climate change. An open letter demanding immediate and effective action. Association of Clinical Psychologists (ACP-UK). Retrieved March 1, 2020.
Climate Health Action (2019). US Call to Action on Climate, Health, and Equity. Climate Health Action: A Policy Action Agenda. Climate Health Action (CHA). Retrieved March 1, 2020.
Eckelman, M.J., Sherman, J. (2016). Environmental Impacts of the U.S. Health Care System and Effects on Public Health. PloS One, 11: e0157014. doi:10.1371/journal.pone.0157014
Gill, S.R., & Benatar, S.R. (2019) Reflections on the political economy of planetary health. Review of International Political Economy, 27(1), 167-190. doi:10.1080/09692290.2019.1607769
Haines, A., & Scheelbeek, P. (2020). European Green Deal: a major opportunity for health improvement. The Lancet, Online First. Retrieved February 20, 2020. doi:10.1016/S0140-67362030109-4
Horton, R. (2020). A “super-year” for the environment. Lancet Planetary Health, 4(1), PE1. doi:10.1016/S2542-51962030007-3
International Federation of Medical Students’ Associations (2018). Statement on Draft WHO global strategy on health, environment and climate change. Sixty-fifth session of the WHO Regional Committee for the Eastern Mediterranean. 2018, Retrieved: December 16, 2019.
Legard C, Green M, Tucker Y, van Daalen K (2019). Climate change is impacting population health and our future patients: remaining silent is not an option. The BMJ: Opinion. (Sept 26) 2019. Retrieved: October 16, 2019.
Karliner, J., Slotterback, S., Boyd, R., Ashby, B., Steele, K. (2019). Health Care’s Climate Footprint: How the Health Sector Contributes to the Global Climate Crisis and Opportunities for Action. Health Care without Harm, Climate-smart healthcare series Green Paper Number One, produced in collaboration with ARUP. Reston, VA. Retrieved: February 15, 2020.
Myers, S. (2017). Planetary health: protecting human health on a rapidly changing planet. The Lancet, 390, 2860- 2868. doi:10.1016/S0140-67361732846-5
Oluwatoyin Onabola, C. (2019). Planetary Health as a Central Context to the Sustainable Development Goals (SDGs). Journal of Environmental Health and Sustainable Development, 4 (3), 798-801. doi:10.18502/jehsd.v4i3.1495
Pongsiri, MJ., Bickersteth, S., Colón, C., DeFries, R., Dhaliwal, M., Georgeson, L., Haines, A., Linou, N., Murray, V., Naeem, S., Small, R., Ungvari, J. (2019). Planetary Health: From concept to decisive action. Lancet Planteray Health, 3(10): PE402-404. doi:10.1016/S2542-51961930190-1
Pradyumna, A. (2018). Planetary Health and Food Systems: Insights from global SDGs. Lancet Planetary Health, 2(10): PE417-E418. doi:10.1016/S2542-51961830202-X
Rees, W.E. (2010). Globalization and Extended Eco-footprints: Neo-colonialism and (Un)sustainability. In (2010). Democracy, Ecological Integrity and International Law (pp. 467-489). Cambridge Scholars Publishing.
Rice, M.B., Thurston, G.D., Balmes, J.R., Pinkerton, K.E. (2014). Climate Change. A Global Threat to Cardiopulmonary Health. American Journal of Respiratory and Critical Care Medicine, 189(5), 512-519. doi:10.1164/rccm.201310-1924PP
Roe, D. (2019). Biodiversity loss—more than an environmental emergency. The Lancet Planterary Health, 3(7): PE287-289. doi:10.1016/S2542-51961930113-5
Steffen, et al. (2015). Planetary Boundaries: Guiding human development on a changing planet. Science, 347(6223), 1259855. doi:10.1126/science.1259855
Watts, N., Amann, M., Arnell, N., Ayeb-Karlsson, S., Belesova, K., et al. (2019). The 2019 report of The Lancet Countdown on health and climate change: ensuring that the health of a child born today is not defined by a changing climate. The Lancet, 394(10211), pp.1836-1878. doi:10.1186/s13063-018-3129-y
Whitmee, S., Haines, A., Beyrer, C., et al. (2015). Safeguarding human health in the Anthropocene epoch: report of The Rockefeller Foundation–Lancet Commission on planetary health. Lancet; 386: 1973-2028; doi:10.1016/S0140-67361560901-1
WONCA (2017). WONCA Statement on Planetary Health and Sustainable Development Goals. World Organisation of Family Doctors (WONCA). Retrieved February 19, 2020.
Traditional and indigenous knowledges, philosophy, the social sciences and humanities
Barnhardt, R., & Kawagley, A.O. (2008). Indigenous Knowledge Systems and Alaska Native Ways of Knowing. 36(1), 8-23. doi:10.1525/aeq.2005.36.1.008
Charlier, P., et al. (2020). Global warming and planetary health: An open letter to the WHO from scientific and indigenous people urging for paleo-microbiology studies. Infection, Genetics and Evolution, 82: 104284. doi:10.1016/j.meegid.2020.104284
Haraway, D. (2003). The Companion Species Manifesto: Dogs, People, and Significant Otherness. Prickly Paradigm Press, Chicago.
Hill, R., et al. (2020). Working with indigenous, local and scientific knowledge in assessments of nature and nature’s linkages with people. Current Opinion in Environmental Sustainability, 43, pp. 8–20. doi:10.1016/j.cosust.2019.12.006
Jonas, H. (1984). The imperative of responsibility. In search for an ethics for the technological age. Chicago: University of Chicago Press.
Kawagley, A.O., Barnhardt, R. (2008). Education Indigenous to Place: Western Science Meets Native Reality. Alaska Native Knowledge Network, Alaska University, Fairbanks.
Kropotkin, P. (1993). Mutual Aid: A Factor of Evolution. London: Freedom Press.
Kumalo, S., & Praeg, L. (2020). Decoloniality and justice a priori. Journal of Decolonising Disciplines, 1(1). doi:10.35293/2664-3405/2019/v1n1a1
McKivett, A, Hudson, JN, McDermott, D, Paul, D. (2020) Two‐eyed seeing: A useful gaze in Indigenous medical education research. Medical Education; 54: 217– 224. https://doi.org/10.1111/medu.14026
Morton, T. (2017). Humankind: Solidarity with nonhuman people. London: Verso Books.
Næss, A. (1989). Ecology, community and lifestyle. Cambridge: Cambridge University Press.
O’Gorman, E., et al. (2019). Teaching the Environmental Humanities: International Perspectives and Practices. Environmental Humanities, 11(2): 427–460. doi:10.1215/22011919-7754545
Ratima, M.; Martin, D.; Castleden, H.; Delormier, T. (2019). Indigenous voices and knowledge systems – promoting planetary health, health equity, and sustainable development now and for future generations. Global Health Promotion, 26: 3-5. doi:10.1177/1757975919838487
Redvers, N. (2018). The Value of Global Indigenous Knowledge in Planetary Health. Challenges, 9, 30. doi:10.3390/challe9020030
Sangha, K.K.; Le Brocque, A.; Costanza, R.; Cadet-James, Y. (2015). Ecosystems and indigenous well-being: An integrated framework. Global Ecology and Conservation, 4: 197-206. doi:10.1016/j.gecco.2015.06.008
Surrales, A., & Hierro, P.G. (eds.)(2005). The Land Within: Indigenous Territory and the Perception of Environment. Copenhagen: Centralrtykkeriet Skive A/S.
Tuhiwai Smith, L. (2001). Decolonizing methodologies: Research and Indigenous peoples. Dunedin: University of Otago Press.
EPT, PH, EcoHealth, One Health, SusHealth education
Alvarez-Nieto, C., Richardson, J., Parra-Anguita, G., Linares-Abad, M., Huss, N., Grande-Gascon, M.L., Grose, J., Huynen, M., Lopez-Medina, I.M. (2018). Developoing digital educational materials for nursing and sustainability: The results of an observational study, 60, pp. 139-146. doi:10.1016/j.nedt.2017.10.008
Barna, S., Goodman, B., Mortimer, F. (2012). The health effects of climate change: What does a nurse need to know? Nurse Education Today, 32(7), pp. 765-771. doi:10.1016/j.nedt.2012.05.012
Barna, S., Maric, F., Simons, J., Kumar, S., & Blankestijn, P.J. (2020). Education for the Anthropocene: Planetary health, sustainable health care, and the health workforce. Medical Teacher. doi:10.1080/0142159X.2020.1798914
British Columbia Coalition (2020). Planetary Health Education resources and modules for a localized approach to Planetary Health. Institute Canadian Coalition for Global Health Research (CCGHR).
Canadian Association of Physicians for the Environment (2019). Climate Change Toolkit for Health Professionals.
Canadian Coalition for Green Healthcare: Green Hospital Scorecard: The Green Hospital Scorecard (GHS) is the only comprehensive health care benchmarking tool in Canada measuring energy conservation, water conservation, waste management and recycling, corporate commitment and pollution prevention.
Climate for Health (2019). Moving Forward Toolkit. The Climate for Health: Moving Forward Toolkit provides guidance and tools to reduce energy use, to build resilient clinics and health departments, and advocate for climate solutions that prioritize health and equity. The website also provides a range of other helpful resources.
CoPEH-Canada Teaching Resources: A series of teaching and training resources for Ecosystems approaches to Health developed over more than a decade.
Duff H., Faerron Guzmán, C., Almada, A., Golden, C., and Myers, S. (2020). Planetary Health Case Studies: An Anthology of Solutions. 2020; doi:10.5822/phanth9678
Duff H., Faerron Guzmán, C., Almada, A., Golden, C., and Myers, S. (2020). Planetary Health Case Studies: An Anthology of Solutions – Teaching Notes.
EcoAmerica (2016). Let’s talk health and climate: Communication guidance for health professionals. Climate for Health, Washington, DC.
Ekosanté course: El curso que usted esta a punto de tomar es una introducción a las principales formas de pensar, relacionarse y actuar que caracterizan las investigaciones e intervenciones en Ecosalud. Esta capacitación está compuesta por 7 módulos que iniciarán con una introducción de aproximadamente 10 minutos en la que retomaremos algunos conceptos principales y empezaremos a profundizar sobre ciertos aspectos de este enfoque. Luego de ese preámbulo, tendrá las herramientas necesarias para avanzar en cada sección del curso, cada una de las cuales le llevará entre 45 minutos y 1.4 horas.
Gandhi, V., Al-Hadithy, N., Göpfert, A., Knight, K., van Hove, N., Hockey, P. (2020). Integrating sustainability into postgraduate medical education. Future Healthcare Journal, 7(2): 102-104. doi:10.7861/fhj.2020-0042
Godsmark, C.N. (2020). Inspiring climate action without inducing climate despair. The Lancet Planetary Health, 4(5), E169-E170. doi:10.1016/S2542-51962030102-9
Hackett, F., Got, T., Kitching, G.T., MacQueen, K., Cohen, A. (2020). Training Canadian doctors for the health challenges of climate change. Lancet Planetary Health, 4(1), PE2-E3. doi:10.1016/S2542-51961930242-6
Harvard University (2019). The Health Effects of Climate Change: Learn how global warming impacts human health, and the wayswe can diminish those impacts. A free online course by Harvard University’s Global Health Institute.
International Federation of Medical Students’ Associations (2016). Climate and Health Training Manual. Enabling students and young professionals to understand and act upon climate change using a health narrative. Developed by IFMSA, with the support of World Health Organisation (WHO).
Iroku-Malize, T., Keber, B. and Philippe, N., 2017. Implementing Planetary Health Competencies into Medical Education. Annals of Global Health, 83(1), pp.91–92. doi:10.1016/j.aogh.2017.03.204
Julio, F., Chen, L., Bhutta, A.Z., Cohen, J., Crisp, N., Evans, T., Fineberg, H., et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet 376(9756): 1923-1958. doi:thelancet.com/journals/lancet/article/PIIS0140-6736(1061854-5/fulltext text: 10.1016/S0140-67361061854-5)
Madden, D., McLean, M.; Brennan, M., & Moore, A. (2020). Why use indicators to measure and monitor the inclusion of climate change and environmental sustainability in health professions’ education? Medical Teacher, doi:10.1080/0142159X.2020.1795106
Madden, D., McLean, M., & Horton, G. (2018). Preparing medical graduates for the health effects of climate change: an Australasian collaboration. The Medical Journal of Australia, 208(7), 291-293. doi:10.5694/mja17.01172
Maxwell, J.; Blashki, G. (2016). Teaching about climate change in medical education: an opportunity. Journal of Public Health Research, 5, pp. 673. doi:10.4081/jphr.2016.673
Musaeus, P., Wellbery, C., Walpole, S., Rother, H.A., Vyas, A., Leedham-Green, K. (2018). E-collaborating for environmentally sustainable health curricula. In: Climate literacy and innovations in climate change education. Berlin: Springer: 151–167.
Nazar, M.; Kendall, K., Day, L., & Nazar, H. (2015). Decolonising medical curricula through diversity education: Lessons from students. Medical Teacher, 37:4, 385-393, doi:10.3109/0142159X.2014.947938
Neal-Boylan L., Breakey S., Nicholas P. (2019). Integrating Climate Change Topics Into Nursing Curricula. Journal of Nursing Education, 58(6) 364-368. doi:10.3928/01484834-20190521-09
Nesterova, Y. (2020). Rethinking Environmental Education with the Help of Indigenous Ways of Knowing and Traditional Ecological Knowledge. Journal of Philosophy of Education, 54: 1047-1052. doi:10.1111/1467-9752.12471
Nicholas, K. (2018). Climate Change We Can Fix It World Cafe: A 3 hour activity where students analyze, compare, and present climate solutions proposed and now underway from governments, non-governmental organizations, businesses, scientists, citizens, and more.
NurSusTOOLKIT for Sustainability Literacy and Competency (SLC in nurse education.) International Erasmus+ Project seeking to enhance the availability of an evidence-based learning offer in Sustainability Literacy and Competency (SLC) in nurse education.
One Health: Connecting Humans, Animals and the Environment Online Course (free). Future Learn: University of Basel.
One Health Lessons: Online resource for One Health lessons for children and the general public
One UN Climate Change Learning Partnership: The One UN Climate Change Learning Partnership (UN CC:Learn) is a joint initiative of more than 30 multilateral organizations helping countries to achieve climate change action both through general climate literacy and applied skills development. UN CC:Learn provides strategic advice and quality learning resources to help people, governments and businesses to understand, adapt, and build resilience to climate change.
Parkes M.W. et al. (2018). Ecological Determinants of Health in Public Health Education in Canada: A Scan of Needs, Challenges and Assets. Ecological Determinants Group on Education June 2018, V2. doi:10.13140/RG.2.2.12554.82883
Parkes, M.W., Poland, B., Allison, S. et al. (2019). Preparing for the future of public health: ecological determinants of health and the call for an eco-social approach to public health education. Canadian Journal of Public Health, 111: 60–64. doi:10.17269/s41997-019-00263-8
Planetary Health Report Card Metrics: A student-led initiative to assess and inspire planetary health engagement in medical schools.
Prescott, S.L., & Logan, A.C. (2019). Planetary Health: From the Wellspring of Holistic Medicine to Personal and Public Health Imperative. Explore, 15(2): 98-106. doi:10.1016/j.explore.2018.09.002
Redvers, N., Schultz, C., Prince, M.V., Cunningham, M., Jones, R., & Blondin, B. (2020). Indigenous perspectives on education for sustainable healthcare. Medical Teacher. doi:10.1080/0142159X.2020.1791320
Rehr, R.C., & Perkowitz, R.M., ecoAmerica (2019). Moving Forward Toolkit: A Guide for Health Professionals to Build Momentum on Climate Action. Washington, DC. Retrieved February 16, 2020.
Schwerdtle, P.N., Horton, G., Kent, F., Walker, L. & McLean, M. (2020). Education for sustainable healthcare: A transdisciplinary approach to transversal environmental threats. Medical Teacher. doi:10.1080/0142159X.2020.1795101
Schwerdtle, P.N., Maxwell, J., Horton, G. & Bonnamy, J.(2019). ‘12 tips for teaching environmental sustainability to health professionals’, Medical Teacher, doi:10.1080/0142159X.2018.1551994
Stone, S., Myers, S., & Golden, C.D. (2018). Cross-cutting principles for planetary health education. Lancet Planetary Health, 2(5), PE192-E193. doi:10.1016/S2542-51961830022-6
Thompson, T., Walpole, S., Braithwaite, I., Inman, A. Barna, S., Mortimer, F. (2014). Learning objectives for sustainable healthcare. The Lancet, 384(9958), pp. 1924-1925. doi:10.1016/S0140-67361462274-1
Tun, M.S. (2019). Fulfilling a new obligation: Teaching and learning of sustainable healthcare in the medical education curriculum. Medical Teacher, 41(10), 1168-1177. doi:10.1080/0142159X.2019.1623870
UNESCO Earth School – 30 Quests for students around the world to celebrate, explore and connect with nature.
University of Oslo Honours certificate in Environmental Humanities and Sciences: A unique opportunity to develop interdisciplinary competence in environmental and climate change studies.
US National Institute of Environmental health Sciences: Climate Change and Human Health Lesson Plans. Climate and Health learning modules for a variety of student audiences that explore the health impacts of climate change both in the United States and globally.
Walpole, S., Barna, S., Richardson, J., & Rother, H. (2019). Sustainable healthcare education: integrating planetary health into clinical education. The Lancet Planetary Health, 3(1), e6. doi:10.1016/S2542-51961830246-8
Walpole, S. Mortimer, F. (2017). Evaluation of a collaborative project to develop sustainable healthcare education in eight UK medical schools. Public Health, 150, pp. 134-148. doi:10.1016/j.puhe.2017.05.014
Walpole, S., Mortimer, F., Inman, A., Braithwaite, I., Thompson, T. (2015). Exploring emerging learning needs: a UK-wide consultation on environmental sustainability learning objectives for medical education. International Journal of Medical Education, 6, pp. 191-200. doi:10.5116/ijme.5643.62cd
Walpole, S., et al. (2017). Building an environmentally accountable medical curriculum through international collaboration. Medical Teacher, 39(10), 1040-1050. doi:10.1080/0142159X.2017.1342031
Sustainable Development Goals and SDG education tools
Deighton, B. (2019). Q&A: Most SDGs ‘going into reverse’ – UN expert group member. SciDevNet: Bringing science and development together through news and analysis. Retrieved February 14, 2020.
Garrard, G. (2007). Ecocriticism and Education for Sustainability. Pedagogy 7(3), 359-383. doi:10.1215/15314200-2007-005.
Guterres, A. (2020). Remarks to the General Assembly on the Secretary-General’s priorities for 2020. Retrieved 16 Feb 2020.
Indigenous People’s Major Group for Sustainable Development (IPMG SDGs.) Indigenous People’s Major Group engaging with the SDGs. Initiative implemented with funding by the European Union.
Kopnina, H. (2012). Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education? Environmental Education Research, 18(5), 699-717. doi:10.1080/13504622.2012.658028
Kopnina, H., & Cherniak, B. (2016) Neoliberalism and justice in education for sustainable development: a call for inclusive pluralism. Environmental Education Research, 22(6), 827-841. doi:10.1080/13504622.2016.1149550
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education. doi:10.1080/00958964.2019.1710444
Kopnina, H. (2020). Education for Sustainable Development Goals (ESDG): What Is Wrong with ESDGs, and What Can We Do Better? Education Sciences. 10(10): 261. doi:10.3390/educsci10100261
Kopnina, H. (2018). Teaching Sustainable Development Goals in The Netherlands: a critical approach. Environmental Education Research, 24(9), 1268-1283. doi:10.1080/13504622.2017.1303819
Narain, S., & Mathye, D. (2019). Do physiotherapists have a role to play in the Sustainable Development Goals? A qualitative exploration. The South African journal of physiotherapy, 75(1), 466. doi:10.4102/sajp.v75i1.466
Oslo SDG Initiative: Achieving the SDGs: Global goals and national interests. Free online course by the Oslo SDG Initiative, University of Oslo, Norway.
Oslo SDG Initiative: What Works? Promising Practices in International Development. Free online course by the Oslo SDG Initiative, University of Oslo, Norway.
Sachs, W. (1992). The Development Dictionary – a guide to knowledge as power. Zed Books Ltd., London, UK.
Sachs, W. (2015). Planet dialectics: Explorations in environment and development. Zed Books Ltd., London, UK.
TEACH SDGs: Volunteer organisation with the goal to actively support and enhance the work of the United Nations’ efforts within K-12 classrooms by connecting with global educators dedicated to responding to a call to action within education to meet the Sustainable Development Goals, pointing to open and accessible resources, lessons plans, and global projects directly aligned to the Sustainable Development Goals. See also their comprehensive ‘Responding to a Call to Action: How do you #TeachSDGs?’ blogpost.
The SDG Academy: The SDG Academy is the flagship education platform of the Sustainable Development Solutions Network (SDSN), a global initiative for the United Nations.
The World’s Largest Lesson in collaboration with UNICEF: A UNICEF project looking to integrate ‘A lesson about the #GlobalGoals for Sustainable Development in every school on the planet’. Free materials available on the website.
United Nations (2015). Transforming Our World, the 2030 Agenda for Sustainable Development. General Assembly Resolution. A/RES/70/1. New York: United Nations Publishing.
United Nations (2019). Harmony with Nature: Report of the Secretary General. A/74/236. New York: United Nations Publishing.
UN DESA Department of Economic and Social Affairs, Division for Sustainable Development Goals: Sustainable Development Goals Knowledge Platform
UNESCO What is Education for Sustainable Development? Retrieved February 20, 2020.
UNESCO (2018). Education for Sustainable Development and the SDGs: Learning to Act, Learning to Achieve. Policy Brief: Advancing ESD Policy. UNESCO Global Action Programme on Education for Sustainable Development. Retrieved February 20, 2020.
UNESCO and Gaia Education:
Key journals, networks and centres across planetary health and related fields
Challenges. Topical Collection: The Emerging Concept of Planetary Health: Connecting People, Place, Purpose and Planet. Affiliated Societies: InVivo Planetary Health, Planetary Health Alliance.
EcoHealth: The official journal of the EcoHealth Alliance
Ekosanté: A Latin American, Caribbean and Canadian Collaboration in EcoHealth
GeoHealth: Transdisciplinary, gold open access journal publishing high-quality original research articles and commentaries across the intersections of the Earth and environmental sciences and health sciences.
International Journal of One Health: Open Access. Veterinary World.
The Lancet Planetary Health: Gold open access journal that seeks to be the pre-eminent journal for enquiry into sustainable human civilisations in the Anthropocene.
The PAMJ One Health: Showcasing and advancing One Health practice and research in Africa and beyond. Pan African Medical Journal.
One Health: The official journal of the International Federation of Tropical Medicine.
Relevant centres and networks:
Centre for Sustainable Healthcare, Oxford, UK: The Centre for Sustainable Healthcare is renowned for its work on sustainable healthcare research and practice and provides strategic input and consultancy to internation, national and local programmes.
Centre for Sustainable Healthcare Education SHE, UiO University of Oslo, Norway: SHE is a Centre for Excellence in Education at the Faculty of Medicine that will educate students to become change agents for the sustainable healthcare in both the global and local contexts, and will provide them with competencies to make sustainable evidence-based decisions.
Centre for Sustainable Health Systems – Redefining sustainable healthcare, Canada: The Centre for Sustainable Health Systems is a research and innovation lab, a training shop, and a network of allies and partners working on the transition to truly sustainable and social health care.
CoPEH-Canada: Community of Practice in Ecosystem Approaches to Health #ecohealth / Communauté de pratique sur les approches écosystémiques de la santé #écosanté.
EcoHealth Alliance: Building on over 45+ years of groundbreaking science, EcoHealth Alliance is a global environmental health nonprofit organization dedicated to protecting wildlife and public health from the emergence of disease.
inVIVO Planetary Health: A collaborative network for planetary health with the mission ‘To transform personal and planetary health through awareness, attitudes and actions, and a deeper understanding of how all systems are interconnected and interdependent’.
Planetary Health Alliance: The Planetary Health Alliance is a consortium of over 200 universities, non-governmental organizations, research institutes, and government entities from around the world committed to understanding and addressing global environmental change and its health impacts.
Planetary Health Platform, University of Sydney, Australia. The Planetary Health Platform fosters understanding of how natural systems support civilisation health, drives research, education and leadership on the relationships between ecological, economic and social change and the health and wellbeing of future generations.
SHE – Centre for Sustainable Healthcare Education: Centre of Excellence in Education at the Faculty of Medicine, University of Oslo, Norway.
Sustainable Development Unit, UK: The Sustainable Development Unit (SDU) help organisations across health and care embed and promote sustainable development in order to reduce emissions, save money and improve the health of people and communities.