Leveraging collective action and environmental literacy to address complex sustainability challenges

Sociodemographic drivers of waste management behaviors and public perceptions of environmental contaminants in coastal communities of Newfoundland, Canada

This study investigates waste management behaviors and public awareness of persistent organic pollutants (POPs) like PBDEs and PFAS in coastal communities of Newfoundland, Canada. Protecting these unique environments requires responsible waste disposal practices. Using an integrated theoretical framework combining the Theory of Planned Behavior (TPB), the Value-Belief-Norm (VBN) theory, and the Norm Activation Model (NAM), we conducted a mixed-methods study employing a pretested survey with open- and closed-ended questions. Although a larger sample was planned, 86 adult residents completed the survey. Our analysis revealed significant differences in waste management behaviors across community types (cities, big towns, and small towns). For example, cities showed higher engagement in e-waste recycling (82%) compared to smaller towns (68%), while smaller towns were more consistent in composting (78% vs. 50% in cities) and hazardous waste disposal (χ2 = 33.97, p = 0.0021). Higher education and income levels were positively correlated with increased recycling and proper waste disposal. However, despite a general awareness of environmental issues, knowledge of specific environmental contaminants was limited (45% for PBDEs, 33% for PFAS). These findings highlight the urgent need for targeted public education campaigns and improved waste management services tailored to the unique needs of diverse coastal communities. This study provides valuable insights for policymakers and environmental managers, emphasizing the importance of targeted interventions to promote sustainable practices and protect fragile coastal ecosystems.

Planetary health learning objectives: foundational knowledge for global health education in an era of climate change

Planetary health is an emerging field that emphasises that humans depend on a healthy Earth for survival and, conversely, that the sustainability of Earth systems is dependent on human behaviours. In response to member demands for resources to support teaching and learning related to planetary health, the Consortium of Universities for Global Health (CUGH) convened a working group to develop a set of planetary health learning objectives (PHLOs) that would complement the existing ten CUGH global health learning objectives. The eight PHLOs feature Earth system changes, planetary boundaries, and climate change science; ecological systems and One Health; human health outcomes; risk assessment, vulnerability, and resilience; policy, governance, and laws (including the UN Framework Convention on Climate Change and the Paris Agreement); roles and responsibilities of governments, businesses, civil society organisations, other institutions, communities, and individuals for mitigation, adaptation, conservation, restoration, and sustainability; environmental ethics, human rights, and climate justice; and environmental literacy and communication. Educators who use the PHLOs as a foundation for teaching, curriculum design, and programme development related to the health-environment nexus will equip learners with a knowledge of planetary health science, interventions, and communication that is essential for future global health professionals.

Agency in the Anthropocene: education for planetary health

Collective action is essential to address planetary health as current and future environmental challenges are socioecological and require coordinated, informed, and sustained action from all societal sectors. Education that engages intergenerational communities is a crucial means of building collective action as it provides opportunities to develop an informed citizenry capable of making the necessary decisions to work towards planetary health. Schools are valuable sites of community learning and action, and will benefit from a new orientation towards and commitment to educator training, curriculum development, and youth agency. This orientation is supported by the Organisation for Economic Co-operation and Development's Programme for International Student Assessment's (PISA) 2025 Science Framework, which measures the competence (skills and knowledge) of 15-year-old students. This Personal View describes a new concept, Agency in the Anthropocene, a contributing element of the 2025 Science Framework that defines the way science education could develop agency and hope in this era of socioecological challenges that are impacting planetary health.

Illuminating practitioner challenges in energy transitions

Sustainable development (SD) is a concept that can be used to address complex challenges, including energy transitions. SD offers diverse strategies that provide useful direction in navigating tensions, trade-offs and synergies in energy transitions. The purpose of this research was to identify the challenges that energy practitioners are faced with in energy transitions and explore potential solutions. To achieve this purpose, we identified and explored the challenges faced by energy practitioners in Canada. Specifically, we conducted a survey of 34 energy practitioners from across Canada, as well as in-depth interviews with the Energy Futures Lab design team (which is a civil society initiative actively working on the energy transition in Canada). We identified the following challenges faced by energy practitioners in Canada: there is no simple, single solution for energy transitions; energy transitions have potentially conflicting considerations; energy systems have potentially conflicting goals; energy practitioners have different levels of trust and competencies in key actors; energy practitioners need to work across the political spectrum; and the costs and benefits of energy transitions are unevenly distributed. We discuss how the three strategies of SD (i.e., economic choice, political choice, social choice) could be applied to manage the intended and unintended tensions and trade-offs inherent in energy transitions. We conclude that the three SD strategies are not always equally valued by energy practitioners, but they have the potential to be useful in different energy transitions scenarios.

Correlations between climate resilience in family farming and sustainable rural development

Given the recognition that climate change predominantly affects the most vulnerable groups, there has been a growing interest in reorientations that can influence family farming's resilience. However, there is still a lack of research relating this subject to sustainable rural development perspectives. We reviewed 23 studies published between 2000 and 2021. These studies were systematically selected according to the pre-established criteria. Even though there is evidence that using adaptation strategies can effectively strengthen climate resilience in rural communities, many limiting factors remain. The convergences for sustainable rural development may include actions with a long-term horizon. These actions include an improvement package for territorial configurations within a local, inclusive, equitable, and participatory perspective. Furthermore, we discuss possible arguments for the results and future directions to explore opportunities in family farming.

A blueprint for strengthening climate and health literacy through professional adaptability

Responding effectively to intensifying climate change hazards to protect human health in personal and professional settings is an urgent and pressing challenge. This will require collaboration and subject matter expertise of people across the life course and occupations. In this perspective piece, we build on a previously published compilation of climate and health literacy elements to explore tangible opportunities to strengthen climate and health understanding among individuals spanning educational levels, professional settings, and societal needs. Educational materials addressing climate change and health linkages have historically focused on K-12, college, post-graduate education, and continuing medical education, with less attention devoted to reaching students in trade schools and other professional settings. Here, we outline a flexible blueprint for strengthening climate and health literacy among all people by targeting education in a way that is relevant for each age group or profession. In particular, we discuss the idea of professional adaptability as a way to design practical climate and health training for people currently in the workforce.