Evaluating One Health and sustainability competencies and their potential use in pre-tertiary education framework that fosters a One Health paradigm

Health and education influence one another, and One Health and sustainability are synergistically connected with comparable competencies. Our awareness of connections between humans, animals, and the planet stretches back many thousands of years, yet wicked problems continue to challenge us. A scoping review and synthesis of literature from several fields, including One Health, sustainability, education and pedagogy, social learning, and behaviour (biological and psychological) was used to better understand how competencies are developed, used, and assessed. The research questions explored are:

1) How do One Health and Sustainability competencies compare
2) By understanding social and behavioural development can we use these competencies to develop framework for various educational levels, and shape pedagogy that supports sustainability development goals and a One Health paradigm starting with early education
3) Can early education better support sustainability and a One Health approach?

This work investigates barriers to implementing One Health and sustainability pedagogy, and complexities of what historically and currently shapes learning.

Understanding how we behave and learn lays the foundation and shapes the pillars of a One Health paradigm. Early learning fosters systems understanding, transdisciplinary problem solving, collaboration, morality and appreciation of social, cultural, and gender differences. To improve health and wellbeing One Health and Sustainability principles should be woven into education, particularly pre-tertiary pedagogy. Because learning is multi-factorial, concepts such as sustainability and OH should be introduced throughout various subjects and activities, both curricular and extra-curricular. Social learning acts as a method for promoting a OH mindset through direct contact, social networks, and social movements. Understanding social influences on learning may help OH educators better adapt curriculum and pedagogy to meet the needs of individuals and cultures throughout life. Everyone, regardless of the level of education they enter adulthood with deserves an opportunity to develop the knowledge and skills that make up the competencies reviewed in this work.