Challenges

(1) Background: Planetary empathy includes deep reflection on one’s relationship with nature, curiosity about other worldviews, and an assumption of responsibility for creating a healthier and more equitable world for current and future generations. (2) Purpose: This paper presents a study that aimed to develop and conduct preliminary validation of the Planetary Empathy Scale for healthcare professionals. (3) Methods: The Planetary Empathy Scale was developed based on a concept analysis and preliminary validation was conducted in accordance with COSMIN guidelines. Data from 231 healthcare students and professionals informed item analysis. Cronbach’s alpha, known-groups comparisons, and exploratory factor analysis were used to assess reliability and validity. (4) Results: Initial psychometric testing supported a six-factor structure representing distinct yet interrelated dimensions of planetary empathy. The Scale demonstrated adequate structural validity, internal consistency, and construct validity. (5) Conclusions: The Planetary Empathy Scale proved to be a valid and reliable instrument. Participants had generally high levels of planetary empathy. Further psychometric testing with diverse cohorts is recommended.

Education can play a pivotal role in the eradication of energy poverty by facilitating the transfer of knowledge and skills to all interested stakeholders whilst also promoting the adoption of sustainable energy solutions. In the context of this paper, a comprehensive review of European master’s programs related to energy poverty is carried out, resulting in the identification of approximately of 100 programs across seven European countries that either explicitly or implicitly address the topic. In most cases, energy poverty is embedded in a broader academic discipline—such as energy systems, renewable energy, or sustainable development—rather than being treated as a standalone field. In Europe, the United Kingdom, France, Greece, and Romania were singled out as the leading contributors to energy poverty education. Within the framework of the EU-funded project “MSc in Energy Poverty Alleviation Technologies”, implemented in collaboration with South African universities, this study focuses on South Africa, which represents a characteristic example of a country facing high levels of energy poverty and significant inequalities in energy access. This work highlights the critical need for targeted academic curricula specifically designed to bridge the persistent gap between academic research and its real-world applications, particularly in regions of the world where such integration is most urgent. It also emphasizes the essential role of linking STEM education with the social and humanitarian sciences. Finally, this work underscores the need for interdisciplinary approaches that connect energy poverty alleviation and education by additionally expanding the research and documentation of relevant good initiatives from Asia (China).

The 17 sustainable development goals advocated by the United Nations have played a big role in focusing the minds of policy makers in terms of sustainability issues and have also highlighted the issue of social inclusion and the need to make society more equitable. As well as referencing the sustainable development goals, attention is given to the planetary health concept as it is known to deepen our understanding of the ecological interdependence brought about by cultural, environmental and socio-economic factors, which have relevance in terms of mankind achieving the sustainable development goals. This paper addresses the following question: How can a framework to foster global partnerships leading to sustainable development be underpinned by a philosophical argument that strengthens the case for social inclusion? Consequently, a wide body of literature is reviewed, with key concepts such as collaboration being placed in context and reinforced through stakeholder theory. A philosophical discussion is entered into embracing Moore’s open question argument regarding the reliance on Intuitionism to explain how actions can be coined as immoral or moral. Such arguments are useful for raising moral issues that often end in moral disagreements, and which raise and help solve ethical problems. To effectively deal with the complexity involved, policy makers should support the use of frameworks that can be used to support and encourage social inclusion. In adopting this viewpoint, we put forward a sustainable partnership framework that provides guidance to policy makers and their advisors in terms of tackling the issue of social inclusion. In order to achieve social inclusion, policy makers need to understand the role that symbolic representation plays and how the influence of major influencers generates collaborative knowledge that is reappraised through philosophical argument. The outcome of the philosophical argument is a change in a nation’s cultural value system and the implementation of social inclusion policy.