Policy making has long focused on economic growth as measured by gross domestic product (GDP), diverting attention from sustainable wellbeing for all. Despite high-quality proposals to go beyond GDP, their integration into policy and societal discourse remains limited. A new UN initiative, Valuing What Counts, provides an opportunity for establishing and institutionalising global measurement of metrics beyond GDP, a crucial step to enable a transition into a safe and just space for humanity. Here, we inform this process by consolidating 50 years of literature on Beyond GDP metrics, addressing three core challenges. First, we resolve the lack of interdisciplinary collaboration by integrating five scientific schools of thought in one measurement approach. Second, we alleviate confusion arising from numerous Beyond GDP alternatives, offering a structured analysis of 65 metrics, delineating their measurement objectives. Finally, we bridge the divide between scientific proposals and country-specific approaches. We unite country-specific needs with a standardised and interdisciplinary measurement approach, presenting a dashboard for sustainable and inclusive wellbeing.
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.
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