Interconnecting Knowledges: A Transformative Environmental Education Through the Dialogue Between Sciences and Culture

This study explores the convergence between science education and environmental education through the lens of planetary health, proposing a paradigmatic shift from positivist understand-ings of science toward a sociocultural, ethical, and poetic perspective of knowledge. Utilizing a deductive, two-phase content analysis of seven foundational texts, we examine how planetary health discourse frames science, knowledge, and education. In the first phase, we analyze episte-mological dimensions—such as the conception of science, knowledge systems, and communica-tion—while the second phase identifies practical strategies for fostering transformative educa-tion. Our findings highlight a transition away from fragmented, technocratic models toward transdisciplinary, decolonial, and narrative-based approaches that emphasize knowledge co-production, emotional engagement, and community participation. To address persistent im-plementation gaps—such as limited policy integration and data interoperability—we propose an expanded set of educational principles grounded in planetary health. These principles promote epistemic plurality, place-based identity, environmental ethics, and intergenerational responsi-bility. Drawing from environmental humanities and critical pedagogy, the study also values mythical, symbolic, and cultural forms of knowledge alongside scientific and technical ones. This work reinterprets and expands the original proposal from Science, Culture, and Environmental Education: A Proposal for Educators, situating it within the contemporary planetary health frame-work to support socio-ecological resilience and transformative learning.