Abstract:

Background:
Symbiosis is a sustainable form of coexistence between different organisms, in which each participant contributes to the balance, resilience, and survival of the shared system. This fundamental biological principle has a direct conceptual parallel in the relationship between humans, animals, and the natural environment – an interdependence and intrinsic interconnectedness that lies at the core of the One Health concept. Beyond its traditional association with zoonotic infections and antimicrobial resistance, One Health represents a unifying paradigm for addressing complex societal, ecological, and health challenges. As such, it also requires a symbiotic educational approach – coordinated institutional actions, shared responsibilities, and harmonized efforts across disciplines, specialities, and professional communities. However, the very idea of One Health remains largely unfamiliar or is still perceived as an educational priority exclusively for medical and health-related professionals, limiting its broader societal and educational potential.
This concept paper argues that education is a key catalyst for operationalizing One Health principles and that a fragmented, profession-specific educational approach is insufficient. The aim is to promote a research-based One Health educational framework with universal coverage, capable of supporting the sustainable futures of contemporary societies.

Method and Results:
Drawing on previous mixed-methods research, educational initiatives, and dissemination activities, the study proposes a conceptual framework for One Health education across three interconnected levels:
(1) primary and secondary education, fostering early ecological literacy and systems thinking;
(2) higher education, embedding One Health across diverse academic fields beyond medicine and health-related professions; and
(3) postgraduate and lifelong learning, strengthening interdisciplinary collaboration and policy-relevant competencies.
Importantly, the proposed conceptual framework does not introduce parallel or alternative educational structures, but builds on the existing educational system and its established levels. It recommends the systematic integration of One Health principles into current curricula through age- and level-appropriate content, focusing on the development of One Health ways of thinking, foundational knowledge, and practical skills. This curricular integration approach allows One Health to be embedded as a cross-cutting educational perspective, adaptable to different disciplines and learning contexts, rather than as a stand-alone or profession-specific subject.
By framing One Health education through the lens of symbiosis, the proposed framework highlights the need to unite educators from multiple domains – health sciences, environmental studies, social sciences and humanities, economics, and education itself. Just as symbiosis in nature is a prerequisite for sustainability, educational symbiosis is essential for building resilient societies capable of sustaining healthy ecosystems.

Conclusion:
The proposed model positions One Health as a shared educational responsibility and a transversal competence for shaping 21st-century skills, contributing to sustainable development, ecosystem resilience, and planetary health.

Keywords:

One Health, symbiosis, higher education, education for sustainability, interdisciplinary education, ecosystem resilience, social resilience, public health.