Health education in initial teacher education

Purpose The inclusion of health education (HE) in the initial training of teachers continues to be very little explored in the area of education research. Considering this reality, the aim of the present study is to analyze the inclusion of health education in the curricula of the Early Childhood Education and Primary Education degrees at public universities in Catalonia (Spain). Design/methodology/approach A mixed methodology was used to analyze the training proposals from five universities, through the presence of terms related to health education. The presence of these terms was explored quantitatively, while a qualitative analysis was performed to discover which subjects they were included and in what way. Findings The results show that even though health education is present in the curricula of the Early Childhood Education and Primary Education degrees, it is unequal and insufficient. The content section is the main area where HE is addressed, although its inclusion in competencies is limited and it is practically non-existent in the methodology and evaluation sections. Practical implications The findings underscore the need for greater inclusion of health education in initial teacher training and advocate for a more transversal approach within the curricula to promote comprehensive health learning. Social implications The insufficient integration of health education in teacher training may hinder future educators’ ability to address health issues comprehensively, which can impact the promotion of healthy lifestyles and overall societal well-being. Originality/value This study offers a novel perspective by evaluating the inclusion of health education in initial teacher training curricula in Catalonia. It highlights significant curricular shortcomings, providing a valuable basis for future reforms and improvements that support a holistic and integrated approach to health education.