A conceptual framework for integrating decarbonization into nursing education: A teaching innovation for sustainable practice

• Sustainability and decarbonization are inconsistently embedded in nursing education globally. • A theory-informed framework is proposed to integrate decarbonization into nursing curricula. • Educators can apply simulation, reflection, and audits to assess sustainability competencies. The escalating climate crisis and healthcare’s substantial carbon footprint have positioned sustainability and decarbonization as urgent global priorities. Although nurses play a central role in promoting health, sustainability remains insufficiently embedded within nursing education and clinical training. This conceptual paper proposes a transformative educational framework for integrating decarbonization into nursing curricula. Grounded in Transformative Learning Theory and the Education for Sustainable Development framework, the paper argues for embedding sustainability competencies through reflective learning, systems thinking, and ethical accountability. Innovative pedagogical approaches—including simulation-based education, interprofessional learning, and reflective practice—are highlighted as practical strategies to operationalize decarbonization in academic and clinical settings. Case examples, including the Nurses Climate Challenge and Moselhy’s awareness program, illustrate actionable educational models. The framework provides nurse educators and curriculum developers with practical guidance for curriculum design, assessment of sustainability competencies, and alignment with global health and sustainability frameworks. Integrating decarbonization into nursing education is essential to preparing nurses as leaders in sustainable, low-carbon healthcare and reinforcing nursing’s ethical commitment to planetary and population health.