Planetary health education and planetary health literacy in midwifery curricula in Germany—a document analysis of module handbooks

Abstract Background Planetary health is becoming increasingly relevant in midwifery as environmental change impacts maternal-infant-family health. Yet, no studies to date have systematically examined its curricular integration. Objective This study aims to systematically assess the integration of planetary health education and planetary health literacy in midwifery curricula in Germany. Methods A document analysis of module handbooks of undergraduate and postgraduate courses was conducted between February and March 2025 using an indicator-based lexical content analysis with predefined keywords. Results with high planetary health relevance were examined through qualitative content analysis applying a deductive coding scheme derived from the Planetary Health Education Framework and the conceptual model of Planetary Health Literacy. Results A total of 60 German degree programs were included. Of these, six module handbooks contained clear references to planetary health education, while 17 module handbooks represented keywords that did not lead to significant planetary health education content. Within the model of planetary health literacy, the domains access and appraise were underrepresented. The Planetary Health Education Framework’s domains interconnection within nature and systems thinking and complexity were absent in the units. Longitudinal curriculum integration was not identified. Conclusion This study reveals that only six out of 60 module handbooks address planetary health. To harness the potential of midwives in Germany in planetary health promotion, systematic and longitudinal integration into midwifery training is crucial.