Introduction and Purpose: Climate change and environmental degradation are major threats to global health, with particularly serious implications for countries vulnerable to heat stress, water scarcity, and air pollution such as Iran. This review examined the integration of climate health and planetary health into undergraduate medical education in Iran and compared national progress with international developments.

Methods: A narrative review was conducted by searching PubMed, Scopus, and Google Scholar for literature on medical education, climate change, planetary health, competency frameworks, and curricular innovations. In addition, available institutional reports, educational documents, and relevant academic initiatives in Iran were reviewed to assess the current status of integration.

Results: Internationally, climate and planetary health are increasingly being incorporated into medical curricula through competency-based education, interprofessional learning, and problem-based approaches. However, implementation remains uneven across settings, and structured integration is still limited in many low- and middle-income countries. In Iran, formal incorporation of these topics into medical education is at an early stage, although emerging scientific activities, educational discussions, and growing institutional interest suggest increasing awareness and momentum in this area.

Conclusion: Integrating climate health and planetary health into medical education is a strategic necessity for preparing future physicians to respond effectively to climate-related health challenges. Iran can benefit from adapting international experience to develop context-specific competencies, strengthen interprofessional education, and embed these themes within the formal medical curriculum.