Background: Climate change and environmental degradation are major health determinants requiring reform in medical education. This study mapped evidence on integrating climate and planetary health into undergraduate medical curricula and compared Iran with international developments to identify context‑specific strategies for localization and improvement.
Materials and Methods: This scoping review examined integration of climate change and planetary health into undergraduate medical curricula. PubMed, Scopus, Web of Science, and ERIC were searched through April 2026, alongside grey literature from WHO, AMEE, and GCCHE. Two independent reviewers screened records and extracted data. Findings were synthesized using descriptive–thematic analysis and compared to identify implementation barriers and contextual strategies relevant to Iran.
Results: International evidence indicates a relatively mature educational landscape for climate and planetary health, grounded in competency‑based models that prioritize climate literacy, systems thinking, environmental justice, advocacy, and the delivery of sustainable healthcare. Integration commonly spans both preclinical and clinical phases of training, promotes interprofessional learning, and is reinforced through structured assessment strategies and longitudinal curricular threads. In contrast, Iranian medical education remains at an early developmental stage. Although student awareness and academic initiatives are increasing, substantial gaps persist, including the absence of a national competency framework, fragmented curricular content, limited faculty preparedness, and a lack of standardized evaluation. Given Iran’s high vulnerability to climate‑related health risks, embedding climate and planetary health concepts into existing courses represents a pragmatic and scalable approach.
Conclusion: Integrating climate and planetary health into Iranian medical education is essential for strengthening health system resilience. A phased, context‑sensitive approach—encompassing competency definition, targeted faculty development, and longitudinal curriculum integration—can accelerate national progress in this critical educational domain.