Includes index.

Chapter 1: Introduction to the International Handbook of Teaching and Learning in Health Promotion: What and for whom is it intended? -- Section I - The Health Promotion Curriculum -- Chapter 2: Introduction to Section I - The Health Promotion Curriculum -- Chapter 3: The First Undergraduate Program in Health Promotion and Prevention in Switzerland: Context, Concept and Challenges -- Chapter 4: The first Francophone Africa Online Master Degree Course in Health Promotion: Key Features and Perspectives -- Chapter 5: Debates, tensions and alternatives in Health Promotion Education from South-North & South-South cooperation: The Health Promotion and Social Development Master Experience -- Chapter 6: The Disappearing Contribution of Universities in the UK to Health Promotion -- Chapter 7: Health Promotion Teaching & Learning at University of the Western Cape, South Africa: Thinking Global, Acting Local -- Chapter 8: The Health Promotion Curriculum: Evolving and Embedding Competencies in Contemporary Courses -- Section II - Making Health Promotion Relevant to Practice -- Chapter 9: Introduction to Section II - Making Health Promotion Relevant to Practice -- Chapter 10: The Health Promotion Model of Social Care: Development and Application in Pedagogy for Social Care Practice -- Chapter 11: Extending Student-Active Learning into Effective Practice in Global Development-Related Health Promotion -- Chapter 12: TEIA: Intersectoral Topics and Strategies with Community Health Workers (CHW): Education, Communication and Health Promotion in times of pandemic -- Chapter 13: Professional Development in Health Promotion for Family Doctors: Using the "Entrustable Professional Activities" Approach -- Section III - Pedagogies for Health Promotion -- Chapter 14: Introduction to Section III - Pedagogies for Health Promotion -- Chapter 15: Wikis in Micro-Communities: A Collaborative and Relational Learning Tool for Health Promotion -- Chapter 16: Innovative Pedagogies in a Health Promotion Specialisation: Knowledge, Practice and Research -- Chapter 17: Health Educators Love Reading: Introducing the Journal Club for Life-Long Learning -- Chapter 18: Teaching Clinical Skills and Health Promotion Using Clinical Simulations -- Chapter 19: Learning Health Promotion from Skateboarders: A Community-Based Practice to Rethink the Academy Teaching Method -- Chapter 20: Teaching Health Promotion in Aotearoa: A Tangata Whenua and Tangata Tiriti Perspective -- Chapter 21: Training and Participatory Research in Health Promotion Courses: Reflections and Contributions for Knowledge and Experiences -- Chapter 22: Method and Strategies in Health Promotion Teaching-Learning: Evidence from a Networked Postgraduate Program in Northeast Brazil -- Chapter 23: Pedagogical Experiences in Teaching and Learning Health Promotion in Undergraduate Education -- Chapter 24: Using Innovative Curriculum Design and Pedagogy to Create Reflective and Adaptive Health Promotion Practitioners within the Context of a Master of Public Health Degree -- Chapter 25: Theoretical, methodological, mediatic and evaluative challenges in the teaching-learning of Health Promotion: the use of virtual platforms -- Section IV Special Topics for Health Promotion -- Chapter 26: Introduction to Section IV Special Topics for Health Promotion -- Chapter 27: Personalized and Research-Led Teaching as Building Blocks to Success During Pandemic Times in Austrias Higher Education Sector -- Chapter 28: Health Promotion and Integrative and Complementary Practices: Transversality and Competence Development in an Undergraduate Experience -- Chapter 29: Teaching Suicide Prevention: Experiences from a Social- Ecological Approach -- Chapter 30: Encounters and Narratives: The Insertion of the Socio-Environmental Health in the Perspective of the Health Promotion -- Chapter 31: Health Education in Times of Pandemic: Promoting Health Among Indigenous Populations in the Brazilian Amazon -- Chapter 32: Health Promotion and Working in/with Groups: An Experience of Interprofessional Training at UNIFESP Baixada Santista (Brazil) -- Section V - Health Promotion Assessment and Quality Assurance -- Chapter 33: Introduction to Section V - Health Promotion Assessment and Quality Assurance -- Chapter 34: The IUHPE Health Promotion Accreditation System Development and Experiences of Implementation -- Chapter 35: Core Competencies for Health Promotion: Development and Experience in Pedagogy -- Chapter 36: Brick by Brick: Building a House of Health Promotion on a Foundation of Political Science Theory -- Section VI - Health Promotion as a Transformational Practice -- Chapter 37: Introduction to Section VI - Health Promotion as a Transformational Practice -- Chapter 38: The Circle of Health An Interactive Tool to Guide the Process of Transformative Change and Rethinking Health Promotion -- Chapter 39: Challenging Oppression in Health Promotion and Developing an Intersectional Framework for Health Promotion in Teaching Health Promotion Through a Distance Learning Module at the Open University -- Chapter 40: Teaching and Learning Health Promotion Through Social Participation, Interculturality and Popular Education -- Chapter 41: Community-Engaged Education in Health Promotion: Exploring Equity and Ethical Dimensions to Problem-Solving in Community -- Chapter 42: Health Promotion in the Region of the Americas: An Educational Innovation Proposal -- Chapter 43: Sharing Paths and Converging Learning: A Consortium of Brazilian Health Promotion Graduate Programs -- Section VII Students Reflections -- Chapter 44: Introduction to Section VII Students Reflections -- Chapter 45: A Student Perspective on Learning and Doing Settings-Based Health Promotion in the Era of TikTok -- Chapter 46: The Impact that Learning About Health Promotion had on me. Embracing Health Promotion: A Puerto Rican Metamorphosis.