The CPHA report on ‘Global Change and Public Health: Addressing the Ecological Determinants of Health’ (Canadian Public Health Association (CPHA) 2015) identified a range of roles and responsibilities for responding to EDoH: (a) Understanding and reporting on the health implications and impacts of our current unsustainable forms of development; (b) Undertaking research into the health implications of ecological change and the health benefits of alternative approaches; (c) Proposing healthier public policies and private and community sector actions that support the transition; (d) Communicating effectively with key stakeholders (including the rest of the health care system and the general public) the importance of this issue, the health implications of our present path, and the health benefits of the transition we require; and (e) Making public health an ally, at all levels, with those working to bring about the transition to a sustainable, just, and healthy future, recognizing that in many cases these partners have decades of experience to draw upon. Calls for educational reform include: • Update Canada’s set of core competencies for public health to give greater prominence to the ecological determinants of health, ensuring that public health practitioners have the ability to address both the ecological and social determinants of health; • Revise the curricula in Canada’s schools and programs of public health to reflect a broader understanding of population health and its determinants, incorporating core concepts or courses that address the ecological determinants of health and links with social determinants; • Encourage awareness of combined approaches to ecological and social determinants of health that will align public health with a range of existing movements spanning environmental, Indigenous, conservation, labour, social justice, climate change efforts, etc.; and • Include learning of a wide range of change-oriented practices employed by diverse actors involved in complexity science, community organizing, social practice theory, interdisciplinary work on governing societal transitions, transformative learning, Theory U, generative dialogue, etc.