The global food system is a primary driver of climate change, biodiversity loss, and environmental degradation, all of which undermine human health. Food systems transformation is therefore essential to promote both human and planetary health. Nutrition and dietetics professionals are uniquely positioned to contribute to this transformation, yet sustainable food systems and planetary health curricula in tertiary education remain largely ad hoc. Crucially, such education must acknowledge the shortcomings of dominant biomedical models and prioritise the integration of Indigenous worldviews, which offer millennia of knowledge regarding reciprocal stewardship and the interconnectedness of human and ecological health. To address these gaps, there is an urgent need for concept-based pedagogical approaches that foster the knowledge, skills, and values-driven action required to navigate complex global crises. The NURTURE framework is a novel curriculum tool designed to support educators in preparing the future nutrition workforce for these systemic challenges. Development of the framework involved the categorisation of 35 curriculum concepts, previously identified via a global Q study with educators and food system stakeholders from 27 countries (1). Independent blinded analysis and a virtual consensus-building workshop were used to map these curriculum concepts to four domains of the established Head, Hands, Heart, and Feet education model (2). To translate the curriculum concepts into an accessible, visual tool, a co-construction process occurred over several months with an Indigenous artist, who visualised the concepts using paint on canvas, foregrounding Indigenous philosophies in the representation. The NURTURE framework (Nutrition professionals’ Understanding, Reflective values, Translational skills, Utilising systems thinking, Responsible leadership, and Evidence-based action) establishes values-led, affective pedagogy (HEART) as the primary foundation. This heart-centred core informs the development of cognitive knowledge (HEAD), psychomotor skills (HANDS), and agency-driven evidence-based action (FEET). While traditional models often lead with cognitive outcomes, NURTURE leads with the heart to promote embodied pedagogy and honour Indigenous philosophies of reciprocity and respect for the natural environment. The framework provides specific guidance on concepts such as food sovereignty, systems thinking, and ecological literacy, offering clear pedagogical outcomes for each to support learners to navigate complex food system trade-offs. For practice, adopting the NURTURE framework allows nutrition and dietetics educators to move beyond traditional content-driven curricula toward deep learning structures that cultivate planetary empathy as is urgently required (3). This adaptable framework requires pilot testing across diverse geographical contexts, including planned collaborations in Sub-Saharan Africa, Europe, North America, and Oceania. This pilot will examine whether the tool is fit-for-purpose and inform future iterations. Through this global program of research, we hope to enhance sustainable food systems education, ultimately equipping future nutrition graduates with the leadership skills, values, and agency required to safeguard planetary health for current and future generations.