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Abstract Aims: The paper aims to explore how education can strengthen global and public health responses that promote health equity, capability, and sustainability. While global health challenges are acknowledged as shaped by social, economic, and cultural determinants, the Agenda 2030 highlights education in promoting equitable and sustainable health outcomes. Antimicrobial resistance (AMR) provides an illustrative case to examine these topics. Methods: The paper operationalised qualitative and interpretive meta-analysis, integrating findings from published papers on AMR. The analysed papers examined health education across sectors. Guided by frameworks on social determinants of health, capability-oriented approaches, and wicked problems in global health, an iterative interpretive thematic analysis identified recurring patterns in how education contributes to global health engagement with AMR. Results: Three primary themes were identified regarding the role of education in shaping how AMR is understood and addressed: i) education as a basis for contextually relevant AMR knowledge, values, and responsibility, ii) from health literacy to health capability and iii) engaging AMR as a complex health governance and health sustainability challenge. Education is highlighted as having the potential to connect AMR challenges to everyday experiences and to support the navigation of contextual constraints and competing values related to AMR. Conclusions: The paper details why education matters for global and public health by shaping understandings and promoting capabilities and practices in addressing complex health challenges. The discussion highlights the importance of integrating education within global health agendas and emphasises the interdependence of quality education and good health in promoting equitable and sustainable health outcomes.