This paper examines how universities could offer more integrative curricula to enhance students' skills. While many have historically narrowed the study of environmental policy to a mix of economics, ethics, and politics, this paper extends beyond these boundaries to advance the discipline towards greater knowledge and effectiveness. In particular, a literature review with a theory-building approach was employed to identify the policy’s central perspectives of economics, ethics, and politics, juxtaposed with an investigation of more peripheral perspectives. These perspectives are synthesized, and tangible examples of how to pursue pluralism are provided. Overall, while environmental policy has several common traits ingrained in its literature and practice, integrating additional perspectives, such as post-structuralist and psychoanalytic, can enhance disciplinary cognition and ultimately spur virtuous policymaking. Referred to as ‘pluralist epistemology’, this approach is identified as a strategy that develops more innovative environmental leaders. Pluralist epistemology can enrich environmental policy education by blending mainstream and alternative perspectives to support critical thinking (e.g., through collaborative simulations or integrative policy labs) and by fostering better policymaking by challenging dominant assumptions and embracing complexity. This type of critical thinking can be fundamental as institutions of higher education continue to seek dynamic ways to meet the evolving academic demands of the 21st century.