■数十亿人的日常生活受到医疗的影响,社会,SARS-CoV-2大流行的政治方面表明,有必要在社会中巩固对“一个健康”的理解。因此,提高认识,加深对人类健康之间相互关系的理解,动物健康,生态系统必须通过素质教育来实现,正如联合国可持续发展目标4所倡导的那样。政府在2020年至2023年之间为控制全球大流行而采取的经常受到质疑和讨论的措施,可以被视为在公众之间的多利益攸关方环境中满足民间社会解决方案的教育需求的机会,大学,和学校。
■本文着重于将“一个健康”原则整合到教育框架中,特别是在高等教育教学框架“教学诊所”的背景下。\“这一职前教师教育领域的硕士课程是促进一个健康教育的有力工具,弥合研究之间的差距,高等教育,和学校。通过两个案例研究的介绍,本文展示了教学诊所方法如何培养跨学科的观点,并为职前教师提供动态的学习环境,以及参与教育过程的学生。
■在这两种情况下,教育一体健康学校教学设置的整合有效地提高了学生对复杂主题的理解,并使他们参与积极的学习体验。职前教师在发展中起着至关重要的作用,实施,并评估这些干预措施。在案例I中,学生在分析数据和评估数学模型方面表现出熟练的能力,而在案例II中,所选择的教学方法促进了学生对OneHealth知识的获取和享受。这些结果强调了OneHealthTeachingClinic作为一个有价值的教育框架的潜力,可以增强职前教师的教学和学习成果,并促进学生对社会科学OneHealth相关主题的参与。
■讨论深入探讨了打破学科孤岛的重要性以及教师教育在促进整体教育方法中的关键作用,强调一个健康教育和可持续发展教育的交叉性。本文强调了跨多个(科学)学科以及跨中等和高等教育水平的协作努力以达到联系的重要性。此外,它强调这种方法与2030年议程保持一致,教育促进可持续发展,可持续发展目标,强调集体行动朝着更可持续的未来的潜力。
The fact that the daily lives of billions of people were affected by the medical, social, and political aspects of the SARS-CoV-2 pandemic shows the need to anchor the understanding of One Health in society. Hence, promoting awareness and deepening the understanding of the interrelation between human health, animal health, and ecosystems must be accomplished through quality education, as advocated by UN Sustainable Development Goal 4. The often-questioned and discussed measures taken by governments to control the global pandemic between 2020 and 2023 can be seen as an opportunity to meet the educational needs of civil society solutions in multi-stakeholder settings between public, universities, and schools.
This paper focuses on the integration of One Health principles in educational frameworks, particularly within the context of the higher education teaching framework \"Teaching Clinic.\" This master-level course in the domain of pre-service teacher education serves as a potent vehicle for facilitating One Health Education, bridging the gap between research, higher education, and schools. Through the presentation of two case studies, this article demonstrates how the Teaching Clinic approach fosters interdisciplinary perspectives and provides a dynamic learning environment for pre-service teachers, as well as for pupils involved in the educational process.
In both cases, the integration of educational One Health school teaching-learning settings effectively enhanced pupils\' understanding of complex topics and engaged them in active learning experiences. Pre-service teachers played a crucial role in developing, implementing, and evaluating these interventions. In Case I, pupils demonstrated proficiency in analyzing data and evaluating mathematical models, while in Case II, the chosen instructional approach facilitated One Health knowledge acquisition and enjoyment among pupils. These results underscore the potential of the One Health Teaching Clinic as a valuable educational framework for enhancing teaching and learning outcomes for pre-service teachers and fostering pupil engagement in socio-scientific One Health-related topics.
The discussion delves into the significance of breaking down disciplinary silos and the crucial role of teacher education in promoting a holistic approach to education, emphasizing the intersectionality of One Health Education and Education for Sustainable Development. This article underpins the significance of collaborative efforts across multiple (scientific) disciplines and across secondary and tertiary education levels to reach a nexus. Moreover, it emphasizes the alignment of this approach with the 2030 Agenda, Education for Sustainable Development, and Sustainable Development Goals, highlighting the potential for collective action toward a more sustainable future.