The epidemiological situation of SARS‐CoV‐2 in humans and animals is continually evolving. To date, animal species known to transmit SARS‐CoV‐2 are American mink, raccoon dog, cat, ferret, hamster, house mouse, Egyptian fruit bat, deer mouse and white‐tailed deer. Among farmed animals, American mink have the highest likelihood to become infected from humans or animals and further transmit SARS‐CoV‐2. In the EU, 44 outbreaks were reported in 2021 in mink farms in seven MSs, while only six in 2022 in two MSs, thus representing a decreasing trend. The introduction of SARS‐CoV‐2 into mink farms is usually via infected humans; this can be controlled by systematically testing people entering farms and adequate biosecurity. The current most appropriate monitoring approach for mink is the outbreak confirmation based on suspicion, testing dead or clinically sick animals in case of increased mortality or positive farm personnel and the genomic surveillance of virus variants. The genomic analysis of SARS‐CoV‐2 showed mink‐specific clusters with a potential to spill back into the human population. Among companion animals, cats, ferrets and hamsters are those at highest risk of SARS‐CoV‐2 infection, which most likely originates from an infected human, and which has no or very low impact on virus circulation in the human population. Among wild animals (including zoo animals), mostly carnivores, great apes and white‐tailed deer have been reported to be naturally infected by SARS‐CoV‐2. In the EU, no cases of infected wildlife have been reported so far. Proper disposal of human waste is advised to reduce the risks of spill‐over of SARS‐CoV‐2 to wildlife. Furthermore, contact with wildlife, especially if sick or dead, should be minimised. No specific monitoring for wildlife is recommended apart from testing hunter‐harvested animals with clinical signs or found‐dead. Bats should be monitored as a natural host of many coronaviruses.

Resumen:El presente artículo muestra los resultados de una investigación orientada a generar y evaluar una propuesta pedagógica que incida positivamente en el nivel de habilidades de pensador crítico de los estudiantes universitarios desde el área de física. Se detectó previamente la ausencia de este tipo de habilidades en los estudiantes de primeros semestres de ingeniería por lo que se propuso generar estrategias pedagógicas que aporten a la solución del asunto. Se diseña una intervención pedagógica basada en teorías sobre enseñanza de habilidades de pensamiento. Se aplica al curso designado como muestra, teniendo un grupo control, y se selecciona la forma más adecuada para medir el nivel de habilidades de pensamiento crítico. Se aplicaron los test al comienzo y al final de la intervención pedagógica, procesando los datos estadísticamente. Los resultados muestran variaciones significativas positivas en algunos de los aspectos evaluados. Palabras clave: educación; pensamiento crítico; habilidades; solución de problemas; intervención pedagógica Development of Basic Skills Critical Thinking in the Context of Teaching of University Physics Abstract:This article shows the results of an investigation oriented to generate and evaluate a pedagogical proposal that positively affects the level of skills as critical thinkers of college students from the area of physics. Detected the absence of such skills in students of first semesters of engineering, it was proposed to generate teaching strategies that contribute to the solution of this matter. An educational intervention based on theories of teaching thinking skills was designed. This was applied to a course designated as the experimental sample, having also a control group, and the most appropriate way for measuring the level of critical thinking skills was selected. Tests at the beginning and end of the educational intervention were applied, the data was statistically processed. The results show significant positive changes in some of the aspects evaluated.

PurposeThe beliefs about this subject of N = 223 secondary education teachers were collected through an ex post facto research method using a descriptive and correlational design and a 27-item questionnaire.Design/methodology/approachThe arrival of online learning, in this case m-learning, to secondary education, has made educators in this stage incorporate digital resources, such as Smartphones or mixed reality (MR), to their classroom methodologies. The present study describes the results obtained in the project design, implementation and evaluation of MR materials in learning environments (PID2019-108933GB-I00). The starting general objective is to determine the perception of Compulsory Education teachers-in-training from the areas of Experimental Sciences, Engineering and Architecture, and Health Sciences, on the use of MR as a teaching tool under the m-learning modality.FindingsThe main conclusion obtained was that neither sex nor age had an influence on the use of MR in the classroom, and its use was determined by elements associated with the classroom methodology, such as collaborative work and attention to diversity, which took place in the education center.Research limitations/implicationsThe main obstacle found when conducting the research was being able to access the general population of teachers-in-training in the aforementioned Master's program.Originality/valueThe value of the article lies in publicizing the knowledge that secondary school teachers have of MR and giving clues to create training actions that encourage its incorporation into the classroom methodology.

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