The expansion of renewable energy production, especially wind power, is one of the cornerstones of our strategy for mitigating climate change. However, there is growing concern about the impacts of this energy source on biodiversity, and a need to develop tools to adequately assess this impact and mitigate its effects. In particular, very little is known about the impact on groups of fauna such as bats, which are especially sensitive to environmental changes. We investigated the temporal patterns of bat fatalities in wind farms in the province of Cádiz, in the south of the Iberian Peninsula. An eleven-year data set (2009–2019) from a surveillance program of bird and bat mortality in wind farms was analysed. A total of 2,858 fatalities concerning 10 bat genera were reported, although more than 90% of the affected animals were individuals of the genera Pipistrellus, Eptesicus and Nyctalus. Bat mortality occurred throughout the year, including all winter months in the case of the genus Pipistrellus. Nonetheless, the majority of fatalities of bats with wind turbines in the province of Cádiz occurred during summer and autumn, especially during August. The probability of mortality was positively correlated with the maximum daily temperature. According to the model prediction, the probability of fatality begins to increase slightly from 20°C and then rises sharply when the temperature exceeds 30°C. According to the regional projections of global climate models, an increase in maximum temperatures and the arrival of milder winters may lead to an increase in the annual mortality of bats in wind farms in the coming decades.

In a globalized and constantly changing world, education must be continuously updated. This requirement plays a major role in scientific and technological education, since technology may undergo significant changes in short periods of time. In such context, our students need educational opportunities that allow them to link scientific and technological aspects to many other subjects and situations which are closer to their personal interests and responsible actions. How to help our young people to discuss issues that need the consideration and integration of a variety of disciplines? How to encourage them to participate in a responsible way? In this study we focused on teaching and learning the nature of energy, and other related concepts, in science from an interdisciplinary point of view. We analyzed contents of secondary education textbooks and curricular guidelines, taking into account their importance as classroom resources, and discussed the level to which controversial issues were displayed, considering a multidisciplinary approach. Results highlight a lack of consideration of environmental and social impacts derived from energy production and consumption, and also a lack of attention to interdisciplinary aspects. Attention given to renewable energies does not fit the present role of these kinds of energies in society, focusing more on nonrenewable energies. Generally texts emphasize traditional energies without regard to the future possibilities.