Even though its importance is underscored in many research pursuits, attention to the affective domain in learning is often neglected at the expense of the cognitive development of students studying science, in particular physics. In this paper we propose a framework, the pedagogical technological integrated medium (PTIM) founded on the TPACK model, that builds on the existing premises of pedagogy, content and technology to make space for the affective domain where these three premises intersect with each other. We operationalize the PTIM framework through a multi-loop model that explores the affective dimension as an overarching space for interaction among learners, teachers and parents through a series of stages encompassing home tasks, as well as classroom and out-of-school activities. Within the qualitative paradigm, we substantiate from two case studies, an exploratory and an evaluative one in two different schools, that a succinct synchronisation of these various interactive elements promotes knowledge construction springing from the affective domain in terms of motivation, interest and values and also from their inter-relationships.

More than 60% of the 1,700 infectious diseases that affect human come from animals and zoonotic pandemics, after starting from sporadic phenomena limited to rural areas, have become a global emergency. The repeated and frequent zoonotic outbreaks such as the most recent COVID-19 pandemic can be attributed also to human activities. In particular, the creation of enormous intensive domestic animal farms, the indiscriminate use of antibiotics, the destruction of forests, the consumption of the meat of wild animals and the illegal animal trade are all factors causing the insurgence and the transmission of zoonotic diseases from animals to humans. The purpose of this study was to explore the knowledge of the One Health concept including the zoonotic risk potentially derived from illegally traded pet animals and wildlife among adolescents in 6 different countries (Italy, Austria, Slovenia, Germany, Mauritius, and Japan). A representative sample of 656 students was recruited and all participants took an anonymous questionnaire. Data were analyzed by ANOVAs to estimate the prevalence of correct health prevention behaviors and to identify the influential factors for these behaviors. After two theoretical-practical lectures, the same anonymous questionnaire was administered for the second time in order to assess the efficacy of the program. The proportion of students who did not know that many diseases affecting humans come from animals is 28.96% while 32.16% of them did not know what a zoonosis is. The circularity of the One Health concept related to the transmission of diseases from animals to humans and vice-versa is not understood from a large prevalence of the adolescents with 31.40 and 59.91% of wrong responses, respectively. Furthermore, rabies is not considered as a dangerous disease by 23.02% of the adolescents. After two theoretical-practical classroom sessions, the correct answers improved to 21.92% according to the different question. More than a third of the student cohort investigated showed a profound ignorance of the zoonotic risks and a poor understanding of the One Health concept. The authors believe that the teaching of health prevention with a One Health approach and a practical training should be included in every school curriculum.

Purpose – This paper stems from a study which was conducted as a means to first, find out whether there is a gap between the secondary and tertiary education levels, second identify any existing gap in Science and Technology education, and third, examine the impact of the above upon students’ creativity and innovativeness at university level. The paper aims to discuss these issues. Design/methodology/approach – As such, a group of teachers and students at both secondary and tertiary levels were selected as the sample of the study. Questionnaires were administered to trained secondary school teachers and to university students. Interviews were also conducted to triangulate data. These enabled an analysis of the current situation in terms of students’ engagement/creativity/innovativeness in Science and Technology at secondary and tertiary levels. Findings – The findings reveal a problematic situation arising with respect to beliefs and what truly prevails in the education sector at secondary and tertiary levels. This study has revealed a number of salient issues related to the gap existing between the secondary and tertiary levels of education in Mauritius, with special bearing on creativity and innovation in Science and Technology. Research limitations/implications – Only three institutions were involved, with a small sample of students, so that the findings cannot be generalised. Moreover, gender is a variable that has not been taken into consideration. Practical implications – The study has proposed a number of recommendations to enable Mauritian students (at secondary and tertiary levels) to develop creativity and hopefully become innovators. This leads us to believe that the recommendations emerging from this study will be beneficial to various stakeholders who wish to understand the gap existing between secondary and tertiary education in Science and Technology education. Originality/value – This study takes a case study approach adopting a mixture of interviews, surveys and observations to understand the research problems with regards to the younger generations need to be equipped with scientific and technological advances in acquiring knowledge, new sets of skills and values. Therefore, this study endeavours to document the perceptions of learners and faculty staff.

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Diseases that are naturally transmitted from animals to humans are called zoonoses or zoonotic diseases. More than 70% of all human infectious diseases came from animals, including Ebola, human immunodeficiency virus (HIV/AIDS), avian influenza and Monkeypox. The COVID-19 pandemic is also a novel zoonosis, caused by a coronavirus that probably came from bats. Zoonoses can happen any time humans come into contact with animals or animal products. Children, people with weakened immune systems or chronic health conditions, and pregnant women are at higher risk of contracting zoonoses. Zoonoses are widespread—not only in forests and wild environments but also in urban areas. This article includes background information on zoonoses and how they move into humans. It also provides helpful tips to avoid infection with these diseases. Finally, it discusses the importance of preventing disease in animals, so that animal diseases are not transmitted to humans.