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Systems thinking (ST) is an essential skill for understanding complex issues, making predictions and informed decisions. This research explores how students applied ST in complex health contexts using the 'One Health' (OH) approach. OH highlights the interdependence relationship between animal, human and ecosystemic health (including plants). Eighteen upper secondary school students were involved in activities that aimed to foster their capacity to apply ST to explain the causes of the COVID-19 pandemic, to anticipate future pandemics and to propose actions for preventing them. Individual written tasks were examined using content analysis methods. Four dimensions of ST were considered, and levels were established based on the literature and in interaction with data. Most participants articulated various aspects of ST in their responses, but they did not do so consistently. Students had difficulties both in anticipating future pandemics and in proposing actions to prevent them. After the completion of the activities, most students showed an improved understanding of the OH notion. They identified the components, relationships and provided examples of causal interrelationships, such as those involved in zoonotic diseases. The findings point to the potential of the OH approach in Biology education, as it promotes students' understanding of complex health issues from a systemic view.

La resistencia a antibióticos (RA) es un problema que puede abordarse desde el enfoque One Health (OH). Sin embargo, su enseñanza en el aula de ciencias no ha sido todavía incorporada desde este enfoque integral. Este trabajo investiga cuál es la noción de RA que presenta el profesorado en formación de dos universidades de España y en qué medida incorporan la idea de contagio bajo un enfoque OH. Se analizan las respuestas individuales a un cuestionario sobre RA, siendo codificadas de acuerdo al agente y mecanismo de resistencia señalado, a las referencias que hacen a la idea de contagio, así como a las interacciones entre la salud humana, ambiental y animal que explican este problema. Los resultados muestran que los participantes tienen una noción de RA alejada de la científica y de una visión sistémica de acuerdo con el enfoque OH. Se derivan implicaciones para mejorar su adecuada comprensión y enseñanza en el aula.