Integrating the One Health approach into school curricula: perceptions and educational needs of teachers in mainland France and New Caledonia

Introduction: The "One Health" approach highlights the interdependence between human, animal, and environmental health, yet its integration into school curricula has been scarcely documented. This study explores teachers' perceptions and educational needs regarding its integration in mainland France and New Caledonia, within the framework of the e-Bug program. Methods: A qualitative study was conducted based on four focus groups involving 25 primary and secondary school teachers (January-February 2025). Discussions were transcribed and analyzed using an inductive thematic approach with NVivo software. Results: Four main themes emerged: limited familiarity with the term "One Health," despite an intuitive understanding of the links between environmental, animal, and human health; perceived relevance varying across territorial contexts, with a stronger sense of risk in New Caledonia; strong expectations for active, progressive, interdisciplinary, and ready-to-use resources; and implementation barriers related to time constraints, limited scientific confidence, concerns about inducing anxiety among younger pupils, and material conditions. Conclusion: Making the One Health concept explicit, aligning it with school curricula, and providing contextualized and reassuring resources for teachers appear essential to facilitate its integration into school settings.