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Socioeconomic factors are increasingly considered in the study of forest fires. However, there is a gap in the literature on the possible relationship between basic services and infrastructures such as small rural schools and forest fires. Population decline in rural areas is leading to an increase in forest fire risk and social vulnerability to forest fires due to the abandonment of traditional agroforestry practices and the expansion of unmanaged forest canopy. In addition, rural schools are supposed to make rural municipalities livable and promote the people's sense of community. In parallel, there is controversy over the closure of small local schools in sparsely populated rural areas worldwide. Our study identified that the forest area burned in the province of Avila (Central Spain), during the period 1996 to 2023, was higher in municipalities without rural primary schools. The presence of rural schools was as statistically significant as the influence of orographic variations of the territory, the number of incipient fires, and the reduction of population density during the same period. Our work contributes to highlighting the potential links between the decline of essential services in rural areas and the increase in forest fire risk, to urge policymakers to take a collaborative and holistic view. [ABSTRACT FROM AUTHOR]

Undergraduates in Spanish universities conclude their science degrees with a capstone project (CP) where they must apply the knowledge gained during their studies. In recent years, students in technical degrees often postponed this last step due to a fast entry into the labour market or disappointment about the development of their capstone projects. This article presents an approach that tries to overcome these challenges and avoid delays in project submission called Engagement capstone projects. The authors, supported by the French Company EOMYS, manage this educational project in which students become responsible for their contribution to a free and open software project called MOSQITO, which provides sound quality metrics based on psychoacoustics. A framework is provided to ensure involvement in the project by both students and academic/industrial supervisors to help avoid student discouragement. The proposed methodology is compared with the current program and the learning proposal, and the expected outcomes are extensively explained. The experience gathered to date is limited, but the results obtained show the potential application of the proposed Engagement capstone projects as a solution to late CP submission. [ABSTRACT FROM AUTHOR]