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This study investigated the occurrence of 5 unregulated mycotoxins in a total of 250 traditional dry-cured meat products sampled in 2020 and 2021 in five Croatian regions (eastern, northern, central, western, and southern). Aflatoxin B1 (AFB1), ochratoxin A (OTA), sterigmatocystin (STC), citrinin (CIT), and cyclopiazonic acid (CPA) concentrations were related to the geographical region of the product’s origin and to local weather. The results revealed the contamination of 27% of samples, namely, STC in 4% of samples in concentrations of up to 3.93 µg/kg, OTA in 10% of samples in concentrations of up to 4.81 µg/kg, and CPA in 13% of samples in concentrations of up to 335.5 µg/kg. No AFB1 or CIT contamination was seen. Although no statistically significant differences in concentrations of individual mycotoxins across the production regions were found, differences in mycotoxin occurrence were revealed. The eastern and western regions, with moderate climate, delivered the largest number of contaminated samples, while the southern region, often compared with subtropics, delivered the smallest, so that the determined mycotoxins were probably mainly produced by the Penicillium rather than the Aspergillus species. Due to the interaction of various factors that may affect mycotoxin biosynthesis during production, the detected concentrations cannot be related solely to the weather.

Humankind is faced with major global challenges to ensure the future of our planet. Target 4.7 of Sustainable Development Goal 4 (quality education) of the 2030 Agenda establishes the importance of ensuring that all learners acquire the theoretical and practical knowledge needed to promote sustainable development through education for sustainable development, human rights, gender equality, and global citizenship, amongst others. The research presented in this article is based on an exploratory study on the views of a group of university teachers from the area of Didactics of Mathematics in the Faculty of Education Sciences at Universidad de Cádiz with regard to Education for Sustainability and its integration in the field of training future teachers in mathematics education. It aims to analyse the perceptions teachers have regarding the subject of study, the work methodologies they use, etc. in greater depth. The authors of the research later interviewed three teachers in the area of Didactics of Mathematics who teach in different education degrees: bachelor’s degree in early childhood education, bachelor’s degree in primary education, and master’s degree in teacher training for compulsory secondary education and baccalaureate. Three instruments were used to collect data: the syllabi of the subjects for which the teachers were responsible, an initial exploratory questionnaire, and a semi-structured personal interview. The instrument employed to analyse the information was the Tool for Methodological Analysis through Sustainability (Herramienta de Análisis Metodológico desde la Sostenibilidad, HAMS in Spanish). The results show the different views and positions the university teachers in the area of Didactics of Mathematics at Universidad de Cádiz have with respect to integrating sustainability into future teachers’ training in mathematics education. It is concluded that the effective integration of sustainability into mathematics education requires university teachers to change and to work together from the same perspective—the one they intend to promote.