The integration of generative AI in higher education has reignited debates around authorship and academic integrity, prompting approaches that emphasize transparency. This study identifies and synthesizes the transparency mechanisms described for assessment involving generative AI, recognizes implementation patterns, and analyzes the available evidence regarding compliance monitoring, rigor, workload, and acceptability. A scoping review (PRISMA 2020) was conducted using searches in Scopus, Web of Science, ERIC, and IEEE Xplore (2022–2026). Out of 92 records, 11 studies were included, and four dimensions were coded: compliance assessment approach, specified requirements, implementation patterns, and reported evidence. The results indicate limited operationalization: the absence of explicit assessment (27.3%) and unverified self-disclosure (18.2%) are predominant, along with implicit instructor judgment (18.2%). Requirements are often poorly specified (45.5%), and evidence concerning workload and acceptability is rarely reported (63.6%). Overall, the literature suggests that transparency is more feasible when it is proportionate, grounded in clear expectations, and aligned with the assessment design, while avoiding punitive or overly surveillant dynamics. The review protocol was prospectively registered in PROSPERO (CRD420261287226).

In today’s society, high-quality educational contexts must include intercultural education and educational inclusion as main elements of school culture. Equity, social justice, and equal opportunities for everybody require the construction of flexible processes, relationships, and organizational structures open to diversity. This paper presents an updated review of studies focusing on models of educational responses adapted to cultural diversity. It analyzes the response of schools as collaborative communities in intercultural education and their reality as inclusive and intercultural communities. An exhaustive search of documents was carried out, consulting the Web of Science (WoS), Scopus, and Dialnet databases. After analyzing and applying inclusion and exclusion criteria, 21 documents were identified that showed the structural, cultural, and relational transformation of educational centers and the improvement of their organizational and public response and adaptation to current needs. The challenge of building intercultural educational contexts is a concern for schools and the educational agents who coexist in them.

In today’s digitalized educational landscape, the intelligent use of information is essential for personalizing learning, improving assessment accuracy, and supporting data-driven pedagogical decisions. This systematic review examines the integration of Application Programming Interfaces (APIs) powered by Artificial Intelligence (AI) to enhance educational information management and learning processes. A total of 27 peer-reviewed studies published between 2013 and 2025 were analyzed. First, a general description of the selected works was provided, followed by a breakdown by dimensions in order to identify recurring patterns, stated interests and gaps in the current scientific literature on the use of AI-driven APIs in Education. The findings highlight five main benefits: data interoperability, personalized learning, automated feedback, real-time student monitoring, and predictive performance analytics. All studies addressed personalization, 74.1% focused on platform integration, and 37% examined automated feedback. Reported outcomes include improvements in engagement (63%), comprehension (55.6%), and academic achievement (48.1%). However, the review also identifies concerns about privacy, algorithmic bias, and limited methodological rigor in existing research. The study concludes with a conceptual model that synthesizes these findings from pedagogical, technological, and ethical perspectives, providing guidance for more adaptive, inclusive, and responsible uses of AI in education.

From the perspective of educational inclusion proposed by Booth and Ainscow, the transformation of school systems revolves around three key dimensions: presence, participation and learning. These dimensions constitute the axes of the so-called Inclusion Index and allow for a holistic analysis of the barriers that limit equity and inclusion in school contexts. Based on this theoretical framework, this study aims to systematically map the barriers documented in recent academic literature (2000–2025) that affect these dimensions at the primary and compulsory secondary education levels, with a special focus on intersectional variables that amplify inequalities (gender, migration, disability, mental health, among others).

Intergenerational relationships are becoming increasingly rare. Thus, intergenerational programs are a strategy to establish relationships between generations. This article describes the socio-educational experience of the third edition of the SIMUL Intergenerational Project of the Education Service of the Cabildo Insular de Tenerife and the University of La Laguna, developed virtually during the COVID-19 pandemic. The following questions arise: Can an intergenerational project be developed through virtual meetings? What are the socio-educational experiences gained during the Intergenerational Project (academic year 2020–2021) by young and older participants? The evaluation of the application and development of the project showed high participant satisfaction; however, communication barriers derived from the virtual modality were detected. It could be concluded that while face-to-face modality is more effective for the development of the experience, the virtual approach is only interesting when certain requirements and strategies for the virtualization of intergenerational meetings are met. For these types of programs to be successful from a virtual approach, it is essential to plan spaces for informal encounters that enable knowledge and exchange as a basis for the establishment of intergenerational relationships. A requirement in these virtual meetings is that each participant has his or her own device to participate in these meetings.

Service-learning (SL) is a pedagogical methodology that combines academic learning with community service, promoting inclusion and the development of transversal skills. This study is based on a non-systematic theoretical scoping review, conducted and reported in accordance with the PRISMA-ScR guidelines, which analysed how SL can contribute to developing transversal communication and cooperation skills in students with Special Educational Needs (SEN). It analyses programs that have facilitated the active participation of students with Special Educational Needs (SEN) in educational and community settings. The findings suggest that using the SL methodology enhances educational inclusion, allowing students with SEN to improve their communication and teamwork skills in real-world contexts. Additionally, this methodology has been observed to strengthen self-esteem and a sense of belonging, facilitating interaction with peers and community members. However, its implementation poses significant challenges, such as the roles assumed by individuals with disabilities in these projects and the assessment of the general skills acquired through participation in SL initiatives. Nonetheless, this study concludes that SL is an ideal tool for the holistic education of students with SEN, as it fosters a more inclusive, equitable, and participatory form of education. Despite its potential, this methodology remains underexplored. There is a critical need to precisely define project structures and designs that address barriers to learning, participation, and access for community project participants.