This study aims to investigate how teachers perceive AI tools in their efforts to enhance teaching practices and student learning in higher education. It examines the potential benefits and challenges of AI as seen by teachers in this setting regarding student learning. Using a quantitative correlational approach with surveys of 102 teachers in higher education institutions in four countries, Bangladesh, Malawi, Saudi Arabia, and Peru, the study found that teachers' demographics, AI familiarity, AI usage, and personalization of AI are key factors influencing AI use in higher education. The Unified Theory of Acceptance and Use of Technology (UTAUT) served as the framework for analyzing the results, which largely show that teachers see AI as helpful in enhancing student learning. It also reveals that teachers view AI as beneficial for student learning, that familiarity with AI impacts its use, that students' use of AI is perceived as unethical, and that teachers use AI as a personal choice. The study reports a strong link between AI familiarity and perceived effectiveness (r = 0.75), meaning that more familiar individuals tend to see AI as more effective in education. It also finds a strong connection between age and perceived effectiveness (r = 0.60), and between teaching experience and perceived effectiveness (r = 0.55). This suggests that older teachers or those with more teaching experience or exposure to AI generally see AI as more effective. Successful AI integration in higher education demands teacher training, ethical frameworks, balanced pedagogical strategies, and institutional support. As AI and its integration in higher education continue to evolve, perceptions, tools, and pedagogical practices may shift, requiring ongoing longitudinal research to track changes.

Lighting conditions in learning spaces can affect students’ emotions and influence their performance. This research seeks to verify the influence of classroom lighting on students’ academic performance under different conditions and measurement forms. The research method is based on the systematic review of research articles establishing case analyses characterizing lighting intensity and color temperature to determine ranges favorable to a higher level of attention and long-term memory. Also, this study shows relevant aspects of the cases representative of a sustainable solution and proposes a research model. The study found light intensity values between 350 and 1000 lux and color temperatures between 4000 and 5250 Kelvin that favor attention. Long-term memory reached the highest levels of measurement by analyzing different parameters sensitive to lighting conditions and questionnaires. In conclusion, it was demonstrated that an adequate light intensity and color temperature based on the greatest possible amount of natural light complemented with Light Emitting Diode (LED) light generates optimal lighting for the classroom, achieving energy efficiency in a sustainable solution and promoting student well-being and performance.

Introduction: Socioeconomic factors have been recognized by the WHO as determinants of health, and it is important to consider these factors in decision making to curb existing inequality in vaccination for SARS-CoV-2, which causes COVID-19. Objective: We aimed to determine whether there is a correlation between socioeconomic factors and vaccination worldwide and measure inequality. Method: A study of secondary sources was carried out to assess inequality in vaccination against COVID-19 worldwide and its association with socioeconomic factors. For this assessment, 169 countries were chosen from January 2020 to March 2022 using LibreOffice and JASP 0.16.1.10. Several mathematical models and statistical tests were used, including a normality test, an analysis of frequencies and proportions, a Kruskal–Wallis test, Spearman’s correlations, a Lorenz curve, a Concentration Index, and a slope. Results: Correlations were found between socioeconomic factors and vaccination with one, two, and three doses. As the GDP showed correlations of 0.71 for one dose and 0.82 for three doses, we found that the greater the competitiveness of the countries, the higher the percentage of vaccinated individuals in their populations. According to the Concentration Index, there was greater inequality in vaccination with regard to receiving a higher number of doses, as reflected in the life expectancy indices of 0.16–0.19 and 0.50. The continent with the highest degree of inequality was Africa, and the continent with the lowest degree was America. South Americans were vaccinated with two doses at a rate of 6.19%/month, which was 4.3 times faster than Africans, with 72% of the population being vaccinated in South America, compared to only 16% in Africa. Conclusion: There is inequality in vaccination against COVID-19 with one, two, and three doses, which is associated with socioeconomic factors.