This article presents an exploration of conversational chatbots designed to alleviate loneliness among older adults. In addition to technical evaluation, it delves into effective communication between these systems and this demographic group, considering linguistic nuances, communicative preferences, and specific emotional needs. The intrinsic importance of chatbots as innovative solutions in combating loneliness is highlighted, emphasizing their ability to be understanding and empathetic allies, contributing to emotional well-being and socialization. The article explores how improved emotional well-being can positively impact the health and quality of life of older adults. The methodology, rooted in triangulation between a literature review and qualitative research through interviews and focus groups with older adults, provides a comprehensive insight into the findings. Ethical, technical, and design considerations such as privacy, autonomy, technology adaptation, and usability are also addressed. The article concludes with practical recommendations for developing user-friendly interfaces that encourage the active participation of older adults in chatbots. This holistic approach not only analyzes the technical effectiveness of chatbots in mitigating loneliness in older adults but delves into human, ethical, and practical aspects, enriching the understanding and implementation of these agents for social and emotional support.

En el ámbito educativo, la inserción de los/as menores con Trastorno de Espectro Autista (TEA) en condiciones óptimas de inclusión resulta, con frecuencia, una tarea compleja. ¿Cuentan los centros educativos con una infraestructura sólida de recursos y de herramientas inclusivas?¿Disponen de profesionales competentes y especializados en la atención del alumnado con discapacidad?. El presente artículo, pretende responder a estas cuestiones y tiene como objetivo conocer la opinión de expertos/as en TEA sobre la situación y atención que reciben estos/as menores en los centros educativos. Entre las variables analizadas están las tipologías de los centros, las modalidades del Sistema Educativo Español, las herramientas y métodos de inclusión y el rol de los actores de la comunidad educativa (familiares, menores, equipos de orientación educativa, profesorado, profesionales especializados, etc.). La metodología que se ha empleado ha sido cualitativa, extrayendo los datos mediante la realización de dos grupos de discusión en la provincia de Jaén y en Salamanca. La muestra, se ha establecido mediante muestreo intencional, siendo los/as participantes diez profesionales expertos/as en TEA de distintas disciplinas (educación, psicología, trabajo social, terapia ocupacional, logopedia, audición y lenguaje). Todos/as los/as profesionales coinciden como principal resultado que resulta insuficiente la atención especializada que ofrecen los centros escolares, por lo que los/as menores deben complementarla con el apoyo externo del ámbito privado y/o de las asociaciones. De todo ello, se puede concluir que es necesario ampliar la plantilla de profesionales en los centros educativos, así como su formación y especialización en TEA.

In the context of “liquid modernity,” older adults’ social inclusion is challenged by weakening support networks. This study examines generativity—the capacity to contribute to future generations—as a vital component of active aging. The aim is to analyze generative interests and opportunities to bridge the structural deficit that prevents seniors from being recognized as active social subjects. Adopting a qualitative single-case-study design, research was conducted via focus groups with 17 retired adults (aged 65–75 years) from urban and rural settings in Jaén, Spain. Data collection followed a semi-structured script, and transcripts were systematically processed using ATLAS.ti 23 software for thematic content analysis to ensure methodological rigor. The results indicate a significant interest in mentorship and transmitting “experiential wisdom”. However, systemic barriers such as agism and a lack of adapted institutional channels constitute a “structural lag”. These obstacles hinder the transition of generative desire into concrete social action, often resulting in wasted human and social capital. The study proposes “Senefficiency” (Planned Generative Efficacy) as a strategic model to transform senior potential into active social capital. It advocates for public policies to transition from welfare-based objectives toward creating formal channels for sociopolitical participation, ensuring that older adults’ contributions are recognized within sustainable community development.