Traditional pharmacological treatments, although effective, often carry potential side effects, which positions art therapy and music therapy as promising non-pharmacological alternatives to alleviate symptoms and improve social, cognitive, and emotional skills without the associated risks. Through a review in the SCOPUS and WOS databases following the PRISMA protocol, a total of 80 articles were analyzed through a series of determined categories and subcategories of analysis. The aim of this study is to evaluate and synthesize the existing evidence on the efficacy and applicability of art therapy and music therapy in the treatment of children with autism spectrum disorder (ASD), hyperactivity disorder (HSDD), developmental language disorders, and language learning difficulties, identifying best practices and key areas for future research. Among the main findings is that art therapy and music therapy have a significant impact on symptomatology, behavior, and communication as well as social, cognitive, and emotional skills in the pediatric populations studied. These therapies are highly valued by the participants with a large majority recognizing their adaptability to different educational and clinical contexts. It is concluded that these therapies have a high potential as viable alternatives or complements to traditional pharmacological treatments, justifying their application and further study in broader therapeutic contexts.

This article addresses the need to bring the museum environment closer to the students of the Faculty of Education at the Complutense University of Madrid (UCM). The motivation for this stems from an observed lack of artistic education among these students, specifically evidenced by a lack of familiarity with the resources and learning opportunities offered by museums. To address this issue, a mixed quantitative-qualitative methodological design was chosen, with a focus on the factors that define artistic education. The research was conducted with a population cohort of UCM students (N = 476) including future teachers, pedagogy professionals and social education professionals. The results confirm the initial hypothesis, as 82.2% of the students reported having limited knowledge of museums and their resources. Additionally, 48.3% of the participants considered their artistic education during compulsory education to have been inadequate, and of these, 78.6% stated that their teaching staff lacked the necessary knowledge. In UCM’s Laboratorio Pantono innovation project (PID), 88.6% of the students of the Faculty of Education considered museum educational resources to be relevant to their education and recognised their usefulness at all educational stages. This is because these resources facilitate the acquisition of learning related to didactics and curriculum (63.3%), recreation (92.99%), expression (63.30%), and cross-cutting issues (90.3%). Based on these findings, this study underscores the need to integrate museum resources in teacher training programmes.

This study analyzes gender dynamics in rural communities affected by depopulation in Castilla y León (Spain), focusing on identity, belonging, and territorial transformation. Through a qualitative research design based on Grounded Theory and social and participatory mapping, this study examines differences in identity construction between men and women within a context of demographic decline. Data were collected through semi-structured interviews with 88 participants from 48 villages selected via purposive sampling. The results indicate that men construct their identities around economic and traditional roles, whereas women prioritize emotional support networks and family narratives. Additionally, men perceive depopulation as a structural and economic threat, while women interpret it as a disruption of social and community cohesion. This study highlights the utility of social mapping as a methodological tool for visualizing and analyzing participants’ perceptions of territorial changes and their implications for sustainability. From a gender perspective, the findings underscore the need to address rural depopulation by considering differences in environmental perception and adaptation strategies between men and women. This study concludes that territorial revitalization policies should incorporate a gender-sensitive approach that fosters both economic development and social sustainability, promoting resilient and cohesive communities within the framework of the Sustainable Development Goals (SDGs).

En este trabajo de arte de acción hilamos diferentes voces al tejido urbano, construyendo un diálogo interpersonal en el que personas distintas, habitantes todas ellas de un espacio social determinado, relatan la vivencia que el lugar teje en su topografía interior. La piedra, arquitectura simbólica de ese yo que se establece en unas coordenadas y que espera ser hallazgo de un otro, se transforma a través del arte de acción en un canal de comunicación para los habitantes del lugar. El relato de las vivencias topográficas ofrecido por la ciudadanía es analizado mediante una variante de la metodología de estudios de panel (^{Sun Woong, 2008}), denominada “de cohorte” (^{De Keulenaer, 2008}), para trazar una cartografía hablada de la ciudad, identificando las diferencias de los discursos humanos surgidos en los usos sociales de cada espacio.

Children’s graphic development reflects cognitive, emotional, motor and social processes, and is an indicator of the infant’s integral development. This study analyzed the validity of Viktor Lowenfeld’s developmental model in children aged 3 to 5 years, assessing whether the stages proposed by the author correspond to the patterns of graphic representation currently observed. A mixed design with a descriptive–comparative approach was used. The sample consisted of 218 drawings collected in educational centers in Madrid. Each drawing was evaluated according to criteria derived from Lowenfeld’s model (stroke, motor control, symbolism, use of color, spatial organization) and classified into one of the five developmental stages. The analysis included descriptive statistics, chi-squared tests (χ² = 104.92, gl = 10, p < 0.0001), and Spearman correlations (ρ = 0.661, p < 0.0001), in addition to qualitative interpretation by inter-rater consensus. The results confirm that the general graphic sequence follows Lowenfeld’s scheme, but with notable variations in the age of onset of each stage. Pre-schematic manifestations were observed in children as young as 3 years old and persistence of scribbling in some 5-year-olds. These findings point to the influence of individual, sociocultural, and technological factors on the rate of graphic development. Lowenfeld’s model remains a valid framework for observing children’s drawing, but its application should be flexible. Interindividual differences and contemporary visual culture require a pedagogical adaptation that addresses the diversity of developmental rhythms. Its integration with inclusive methodologies and future cross-cultural studies is suggested.

RESUMEN El presente trabajo considera que el sistema educativo no se ha adaptado a los cambios sociales, que exigen de una educación centrada en los procesos colaborativos. Para comprobar la hipótesis anterior, los autores aplican, en un contexto social y temporal determinado, la práctica discursiva y de producción de sentido, con el fin de que la percepción objetiva de la organización escolar dé paso a la duda fenomenológica y a la construcción de un nuevo discurso que responda a las demandas actuales. Los resultados obtenidos en el marco de este estudio evidencian que, atendiendo al diseño del espacio físico y virtual, en la organización escolar conviven dos discursos: el democrático, que pretende dar lugar al alumnado y el transmisivo, que impone o legitima un sistema social.