Generative AI refers specifically to a class of Artificial Intelligence models that use existing data to create new content that reflects the underlying patterns of real-world data. This contribution presents a study that aims to show what the current perception of arts educators and students of arts education is with regard to generative Artificial Intelligence. It is a qualitative research study using focus groups as a data collection technique in order to obtain an overview of the participating subjects. The research design consists of two phases: (1) generation of illustrations from prompts by students, professionals and a generative AI tool; and (2) focus groups with students (N = 5) and educators (N = 5) of artistic education. In general, the perception of educators and students coincides in the usefulness of generative AI as a tool to support the generation of illustrations. However, they agree that the human factor cannot be replaced by generative AI. The results obtained allow us to conclude that generative AI can be used as a motivating educational strategy for arts education.

The aim of this paper is to find out what the attitudes of higher education students in arts education are towards generative AI and how this relates to their use of it in their academic/professional practice. This is a case study and an exploratory, descriptive and correlational quantitative research study, the methodology of which allows us to determine the vision of the sample of participants in relation to the subject. The design consists of three phases: (1) students complete an Attitude Towards Artificial Intelligence (ATAI) scale; (2) they then create two sketches as a collage of images to be used as visual references for a future digital illustration, one using images from the internet and the other using a generative AI tool; and (3) finally, students complete a questionnaire on their perception after using the generative AI tool used in the activity. The results show significant relationships between attitudes towards AI and perceptions of its effectiveness, efficiency, creativity, and design autonomy. It seems that the attitude with which students approach AI tools is a determining factor when it comes to using them in design tasks and can contribute to quality education.

This work presents a systematic review aimed at addressing exclusion in cultural access, particularly for socially and/or intellectually vulnerable groups, in order to contribute to social inclusion and active participation. It aims to diagnose exclusion factors, reflect on inclusion models, understand culture's role in identity restructuring and autonomy, and identify best practices in intellectual and social accessibility. An exhaustive search was conducted in the Web of Science and Scopus databases, delving into 37 selected studies. These studies were categorized into five areas of analysis: Access to culture for people with disabilities, Cultural policies and participation (barriers and facilitators), Health and/or well-being and cultural participation, Cultural diversity and participation, and Access to culture for all. The main conclusions of the work emphasize the dynamization of inclusive and accessible policies as fundamental pillars for an equitable society, which have an impact on improving public health, well-being, and the construction of cultural identities.

Migrant women who experience gender-based violence face a framework of social vulnerability that is compounded by their status as both women and migrants, requiring specific attention in social support. The aim of this study is to understand the situation of women in the social and health access realm, drawing from scientific literature as well as the voices of migrant women and professionals who support them, in order to establish priority guidelines for social support. The study begins with a bibliographic analysis of scientific literature on migrant women who have experienced gender-based violence, which informs six interviews with migrant women and five professionals, delving into their social needs and support requirements. The most prominent results point to the need for sustained and interdisciplinary support throughout the process of accessing healthcare and legal services. In addition, there is a call for social awareness in understanding the specific and personal needs of migrant women. Finally, educational support is required to dismantle patriarchal beliefs that legitimize gender discrimination and violence, avoiding re-victimization and acknowledging the multi-dimensional nature of women’s experiences.

Social inclusion, particularly in the cultural domain, is a fundamental pillar for ensuring the full participation of all individuals in community life, fostering equity, well-being, and the recognition of diversity. This article has two objectives. Firstly, it aims to conduct a systematic review to diagnose the factors that exclude vulnerable groups from cultural access. Secondly, the aim is to understand how a group of young people with disabilities perceive the role of culture as a tool for social and labour inclusion. In October 2023, a systematic review was conducted in the Web of Science and Scopus electronic databases. A total of 37 articles were included in the review and classified into the following five areas of interest. The categories were as follows: (1) the relationship between cultural participation and physical and emotional well-being; (2) universal accessibility as a right to guarantee equitable access to culture; (3) the ability of people with disabilities to participate in culture; (4) the role of cultural policies as facilitators or barriers to inclusion; and (5) participation in contexts of cultural diversity as a means of social integration. These categories guided discussions with two focus groups comprising 15 young people. The positive impact of cultural participation, especially in its social dimension, was highlighted. The data point to the value of technology as a facilitator of access to culture, particularly for young people. Policies should focus on diverse cultural expressions and promote cognitive accessibility.