Background: Autism Spectrum Disorder (ASD) impacts not only diagnosed individuals, but also significantly affects the quality of life of both primary and secondary caregivers. These effects are particularly pronounced when compared to caregivers of individuals with other neurodevelopmental disorders. The emotional and physical demands of caring for someone with ASD can profoundly alter family dynamics and interpersonal relationships, creating challenges that require a comprehensive approach to be understood and addressed. Methods: The methodological design is a narrative review study, based on a search conducted during May, June, July, and August 2024 in the Scopus, Dialnet, and WoS databases concerning the object of study. As a result, a total of 197 articles were qualitatively analyzed. Of these, 36 articles were selected for a more detailed qualitative analysis, leading to a final sample of 14 documents. The selected studies were examined through qualitative content analysis. The inclusion criteria for this selection were as follows: empirical studies or research published in English or Spanish; open access via the Internet; categories limited to “education/educational research” relevant to the proposed objectives; and specific documents related to students with Autism Spectrum Disorder (ASD). Results: The care of individuals with Autism Spectrum Disorder (ASD) has a significant and multifaceted impact on family life, deeply affecting the mental health of caregivers. These effects manifest in the form of chronic stress, anxiety, and interpersonal difficulties, altering family dynamics. The quality of life of caregivers varies depending on the coping strategies they employ, which are crucial for their emotional well-being. Conclusions: Understanding and optimizing these strategies is essential to mitigate the negative effects of caregiving and improving the overall well-being of families living with ASD.

Background: The COVID-19 pandemic represented a disruptive global event that significantly impacted mental health, posing specific challenges for vulnerable groups such as individuals with Autism Spectrum Disorder (ASD). This group faced particular difficulties due to disrupted routines, limited access to therapies, and social isolation. This study examines the changes in mental health among individuals with ASD during and after the pandemic, highlighting contemporary challenges and the mitigation strategies implemented. Methods: A narrative review was conducted. The search was performed in scientific databases such as PubMed, Scopus, Web of Science, PsycINFO, Teseo, Dialnet, and Google Scholar using key terms such as “ASD”, “mental health”, and “pandemic”. Studies published between 2020 and 2024 addressing the impact of COVID-19 on factors such as anxiety, depression, and stress, as well as therapeutic interventions, were selected. Results: Fifteen relevant studies were identified. The findings showed significant increases in the levels of anxiety and depression among individuals with ASD, which were primarily attributable to disrupted routines and social isolation. However, noteworthy innovations in virtual interventions were reported, demonstrating significant potential to mitigate the adverse effects of the pandemic. Conclusions: The pandemic exacerbated preexisting challenges in the mental health of individuals with ASD, revealing structural vulnerabilities in access to therapy and emotional regulation. Nevertheless, it spurred innovations in virtual interventions that could transform support for this group in the future. This analysis underscores the importance of implementing inclusive, sustainable, and adaptive policies to improve the quality of life of individuals with ASD, particularly in the context of global crises.

Las teorías de aprendizaje que se fundamentan en la práctica y la experiencia se enriquecen con las nuevas formas de virtualidad, que abren un abanico de posibilidades pedagógicas en entornos digitales mediados por la inteligencia artificial. Estas teorías destacan la importancia de una comprensión efectiva de los fenómenos a través de la evidencia del aprendizaje, en donde la evaluación desempeña un rol esencial. En este contexto, la representación y simulación de procesos se convierten en recursos pedagógicos de gran valor, integrándose como elementos clave en los ejercicios de aula. Este artículo describe el desarrollo y aplicación de un conjunto de prácticas enfocadas en circuitos electrónicos utilizando la plataforma educativa de metaverso CoSpaces. La propuesta se presenta como una alternativa de evaluación práctica que explora el potencial de los entornos virtuales para fomentar el aprendizaje experiencial y la adquisición de competencias en electrónica, permitiendo que los estudiantes interactúen con circuitos simulados de manera inmersiva. Finalmente, se ofrecen diversas implicaciones teóricas y prácticas derivadas de este trabajo.

Introduction: Artificial intelligence has become an increasingly relevant field of research in the study of Autism Spectrum Disorder (ASD), offering novel technological approaches for the analysis, detection, and support of individuals on the autism spectrum. The aim of this study was to systematically review recent scientific literature examining the application of artificial intelligence in ASD. Methods: The review was conducted following the PRISMA 2020 guidelines. Searches were performed in PubMed, Scopus, Dialnet, and Google Scholar, including studies published between 2019 and 2025. After applying predefined inclusion and exclusion criteria, 18 empirical studies were included in the final analysis. Methodological quality and risk of bias were assessed using Joanna Briggs Institute critical appraisal tools adapted to the methodological design of each study. Results: Current research focuses primarily on four areas: early detection and diagnostic support, automated analysis of behavioral and social patterns, AI-based educational technologies, and communication support systems. Although the reviewed studies demonstrate promising advances in machine learning, computer vision, and natural language processing, important methodological limitations remain, particularly regarding external validation, dataset representativeness, and heterogeneity of performance indicators. Discussion: Overall, artificial intelligence shows considerable potential for supporting diagnosis, education, and communication in ASD; however, greater methodological robustness, transparency, and ethical safeguards remain necessary before broader implementation in real clinical and educational settings.

La evolución de las competencias digitales docentes se ha convertido en un tema de creciente relevancia en el contexto de la educación superior, especialmente en un mundo cada vez más interconectado y digital. Este estudio bibliométrico analiza 1.662 artículos de investigación publicados entre 2000 y 2023, con el objetivo de trazar las tendencias, enfoques y resultados en el desarrollo de competencias digitales entre educadores a nivel global. Los hallazgos indican un aumento significativo en la producción científica en esta área, reflejando la creciente necesidad de formación en tecnologías digitales. Además, se identifican áreas de especialización emergentes y brechas en la investigación que requieren atención. A pesar de los avances, aún existe una necesidad crítica de estrategias integradas que promuevan la formación continua de los docentes, así como la importancia de fomentar una cultura digital inclusiva en las instituciones educativas para mejorar la calidad de la enseñanza y el aprendizaje.

Introduction: Teachers’ perspectives on the educational inclusion of students with Autism Spectrum Disorder (ASD) constitute a key factor in the development of effective inclusive practices in mainstream educational settings. This study aims to analyze the current state of international scientific research regarding teachers’ perceptions, barriers, competencies, experiences, and training needs related to the educational inclusion of students with ASD. Methodology: A systematic literature review was conducted following PRISMA guidelines through searches in Web of Science, Scopus, ScienceDirect, and Google Scholar. Studies published between 2001 and 2025 were analyzed using previously established inclusion and exclusion criteria. The final corpus consisted of 43 scientific articles. Data were organized through an analytical matrix and examined using qualitative thematic analysis. Results: Findings reveal generally favorable teacher attitudes toward the educational inclusion of students with ASD, although these perceptions are conditioned by barriers related to insufficient training, limited resources, lack of support, and organizational constraints. A positive relationship was also identified between specialized training, teacher self-efficacy, and more favorable inclusive attitudes. Discussion and conclusions: The findings highlight the need to strengthen teacher training, increase school support systems, and consolidate inclusive institutional cultures capable of providing educational responses better adjusted to classroom diversity.