Environmental psychology is a particular area or subfield of psychology, especially involved in the delimitation of the causes and solutions of environmental problems. This area deals with the study of the interactions between human behavior and the socio-physical components of the environment. The emphasis on the interrelationship of environment and behavior is important; not only physical settings affect people’s behavior, individuals actively influence the environment. Thus, several studies have proposed the existence of a series of predispositions which allow the appreciation of diversity and the interdependence of person–environment relationships, making it possible to adopt lifestyles that can guarantee the sustainability of socio-ecological systems for present and future generations. Therefore, in order to work towards the goals of sustainability, it is necessary to know which are the inclinations or dispositions that people present when caring for the environment. The objective of this research was to identify the association between the variables of psychosocial predispositions towards sustainability with environmental identity in a sample of higher education students from southern Sonora. Nine different scales to measure these predispositions were applied to 417 students, considering emotions towards the environment, environmental and socio-environmental actions, as well as a scale to measure environmental identity. Results revealed, on the one hand, that first-order factors emerged consistently, indicating the presence of a higher-order factor (psychosocial predispositions towards sustainability). On the other hand, we found this construct is related in a bidirectional way with environmental identity, that is, that both the emotions and actions carried out by the students in favor of the environment are related to the degree of identification they have with it, and vice versa, thereby demonstrating an interdependence relationship between these two variables. These findings suggest that the presence of certain psychological characteristics in people would promote a closer relationship with nature, which could encourage participation in caring for the environment.

Specific classes of cyberspaces emphasize different types of digital transactions given the user’s context, thus making it essential to take into account what these environments can afford. In this way, we can portray the niches of technological use as ecologies of particular possibilities and compare how they differ between distinct spheres of human life. The present research is focused on describing the conceptual integration of a taxonomic crossover between Virtual Learning Environments and Educational Affordances of Technology, while also performing empirical testing and determining the psychometric properties in a scale regarding the aforementioned taxonomy. The study sample consisted of 320 students in the departments of foreign languages from three different universities in Sonora (northwestern region of Mexico). Students were given a questionnaire of 21 items organized into four subscales with a Likert-type response option to measure the notions concerning their usage of Virtual Learning Environments. Internal consistency procedures and confirmatory factor analysis by means of Cronbach’s alpha and Structural modeling support the derived factorial structure, which contains Cyber-Communications, Virtual Behavior Settings, Virtual Communities, and Availability and Access to Connectivity. This structure traces the environmental properties perceived by learners in a virtual environment. Results sustain the initial conceptual construction regarding the proposed taxonomy, conclude that the ‘Virtual Learning Environments Questionnaire’ demonstrates adequate psychometric properties, and validate it as a fitting measure to assess the perceived psychological experience of students in a digital educational setting.

In Mexico, education continually evolves to embrace inclusivity, with the Secretary of Public Education advancing a “Universal Design for Learning,” which emphasizes accessible education for all. Inclusive education relies on reasonable adjustments—modifications in the educational environment that support each student’s engagement with learning and foster meaningful participation. This paper emphasizes sensory integration, where challenges in sensory processing can influence core learning skills, especially reading and writing. Sensory integration adjustments can be essential for equitable learning experiences. Sensory assessments are often limited to individuals with specific neurodevelopmental needs; however, sensory processing variations affect a wider spectrum of learners. Accordingly, this study evaluates the Winnie Dunn’s Sensory Profile 2 among undiagnosed, neurotypical students in regular elementary schools in northwestern Mexico. The results showed a high internal consistency in all its dimensions (α > .70), confirming its reliability. Confirmatory factor analysis showed adequate fit indices, validating its structure in the population studied. The results support its use to assess sensory patterns and to guide more inclusive educational interventions. By proposing this tool, we aim to support educators in identifying sensory profiles to facilitate reasonable adjustments, enhancing inclusion across diverse educational contexts and meeting students’ unique sensory and learning needs.

VALUTAZIONE E MODELLO INTEGRATO DI COMPONENTI DEL LINGUAGGIO: IMPLICAZIONI PER I SERVIZI DI EDUCAZIONE BASICA E SPECIALE IN MESSICO Abstract Language development is important in a person’s life because it is the basis for some learning processes; failure to achieve optimal levels of language development can result in problems related to reading. The present study had two main objectives: first, to assess the communication skills corresponding to the different language components, as well as their relationship with the literacy learning process in children; and second, to explain the relationship between oral communication skills, letter knowledge and reading ability. To achieve this goal, we examined reading ability, letter knowledge, and oral communication skills through three different instruments. We evaluated total of 121 children enrolled in three different elementary in Hermosillo, Mexico schools were evaluated. Among the findings, 54.5% of the participants scored less than one standard deviation below the mean in language development, indicating a possible delay in the reading skills. The results of our model also confirmed that reading ability is predicted by letter knowledge and oral communication skills. The model suggests that letter knowledge has an indirect effect on the relationship between oral communication skills and reading ability.

This work presents a review of Mexican Higher Education during the decade of education for sustainable development and how today it faces the commitments made for the Sustainable Development Agenda 2030. By portraying the agreements that support the UN’s Development Program in advising higher education institutions, the SDGs which can be served through universities and their by-products, the success stories of some universities are shown. This case study addresses the theoretical value of quality of life and harmony of the environment, remarking on how different universities in Mexico have approached this matter as a key part of their curricula, policy, and research. Showcasing a special emphasis given to the work carried out by the University of Sonora, specifically for their institutional practices for sustainability and the study of sustainability from the perspective of Environmental Psychology.