Internet Gaming Disorder (IGD) has been recognized by the World Health Organization (WHO) in the International Classification of Diseases (ICD-11) and as an emerging condition in the DSM-5. IGD is increasingly prevalent, with various negative effects on individuals’ development and adaptation. To address this issue, different therapeutic interventions, like CBT, virtual reality, mindfulness, or family therapy, have been explored. This systematic review aimed to answer the following research question: What is the effectiveness of therapeutic interventions in reducing IGD symptoms in adolescents and young adults diagnosed with this disorder? Following PRISMA guidelines, 22 studies published between 2014 and 2025 were included. Results show that cognitive behavioral therapy (CBT) is the most effective intervention, significantly reducing IGD severity, anxiety, and depression. Combining CBT with physical exercise or mindfulness further enhanced outcomes. Other promising approaches include virtual reality (VR), transcranial direct current stimulation (tDCS), and family-based interventions. Additionally, treatments involving mindfulness and animal-assisted therapy showed potential in improving emotional regulation and interpersonal relationships. However, further research is needed to evaluate long-term efficacy and explore emerging therapies.

This systematic review explores interventions and technologies aimed at assessing or improving thermoregulation in older adults (≥60 years) across community, clinical, and institutional settings. Following PRISMA guidelines, a comprehensive search in PubMed, Scopus, Web of Science, and ScienceDirect (2010–2025) identified 449 records, of which nine studies met inclusion criteria. The evidence revealed that thermoregulation in older adults is influenced by complex interactions between environmental, physiological, behavioral, and cognitive factors. Predictive models based on skin or facial temperature, and supported by machine learning approaches, showed promising accuracy in estimating thermal sensation and core temperature. Active interventions, such as cooling devices, ventilated clothing, and microclimatic systems, demonstrated significant reductions in skin and core temperature, improving thermal comfort. Educational and community-based strategies also proved effective in reducing thermal risk perception and adverse events. However, despite the availability of wearable devices capable of continuous monitoring, no studies have reported their application in daily-life or environmental contexts for heatstroke prevention in older adults. This gap highlights a critical opportunity for integrating wearable technologies into preventive frameworks. Future research should focus on validating these approaches in ecological settings and tailoring strategies to individual vulnerabilities, thereby improving thermal safety, autonomy, and well-being in this vulnerable population.

Introduction: The educational inclusion of students with Autism Spectrum Disorder (ASD) in Spain has been promoted through regulations such as LOMCE and LOMLOE. However, its effective implementation depends on teachers’ attitudes and perceptions. This study analyzes teachers’ feelings, attitudes, and concerns regarding the inclusion of students with ASD. Methods: A quantitative, descriptive, and cross-sectional study was conducted with a sample of 2310 teachers from different educational stages in Spain. The SACIE-R and INTEA questionnaires were used to assess teachers’ perceptions of inclusion. ANOVA tests and Spearman correlations were applied for statistical analysis. Results: The results show that the variable “Attitudes” follows a normal distribution, indicating a stable perception of inclusion. In contrast, the variables “Feelings” and “Concerns” present an inverse relationship: the greater the concern, the fewer positive feelings toward inclusion. Significant differences were found based on gender, type of school, educational stage, and teaching specialty. Discussion: Positive attitudes toward inclusion are associated with greater training and specialization in diversity. Special Education teachers show better perceptions, while in Secondary Education, concerns and negative feelings prevail. Continuous training emerges as a key factor in improving teachers’ perceptions. Conclusions: The study highlights the importance of training programs and support strategies to promote effective inclusion. Strengthening support networks and teacher training is recommended to improve attitudes toward the inclusion of students with ASD.