Personalized education, particularly for gifted students, has attracted increasing attention as digital tools expand opportunities to adapt learning to individual students’ needs, interests, and abilities. However, the conceptual ambiguity surrounding personalization, which is often conflated with differentiation or individualization, calls for a clearer understanding of its implementation in digital environments. This study presents a systematic literature review of research published between 2000 and 2024 on digital tools for the personalized education of gifted students. Following the PRISMA guidelines, a comprehensive search was conducted in SCOPUS and Web of Science, yielding 257 initial records. After applying inclusion and exclusion criteria, a final corpus of 55 studies was analyzed through temporal, geographic, educational, and curricular perspectives. Thematic coding was also applied. The results show a marked increase in publications after 2020, with the United States and Russia as leading contributors, and a predominant focus on secondary education and STEM/STEAM disciplines. Across studies, digital tools were found to support personalization by fostering autonomy, creativity, collaboration, and advanced cognitive skills, though significant challenges remain in terms of equity, teacher training, and data security. Following this review, we conclude that although digital tools hold substantial promise for advancing personalized learning, their broader implementation requires integrative and context-sensitive strategies.

Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use of advanced pedagogical methodologies, and their integration of information and communication technologies (ICT). A quantitative, non-experimental, cross-sectional design was employed, using a validated questionnaire administered to a sample of 136 faculty members at the University of Murcia. Findings indicate that educational innovation in higher education is influenced by both individual and institutional factors. Female faculty members demonstrate greater openness to innovation, particularly in development and training, while those with intermediate teaching experience (11–20 years) report higher implementation of innovative methodologies compared to those with less than 10 years or more than 20 years of experience. Additionally, the Faculty of Education stands out for its integration of innovative strategies, in contrast to other faculties where adoption is more limited. Despite a generally positive attitude toward innovation, shortcomings were identified in the evaluation and dissemination of these methodologies, which hinder their consolidation within the academic community. The results highlight the need for institutional strategies that enhance teacher training, promote effective evaluation, and foster interfaculty collaboration to share experiences and best practices.

Physical activity and sport are widely practiced across ages and, when integrated into structured educational programs, they promote personal and social development (Bruner et al., 2023; Lavega-Bur...