En esta era digital contemporánea, la constante creación y consumo de arte e imágenes visuales se ha vuelto predominante. Sin embargo, sigue existiendo la necesidad imperante de alfabetización visual. Esta investigación explora el impacto positivo de la educación artística en la vida de los estudiantes y aborda las desigualdades en la oferta de clases de arte en España y Estados Unidos. También enfatiza el rol fundamental de la integración de las artes de manera interdisciplinaria y transversal, instando a los encargados de formular políticas educativas a priorizar la educación artística mejorando la legislación educativa y la asignación de recursos. El artículo examina las dificultades para garantizar el acceso equitativo a la educación artística y señala las oportunidades que se pierden cuando las habilidades de alfabetización visual no se desarrollan. Los resultados indican la necesidad de incorporar el arte en el plan de estudios de todas las asignaturas y así promover las habilidades de alfabetización visual. El artículo concluye ofreciendo sugerencias para integrar el arte en las clases obligatorias y promoviendo una educación artística equitativa en las escuelas. Esta investigación contribuye al discurso vigente sobre el potencial transformador de la educación artística en el panorama digital actual.

This study provides a foundational review of work-based learning (WBL) opportunities offered by colleges and universities to students in higher education cybersecurity (CS) programs in the United States, with the goal of mapping the WBL practices across institutional and program contexts. Integrating WBL into CS curricula is widely recognized as an effective way to strengthen essential skills and address employer concerns about the gap between academic preparation and labor market needs. We first outline the characteristics of institutions and CS programs offering WBL. Next, we examine the range of WBL experiences designed to enhance students’ professional competencies. Finally, we explore characteristics of the partnerships between higher education and industry that support these initiatives. Using a status survey approach, we collected responses from 92 higher education institutions offering CS programs. We analyzed the data using descriptive statistics and linear regression models to explore patterns of association between the type and number of WBL opportunities available to students, institutional characteristics related to the total number of WBL offerings, and program features associated with WBL intensity across Awareness, Exploration, and Direct Experience levels of intensity. Findings reveal a diverse array of WBL opportunities, with notable growth across credential levels. Notably, certificates and associate degrees place particular emphasis on WBL. Both institutional characteristics and program features explain, albeit partially, the number of WBL opportunities implemented and the intensity levels of those WBL. However, results also indicate an ambivalent connection to employers, despite their critical role in providing hands-on, problem-solving experiences. Based on these insights, we recommend expanding WBL beyond internships, strengthening institutional–industry partnerships, and fostering employer engagement through structured WBL collaboration models. These strategies aim to improve workforce readiness and create a more inclusive, scalable system of experiential learning in cybersecurity education.