Arterial Blood Pressure (ABP) and photoplethysmography (PPG) are both useful techniques to monitor cardiovascular status. Though ABP monitoring is more widely employed, this procedure of signal acquisition whether done invasively or non-invasively may cause inconvenience and discomfort to the patients. PPG, however, is simple, noninvasive, and can be used for continuous measurement. This paper focuses on analyzing the similarities in time and frequency domains between ABP and PPG signals for normotensive, prehypertensive and hypertensive subjects and the feasibility of the classification of subjects considering the results of the analysis performed. From a database with 120 records of ABP and PPG, each 120 s in length, the records where separated into epochs taking into account 10 heartbeats, and the following statistical measures were performed: Correlation (r), Coherence (COH), Partial Coherence (pCOH), Partial Directed Coherence (PDC), Directed Transfer Function (DTF), Full Frequency Directed Transfer Function (ffDTF) and Direct Directed Transfer Function (dDTF). The correlation coefficient was $r>0.9$ on average for all groups, indicating a strong morphology similarity. For COH and pCOH, coherence (linear correlation in frequency domain) was found with significance (p < 0.01) in differentiating between normotensive and hypertensive subjects using PPG signals. For the dataset at hand, only two synchrony measures are able to convincingly distinguish hypertensive subjects from normotensive control subjects, i.e., ffDTF and dDTF. From PDC, DTF, ffDTF, and dDTF, a consistent, a strong significant causality from ABP→PPG was found. When all synchrony measures were combined, an $87.5\%$ accuracy was achieved to detect hypertension using a Neural Network classifier, suggesting that PPG holds most informative features that exist in ABP.

The rise of industry 4.0 (I4.0) technologies increases with the passing of days, as well as their permeability in areas of other kinds, such as education. Currently the term coined for this is Education 4.0 (E4.0) which can be seen as a paradigm and can be conceived as an educational approach that uses the technological axes of I4.0 to optimize the teaching-learning process. One of the technologies that have been implemented the most in E4.0 is augmented reality (AR). However, this technology generally requires a high degree of expertise, which is why this paper proposes a methodology for the creation of applications (app) with AR that can be used as teaching resources in different subjects and educational programs of an affordable and intuitive way. Which is ad hoc to the objective pursued, allowing the creation of apps with AR where the use goes hand in hand and the creativity of the user who will insert it in the pedagogical process corresponds to him and allows students to enter the E4.0.

In recent years, inclusion in Mexico has caused higher education institutions to open their doors to people with disabilities who want to access an education program. Taking into account that the word include is bound to accept, it is important to have the appropriate knowledge, tools, spaces, and attitudes for the reception of these people in campuses, both private and public, to achieve a synergy among all the involved in the binomial teaching-learning. All this with the objective of strengthening inherent competencies of people with disabilities and granting others in order to let them compete in the chosen institution. In this document, different learning theories will be analyzed, in order to know their strengths and suggest a methodology that allows teacher and student to be aware of their inherent competences as well as know the ones needed to have a good performance in the class. Through a concept map that describes the key points of the aforementioned theories to reach the final result. It should be noted that until now there is little information regarding the study of a specific practice for the inclusion of people with disabilities in higher education in Mexico. For this reason, this analysis is relevant.

El conocimiento es un tejido vivo que se fortalece en la intersección de disciplinas. Siner- gias multidisciplinarias: innovación en ciencia, tecnología y socioeconomía es muestra de ello: un compendio de investigaciones que analizan problemáticas contemporáneas desde enfoques tecnológicos, científicos, socioeconómicos y sociales, con el propósito de generar soluciones de alto impacto. Este volumen invita al lector a recorrer avances en robótica, manufactura inteligente, energías limpias y análisis computacional; explora la aplicación de inteligencia artificial en la salud y el diseño de dispositivos biomédicos; examina estrategias de economía circular, innovación empresarial y sustentabilidad productiva, y profundiza en estudios sociales que reflexionan sobre la equidad, la inclusión y la sororidad en nuestras comunidades. Más allá de su diversidad temática, la obra destaca por su vocación interdisciplinaria y su orientación hacia la transformación social. Cada capítulo combina rigurosidad científica con sensibilidad hacia los contextos en los que se inserta, demostrando que la investigación no solo explica fenómenos, sino que también propone caminos hacia un futuro más justo y sostenible. Sinergias multidisciplinarias: innovación en ciencia, tecnología y socioeconomía se consolida, así, como una obra de referencia para investigadores, estudiantes, docentes y profesionales que buscan comprender la complejidad del presente y contribuir, desde el conocimiento, a la construcción de sociedades resilientes e innovadoras.

This article analyzes the application of NOM-035-STPS-2018 as a framework for mitigating burnout among university faculty in Mexico. Based on a qualitative review of literature from 2019 to 2024, five key strategies are proposed: ongoing assessment of the work environment, equitable workload distribution, stress management training, internal support networks, and institutional policy updates. Evidence indicates that universities implementing these strategies report improved faculty well-being, reduced psychosocial risk factors, and enhanced academic performance. The findings support the use of NOM-035 as a tool not only for regulatory compliance but as a strategic axis for building healthier educational institutions.