The university learning classroom, in addition to a space for activities and architectural object, has a direct impact on the academic motivation, well-being and social relationships of the students. Thus, the link between the university classroom and the management of the socio-educational well-being of the student, in accordance with the principles of well-being theory, is a challenge that the current university must manage. The progress of worldwide research on this topic has been studied during the period 2004–2018. For this aim, a bibliometric study of 1982 articles has been applied. The results provide data of the scientific productivity of the journals, authors, institutions and countries that contribute to this research. The evidence reveals growing interest, especially in the last six years. The main category is Social Sciences. The most productive journals are Computers and Education, American Journal of Pharmaceutical Education, and Theory into Practice. The author with most articles is Reddy, from Rutgers University. The most productive institution is the University of Virginia. The United States is the country with most academic publications, citations and with most international collaborations in its works. Worldwide research has followed an increasing trend, with optimum publication levels in latest years.

Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.

Offering a suitable educational response to students with disabilities continues to be a challenge for higher education institutions, where the teaching attitude, the educational strategies to deal with diversity and the obstacles or difficulties continue to condition the commitment to inclusive education at universities. This systematic review has been carried out following the indications of the PRISMA method. The main objective is to present critical information about the educational response offered to students with disabilities at higher education institutions. Fourteen articles dealing with teaching attitude, difficulties and strategies used were reviewed. The results show how there is a positive attitude towards students with disabilities in some areas, various inclusive strategies are established in the classroom and there are still obstacles that make it difficult to meet all students’ needs. In conclusion, inclusive education continues to be a pending issue for university institutions, which are moving towards inclusion, yet at a slower pace, in comparison to other education levels.

The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced.

Within the R + D + I project “Study of the educational response to students with Specific Need of Educational Support hereinafter (SEN) associated with disability”, one of the areas analyzed covers extracurricular and complementary activities and if these meet the needs of students with specific educational support needs. Our objective in this research is to describe and analyze the inclusion of students with SEN associated with disability in the development of extracurricular activities. A total of 1496 teachers from Spain participated in this study, answering a questionnaire prepared ad hoc. The independent variables in the study were sex, type of center (rural or urban) and ownership (public or private). The results showed that the teachers consider that most of the centers allow the participation in extracurricular activities of the students with SEN; in parallel, it was discovered that these centers are not fully equipped to serve students with SEN.