The objective of this research was to propose a conceptual cybersecurity framework aimed at guiding developers in generating and implementing technological solutions for Edge Computing and Internet of Things (IoT) environments. The framework integrates NIST standards and SecDevOps practices, and was developed based on an extensive literature review, synthesizing evidence-based knowledge to offer a comprehensive perspective on actions necessary to address cybersecurity challenges in these environments. The core element of the framework, Govern, led to four primary components: Identity, Protect, Detect, and Respond and Recover. Each component outlines specific actions for identifying cybersecurity vulnerabilities, implementing strategies, and prioritizing privacy and integrity requirements. In order to establish a solid theoretical foundation of the proposal, the framework was conceptually validated through a qualitative method for collecting feedback from a panel of 35 experts from industry, government, and academia. Evaluators confirmed the framework’s relevance, highlighting its integration of NIST standards and SecDevOps practices. This combination is regarded as offering a modular and effective approach for aligning cybersecurity practices with governance principles, addressing cybersecurity challenges, enhancing compliance readiness, supporting secure development, and fostering resilient architectures in IoT and Edge Computing environments. The findings of this evaluation are perceived as promising, since the proposal is considered potentially beneficial to the field of cybersecurity by providing a structured practical framework that could serve as a foundational tool for strengthening security practices in Edge Computing and IoT environments.

The objective of this paper is to propose a set of guidelines to establish an office of Student Accessibility Services (SAS) in Higher Education Institutions (HEIs). The proposed guidelines help to integrate disjointed knowledge to facilitate its interpretation and implementation during deployment of basic support services in favor of students with disability. These guidelines can help to mitigate complexity in providing SAS for the first time in HEIs. These guidelines cover both the design and implementation of an office of SAS and its management. Knowledge was found through a multivocal literature review (MLR), which allowed to capture not only academic approaches but also vantage points and experiences from practice. Key concepts and aspects were organized into eight components (five related to the design and implementation, and three associated with the management context). An expert appraisal method was used as a proof of concept, which complemented a previously performed preliminary implementation example. Obtained results demonstrated the pertinence of the conceptual proposal and confirmed guidelines capability for full implementation in a real-world scenario.

The evaluation of quality in education has gained greater relevance, especially after the COVID-19 pandemic, which enhanced virtual learning and further highlighted the need for inclusive, equitable, and quality education in line with SDG 4. It has become indispensable to have evaluation models and tools supported by empirical validation to ensure their applicability and reliability in diverse educational contexts. This study addresses this need by validating a self-assessment guide designed to evaluate the quality of virtual education from an accessibility perspective. The validation process involved three phases: a preliminary phase with 4 experts to identify areas for improvement in the structure, clarity, and relevance of the content; an extended phase with 20 experts to evaluate reliability and validity; and a pilot study implemented in four higher-education institutions to verify the guide’s applicability in real environments. Reliability and validity were assessed using standard psychometric techniques, confirming high internal consistency and content validity, although some areas required clarity adjustments. The findings indicate that this guide can serve as a robust tool for institutions aiming to advance accessible and high-quality virtual education, directly supporting SDG 4’s commitment to inclusive education.

The SARS-CoV-2 Coronavirus pandemic (COVID-19) forced educational institutions to move their programmes to the virtual world. Several tech-based solutions –including virtual training and tutoring, discussion forums, access to content and information, collaborative platforms, and Open Educational Resources (OER)– were implemented to address this shift and continue to be used in the post-pandemic era due to the advantages they offer, especially for hybrid and blended learning. However, the implementation of these tech-based solutions also revealed several accessibility issues that need to be addressed to fully leverage the technological benefits. This study aims to provide a framework to facilitate the adoption of good practices related to technological accessibility in virtual Higher Education. The implementation of the framework is divided into four basic actions, each of which should be tailored to the constraints and needs for improving accessibility in Higher Education Institutions (HEIs). The framework's instantiation in four HEIs serves as a proof-of-concept in real-world scenarios. The preliminary results suggest that the proposal is promising, as it was adaptable to the specific needs of each HEI fostering accessibility and inclusion through technological alternatives that align with their organisational structures and current levels of attention to accessibility.