In today’s society, high-quality educational contexts must include intercultural education and educational inclusion as main elements of school culture. Equity, social justice, and equal opportunities for everybody require the construction of flexible processes, relationships, and organizational structures open to diversity. This paper presents an updated review of studies focusing on models of educational responses adapted to cultural diversity. It analyzes the response of schools as collaborative communities in intercultural education and their reality as inclusive and intercultural communities. An exhaustive search of documents was carried out, consulting the Web of Science (WoS), Scopus, and Dialnet databases. After analyzing and applying inclusion and exclusion criteria, 21 documents were identified that showed the structural, cultural, and relational transformation of educational centers and the improvement of their organizational and public response and adaptation to current needs. The challenge of building intercultural educational contexts is a concern for schools and the educational agents who coexist in them.

In today’s digitalized educational landscape, the intelligent use of information is essential for personalizing learning, improving assessment accuracy, and supporting data-driven pedagogical decisions. This systematic review examines the integration of Application Programming Interfaces (APIs) powered by Artificial Intelligence (AI) to enhance educational information management and learning processes. A total of 27 peer-reviewed studies published between 2013 and 2025 were analyzed. First, a general description of the selected works was provided, followed by a breakdown by dimensions in order to identify recurring patterns, stated interests and gaps in the current scientific literature on the use of AI-driven APIs in Education. The findings highlight five main benefits: data interoperability, personalized learning, automated feedback, real-time student monitoring, and predictive performance analytics. All studies addressed personalization, 74.1% focused on platform integration, and 37% examined automated feedback. Reported outcomes include improvements in engagement (63%), comprehension (55.6%), and academic achievement (48.1%). However, the review also identifies concerns about privacy, algorithmic bias, and limited methodological rigor in existing research. The study concludes with a conceptual model that synthesizes these findings from pedagogical, technological, and ethical perspectives, providing guidance for more adaptive, inclusive, and responsible uses of AI in education.

Musical performance anxiety (MPA) is a common phenomenon among conservatory students that has direct effects on their academic performance and psychological well-being. This study examines the impact of MPA on students at the Conservatorio Superior de Música de Canarias, employing a multidimensional approach that integrates psychological variables, coping strategies, physical activity, and entertainment habits. The K-MPAI, DPAA, and MLTPAQ questionnaires were applied using descriptive analysis, nonparametric tests, correlations, and a mediation model. Cognitive anxiety was identified as the main component of MPA, while self-confidence acted as a protective and mediating factor against motivation. Visualization was associated with motivation and coping with differences by specialty (pedagogy and interpretation), and no links were found between physical activity and MPA. The results indicate the need for MPA to be addressed comprehensively, incorporating technical training, psychological support, and wellness strategies.

Introduction: Integrating virtual reality (VR) in education is emerging as a transformative tool to improve practical learning. This proposal asks about its application within the training of certified nursing assistant to improve students' practical skills in training. Objectives: The main objective is to assess whether VR technology can improve understanding of complex concepts and skills in nursing education. This involves evaluating the effectiveness of VR in fostering meaningful, self-directed learning experiences that potentially prepare students more effectively for the health workforce. Methods: Implementing a pilot VR program within a controlled educational environment is proposed. The impact of this integration will be assessed through surveys and analysis of academic performance, focusing on the acquisition of professional skills and competencies. Results: Expected outcomes include greater student participation and better learning outcomes. The work highlights the benefits of VR in improving in-depth understanding of procedures and concepts through immersive experiences. Conclusions: The expected benefits after the incorporation of VR in nursing training include an improvement in the professional qualifications of students and an innovation through the introduction of immersive learning methodologies. Despite the potential challenges of its implementation, the results are expected to support the integration of VR as a complementary educational tool, reducing the gap between traditional learning and technological advancement in nursing education. Introducción: La integración de la realidad virtual (RV) en la educación se perfila como una herramienta transformadora para mejorar el aprendizaje práctico. Esta propuesta se plantea su aplicación dentro de la formación de técnicos auxiliares de enfermería para mejorar las habilidades prácticas de los estudiantes en formación. Objetivos: El objetivo principal es evaluar si la tecnología de RV puede mejorar la comprensión de conceptos y habilidades complejas en la formación de enfermería. Se trata de evaluar la eficacia de la RV para fomentar experiencias de aprendizaje significativas y autodirigidas que potencialmente preparen a los estudiantes de forma más eficaz para el personal sanitario. Métodos: Se propone la implementación de un programa piloto de RV dentro de un entorno educativo controlado. El impacto de esta integración se evaluará mediante encuestas y análisis del rendimiento académico, centrándose en la adquisición de habilidades y competencias profesionales. Resultados: Los resultados esperados incluyen una mayor participación de los estudiantes y mejores resultados de aprendizaje. El trabajo destaca los beneficios de la RV para mejorar la comprensión en profundidad de procedimientos y conceptos a través de experiencias inmersivas. Conclusiones: Los beneficios esperados tras la incorporación de la RV en la formación enfermera incluyen una mejora en la cualificación profesional de los estudiantes y una innovación a través de la introducción de metodologías de aprendizaje inmersivo. A pesar de los retos potenciales de su implementación, se espera que los resultados apoyen la integración de la RV como herramienta educativa complementaria, reduciendo la brecha entre el aprendizaje tradicional y el avance tecnológico en la formación de enfermería.

The endings of Spanish nouns reflect gender with varying degrees of frequency and regularity. The most common and regular endings are -o for masculine nouns and -a for feminine nouns, -o being more frequent and less closely associated with a specific gender category (masculine) than -a. Pairs of words occurring with both gender categories differ in the frequencies with which they are used as masculine or feminine forms: médic-o/médic-a ‘doctor’ (m.)/‘doctor’ (f.) is a clear example of a masculine-dominant pair, whereas enfermer-o/enfermer-a ‘nurse’ (m.)/ ‘nurse’ (f.) is a feminine-dominant pair. Adult readers of Spanish are faster in recognizing feminine forms of feminine-dominant pairs, and masculine forms of masculine-dominant pairs (Dominguez, Alberto, Fernando Cuetos & Juan Segui. 1999. The processing of grammatical gender and number in Spanish. Journal of Psycholinguistic Research 28(5). 485–498). This study aims to test the dominant frequency effect in third and sixth grade children, as well as in adults. Children were faster in recognizing masculine forms in masculine-dominant pairs, but not feminine forms in feminine-dominant pairs. Adults, by contrast, tended to respond faster to higher frequency words, irrespective of gender, indicating that they have independent representations for both genders. The dominance of masculine forms in children could be a consequence of the statistical distribution of gender dominance and regularity in Spanish. The experience of skilled adult readers seems to make them less dependent on this statistical pattern.