Traditional pharmacological treatments, although effective, often carry potential side effects, which positions art therapy and music therapy as promising non-pharmacological alternatives to alleviate symptoms and improve social, cognitive, and emotional skills without the associated risks. Through a review in the SCOPUS and WOS databases following the PRISMA protocol, a total of 80 articles were analyzed through a series of determined categories and subcategories of analysis. The aim of this study is to evaluate and synthesize the existing evidence on the efficacy and applicability of art therapy and music therapy in the treatment of children with autism spectrum disorder (ASD), hyperactivity disorder (HSDD), developmental language disorders, and language learning difficulties, identifying best practices and key areas for future research. Among the main findings is that art therapy and music therapy have a significant impact on symptomatology, behavior, and communication as well as social, cognitive, and emotional skills in the pediatric populations studied. These therapies are highly valued by the participants with a large majority recognizing their adaptability to different educational and clinical contexts. It is concluded that these therapies have a high potential as viable alternatives or complements to traditional pharmacological treatments, justifying their application and further study in broader therapeutic contexts.

This research examines the impact of gamification on the development of critical thinking skills to counter misinformation, focusing specifically on students’ roles as developers of educational software. Involving 107 university students, this study employs an experimental pretest–posttest methodology. An educational Escape Room was implemented, and its influence on critical and digital competencies was scrutinized. The procedure comprised three stages: pretest measurement, formative intervention, and posttest evaluation. A comparative analysis of the scores for the questions highlights a pressing need to enhance media and digital literacy. The findings reveal a predominance of responses indicating improvements in source verification and fact-checking. However, no significant differences were observed in the pre and post responses (0.607 > 0.05), leading to the conclusion that the implementation of a technological training program does not significantly contribute to acquiring skills for identifying falsehoods and deceptions on the internet. In conclusion, the study underscores the necessity to develop effective strategies to address misinformation and recognizes gamification as a motivating educational tool.

This article addresses the need to bring the museum environment closer to the students of the Faculty of Education at the Complutense University of Madrid (UCM). The motivation for this stems from an observed lack of artistic education among these students, specifically evidenced by a lack of familiarity with the resources and learning opportunities offered by museums. To address this issue, a mixed quantitative-qualitative methodological design was chosen, with a focus on the factors that define artistic education. The research was conducted with a population cohort of UCM students (N = 476) including future teachers, pedagogy professionals and social education professionals. The results confirm the initial hypothesis, as 82.2% of the students reported having limited knowledge of museums and their resources. Additionally, 48.3% of the participants considered their artistic education during compulsory education to have been inadequate, and of these, 78.6% stated that their teaching staff lacked the necessary knowledge. In UCM’s Laboratorio Pantono innovation project (PID), 88.6% of the students of the Faculty of Education considered museum educational resources to be relevant to their education and recognised their usefulness at all educational stages. This is because these resources facilitate the acquisition of learning related to didactics and curriculum (63.3%), recreation (92.99%), expression (63.30%), and cross-cutting issues (90.3%). Based on these findings, this study underscores the need to integrate museum resources in teacher training programmes.

This study analyzes gender dynamics in rural communities affected by depopulation in Castilla y León (Spain), focusing on identity, belonging, and territorial transformation. Through a qualitative research design based on Grounded Theory and social and participatory mapping, this study examines differences in identity construction between men and women within a context of demographic decline. Data were collected through semi-structured interviews with 88 participants from 48 villages selected via purposive sampling. The results indicate that men construct their identities around economic and traditional roles, whereas women prioritize emotional support networks and family narratives. Additionally, men perceive depopulation as a structural and economic threat, while women interpret it as a disruption of social and community cohesion. This study highlights the utility of social mapping as a methodological tool for visualizing and analyzing participants’ perceptions of territorial changes and their implications for sustainability. From a gender perspective, the findings underscore the need to address rural depopulation by considering differences in environmental perception and adaptation strategies between men and women. This study concludes that territorial revitalization policies should incorporate a gender-sensitive approach that fosters both economic development and social sustainability, promoting resilient and cohesive communities within the framework of the Sustainable Development Goals (SDGs).

Esta investigación se sitúa en la confluencia de la GenAI, las dimensiones del pensamiento divergente de Torrance y el neurosurrealismo. El objetivo general de la investigación es conocer si el alumnado percibe la colaboración de la IA como herramienta para mejorar su capacidad creativa y autoexpresión. El alumnado trabaja técnicas manuscritas y digitales en las que trata de representar sus sueños. La investigación incluye un diseño mixto con una muestra de 55 estudiantes de dos universidades españolas. En la categoría de exploración visual, es la elaboración la dimensión con mayor porcentaje (75.96 %) seguido de la originalidad (55.1%). En ninguna de las otras dimensiones, fluidez y flexibilidad, se ha alcanzado un nivel medio de conformidad que nos hace cuestionar aspectos muy concretos sobre la idoneidad de la colaboración. Respecto de la autoexpresión, el grado de satisfacción alto alcanzado (72.4 %) se asocia a haber podido expresarse de forma visual gracias a vencer miedo al lienzo en blanco y solventar las inseguridades que les genera la falta de experiencia a la hora de representar una idea. Para terminar se presentan limitaciones como el tamaño de la muestra y los desafíos éticos en las creaciones artísticas generadas por la IA.

Higher Education must confront the challenges of Environmental Education and socioeducational inclusion. In order to address these challenges, methodologies such as Service-Learning have been employed to enhance the awareness of the university community regarding their environmental needs. This paper presents the University Service-Learning Project developed with 44 students of the Degrees in Early Childhood Education and Social Education and 10 students with intellectual disabilities of the Inclusive University Studies of a public university (Madrid). The main objective is to promote quality, inclusive and sustainable education in the university community through Service-Learning. The methodology is quantitative and exploratory. Through a questionnaire designed ad hoc and validated by experts, a descriptive and inferential analysis of the data has been carried out, applying Chi-square to determine the existence of differences between participants. The results show a high valuation by the students, highlighting significant differences with respect to some variables, especially in favor of students with disabilities and students of the Degree in Social Education. We conclude the value of this methodology for eco-sustainable university education as it favors the inclusion of people with intellectual disabilities, curricular sustainability and compliance with university social responsibility and the 2030 Agenda. La Educación Ambiental y la inclusión socioeducativa son desafíos que debe afrontar la Educación Superior. Para abordarlos, metodologías como el Aprendizaje-Servicio ayudan a la comunidad universitaria a ser más consciente de las necesidades de su entorno. El estudio presenta un Proyecto de Aprendizaje-Servicio Universitario desarrollado con 44 estudiantes de los Grados en Educación Infantil y Educación Social y 10 estudiantes con discapacidad intelectual de los Estudios Universitarios Inclusivos de una universidad pública (Madrid). El principal objetivo es promover una educación de calidad, inclusiva y sostenible en la comunidad universitaria a través del Aprendizaje-Servicio. La metodología es cuantitativa de carácter exploratorio. A través de un cuestionario diseñado ad hoc y validado por expertos se ha realizado un análisis descriptivo e inferencial de los datos, aplicando Chi-cuadrado para determinar la existencia de diferencias entre participantes. Los resultados muestran una alta valoración por parte del alumnado, resaltando diferencias significativas respecto a algunas variables, favorables, especialmente, al alumnado con discapacidad y al del Grado en Educación Social. Se concluye la valía de esta metodología para la formación universitaria ecosostenible pues favorece la inclusión de personas con discapacidad intelectual, la sostenibilización curricular y el cumplimiento de la responsabilidad social universitaria y de la Agenda 2030.