Universal accessibility in cultural heritage is a key challenge to ensure the inclusion of all visitors in historical and tourist environments. The aim of this research is to analyze the current state of research on universal accessibility to cultural heritage in Spain, identifying the key institutions, themes, and trends within this field. Additionally, it seeks to assess how these findings relate to national priorities and highlight gaps in the implementation of accessibility measures. This study employed the PRISMA 2020 framework to select and analyze 1035 scientific articles published between 2010 and 2025, retrieved from the Scopus and Web of Science databases. Bibliometrix (an R package) and Biblioshiny were used to analyze the data. The results show an exponential growth in publications since 2018, highlighting key areas such as accessible tourism, digitalization, the use of technologies for heritage documentation, urban planning, and geo-heritage conservation. It is concluded that accessibility in cultural heritage is an expanding interdisciplinary field with increasing international significance. It is recommended to continue exploring innovative technological solutions, strengthen governance strategies, and expand studies to rural and natural environments to ensure truly universal accessibility.

La integración de elementos de gamificación en los entornos educativos se encuentra en constante crecimiento, siendo evidente la proliferación de aplicaciones informáticas diseñadas con este propósito. Es pertinente resaltar que, particularmente en el ámbito de las matemáticas, el panorama de opciones específicas es limitado. En este contexto, el presente estudio tiene como objetivo principal examinar el contenido y las características de las aplicaciones utilizadas en la enseñanza secundaria, en relación con los criterios fundamentales establecidos por la pirámide de Werbach & Hunter, marco de referencia en este ámbito. Para llevar a cabo este análisis se ha seleccionado un conjunto representativo de las aplicaciones más empleadas hasta la fecha en el contexto de la gamificación educativa, además de otra específicamente diseñada para el aprendizaje de las matemáticas. Los resultados obtenidos revelan un nivel adecuado de cumplimiento de los tres elementos fundamentales propuestos por dicho marco: dinámicas, mecánicas y componentes; si bien se identifican ciertas variaciones entre las distintas aplicaciones examinadas. A partir de esta evaluación, se puede concluir que se ha experimentado un notable progreso en el desarrollo y la programación de aplicaciones gamificadas, observándose una tendencia hacia la adopción de enfoques educativos atractivos y metodologías efectivas para el aprendizaje.

This study presents a quantitative methodological approach for evaluating universal accessibility in cultural heritage sites, grounded in the DALCO criteria—Deambulation/Mobility, Apprehension, Location, and Communication. The methodology is designed to be broadly applicable across diverse geographic and cultural contexts, thus offering a generalizable framework for assessing accessibility. At the same time, the study applies this approach to the specific case of the Ávila region (Spain), a territory with a high concentration of Assets of Cultural Interest (ACIs), including sites recognized as UNESCO World Heritage. In this way, the research simultaneously pursues a methodological aim, by testing and refining the DALCO-based framework, and a diagnostic aim, by providing a comprehensive evaluation of accessibility conditions in Ávila. Using a structured questionnaire, each ACI was assessed to determine its accessibility level across four key dimensions. The results reveal significant physical, communicative, and cognitive barriers across the region, with notable disparities among territorial zones. The proposed methodology offers a replicable and scalable tool for researchers, cultural institutions, and public authorities committed to fostering inclusive heritage environments, and provides a technical foundation for implementing universal design principles aligned with the SDG 11.

La despoblación rural en España es un grave problema socioeconómico que conlleva el cierre de numerosas escuelas en pequeños núcleos de población. Ávila es una de las provincias de España que sufre esta despoblación, lo que supone un impacto negativo en su economía, disminución de servicios básicos y falta de inversión en infraestructuras. Los Centros Rurales Agrupados (CRA) proporcionan acceso a una educación de calidad a estudiantes que, de otro modo, podrían sufrir limitaciones debido a su ubicación geográfica. A la vista de este escenario, se realiza una investigación cuantitativa, descriptiva y correlacional sobre las valoraciones de un grupo de profesores pertenecientes a los CRA de la provincia de Ávila con el objetivo de analizar y evaluar diversas áreas competenciales centradas en: (i) competencia digital; (ii) liderazgo; (iii) competitividad; (iv) trabajo en equipo; (v) seguridad en sí mismo; y (vi) fomento del desarrollo local. Para ello, se ha utilizado un cuestionario validado y sus respuestas se han analizado de forma estadística. Los resultados revelan que los profesores participantes tienen una percepción positiva sobre su competencia digital, competitividad, seguridad en sí mismos y la promoción del desarrollo local, lo que muestra seguridad, compromiso y percepción de eficacia en estas áreas.

Neurodevelopmental disorders (NDDs) are neurobiological conditions that arise in childhood and affect the personal, social, academic, and occupational development of those who exhibit them. The aim of this study is to analyze scientific research on neurodevelopmental disorders and their relationship to accessibility in cultural heritage, to identify the methodological approaches that currently predominate, and to examine which types of NDD are most studied and which ones are currently overlooked in scientific research. Existing adaptations for people with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) were used as a reference point for the analysis, given their high prevalence in the child population. This study was conducted following the DSM-5-TR criteria and the PRISMA 2020 protocol to select and analyze scientific articles published in the last decade, between 2015 and 2025, obtained from the Scopus database. The results show an increase in the dissemination of scientific literature on access to cultural heritage for people with NDDs, although in a very limited way. Furthermore, within the NDDs themselves, it is ASD that appears to be most represented, with an increase in applied techniques and inclusive experiences. Based on these findings, it is recommended that future research focus on finding educational tools and best practices that promote inclusion and accessibility to cultural heritage for people with other developmental disabilities, such as ADHD.

This study analysed how the use of sensorised 3D models and advanced technologies can promote accessible and inclusive environments for visually impaired people. It also explored the potential of service-learning and the development of soft skills for future early childhood and primary school teachers. The research sample consisted of 14 people with visual impairment and 18 university students majoring in early childhood education and primary education. The materials selected included different 3D model designs and interactive tools such as Scratch® and makey-makey®. The visually impaired participants evaluated the models through touch and the students guided this process. The students were previously trained in digital competences, 3D design, entrepreneurship and the development of soft skills. Data collection was carried out through questionnaires. The results show a high level of satisfaction among visually impaired people in understanding objects through 3D models and an increase in teamwork and empathy among university students. It is concluded that the use of advanced digital technologies significantly improves the quality of life and social inclusion of visually impaired people. Likewise, service-learning enhances technical, social, and entrepreneurial skills of future teachers.