Se contextualiza desde el Internet de las Cosas y su vital importancia para las Smart Cities y el concepto emergente de Smart University. Estos últimos con sus características: Smart Governance, Smart People, Smart Living, Smart Mobility, Smart Economy y Smart Environment. El propósito de este artículo es presentar una revisión sistemática de literatura sobre el concepto y las características de las Universidades inteligentes publicados en la literatura científica, a partir de los cuales se hace énfasis en el rol de IoT, como un elemento fundamental en la concepción e implementación de proyectos e iniciativas que inciden en el desarrollo exitoso de las Universidades.

This article presents a series of reflections related to the approach to the research problem in the classroom, carried out during 2019, in the field of research in educational technology, based on the rationalization of academic practice and tutorial in the undergraduate project with students from a virtual master's program in technology applied to education at the University of Santander. The method of systematized review of the literature was used, from a qualitative perspective, taking into account search keywords related to the statement of the research problem in education; the main findings were written once the documents were obtained, selected and processed. It is confirmed that the formulation of the problem is the most critical part of the research process, and it is found that to be successful in posing a research problem it is useful to start from the recognition of a problematic situation.

Land Degradation Neutrality (LDN) is an ambitious initiative by the United Nations Convention to Combat Desertification (UNCCD) to tackle land degradation. Inspired by the “no net loss” concept, LDN seeks to counterbalance unavoidable land degradation—primarily driven by food systems—through targeted regenerative actions at multiple scales—such as regenerative agriculture or grazing practices that simultaneously support production and preserve land fertility. The objective is to ensure that degradation does not surpass the 2015 baseline. While the UNCCD’s Science–Policy Interface provides guidance and the LDN Target Setting Programme has led many countries to define baselines using agreed indicators (soil organic carbon, land use change, and primary productivity), concrete intervention strategies often remain poorly defined. Moreover, the voluntary nature of LDN has limited its effectiveness. A key shortcoming is the lack of integrated planning. LDN should function as a “Plan of Plans”—a coordinating framework to align policies across sectors and scales, reconciling conflicting agendas in areas such as food, energy, and water. To this end, we advocate for a systemic approach to uncover synergies, manage trade-offs, and guide decision-making in complex socio-ecological landscapes. Land degradation is intricately linked to issues such as food insecurity, land acquisitions, and transboundary water stress. Although LDN is implemented at the national level, its success also depends on accounting for global dynamics—particularly “LDN leaks”, where land degradation is outsourced through international trade in food and raw materials. In an increasingly complex world shaped by globalization, resource depletion, and unpredictable system dynamics, effective responses demand an integrated socio-ecological management approach. LDN is not simply a strategy to address desertification. It offers a comprehensive framework for sustainable resource management, enabling the balancing of trade-offs and the promotion of long-term resilience.

Interactive multimedia experiences are interesting for students because they stimulate several of their senses, provide assorted styles of interaction, and the user can modify the development of the experience thanks to the interactions with it, among other benefits. Moreover, this interaction produces data that can be used to improve the teaching-learning process of students using Learning Analytics techniques. In this sense, this paper presents a review of the state of the art on the impact of Learning Analytics in the development of multimedia technologies and evolution in the design process in the context of elementary education. A systematic literature review methodology has been applied to carry out this research. The results show the need for a well-defined process and a series of specific guidelines to include Learning Analytics in the solutions for this context.

Interactive multimedia experiences (IME) can be a pedagogical resource that has a strong potential to enhance learning experiences in early childhood. Learning analytics (LA) has become an important tool that allows us to understand more clearly how these multimedia experiences can contribute to the learning processes of these students. This article proposes a work route that defines a set of activities and techniques, as well as a flow for their application, by taking into consideration the importance of including LA guidelines when designing IMEs for elementary education. The work route’s graphical representation is inspired by the foundations of the Essence standard’s graphical notation language. The guidelines are grouped into five categories, namely (i) a data analytics dashboard, (ii) student data, (iii) teacher data, (iv) learning activity data, and (v) student progress data. The guidelines were validated through two approaches. The first involved a case study, where the guidelines were applied to an IME called Coco Shapes, which was aimed at transition students at the Colegio La Fontaine in Cali (Colombia), and the second involved the judgments of experts who examined the usefulness and clarity of the guidelines. The results from these approaches allowed us to obtain precise and effective feedback regarding the hypothesis under study. Our findings provide promising evidence of the value of our guidelines, which were included in the design of an IME and contributed to the greater personalized monitoring available to teachers to evaluate student learning.