Offering access to culture and education to all citizens is a challenge nowadays, inclusive and accessible spaces are increasingly necessary if we really want to offer equal opportunities to all people regardless of their condition, physical or health. This systematic review study aims to investigate the situation of accessibility in museums and other cultural spaces as alternative learning spaces. It analyzes the historical evolution of cultural spaces as learning spaces and analyzes the reality of these spaces in terms of their accessibility conditions. For this purpose, an exhaustive search of documents was carried out between 2015 and 2021, following the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) statement, from the Web of Science (WOS), Scopus and Dialnet databases. After the analysis and application of selection criteria, a total of 17 documents were found that show the transformation of these cultural spaces, the improvement of their accessibility and adaptation to the new times. The need to offer cultural spaces for all is a challenge that must be consolidated as a social value.

This study aims to analyze the effects of open innovation on the figure of the Information and Communication Technologies Coordinator (ICTC) in the Higher Conservatories of Music (HCM) and Authorized Centers of Spain (ACSs). In some regions, the HCMs are regulated by the regulations applied to secondary education and that is why the figure of the CICT exists. In others, this figure does not exist and is not regulated by the administration. In the ACSs, because they are private centers, they do not exist either, although they do have persons in charge of these functions. In order to respond to the objective of this study, a tour has been made to the existing regulations, analyzing the endowment that the centers have in addition to applying a questionnaire to 27 CICT of 35 HCMs and ACSs of Spain. The results obtained reveal the lack of knowledge of this figure and the innovation it represents in its field, information on the functions and tasks of the ICTC is scarce, as is the degree of knowledge of the competencies of the latter. There is a clear need for the CICT to exist in all schools and to be regulated under a common competence framework that allows schools to progress in the same way.

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.

Numerous studies have demonstrated the substantial advantages of integrating music education into the overall development of students, particularly in early childhood education. This integration allows for combining music education with various curriculum areas, utilizing its playful and motivating nature as a practical methodological tool for developing a wide range of skills. This study examines the implementation of music education in the second cycle of early childhood education in the Autonomous Community of the Canary Islands, analyzing practices in 82 educational centers. The findings reveal that specialized music teachers are responsible for teaching this content in almost half of the centers, with variations in the frequency of teaching specific specialized topics, with musical instruments being the most common. The study emphasizes the significance of incorporating musical activities involving voice and body in early childhood education, highlighting the importance of fostering auditory perception and using musical instruments to achieve a comprehensive and well-rounded integration in the curriculum.

El presente estudio trata de conocer la metodología empleada en torno a este instrumento en los Conservatorios Elementales y Profesionales del país. La recogida de información se ha realizado a través de un cuestionario en el que han participado 47 profesores de 43 conservatorios de todas las comunidades autónomas salvo Melilla, comunidad en la que no existe profesor de esta especialidad. El resultado nos muestra la heterogeneidad de la metodología utilizada por el profesorado del instrumento, quien adapta la programación a sus circunstancias locales y al alumnado que tiene. Asimismo, destaca la inquietud del profesorado por dar más visibilidad al instrumento más grande de la familia de la cuerda, pues en multitud de casos no disponen del material necesario para impartir estas enseñanzas.

Service learning (SL) is a methodology that combines academic training with social commitment, favoring the development of pedagogical and social competencies in music education. Its implementation faces challenges related to planning, sustainability, and teacher training. This study aimed to analyze the SL models in music education and their influence on students’ professional development, and examine their role in connecting music education and the community. A literature review followed the PRISMA protocol, systematically searching the Web of Science (WoS) and Scopus databases. Studies published in the last decade exploring SL’s application in music education were selected. The results showed that SL contributed significantly to developing pedagogical, social, and leadership competencies in future teachers, strengthening student motivation, autonomous learning, and diversity. SL has proven to be a transformative tool in music education, although it still requires more substantial institutional commitment to become a sustainable and accessible practice.