María Cruz Sánchez-Gómez

The growing integration of Generative Artificial Intelligence (GAI) into education has intensified the need to understand teachers’ perceptions of its implementation in the early stages of schooling. This study aimed to examine the barriers, ethical concerns, and perceived impact of GAI among Early Childhood and Primary Education teachers in Spain. An interpretive qualitative design was adopted using an open-ended questionnaire completed by 183 teachers from 15 Spanish autonomous communities. Data were analyzed through thematic content analysis in NVivo 14, resulting in a coding framework comprising three metacategories, 27 categories, and 98 subcategories. The findings indicate that insufficient training and limited digital competence constitute the main barriers to GAI integration, while ethical concerns focus primarily on the potential decline in students’ critical thinking, irresponsible use, data privacy, and the reliability of AI-generated information. Although teachers recognize the potential of GAI to support learning, they express greater concern about its possible negative effects on creativity, effort, and autonomous knowledge construction. Moreover, they consistently emphasize that its educational impact depends on teacher training, pedagogical mediation, and the context in which it is implemented. These findings highlight that the successful integration of GAI in Early Childhood and Primary Education requires strengthening teachers’ AI literacy and promoting pedagogically grounded and ethically responsible implementation strategies.

La crianza de menores con discapacidad intelectual plantea importantes desafíos a las familias, afectando su dinámica y bienestar. La Calidad de Vida Familiar (CdVF) ha emergido como un constructo clave para evaluar estas experiencias. Esta scoping review explora la evidencia disponible sobre CdVF en familias con hijas/os menores de 18 años con discapacidad intelectual en Ecuador. Se realizó una búsqueda sistemática en bases de datos académicas y repositorios institucionales, siguiendo las recomendaciones PRISMA-ScR y JBI. Solo se localizaron tres estudios que cumplían los criterios de inclusión. Las investigaciones presentan importantes limitaciones metodológicas, con muestras pequeñas, falta de validación local de instrumentos y ausencia de marcos teóricos sólidos. Los hallazgos indican disfunción familiar, escaso apoyo institucional, dificultades económicas y diferencias en las estrategias de afrontamiento según el género y la situación conyugal. La investigación sobre CdVF en Ecuador se encuentra en una etapa incipiente. La escasa producción científica limita el desarrollo de políticas públicas basadas en evidencia. Se destaca la urgencia de validar herramientas adaptadas culturalmente y generar conocimiento riguroso que permita diseñar intervenciones efectivas y contextualizadas.

El propósito de este estudio consiste en analizar la investigación de los docentes de humanidades de una universidad pública peruana. Se utilizó un enfoque mixto. La muestra fue no probabilística y por conveniencia, conformada por 53 docentes del área de Humanidades. Desde el enfoque cuantitativo, se encontró la mayoría de docentes poseen conocimientos sobre metodología de investigación y publicación de artículos científicos; utilizan mayormente enfoques metodológicos cualitativos y mixtos, y prefieren investigar en coautoría. Desde el enfoque cualitativo se encontró que la producción del conocimiento es el principal rasgo del perfil del investigador del área de humanidades. Se concluye que los docentes en humanidades investigan y aportan al conocimiento científico, aunque tienen que enfrentar una serie de desventajas en relación a otras áreas del saber humano.

As the primary beneficiaries of education, diverse students' perceptions of practices on diversity and inclusion policies in higher education are crucial for understanding the progress and growth and identifying the areas that require further attention. This study reviews eleven questionnaires that capture diverse students' perceptions of diversity and inclusion‐related aspects of higher education, with the aim of assisting researchers in selecting the most relevant measure based on the purpose of their research. Most of the reviewed questionnaires demonstrated adequate reliability and validity. The Students' Perceptions of Diversity (SPD) questionnaire and the Scale of Perceptions about University Inclusion (SPUI) were identified as the most appropriate questionnaires, as they possess adequate psychometric properties and address the perceptions of students from diverse backgrounds on diversity and inclusion at the higher education level. The Inclusive Management in Tertiary Institutes Scale (IMTIS) was another psychometrically valid instrument that employed more current terminology and adequately addressed the inclusion component at the tertiary level. This paper serves as a useful resource to facilitate the appropriate choice of questionnaires that measure diverse students' perceptions of diversity and inclusion.

In an effort to assist higher education institutions in becoming more inclusive of all student populations, universities are continuously reviewing their practices and policies on student diversity and inclusion. The INSTADINE rubric was developed to assist universities in assessing their practices on student diversity and inclusion in the areas of philosophy and mission, strategies, teaching, research and support services, and leadership. Each of these dimensions has a scale ranging from 1 ( institutionalisation to some extent) to 3 ( full institutionalisation) with descriptors for each score. The INSTADINE rubric has been incorporated to help universities identify their current level of attention to student diversity and inclusion in higher education, as well as to highlight areas needing further attention. The INSTADINE rubric can be available on request at mistryhemendra2015@gmail.com.

This study examines the impact of COVID-19 in relation to poverty eradication, focusing on the first UN Sustainable Development Goal (SDG). In doing so, it is essential to begin by contextualising the SDGs as a global plan of action to address challenges such as extreme poverty, gender equality or climate change. The importance of SDG 1 in the global development agenda is highlighted, especially in promoting equality and social justice. The COVID-19 pandemic has exacerbated existing inequalities and threatens to reverse decades of progress in the fight against poverty, highlighting the need to address this issue urgently. It discusses how the intersection between the pandemic and poverty has generated multifaceted challenges that require a coordinated, evidence-based response. In addition, this research explores the use of systematic review methodologies to analyse the relationship between COVID-19 and SDG 1, describing in detail the review process, including the application of the PRISMA model and the use of VOSviewer software to analyse bibliometric and keyword co-occurrence data in relation to the documents explored. The results reveal a significant increase in scientific production on poverty and COVID-19, with an increased focus on mental health, food insecurity and gender inequalities. However, there are possible limitations in the geographical scope of the studies and the lack of focus on specific areas of poverty. In conclusion, the study highlights the importance of addressing poverty in the context of the pandemic by proposing systematic review methodologies as valuable tools for understanding this complex reality and devising effective strategies to address it.