José Francisco Gómez-González

Biometric identification involves using person recognition techniques to extract physical or biological traits. These traits make it possible to characterize and differentiate one person from another and provide crucial and irreplaceable information. Biometric identification based on EEG signals has recently become very interesting because it cannot be falsified and provides proof of life in security applications. An EEG-based biometric system is a complex one from which the defining characteristics of each person are extracted. Still, it is not free of uncertainties and impressions inherent to the measurement technique itself. This paper explores the potential of using a classification based on fuzzy logic in conjunction with a particle swarm optimization algorithm (PSO). The methodology was tested with two databases of 13 and 109 subjects, with results showing that this methodology allows high accuracy ratios of 99%. The study provides evidence of the potential of this approach for practical applications in biometric identification.

Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab’s settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment.

Freshwater, vital for life and ecosystems, accounts for only 2.5% of Earth’s water, and is primarily located in polar caps, underground reservoirs, and surface water. Its quality varies due to environmental interactions, especially in groundwater. Tenerife, located in the Canary Islands, Spain, relies mainly on underground aquifers and tunnels capturing 51.6 cubic hectometers annually. Ensuring safe drinking water is a global challenge due to health risks from poor water quality, including diseases and cancer. Fluoride, sodium, and potassium are essential for health, and are mainly derived from groundwater as fluoride ions (F⁻) and sodium and potassium cations (Na⁺, K⁺). However, excessive F⁻, Na⁺, and K⁺ in drinking water is harmful. The World Health Organization limits F⁻ to 1.5 mg/L, Na⁺ to 8.70 meq/L, and K⁺ to 0.31 meq/L. Geological, climatic, and human factors control the presence and transport of F⁻, Na⁺, and K⁺ in groundwater. Seismic events can impact water quality, with long-term effects linked to aquifer structure and transient effects from gas and fluid expansion during earthquakes. This study was motivated by a 3.8 mbLg earthquake in Tenerife in 2012, which allowed its impact on groundwater quality, specifically F⁻, Na⁺, and K⁻ concentrations, to be examined. Post-earthquake, F⁻ levels alarmingly increased to 8.367 meq/L, while Na⁺ and K⁺ showed no significant changes. This research quantifies the influence of earthquakes on increasing F⁻ levels and evaluates F⁻ reduction during low seismic activity, emphasizing the importance of water management on volcanic islands.

Innovation models are key to fostering technology-focused entrepreneurship in higher education institutions (HEIs). These models create dynamic environments that encourage collaboration, creativity, and problem-solving skills among students and faculty. HEIs face several challenges in fostering entrepreneurship, including allocating sufficient financial and human resources, integrating entrepreneurship education across disciplines, and managing intellectual property. Overcoming these challenges requires HEIs to cultivate an entrepreneurial culture and establish strong partnerships with industry stakeholders. To achieve these goals, HEIs must adopt successful innovation models proven to work. This article presents an international case study highlighting such models and the factors contributing to their success. This study explores the implementation and impact of innovation models, specifically IDEATION and DEETECHTIVE, within HEIs to foster technology-focused entrepreneurship. By implementing numerous actions focusing on online education integration and the Quintuple Helix Innovation Model, these models support shifting engineering students’ mindsets toward entrepreneurship. This research highlights the importance of academia–industry collaboration, international partnerships, and the integration of entrepreneurship education in technology-focused disciplines. This study presents two models. The first, IDEATION, focuses on open innovation and sharing economy aspects. This model underwent rigorous testing and refinement, evolving into the second model, DEETECHTIVE, which is more comprehensive and deep tech-focused. These models have been validated as effective frameworks for fostering entrepreneurship and innovation within HEIs. This study’s findings underscore the potential of these models to enhance innovation capacity, foster an entrepreneurial culture, and create ecosystems rich in creativity and advancement. Practical implications include the establishment of open innovation-oriented structures and mechanisms, the development of specialized curriculum components, and the creation of enhanced collaboration platforms.