Peter de Jesús

Personalisation and satisfaction with one’s environment are key concepts in environmental psychology, traditionally studied in workplace settings, while motivation and performance are more frequently analysed in academic settings. This study examined the relationship between representativeness, personalisation of study spaces, satisfaction with the environment, motivation and subjective academic performance among 236 university students. The descriptive results indicated that personalisation is based on categories such as pictures/posters (47.5%) and mementos (40.7%). Significant differences were found in terms of representativeness according to the type of space ( X ² = 14.7; p < .001), with higher levels in private spaces ( M _e = 4.00) than in shared spaces ( M _e = 3.00). Furthermore, representativeness correlated positively to satisfaction with the environment (τ = .337; p < .001), motivation and subjective performance, although this relationship lost statistical significance in public spaces ( p > .05). The conclusion drawn is that the representativeness of the environment, facilitated by privacy, is a key factor associated with satisfaction and academic processes. These findings suggest the importance of designing flexible educational environments that enable students to express their identity.

The persistence of a binary biomedical framework in healthcare has become increasingly inadequate to address the realities of human diversity. Recent literature highlights how this dichotomous model reinforces inequities for transgender and intersex populations, sustaining barriers to access, stigmatisation, and poorer health outcomes. In this Perspective, I critically reflect on the limitations of the binary paradigm and draw on developments in science, clinical practice, education, and policy to propose a future-oriented approach to health equity. Emerging evidence underscores the complexity of sexual development as a spectrum and the urgent need to move from pathological frameworks toward affirming care based on rights. Key advances include the adoption of affirmative care models, reforms in medical curriculum, and the rise of inclusive research methodologies that capture gender diversity beyond binaries. However, structural barriers—such as rigid clinical protocols, outdated educational content, and insufficient policy alignment—continue to hinder meaningful change. This article advocates for systemic transformation in healthcare education, practice, and research. I outline strategic priorities for the field are the implementation of gender diversity in medical training, the implementation of rights-based clinical guidelines, and the design of inclusive methodologies that remove structural discrimination. These actions are essential to build a more precise, ethical and universally inclusive health system. Ultimately, ensuring sustainable and equitable outcomes requires bridging scientific innovation with human rights principles and focussing on the lived experiences of transgender and intersex individuals.

Mantener la atención y el compromiso de los estudiantes se ha convertido en un reto para los docentes donde la gamificación ha cobrado especial protagonismo en las aulas a través de diversas variantes como los escape rooms. El objetivo del presente estudio consistió en analizar si el empleo de esta metodología favorece la motivación y aprendizaje del alumnado universitario. Con ese propósito y siguiendo el método PRISMA, se llevó a cabo una revisión sistemática, realizando la búsqueda a través de las bases de datos de Scopus, Web of Science y Pubmed donde se estableció como criterios de inclusión aquellos artículos que contaran con grupo control y emplearan medidas cuantitativas para medir los efectos en el aprendizaje y/o motivación. Finalmente, se incluyó un total de ocho estudios en la síntesis cualitativa. Los resultados revelaron que un empleo adecuado de salas de escape en el contexto universitario puede producir efectos significativos en el aprendizaje del alumnado y conllevar a implicaciones positivas en su motivación. A modo de conclusión, se proporcionó una visión general de las características de los escape rooms en el ámbito educativo y los posibles efectos en procesos de aprendizaje.

Climate change represents a threat to life; as such, it is associated with psychological disorders. The subjective perceptions of life impacts from different traumatic experiences develop understanding and the enable predictions of future consequences. This psychological impact also tends to increase the risk perception of climate change and the intention to prevent it. Greater emphasis on place identity can promote resilience and prevent psychological distress. The aim of this descriptive cross-sectional study is to describe the ontological life impact of fires, based on socio-demographic variables, risk perception, self-perceived resistance (SPR), and place identity. The sample consisted of 210 residents of areas affected by forest fires in Gran Canaria (Spain), who answered a questionnaire consisting of multiple scales and an assessment of the traumatic experience through the VIVO (Spanish initials of Ontological Vital Impact Assessment) questionnaire. The clustering of areas according to SPR and neighbourhood was considered a new variable, referred to as territorial resistance. This variable was useful in describing the different profiles of ontological life impacts and risk perceptions. The ontological life impact of the extreme experience differed between unaffected and affected people. Feeling that they had been judged for the occurrence was associated with lower psychological adjustment and a greater perception of control over the risk. Control also increased with place identity and the number of experiences. Emphasising risk, recognising the local knowledge of residents, and including them in decision-making and future action plans contributes to a sense of community, and thus, can improve coping.

This text opens number 20 of this new edition of the academic journal REVISTARQUIS, a monograph dedicated to the subject of environmental psychology. With this brief review, the invited editors make a short introduction to the content that supports the issue and argue the order of the various contributions to give the best reading to those who are interested in knowing this special monograph on environmental psychology.