In the current health crisis due to COVID-19, people with intellectual disabilities have especially suffered. The development of their social abilities has been restricted, first with the lockdown and then with the current limitation of social life. They have lost some of these abilities or are having difficulty practicing them. CapacitaBOT, our use case, is a mobile application based on a chatbot, which allows people with intellectual disabilities to work and train their social skills. A chatbot is a software tool that allows to maintain a conversation in automatic way between the user and the machine, the mobile application. CapacitaBOT can be considered by its features, an educational ICT tool that introduces innovation, inclusion and quality in order to be integrated into education for people with intellectual disabilities. The tool trains these people for real-life situations and can also be considered a resource that allows the application of active methodologies since it makes easy the learning of social skills. In addition, all the contributions of the tool are aligned with the objectives of sustainable development because it is a tool that facilities the accessibility of people with disabilities, who more than ever have been affected by social isolation caused by the COVID-19 crisis.

Education today requires teachers to have a holistic perspective towards students at all levels. In this way, pedagogy evolves from traditional positions to more current models, such as nonlinear pedagogy, where the learner is the focus of the didactic process, which is part of 54 subjects from the master’s degree in teacher training. Mixed research is carried out through new information technologies and the city as an educational resource. The effect on mood was measured with the Profile of Mood States questionnaire, motivation with the Situational Motivation Scale, and content assessment. The results show that positive mood improves after the intervention and the factors that negatively affect mood decrease, with significant differences except for the anger factor. Motivation is mainly intrinsic. The analysis of the data shows modifications in the feelings of the individuals after their participation in the activity, although significant differences are shown depending on the sociodemographic profile of the individuals, particularly in gender, age and employment status. In conclusion, the use of a nonlinear pedagogy, outside the classroom, with the interaction between students, teachers, and the use of information technologies, modifies the mood in a positive way and increases the motivation of future teachers in secondary education.