The lack of interest of children at school is one of the biggest problems that Mexican education faces. Two important factors causing this lack of interest are the predominant methodology used in Mexican schools and the technology as a barrier for attention. The methodology that institutions have followed has become an issue because of its very traditional approach, with the professor giving all the theoretical material to the students while they listen and memorize the contents, and, if we add the issue of the growing access to technological devices for students, children carrying a phone are more likely to be distracted. This study aims to integrate technology through assistive robots as a beneficial tool for educators, in order to improve the attention span of students by making the learning process in multiple areas of the Mexican curriculum more dynamic, therefore obtaining better results. To prove this, four different approaches were implemented; three in elementary schools and one in higher education: the LEGO® robotic kit and the NAO robot for STEM (science, technology, engineering, and mathematics) teaching, the NAO robot for physical education (PE), and the PhantomX Hexapod, respectively. Each of these technological approaches was applied by considering both control and experimental groups, in order to compare the data and provide conclusions. Finally, this study proves that the attention span is indeed improved as a result of implementing robotic platforms during the teaching process, allowing the children to become more motivated during their PE class and become more proactive and retain more information during their STEM classes.

Education around sexual and gender identities is highly important to understand diversity and prevent discrimination, violence, and even murder. Nevertheless, educational institutions around the world are lacking a curriculum that explicitly includes diversity and acknowledges the LGBTQ+ community, a minority that over the years has been facing consequences from this exclusion. This study presents a detailed description of the process applied to analyze the studies using a systematic mapping literature review, as well as the positive results found from those educational institutions that started their path to inclusion around sexual and gender diversities through their curricula. The research questions targeted in this work are: What is being taught in educational institutions regarding sexual and gender diversities? What are the approaches used inside the classrooms to teach sexual and gender diversities? Which students are receiving education regarding sexual and gender diversities? Is there a technological approach and/or tool used to teach sexual and gender diversities? After applying the filtering processes, 69 studies were selected from five different online libraries: ACM, DOAJ, Lens.org, SCOPUS, and SpringerLink. The conclusions made from the findings of this review are that those studies that do tackle concerns around the topic have proven to benefit the LGBTQ+ community, the education around sexual and gender diversities predominates within the healthcare field, there are a lack of studies around this topic in Latin American countries, and technological tools are minimally used during the teaching processes.

The dynamic society we live in requires constant adaptation and innovation on every aspect of our daily lives, allowing us to improve the necessities of different people by doing it. For this study, we used a new approach with project-based learning to go beyond the typical environment in higher education and bring solutions to real-life scenarios. The project was developed with undergraduate engineering students in collaboration with a rehabilitation institute in Mexico City to design a physical therapy routine using the NAO robot. It allowed interaction between young patients in real time and fostered empathy while developing a final usable product. The study measured the usability of the robotic platform during the rehabilitation sessions and the reproducibility of the project through Cronbach's alpha evaluation. The usability results show a higher interest in the project from both the patients and the medical staff involved while constructing the material needed to develop a product that matches the standards given by the rehabilitation institute. Implications for practice or policy: Therapists could change traditional approaches to caregiving while adopting new technological methodologies using robots. Higher education students could supplement their school curricula with real-case scenarios such as creating innovative therapy sessions for people with physical disabilities. Schools might need to collaborate with a wide range of institutions to provide technological solutions to real problems.