Conference Agenda

The main objective was to determine how comprehensive family support relates to academic retention in architecture among female students at a private university in Piura, Peru. The research methodology was quantitative, non-experimental, correlational, and basic in nature. The population consisted of 430 female students enrolled in the architecture program at a private university in Piura, Peru. The sample comprised 204 students. Each participant completed two questionnaires. Analysis of the collected data revealed a significant relationship between comprehensive family support and academic retention in architecture among female students (p < 0.050). This correlation showed a high positive level (0.948). The study concluded that comprehensive family support is crucial for female architecture students to maintain their academic retention.

Psychological well-being is a construct that enables the understanding of positive mental health in university students, directly influencing their academic adjustment, performance, and their capacity to cope with the multiple demands of higher education. Therefore, the objective of this study was to measure Psychological Well-Being (PWB) in university students and to analyse gender comparisons, evaluating differences between men and women, as well as assessing the reliability of the questionnaire. The study population is located at a Higher Education Institution (HEI) in Northeastern Mexico. The sample was non-probabilistic by convenience, with n = 1,052 students, consisting of 311 women (31.5%) and 721 men (68.5%), with a mean age of 22 years. The study adopted a quantitative and cross-sectional approach, with a descriptive research design. The instrument employed was the Psychological Well-Being and Stress Questionnaire (BPBE), from which only the Psychological Well-Being factor was analysed across its three dimensions: D1. Self-acceptance, D2. Autonomy, and D3. Self-efficacy. The results show reliability levels reflected by Cronbach’s alpha of α = 0.794 and McDonald’s omega of 0.828, indicating adequate values for the internal consistency of the scale and its dimensions, demonstrating high reliability within the applied context. The Mann–Whitney test revealed a p value of 0.158, which is greater than the threshold of 0.05, indicating that no statistically significant differences exist between genders. Therefore, psychological well-being levels are similar for both men and women.

Universities play a fundamental role in social transformation toward educational inclusion, particularly in graduate education, where accessibility barriers persist that limit attention to diversity. The aim of this study is to design and validate a global multidimensional accessibility index for evaluating inclusive education in graduate programs, through the identification of dimensions, indicators, and best practices to guide inclusive educational management. The research adopts a mixed-methods approach integrating theoretical methods: analytical-synthetic, systemic-structural, intersectional, content analysis, and thematic analysis and empirical methods: expert judgment, a survey of students from six master's programs, and a focus group with faculty from different programs and university institutions. The working group consisted of 262 graduate students, 24 faculty members included in the focus group, and 11 experts for the validation process, all with knowledge and experience in educational inclusion, attention to diversity, and more than ten years in graduate education. As a key outcome, an operationalizable index and an accessibility best practices guide were developed, applicable to the management of graduate programs at the Universidad Bolivarian of Ecuador (UBE), with potential for transfer to other higher education institutions.

The empowerment of university student mothers in Honduras represents a growing challenge due to the multiple personal, academic, and structural barriers that affect their retention and professional development in higher education. In this study, the term university student mothers refer to women who are enrolled in higher education programs while simultaneously fulfilling maternal responsibilities. The literature indicates that women who combine motherhood with university education face increased time demands, limited institutional support, and economic constraints; factors that impact their well-being, academic performance, and autonomy in decision-making. Within the Honduran context, the absence of specific university support programs and policies, the lack of comprehensive services such as childcare facilities, and the persistence of patriarchal structures within educational institutions further deepen the vulnerability of this group. In response to this issue, the present study aims to evaluate the needs and opportunities for designing an empowerment program targeted at university student mothers in Tegucigalpa. A mixed-methods approach was employed, combining surveys administered to university student mothers and interviews with experts from governmental and non-governmental organizations, to identify barriers, digital competencies, available resources, and institutional gaps. Preliminary findings reveal significant deficiencies in academic support, access to technology, and inclusive policies, as well as the need to strengthen support networks and digital capacities to promote autonomy and female leadership. Based on this diagnosis, the study proposes an intervention model grounded in Zimmerman’s empowerment theory, which identifies three interdependent levels of empowerment.

The prevalence of Autism Spectrum Disorder (ASD) has increased significantly globally in recent decades, generating a growing demand for inclusive educational solutions at all levels of education. This growth has highlighted significant gaps in educational systems, particularly in higher education in engineering, where limitations persist due to a lack of specialized teacher training, insufficient methodological resources, and the adoption of piecemeal educational approaches. The literature shows that many initiatives aimed at students with ASD focus exclusively on technological solutions or isolated pedagogical strategies. Considering the heterogeneity of ASD and the interaction of individual, social, and technical factors in the educational process, this work aims to propose a sociotechnical framework based on 5W+1H to diagnose academic work with students with Autism Spectrum Disorder in engineering programs. Additionally, the proposal is represented by a diagram developed in PlantUML, with the purpose of offering a structured visual guide that facilitates the understanding, communication, and transfer of the framework.

A vestibular-sensory chair for children with Autism Spectrum Disorder (ASD) was designed to support sensory regulation and emotional containment. The prototype features a cocoon-like structure, textured cushions, and hypoallergenic materials. Validation was conducted by experts in inclusive education and occupational therapy, focusing on safety, ergonomics, and therapeutic potential. Methodologies such as the Critical to Quality (CTQ) Tree, House of Quality (QFD), and Systematic Layout Planning (SLP) were applied in the design and production process. The project addresses the lack of accessible therapeutic furniture in public institutions and aligns with SDG 4 on inclusive education.