Artificial Intelligence (AI) is increasingly playing a vital role and transforming our lives. Explainable AI is promoted by the concept of Computing with Words (CWW), which uses a human-like analytical framework to interpret and process information. In marketing, it is crucial to transform ambiguous information from customer feedback or expert knowledge into interpretable information for effective decision-making and the creation of marketing strategies. This chapter aims to explore the application of the 2-tuple linguistic model, a widely used methodology for CWW, in the field of marketing. Through a systematic exploration of articles published from 2000 to 2003, this chapter identifies areas of investigation worthy of further exploration and analysis.

Smart cities represent the convergence of information and communication technologies (ICT) with urban management to improve the quality of life of city dwellers. In this context, recommender systems, tools that offer personalised suggestions to city dwellers, have emerged as key contributors to this convergence. Their successful application in various areas of city life and their ability to process massive amounts of data generated in urban environments has expedited their status as a crucial technology in the evolution of city planning. Our methodology included reviewing the Web of Science database, resulting in 130 articles that, filtered for relevancy, were reduced to 86. The first stage consisted of carrying out a bibliometric analysis with the objective of analysing structural aspects with the SciMAT tool. Secondly, a systematic literature review was undertaken using the PRISMA 2020 statement. The results illustrated the different processes by which recommendations are filtered in areas such as tourism, health, mobility, and transport. This research is seen as a significant breakthrough that can drive the evolution and efficiency of smart cities, establishing a solid framework for future research in this dynamic field.

Social networks and official statistics have become vital sources of information in times of health emergencies. The ability to monitor and profile social sentiment is essential for understanding public perception and response in the context of public health crises, such as the one resulting from the COVID-19 pandemic. This study will explore how social sentiment monitoring and profiling can be conducted using information from social networks and official statistics, and how this combination of data can offer a more complete picture of social dynamics in times of emergency, providing a valuable tool for understanding public perception and guiding a public health response. To this end, a three-layer architecture based on Big Data and Artificial Intelligence is presented: the first layer focuses mainly on collecting, storing, and governing the necessary data such as social media and official statistics; in the second layer, the representation models and machine learning necessary for knowledge generation are built, and in the third layer the previously generated knowledge is adapted for better understanding by crisis managers through visualization techniques among others. Based on this architecture, a KDD (Knowledge Discovery in Databases) framework is implemented using methodological tools such as sentiment analysis, fuzzy 2-tuple linguistic models and time series prediction with the Prophet model. As a practical demonstration of the proposed model, we use tweets as data source (from the social network X, formerly known as Twitter) generated during the COVID-19 pandemic lockdown period in Spain, which are processed to identify the overall sentiment using sentiment analysis techniques and fuzzy linguistic variables, and combined with official statistical indicators for prediction, visualizing the results through dashboards.

The COVID-19 pandemic has accelerated the digital transformation of education, prompting universities worldwide to swiftly transition to online and blended learning environments. The adaptation process to online education varies depending on several factors, including the level of digitalization and technological penetration in each country, the availability of technologies at universities, and the digital skills of students and staff. Additionally, the specific field of knowledge influences the adaptation process, with differences observed between disciplines such as health sciences and humanities. In this study, we conduct an exploratory qualitative analysison how universities have responded, specifically focusing on the coordinators of Master’s programs in Spain in the specific area of assessment. This unprecedented situation has forced educators and institutions to rethink their assessment strategies and adapt to a new educational landscape. The insights gained from this study could provide valuable guidance for future crises and contribute to the ongoing discourse on the role of digital technologies in education in general, and in assessment in particular.

The emergence of generative artificial intelligence (GAI) has revolutionized numerous aspects of our lives and presents significant opportunities in education. However, specific digital competencies are essential to effectively leverage this technology’s potential. Notably, prompt engineering proficiency presents a significant barrier to achieving optimal outcomes. In response, various solutions are being developed, including custom GPTs available through OpenAI’s ChatGPT platform. This study validates ‘GamifIcA Edu’, a specialized GPT-based assistant for gamification and serious games, designed to enable educators to implement these pedagogical approaches without requiring advanced prompt engineering expertise. This is achieved through the utilization of pre-designed instructional frameworks. The assistant’s effectiveness was evaluated using a comprehensive rubric across five distinct use-case scenarios. Each scenario underwent four different tests, representing varied learning contexts across multiple academic disciplines. The validation methodology involved a systematic assessment of the assistant’s performance in diverse educational settings. The findings demonstrate the successful implementation of this custom-designed GPT, which generated contextually appropriate responses through natural language interactions, thus eliminating the need for complex prompt structures. This research highlights the potential of instruction-based design in the development of AI assistants that empower users with limited prompt engineering knowledge to achieve expert-level results. These findings have significant implications for the democratization of AI-enhanced educational tools.

La irrupción de la Inteligencia Artificial generativa de texto denominada ChatGPT, en noviembre de 2022, hace necesaria la adaptación de esta nueva herramienta, y de las que han surgido posteriormente, como Copilot, que tienen potencialmente múltiples aplicaciones en el ámbito educativo, tanto en la labor de preparación de la práctica docente, como en el uso de esta IA para la aplicación de metodologías activas en el aula. La capacitación digital del profesorado en el uso didáctico de las Inteligencias Artificiales generativas, que conduzcan a hacer usos éticos y a la mejora en los resultados de aprendizaje del estudiantado, resulta fundamental. Esta guía tiene un doble objetivo. Por un lado, mostrar la mejor forma de interactuar con ChatGP y con Copilot, dos inteligencias artificiales generativas basadas en GPT de la compañía Open AI; y por otro mostrar una serie de aplicaciones de estas herramientas en el ámbito educativo, en distintos ámbitos de conocimientos, que puedan servir de inspiración a los/-as docentes, a la hora de generar texto e imágenes.

Hernando García-Cervigón, Alberto y Laura Sanz Simón, “Propuesta de aprendizaje cooperativo basado en herramientas de Aula Virtual y Teams en la asignatura Lengua Española de los Grados en Periodismo y Comunicación Audiovisual”, in Patricia Carolina Bonnin-Arias (ed. y coord.), Arte, innovación y educación. Nuevos paradigmas en las enseñanzas regladas, Valencia, Tirant lo Blanch, 2024, pp. 61-70. ISBN: 978-84-1183-637-1.

This paper supports the importance of teaching logic (and logic programming) in computer science degrees and discusses several proposals that can be included in current curricula without the need to adapt the academic guides. In addition, some practical examples are described and the tools used for their subsequent application are related

Mathematical and computational logic are basic subjects in most university degrees related to Computer Engineering, both in Spain and abroad. They are fundamental in the study (among other topics) of  databases, computational complexity, programming languages, artificial intelligence, design and verification of hard and soft systems. However, for first-year undergraduate students it is not immediate to recognize the connections between logic and what they will need to learn in future studies. To mitigate this  feeling of disconnect between basic and more advanced content, we have developed  DeduccionNatural.pl, an open source licensed program written in Ciao Prolog (a Logic Programming Language), which allows to check if a natural deduction proof (in propositional logic) is correct.
In DeduccionNatural.pl, the proofs are programs, the inference rules are functions of a predefined library,
and the derived rules are subroutines (to refactor the proofs) defined by the students. During the academic
year 2021-2022, we have used DeduccionNatural.pl in the Cybersecurity Engineering and Artificial Intelligence degrees at Universidad Rey Juan Carlos and we have conducted a satisfaction survey. The results
are not conclusive, but they encourage us to continue improving the tool.

This paper introduces the SOULSS Project, an innovative initiative aimed at catalysing the digital transformation in higher education. The project, a collaborative endeavour by seven partners across six countries, is underpinned by Universal Learning Design (UDL) principles to foster inclusive instruction. It encompasses the development of a comprehensive training course kit for teachers and an e-learning platform hosting educational materials on UDL. A series of scientific publications substantiate the project’s outcomes. Funded by the European Union, the SOULSS Project addresses the challenges of digital transformation in higher education and advocates for equal access to education for under-served student groups. This paper describes the results of the tasks that contributed to the construction of the knowledge base upon which the modules are being developed, namely, a literature review, a research survey, and a collection of best practices. The literature review followed the PRISMA guidelines for scoping reviews. It analysed 20 research papers published in peer reviewed journals, focusing on understanding the perspectives and practices/experiences of higher education professors and students concerning the use of universal design for learning in online or hybrid classes, collecting good practices, and identifying barriers and facilitators to its implementation. The results of the scoping review highlight the transformative potential of UDL in enhancing inclusivity and engagement in online and hybrid learning environments, identifying several aspects that may contribute to the sustainable implementation of pedagogical initiatives in those formats. The research survey aimed to understand the current scenario regarding education modalities (in presence, remote synchronous and remote asynchronous), the modification imposed by the COVID-19 pandemic emergency, and the social perception and feelings. A survey was developed and implemented in the partner countries, collecting answers from 727 participants, including 343 students and 384 teaching staff. The analysis of the answers highlights several aspects that should be considered in implementing pedagogical initiatives in hybrid or online education, informing the design and construction of the training modules of the SOULSS project. Finally, good practices were collected in the partner institutions to determine the existing knowledge and expertise to scaffold new training and teaching processes. It will be our goal, in this presentation, to explain how the results from the three tasks were integrated into a set of recommendations that are guiding the development of three training modules: Innovative Technology in Higher Education; Innovative Approaches in Higher Education, and Universal Design for Learning in higher education. 

In the aftermath of the COVID-19 pandemic, European universities are undergoing a paradigm shift in response to the challenges and opportunities presented by online education. This paper examines the evolving perspectives of professors as they navigate this transition and anticipate the future of online education in European higher education institutions. Through an in-depth survey conducted as part of the SOULSS ErasmusPlus Project, the study explores the expertise and skills that professors will need to effectively navigate the changing landscape of online education. 

While the ultimate goal of the transition may be the implementation of AI-powered technologies in online classrooms, the study recognizes that this is just one aspect of a broader transformation. Professors are confronted with a myriad of challenges and opportunities, ranging from adapting pedagogical methods to leveraging new technologies to enhance student engagement and learning outcomes. By examining the experiences and insights of professors across European universities, the study identifies key considerations and recommendations for addressing these challenges and maximizing the potential of online education. 

Central to this exploration is the recognition of the importance of a Pan-European approach to online education, which fosters collaboration, knowledge-sharing, and best practices among universities. The SOULSS ErasmusPlus Project serves as a catalyst for this collaboration, providing a platform for European universities to exchange ideas, resources, and expertise in the pursuit of educational excellence. Through this collaborative effort, the study aims to develop a roadmap for the future of online education in Europe that is inclusive, innovative, and student-centered. Furthermore, the study emphasizes the need for ongoing professional development and support for professors as they adapt to the evolving demands of online education. As the digital landscape continues to evolve, professors must continuously update their skills and expertise to effectively leverage new technologies and pedagogical approaches. By investing in professional development initiatives and providing ongoing support, universities can empower professors to excel in the online classroom and enhance the overall student learning experience. 

In addition, the study invites professors to engage in self-assessment of their skills and teaching future, encouraging them to reflect on their past experiences and identify areas for growth and improvement. By fostering a culture of self-reflection and continuous improvement among professors, universities can facilitate the transition to online education and ensure that professors are equipped with the skills and expertise needed to succeed in the digital age. 

In conclusion, this paper calls for a concerted effort to support professors in adapting to the changing landscape of online education and to foster collaboration and innovation in European universities. By prioritizing professional development, collaboration, and a student-centered approach to teaching, European universities can position themselves as leaders in online education and provide students with a high-quality and engaging learning experience.

In response to the COVID-19 pandemic, European universities swiftly transitioned to online education, marking a significant shift in the higher education landscape. This study investigates the post-pandemic learner needs arising from this transition, recognizing the importance of addressing these needs as universities navigate the transition from online back to face-to-face education. Drawing upon the experiences of Horizon 2020 projects such as Up2U, Up2Digischool, and SOULSS, which focus on easing the matching between technology and education to improve the learning experience, the study advocates for a unified European approach to address these needs.

The rapid shift to online education highlighted both the opportunities and challenges of remote learning for students across Europe. While online education offered greater flexibility and accessibility for some students, it also revealed disparities in access to technology and internet connectivity, as well as challenges in maintaining student engagement and motivation in virtual classrooms. Leveraging insights from projects like the already ended Horizon 2020 Up2U and the ongoing Erasmusplus projects SOULSS and Up2Digischool, which explore innovative ways to integrate technology into the learning process, this study seeks to identify and address these challenges through the development of student-centered approaches and the implementation of innovative tools designed to enhance the online learning experience.

Furthermore, the study underscores the importance of retaining the positive aspects of online education in the current landscape. Despite the challenges posed by the pandemic, the shift to online education spurred innovation in teaching methodologies and the adoption of new technologies that have the potential to enhance student learning outcomes in both online and face-toface settings. By capitalizing on these innovations and integrating them into traditional teaching practices, universities can create more engaging and interactive learning environments that meet the diverse needs of students.

The findings of this study have implications for policymakers, university administrators, and educators across Europe, providing valuable insights into the evolving needs and preferences of students in the post-pandemic era. By prioritizing student feedback and engagement, universities can ensure that their educational offerings remain responsive to the needs of learners, regardless of the mode of delivery.

In conclusion, this study highlights the importance of a unified European approach to address post-pandemic learner needs in higher education. By embracing student-centered strategies and leveraging innovative technologies, universities can create more inclusive and effective learning environments that support student success in the digital age.

The rapid evolution of technology in educational settings has opened new avenues for enhancing learning experiences, particularly in specialized fields like network management. This paper explores the novel integration of a GenAI-based virtual assistant in a university-level network management course, focusing on its impact on developing students' soft skills, notably critical thinking and problem-solving abilities. Recognizing the increasing importance of these skills in the digital age, our study aims to assess the empirical effectiveness of this artificial intelligence-driven educational tool in fostering these competencies among students.

After the profound challenges that European countries faced during the COVID-19 pandemic, characterized by a widespread shift to remote teaching, there is a widely held belief that the higher education landscape has undergone a significant transformation. This transformation necessitates higher education institutions (HEIs) to adopt a more adaptable approach, offering a blend of synchronous, asynchronous, and face-to-face instruction. This flexibility is seen as crucial to enabling students to seamlessly transition between various delivery modes. Project SOULSS (Scaffolding Online University Learning: Support Systems, 2022-1-IT02-KA220-HED-000090206) is an Erasmus+ initiative designed to enhance the capacity of HEI teachers. The project's focus is on applying Universal Learning Design (UDL) principles to implement inclusive instruction, instituting early interventions to prevent dropout, and crafting and delivering optimal hybrid instruction that strikes a flexible balance by leveraging the strengths of different delivery modes.

Among the initial tasks of the project was the completion of a comprehensive literature survey on the State of the Art of UDL implementation at the tertiary level in online and hybrid delivery modes. The chosen methodology for this literature survey was the scoping review, considered appropriate for assessing emerging evidence and constituting an initial step in research development. The process adhered to the PRISMA Extension for Scoping Reviews (Tricco et al., 2018) and aimed to address three key research questions:
1. What are the perspectives and practices of higher education professors regarding the use of UDL in online or hybrid classes?
2. What are the perspectives and experiences of higher education students concerning the use of UDL in online or hybrid classes?
3. What are considered good practices in the implementation of UDL in online and hybrid classes in higher education? What factors facilitate its implementation, and what barriers exist?

This presentation provides a detailed account of the entire scoping review process, offering a synthesis of the collected data and analyzing it to provide insights into the research questions. The findings lead to recommendations for practice, along with implications for the implementation of the SOULSS project.

Traditional universities shifted to online teaching during the Covid emergency. Sapienza University of Rome as well as other institutions provided professors with dedicated training opportunities to maintain their academic excellence despite the crisis. Professors had different reactions depending on their background varying from adapting their teaching style to the situation simulating F2F lessons in a virtual environment to adopting new approaches and styles of teaching. Now situation is completely different but the question is if professors appreciated their courses and if they still feel the desire to be more trained.

A surveys produced within the project Erasmus+ SOULSS was distributed in the Academic Year 2022-23 among professors belonging to Italian universities to explore their attitude toward the training they had on online learning during the emergency in relation to their actual teaching style and their attitude toward the ended Covid-19 emergency in terms of possible epocal-change momentum. The total number of answers allow us to provide an overview of the way professors see COVID-19 emergency now that it has been officially declared ended. The study allows us to analyze the impact of last-minute organized training courses about online learning during the emergency and their impact in back-to-the-normal academic life three years after.

During the Covid all institutions Spain shifted their lessons to digital environments as well as all the possible relations between professors and students. All teachers accepted the new situation due to the Covid-19 related emergency but the way they reacted was mixed for several reasons, psychological as well as pragmatic. The post Covid situation had been quite ambiguous especially for traditional-style institutions like URJC: they have a huge number of buildings and laboratories destined to host thousands of students but, due to the emergency, they adopted educational policies to avoid students filling them. Professors attitude has been similar: most of them declared a strong desire to go back to the pre-Covid situation albeit they enjoyed the possibility of meeting their colleagues or to manage their students’ receptions directly online. In the present post-covid reality Universities’ authorities decided to cancel the online option to fill again the classes and the buildings. But in the name of freedom in teaching, professors can still adopt a blended approach in their teaching as an alternative of a completely f2f style to do lessons. What is the attitude of professors in Spain on this aspect? To answer this question the Erasmus+ SOULSS project partnership distributed in the academic year 2022-23 a survey to explore the way professors are doing lessons or plan to do. The total number of answers allow us to provide an overview of the COVID-19 emergency legacy in the field of digital learning in Hispanic HEI.

During the pandemic, worldwide Higher Education Institutions forced their teachers to abandon the F2F lesson to adopt an online approach.

Most institutions provided special courses to support their teachers during this radical change that, especially in no-informatic departments, meant to shift dramatically from direct interaction in classes to one-to-computer screen lessons.

Researches after the pandemic show positive feedback from the professors and students: in HEI, the shift was not dramatic as it was for primary or secondary schools. Now that the emergency period is over, do professors still feel the need to be trained to provide online lessons in an effective way? To answer this question, the Erasmus+ SOULSS project partnership distributed the academic year 2022- 23 a survey to explore the attitude and the self-evaluation of professors from universities in several European countries like Italy, Greece, Lithuania, Spain, and Portugal. The total number of answers and the span in geographical terms allow us to give some conclusions about the past-pandemic attitude among professors about training on digital learning