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    Item type:Publication,
    Towards Accessible and Sustainable Universities: Web Accessibility and Human–Computer Interaction in Latin America
    (Springer Nature Switzerland, 2026)
    Acosta-Vargas, Patricia
    ;
    Acosta-Vargas, Gloria
    ;
    Salvador-Acosta, Belén
    ;
    Salvador-Ullauri, Luis
    ;
    Arias Flores, Hugo Patricio  
    This study examines web accessibility in Latin American higher education institutions from a Human–Computer Interaction (HCI) perspective, highlighting its relevance to the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 10 (Reduced Inequalities). A quantitative and descriptive research design was applied to 50 universities included in the 2025 Webometrics Ranking, using automated HCI-based evaluation tools (WAVE and Google Lighthouse) to assess compliance with the Web Content Accessibility Guidelines (WCAG) 2.2. The evaluation identified 1,238 accessibility errors and 1,393 contrast-related issues, with most violations concentrated in the Perceivable (67.23%) and Operable (28.36%) principles. Countries such as Brazil, Mexico, Chile, and Colombia exhibited the highest levels of noncompliance, while others showed comparatively lower error densities. These results indicate that accessibility barriers in university websites are primarily systemic, stemming from deficiencies in visual perception, navigation, and semantic structure rather than isolated implementation flaws. The findings reinforce the view that web accessibility should not be treated solely as a technical compliance task, but rather as a human-centered, sustainability-oriented dimension of interaction design. Integrating accessibility within HCI frameworks can enhance digital inclusion, reduce educational inequalities, and promote the development of resilient, inclusive, and sustainable digital ecosystems in higher education across Latin America. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.
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    Music Education with Artificial Intelligence for Inclusive and Sustainable Early Childhood Learning
    (2025)
    Margarita Roldan-Cardona
    ;
    Marcos Chacón-Castro
    ;
    Jadán Guerrero, Janio  
    ;
    Luis Salvador-Ullauri
    ;
    Patricia Acosta-Vargas
    This study aims to evaluate the impact of a didactic strategy that incorporates generative artificial intelligence (AI) into music education, supporting oral language development in preschool children and promoting inclusive and sustainable early childhood learning. Using an action-research approach, a mixed-methods design was applied to assess the performance of 15 children aged 3 to 6 years, divided into experimental and control groups. The experimental group participated in AI-supported activities using tools such as Genially, Educaplay, and Wordwall, whereas the control group employed traditional methods. Quantitative data from pre-and post-tests, as well as qualitative observations, revealed that AI-enhanced sessions improved motivation, pronunciation, and engagement, particularly among children aged 5 and 6 years old. Although statistical tests showed no significant differences between groups, the intervention demonstrated pedagogical effectiveness by increasing interest and participation. The novelty of this work lies in applying generative AI in early music education to personalize learning and reduce inequality, aligning with several Sustainable Development Goals (SDGs 3, 4, 9, and 10). The findings offer valuable insights into designing inclusive educational experiences through the integration of ICT and AI, highlighting the need to enhance teacher training in emerging digital pedagogies and promote accessible music-based learning in diverse educational settings.
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