E. J. Delgado-Algarra

Revista de Educación Mediática y TIC

Artificial intelligence in contemporary Moocs for teacher training: didactic, ethical, and technical analysis of courses through an emergent category system

It is concluded that, although some notable training initiatives address didactic-formative, ethical, and technical dimensions in isolation, most of the courses analysed do not address the transformative potential of AI in education.

Fostering multilingualism and intercultural engagement in higher education

Over its 40 years, the Erasmus program has significantly shaped the European Higher Education Area. However, many students show limited integration into host languages and cultures, often socializing mainly with other exchange students and relying on English. As international relations offices play a key role in fostering integration, this study combines a systematic literature review with an analysis of university initiatives to identify effective institutional practices. Following PRISMA guidelines and the PICO framework, it examines peer-reviewed studies and institutional actions supporting multilingualism and intercultural engagement. Findings highlight ten successful initiatives, including Erasmus Student Networks, Buddy Programs, Tandem exchanges, and Language cafés. Results also reveal significant variability across institutions in organizational structures and access to resources. Overall, the study identifies practical actions that enhance social integration, cultural participation, and multilingual development, offering guidance for improving international student experiences in higher education.