Research on visual arts education has expanded significantly in recent decades. However, existing studies remain conceptually fragmented and are largely limited to conceptual discussions, pedagogical reflections, or narrative reviews focused on specific themes such as creativity, curriculum integration, or technology-enhanced learning. Consequently, the field lacks a comprehensive understanding of its intellectual structure, thematic evolution, and emerging research fronts. To address this gap, this study conducts a bibliometric and science mapping analysis of research on teaching in the visual arts indexed in Scopus and Web of Science, following the PRISMA 2020 guidelines. A total of 517 peer-reviewed articles published between 1970 and 2024 were analyzed using bibliometric indicators and network visualization techniques implemented in VOSviewer. The results reveal an exponential growth in scientific production and identify the most influential authors, journals, and countries shaping the field. Thematic evolution shows a shift from early developmental approaches toward curriculum integration, collaboration, higher education, visual culture, and creativity. Methodologically, the study integrates bibliometric indicators, co-occurrence networks, and a Cartesian keyword analysis to identify consolidated and emerging topics. Overall, the findings clarify the knowledge structure of visual arts education and propose an evidence-based agenda for future research.
Background Services offered through digital platforms, known as FinTech, have become central to innovation in the financial sector by enabling faster, more reliable, and efficient transactions. These services have enhanced financial operations by reducing costs and increasing customer satisfaction. However, women have historically faced barriers in accessing traditional financial systems. FinTech is emerging as a potential tool for promoting their financial inclusion. This study focuses on understanding the factors that influence the acceptance of FinTech services among university women. Methods A quantitative approach was adopted, using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected through 547 surveys conducted with university women regarding their experiences and perceptions of FinTech services. The model tested the influence of various factors on their intention to adopt FinTech. Results The findings revealed a strong positive relationship between perceived ease of use and perceived usefulness. Additionally, perceived usefulness was positively associated with both perceived security and trust. Furthermore, perceived ease of use, brand image, perceived usefulness, and attitude showed a significant positive relationship with the intention to adopt FinTech. Conversely, perceived security, perceived trust, user innovation, and financial literacy demonstrated a negative relationship with the intention to adopt these services. Conclusions The results highlight key drivers and barriers in the adoption of FinTech among university women. While ease of use, usefulness, and brand image encourage adoption, unexpected negative associations with trust, security, and financial literacy suggest a complex perception landscape that deserves further investigation to enhance inclusive financial solutions.
This study analyzes the integration and adoption of smart technologies in homes, focusing on older adults. The central problem is the limited understanding of which technologies are integrated, the factors that influence their adoption, and the resulting functional impacts on daily life. To address these questions, a systematic review based on criteria from the PRISMA-2020 declaration was conducted, allowing us to identify and analyze the most common technologies, the motivations and barriers to their use, and the effects on users’ well-being and autonomy. The findings highlight the preference for technologies that facilitate interaction and comfort, the importance of digital literacy, and the need for user-centered participatory approaches. Furthermore, gaps in the experience of older users are identified, and public policies that integrate education and financing to improve accessibility and quality of life are suggested.
Sustainable development in smart cities involves the integration of advanced technologies and efficient urban management to address challenges such as population growth and resource optimization. These cities leverage information technologies to improve quality of life and promote more sustainable urban governance. Although scientific production in this field has grown significantly, important gaps remain that require in-depth analysis. This study aims to examine research trends on the topic through a bibliometric analysis of 427 publications retrieved from Scopus and Web of Science, following the PRISMA 2020 guidelines. The results reveal growing interest, with significant publication peaks in 2021 and 2023. China (28.1
Entrepreneurship education is of critical importance in the nurturing of entrepreneurs, and this can be achieved by aligning educational policies with the Sustainable Development Goals (SDGs). Nevertheless, there is a paucity of research examining the impact of the educational ecosystem on entrepreneurial behaviour. It is crucial to comprehend the psychological motivations underlying entrepreneurship in order to develop efficacious policies and cultivate a conducive entrepreneurial milieu. The effect of academic training in entrepreneurship on entrepreneurial intention and the development of a sustainable economy underscores the necessity for further research to enhance educational quality and promote quality entrepreneurship. The objective of this study was to analyse the correlation between sustainable entrepreneurial intention and prior business education among university students. A quantitative and correlational approach was employed. A total of 602 students were surveyed, with participants divided into two groups according to their prior business background. The data were collected using a questionnaire that was adapted from the sustainable entrepreneurial intention model. This questionnaire addressed environmental values, intrinsic and extrinsic rewards, perceived behavioural control, and social norms. In addition, it included questions about the ethical considerations of anonymity and voluntariness. The study concludes that sustainable entrepreneurial intention among university students is influenced by entrepreneurship education, although indirectly. The most determining factors are perceived behavioural control and intrinsic rewards, which affect students with and without entrepreneurial training equally. However, significant differences were observed: while for students with prior entrepreneurial education, attitudes towards sustainable entrepreneurship have a negative relationship with entrepreneurial intention, for those without this training, the relationship is positive. This suggests that educational experience and context play a crucial role in the formation of sustainable entrepreneurial intentions. Clinical Trial Number: Not applicable.
