This short essay is a reworking of the answers offered by the author at the Debate Session of the AIHUB (CSIC) and EduCaixa Summer School, organized by Marta Garcia-Matos and Lissette Lemus, and coordinated by Albert Sabater (OEIAC, UG), with the participation of Vanina Martinez-Posse (IIIA-CSIC), Eulalia Soler (Eurecat) and Pompeu Casanovas (IIIA-CSIC) on July 4th 2025. Albert Sabater posed three questions: (1) How can regulatory frameworks priori-tise the protection of fundamental rights (privacy, non-discrimination, autonomy, etc.) in the development of AI, without falling into the false dichotomy between regulation and innova-tion? (2) Given the risks of AI (bias, mass surveillance, manipulation), what examples of regu-lations or policies have demonstrated that it is possible to foster responsible innovation, putting the public interest before profitability, without giving in to competitive pressure from actors such as China or the US? (3) In a scenario where the US prioritizes flexibility, what mecha-nisms could ensure that international cooperation in AI does not become a race to the bottom in rights, but rather a global standard of accountability? The article attempts to answer these three questions and concludes with some reflections on the relevance of the answers for education and research.

Chess teaching has evolved through different approaches, however, traditional methodologies, often based on memorization, contrast with the new possibilities offered by generative artificial intelligence, a technology still little explored in this field. This study seeks to empirically validate the effectiveness of the Odychess Approach in improving chess knowledge, strategic understanding, and metacognitive skills in students. A quasi-experimental study was conducted with a pre-test/post-test design and a control group (N=60). The experimental intervention implemented the Odychess Approach, incorporating a Llama 3.3 language model that was specifically adapted using Parameter-Efficient Fine-Tuning (PEFT) techniques to act as a Socratic chess tutor. Quantitative assessment instruments were used to measure chess knowledge, strategic understanding, and metacognitive skills before and after the intervention. The results of the quasi-experimental study showed significant improvements in the experimental group compared to the control group in the three variables analyzed: chess knowledge, strategic understanding, and metacognitive skills. The complementary qualitative analysis revealed greater analytical depth, more developed dialectical reasoning, and increased intrinsic motivation in students who participated in the Odychess method-based intervention. The Odychess Approach represents an effective pedagogical methodology for teaching chess, demonstrating the potential of the synergistic integration of constructivist and dialectical principles with generative artificial intelligence. The implications of this work are relevant for educators and institutions interested in adopting innovative pedagogical technologies and for researchers in the field of AI applied to education, highlighting the transferability of the language model adaptation methodology to other educational domains.

This article presents initial configuration work and use of the robotic platform and manipulator in question. The development of the ideal configuration for using this robot serves as a guide for new users and also validates its functionality for use in projects. Husky is a large payload capacity and power systems robotics development platform that accommodates a wide variety of payloads, customized to meet research needs. Together with the Cobot UR5 Manipulator attached to its base, it expands the application area of its capacity in projects. Advances in robots and mobile manipulators have revolutionized industries by automating tasks that previously required human intervention. These innovations alone increase productivity but also reduce operating costs, which makes the company more competitive in an evolving global market. Therefore, this article investigates the functionalities of this robot to validate its execution in robotics projects.

This research focused on utilizing ROS2 and Gazebo for simulating the TurtleBot3 robot, with the aim of exploring autonomous navigation capabilities. While the study did not achieve full autonomous navigation, it successfully established the connection between ROS2 and Gazebo and enabled manual simulation of the robot's movements. The primary objective was to understand how these tools can be integrated to support autonomous functions, providing valuable insights into the development process. The results of this work lay the groundwork for future research into autonomous robotics. The topic is particularly engaging for both teenagers and adults interested in discovering how robots function independently and the underlying technology involved. This research highlights the potential for further advancements in autonomous systems and serves as a stepping stone for more in-depth studies in the field.

Ostfalia University of Applied Sciences Abstract: This research examines the impact of robotics groups in higher education, focusing on how these activities influence the development of transversal skills and academic motivation. While robotics goes beyond just technical knowledge, participation in these groups has been observed to significantly improve skills such as teamwork, creativity, and problem-solving. The study, conducted with the UruBots group, shows that students involved in robotics not only reinforce their theoretical knowledge but also increase their interest in research and academic commitment. These results highlight the potential of educational robotics to transform the learning experience by promoting active and collaborative learning. This work lays the groundwork for future research on how robotics can continue to enhance higher education and motivate students in their academic and professional careers.

This study aims to share a teaching experience teaching sound design for audiovisual productions and compares different projects tackled by students. It is not intended to be a comparative analysis of different types of teaching but rather an analysis of different problems observed in different profiles of students of the subject who study it in different grades. The world of audio can be very interesting for a large part of the students, both those with creative and technical inclinations. Musical creation and production, synchronization with images, dubbing, etc. They are disciplines that are generally interesting but can have a very high barrier to entry due to their great technical complexity. Sometimes it can take weeks or even months for the uninitiated to begin to use audio editing programs with the necessary ease, which are not always particularly intuitive for students. Learning through the use of PBL methodologies generates, in our experience, results much superior to those that can be observed through the use of other teaching methods such as master classes. Students acquire technical skills while developing creative projects in which they get personally involved. Despite everything mentioned above, most interactions between teachers and students focus on aspects of technical correction. From different parameters in reverbs (such as pre-delay, decay, modulation...) to how to correctly adjust compressors, noise gates, etc.; The number of tools with which to work with audio is incredibly extensive, as well as many of its features that can present serious differences depending on their manufacturers.

ABSTRACT Currently, research in robotics, artificial intelligence and drones are advancing exponentially, they are directly or indirectly related to various areas of the economy, from agriculture to industry. With this context, this project covers these topics guiding them, seeking to provide a framework that is capable of helping to develop new future researchers. For this, we use an aerial vehicle that works autonomously and is capable of mapping the scenario and providing useful information to the end user. This occurs from a communication between a simple programming language (Scratch) and one of the most important and efficient robot operating systems today (ROS). This is how we managed to develop a tool capable of generating a 3D map and detecting objects using the camera attached to the drone. Although this tool can be used in the advanced fields of industry, it is also an important advance for the research sector. The implementation of this tool in intermediate-level institutions is aspired to provide the ability to carry out high-level projects from a simple programming language.