Effectiveness of Virtual Reality for Children and Adolescents with Autism Spectrum Disorder: An Evidence-Based Systematic Review

[EN] Autism Spectrum Disorder (ASD) is a neurodevelopmental disease that is specially characterized by impairments in social communication and social skills. ASD has a high prevalence in children, affecting 1 in 160 subjects. Virtual reality (VR) has emerged as an effective tool for intervention in the health field. Different recent papers have reviewed the VR-based treatments in ASD, but they have an important limitation because they only use clinical databases and do not include important technical indexes such as the Web of Science index or the Scimago Journal & Country Rank. To our knowledge, this is the first contribution that has carried out an evidence-based systematic review including both clinical and technical databases about the effectiveness of VR-based intervention in ASD. The initial search identified a total of 450 records. After the exclusion of the papers that are not studies, duplicated articles, and the screening of the abstract and full text, 31 articles met the PICO (Population, Intervention, Comparison and Outcomes) criteria and were selected for analysis. The studies examined suggest moderate evidence about the effectiveness of VR-based treatments in ASD. VR can add many advantages to the treatment of ASD symptomatology, but it is necessary to develop consistent validations in future studies to state that VR can effectively complement the traditional treatments.Mesa Gresa, P.; Gil Gómez, H.; Lozano Quilis, JA.; Gil-Gómez, J. (2018). Effectiveness of Virtual Reality for Children and Adolescents with Autism Spectrum Disorder: An Evidence-Based Systematic Review. Sensors. 18(8):1-15. https://doi.org/10.3390/s18082486S115188World Health Organizationhttp://www.who.int/en/news-room/fact-sheets/detail/autism-spectrum-disordersColombi, C., & Ghaziuddin, M. (2017). Neuropsychological Characteristics of Children with Mixed Autism and ADHD. Autism Research and Treatment, 2017, 1-5. doi:10.1155/2017/5781781Merriam-Websterhttps://www.merriam-webster.com/dictionary/virtual%20realityBird, M.-L., Cannell, J., Jovic, E., Rathjen, A., Lane, K., Tyson, A., … Smith, S. (2017). A Randomized Controlled Trial Investigating the Efficacy of Virtual Reality in Inpatient Stroke Rehabilitation. Archives of Physical Medicine and Rehabilitation, 98(10), e27. doi:10.1016/j.apmr.2017.08.084Albiol-Pérez, S., Gil-Gómez, J.-A., Muñoz-Tomás, M.-T., Gil-Gómez, H., Vial-Escolano, R., & Lozano-Quilis, J.-A. (2017). The Effect of Balance Training on Postural Control in Patients with Parkinson’s Disease Using a Virtual Rehabilitation System. Methods of Information in Medicine, 56(02), 138-144. doi:10.3414/me16-02-0004Garcia-Palacios, A., Herrero, R., Vizcaíno, Y., Belmonte, M. A., Castilla, D., Molinari, G., … Botella, C. (2015). Integrating Virtual Reality With Activity Management for the Treatment of Fibromyalgia. The Clinical Journal of Pain, 31(6), 564-572. doi:10.1097/ajp.0000000000000196Bekelis, K., Calnan, D., Simmons, N., MacKenzie, T. A., & Kakoulides, G. (2017). Effect of an Immersive Preoperative Virtual Reality Experience on Patient Reported Outcomes. Annals of Surgery, 265(6), 1068-1073. doi:10.1097/sla.0000000000002094Orlosky, J., Itoh, Y., Ranchet, M., Kiyokawa, K., Morgan, J., & Devos, H. (2017). Emulation of Physician Tasks in Eye-Tracked Virtual Reality for Remote Diagnosis of Neurodegenerative Disease. IEEE Transactions on Visualization and Computer Graphics, 23(4), 1302-1311. doi:10.1109/tvcg.2017.2657018Areces, D., Rodríguez, C., García, T., Cueli, M., & González-Castro, P. (2016). Efficacy of a Continuous Performance Test Based on Virtual Reality in the Diagnosis of ADHD and Its Clinical Presentations. Journal of Attention Disorders, 22(11), 1081-1091. doi:10.1177/1087054716629711Phé, V., Cattarino, S., Parra, J., Bitker, M.-O., Ambrogi, V., Vaessen, C., & Rouprêt, M. (2016). Outcomes of a virtual-reality simulator-training programme on basic surgical skills in robot-assisted laparoscopic surgery. The International Journal of Medical Robotics and Computer Assisted Surgery, 13(2), e1740. doi:10.1002/rcs.1740Pulijala, Y., Ma, M., Pears, M., Peebles, D., & Ayoub, A. (2018). Effectiveness of Immersive Virtual Reality in Surgical Training—A Randomized Control Trial. Journal of Oral and Maxillofacial Surgery, 76(5), 1065-1072. doi:10.1016/j.joms.2017.10.002Jarrold, W., Mundy, P., Gwaltney, M., Bailenson, J., Hatt, N., McIntyre, N., … Swain, L. (2013). Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism. Autism Research, 6(5), 393-410. doi:10.1002/aur.1302Mishkind, M. C., Norr, A. M., Katz, A. C., & Reger, G. M. (2017). Review of Virtual Reality Treatment in Psychiatry: Evidence Versus Current Diffusion and Use. Current Psychiatry Reports, 19(11). doi:10.1007/s11920-017-0836-0Liu, X., Wu, Q., Zhao, W., & Luo, X. (2017). Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective. Applied Sciences, 7(10), 1051. doi:10.3390/app7101051Van Bennekom, M. J., de Koning, P. P., & Denys, D. (2017). Virtual Reality Objectifies the Diagnosis of Psychiatric Disorders: A Literature Review. Frontiers in Psychiatry, 8. doi:10.3389/fpsyt.2017.00163Provoost, S., Lau, H. M., Ruwaard, J., & Riper, H. (2017). Embodied Conversational Agents in Clinical Psychology: A Scoping Review. Journal of Medical Internet Research, 19(5), e151. doi:10.2196/jmir.6553Lau, H. M., Smit, J. H., Fleming, T. M., & Riper, H. (2017). Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis. Frontiers in Psychiatry, 7. doi:10.3389/fpsyt.2016.00209Parsons, S. (2016). Authenticity in Virtual Reality for assessment and intervention in autism: A conceptual review. Educational Research Review, 19, 138-157. doi:10.1016/j.edurev.2016.08.001Den Brok, W. L. J. E., & Sterkenburg, P. S. (2014). Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review. Disability and Rehabilitation: Assistive Technology, 10(1), 1-10. doi:10.3109/17483107.2014.921248Ip, H. H. S., Wong, S. W. L., Chan, D. F. Y., Byrne, J., Li, C., Yuan, V. S. N., … Wong, J. Y. W. (2018). Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Computers & Education, 117, 1-15. doi:10.1016/j.compedu.2017.09.010Chen, C.-H., Lee, I.-J., & Lin, L.-Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477-485. doi:10.1016/j.chb.2015.09.033Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D., & Chapman, S. (2016). Virtual Reality Social Cognition Training for children with high functioning autism. Computers in Human Behavior, 62, 703-711. doi:10.1016/j.chb.2016.04.033Lorenzo, G., Lledó, A., Pomares, J., & Roig, R. (2016). Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders. Computers & Education, 98, 192-205. doi:10.1016/j.compedu.2016.03.018Wade, J., Zhang, L., Bian, D., Fan, J., Swanson, A., Weitlauf, A., … Sarkar, N. (2016). A Gaze-Contingent Adaptive Virtual Reality Driving Environment for Intervention in Individuals with Autism Spectrum Disorders. ACM Transactions on Interactive Intelligent Systems, 6(1), 1-23. doi:10.1145/2892636Ke, F., & Lee, S. (2015). Virtual reality based collaborative design by children with high-functioning autism: design-based flexibility, identity, and norm construction. Interactive Learning Environments, 24(7), 1511-1533. doi:10.1080/10494820.2015.1040421Chen, C.-H., Lee, I.-J., & Lin, L.-Y. (2015). Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders. Research in Developmental Disabilities, 36, 396-403. doi:10.1016/j.ridd.2014.10.015Cheng, Y., Huang, C.-L., & Yang, C.-S. (2015). Using a 3D Immersive Virtual Environment System to Enhance Social Understanding and Social Skills for Children With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 30(4), 222-236. doi:10.1177/1088357615583473Kim, K., Rosenthal, M. Z., Gwaltney, M., Jarrold, W., Hatt, N., McIntyre, N., … Mundy, P. (2014). A Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(12), 3891-3899. doi:10.1007/s10803-014-2036-7Parsons, S. (2015). Learning to work together: Designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism. International Journal of Child-Computer Interaction, 6, 28-38. doi:10.1016/j.ijcci.2015.12.002Bai, Z., Blackwell, A. F., & Coulouris, G. (2015). Using Augmented Reality to Elicit Pretend Play for Children with Autism. IEEE Transactions on Visualization and Computer Graphics, 21(5), 598-610. doi:10.1109/tvcg.2014.2385092Bekele, E., Crittendon, J., Zheng, Z., Swanson, A., Weitlauf, A., Warren, Z., & Sarkar, N. (2014). Assessing the Utility of a Virtual Environment for Enhancing Facial Affect Recognition in Adolescents with Autism. Journal of Autism and Developmental Disorders, 44(7), 1641-1650. doi:10.1007/s10803-014-2035-8Escobedo, L., Tentori, M., Quintana, E., Favela, J., & Garcia-Rosas, D. (2014). Using Augmented Reality to Help Children with Autism Stay Focused. IEEE Pervasive Computing, 13(1), 38-46. doi:10.1109/mprv.2014.19Finkelstein, S., Barnes, T., Wartell, Z., & Suma, E. A. (2013). Evaluation of the exertion and motivation factors of a virtual reality exercise game for children with autism. 2013 1st Workshop on Virtual and Augmented Assistive Technology (VAAT). doi:10.1109/vaat.2013.6786186Maskey, M., Lowry, J., Rodgers, J., McConachie, H., & Parr, J. R. (2014). Reducing Specific Phobia/Fear in Young People with Autism Spectrum Disorders (ASDs) through a Virtual Reality Environment Intervention. PLoS ONE, 9(7), e100374. doi:10.1371/journal.pone.0100374Stichter, J. P., Laffey, J., Galyen, K., & Herzog, M. (2013). iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism. Journal of Autism and Developmental Disorders, 44(2), 417-430. doi:10.1007/s10803-013-1881-0Bekele, E., Zheng, Z., Swanson, A., Crittendon, J., Warren, Z., & Sarkar, N. (2013). Understanding How Adolescents with Autism Respond to Facial Expressions in Virtual Reality Environments. IEEE Transactions on Visualization and Computer Graphics, 19(4), 711-720. doi:10.1109/tvcg.2013.42Cai, Y., Chia, N. K. H., Thalmann, D., Kee, N. K. N., Zheng, J., & Thalmann, N. M. (2013). Design and Development of a Virtual Dolphinarium for Children With Autism. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 21(2), 208-217. doi:10.1109/tnsre.2013.2240700Ke, F., & Im, T. (2013). Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism. The Journal of Educational Research, 106(6), 441-461. doi:10.1080/00220671.2013.832999Lorenzo, G., Pomares, J., & Lledó, A. (2013). Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome. Computers & Education, 62, 88-101. doi:10.1016/j.compedu.2012.10.028Modugumudi, Y. R., Santhosh, J., & Anand, S. (2013). Efficacy of Collaborative Virtual Environment Intervention Programs in Emotion Expression of Children with Autism. Journal of Medical Imaging and Health Informatics, 3(2), 321-325. doi:10.1166/jmihi.2013.1167Wang, M., & Reid, D. (2013). Using the Virtual Reality-Cognitive Rehabilitation Approach to Improve Contextual Processing in Children with Autism. The Scientific World Journal, 2013, 1-9. doi:10.1155/2013/716890Milne, M., Luerssen, M. H., Lewis, T. W., Leibbrandt, R. E., & Powers, D. M. W. (2010). Development of a virtual agent based social tutor for children with autism spectrum disorders. The 2010 International Joint Conference on Neural Networks (IJCNN). doi:10.1109/ijcnn.2010.5596584Loomes, R., Hull, L., & Mandy, W. P. L. (2017). What Is the Male-to-Female Ratio in Autism Spectrum Disorder? A Systematic Review and Meta-Analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 56(6), 466-474. doi:10.1016/j.jaac.2017.03.013Mesa-Gresa, P., Lozano, J. A., Llórens, R., Alcañiz, M., Navarro, M. D., & Noé, E. (2011). Clinical Validation of a Virtual Environment Test for Safe Street Crossing in the Assessment of Acquired Brain Injury Patients with and without Neglect. Lecture Notes in Computer Science, 44-51. doi:10.1007/978-3-642-23771-3_4Spreij, L. A., Visser-Meily, J. M. A., van Heugten, C. M., & Nijboer, T. C. W. (2014). Novel insights into the rehabilitation of memory post acquired brain injury: a systematic review. Frontiers in Human Neuroscience, 8. doi:10.3389/fnhum.2014.00993Pietrzak, E., Pullman, S., & McGuire, A. (2014). Using Virtual Reality and Videogames for Traumatic Brain Injury Rehabilitation: A Structured Literature Review. Games for Health Journal, 3(4), 202-214. doi:10.1089/g4h.2014.001

Customer relationship management (CRM): a bibliometric analysis

[EN] This is a bibliometric study of the publications about customer relationship management (CRM), as one of the nowadays most implemented and extended enterprise management software. The objective of this paper is twofold: on the one hand to analyse the impact and focus of influence of the different authors and entities that have been researching on CRM, and secondly to determine (based on the results of the bibliometric study of the publications on CRM) if it may be of interest to investigate and deepen the benefits and impact on CRM results as a modern and leading enterprise management solution. Bibliometrics is a fundamental field of information science that studies bibliographic material quantitatively. This study presents a bibliometric overview of CRM research using the web of science database, identifying the most prolific and influential journals, authors, institutions and countries, considering the period since 1900-2017.Guerola-Navarro, V.; Oltra Badenes, RF.; Gil Gómez, H.; Gil-Gómez, J. (2020). Customer relationship management (CRM): a bibliometric analysis. International Journal of Services Operations and Informatics. 10(3):242-268. https://doi.org/10.1504/IJSOI.2020.108988S24226810

Practical example on how to plan and develop a participatory group dynamic through an online platform, in the pursuit of Sustainable Development Goal number 4 "Quality Education”

[EN] In the current conditions of university teaching, derived from the COVID-19 pandemic, where the need for social distancing has led to the move to online sessions through various technological platforms, one of the most complicated activities to develop are group dynamics. Taking advantage of the teaching content of the university subject "Organizational Behavior and Change Management", a plan has been designed and executed to ensure that, remotely and without face-to-face interaction, students are actively involved and participate in a practical session set out precisely as group dynamic. It is specifically the game of the atomic bunker. The objective is to detect the difficulties that the online environment puts in the way of active and participatory development of the session, and to define a priori the necessary prior actions to overcome these difficulties and achieve the same intended objectives in the case of a face-to-face session. This activity is linked to the implementation of initiatives aimed at achieving Sustainable Development Goal (SDG) number 4, defined as "Quality Education", which is based on the firm conviction that education is one of the engines more powerful and proven to ensure sustainable development. The conclusions show that, despite the fact that the a priori difficulties were great, with a prior planning of communicative actions (sharing information about the principles and objectives of the session) towards the students, asking the students themselves for advice on possible energizing actions of the session, and with sufficient motivation (based on the self-conviction of the students that they themselves have participated in the design of the activity), the activity has been developed successfully and achieving results comparable to those of other courses in which it had been developed in a face-to-face format.Guerola Navarro, V.; Oltra Badenes, R.; Gil Gómez, H. (2022). Practical example on how to plan and develop a participatory group dynamic through an online platform, in the pursuit of Sustainable Development Goal number 4 "Quality Education”. En Proceedings INNODOCT/21. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 19-28. https://doi.org/10.4995/INN2021.2021.13310192

Improving the student transversal competence "Effective oral communication" in the University subject "Introduction to Business Administration"

[EN] Given that the Effective Oral Communication is a fundamental transversal competence for the personal and professional development of any student whose objective is to develop their professional future within a Company, any effort to improve the students' ability to understand their environment is very useful, to synthesize ideas about the information it receives and with which it deals, to expose the conclusions or thoughts about it, and to defend those ideas and discuss them in public if necessary. In the Degree in Business Administration and Management there are many subjects focused on knowing the economic fundamentals for decision making in companies. But the impact of the use of this economic knowledge in decision making seems to be less if the Business Decision Maker is not able to communicate and transmit clearly and effectively their thoughts and decisions [1]. This article aims to establish a development plan for the transversal competence "Effective Oral Communication" to implement during the first course of the subject Introduction to Business Administration in the Degree of Business Administration and Management of the Higher Polytechnic School of Alcoy (EPSA). The expected outcome is a development plan together with assessment surveys through which the students assess the effectiveness of this plan.Guerola-Navarro, V.; Oltra Badenes, RF.; Gil Gómez, H. (2019). Improving the student transversal competence "Effective oral communication" in the University subject "Introduction to Business Administration". IATED. 295-302. https://doi.org/10.21125/iceri.2019.0114S29530

Global satisfaction within a university subject (organizational behavior and change management) After using project based learning in times of covid-19

[EN] Project-based learning (PBL) is a learning methodology in which students take an active role and academic motivation is encouraged. The method consists of carrying out a project generally in a group, in which the theoretical concepts that give content to the teaching load of the subject are applied, and which has an eminently practical component. In the subject "Organizational Behavior and Change Management" where PBL has been applied in previous courses, we have evaluated the impact of the use of PBL in the confinement situation derived from the COVID-19 pandemic in which classes have moved to taught telematically in the middle of the school calendar and in an unexpected and unplanned way. The results confirm that PBL is an effective and more efficient methodology if possible, in these circumstances. Through direct and anonymous surveys to the students of the subject of this course, the impact of the use of PBL is evaluated both before and after the establishment of confinement and the move to online teaching.Guerola-Navarro, V.; Oltra Badenes, RF.; Gil Gómez, H. (2020). Global satisfaction within a university subject (organizational behavior and change management) After using project based learning in times of covid-19. IATED Academy. 2155-2162. https://doi.org/10.21125/iceri.2020.0517S2155216

Activity proposal for the improvement of transversal competence “Knowledge of contemporary problems” in a university subject

[EN] The sole proprietorship enterprise, in its legal form of Autonomous Worker, is one of the most frequent and important today. Both for its tax obligations, as for the specific functional and management characteristics, as well as for its relevance in the services sector, it is interesting for the students to know and to assess their details and peculiarities In the planning guide of very few subjects the special characteristics of this business model are detailed, so we think it is interesting to dedicate a practical session to know how different the management of an Autonomous Worker is from that of the rest of corporate legal forms. We sincerely believe that this practical session could improve the learning of the transversal competence “Knowledge of Contemporary Problems” by the students. We also believe that this will be a very interesting experience that will familiarize students with a business reality that they will undoubtedly find in the near future. We propose that the most appropriate format for this teaching activity is that of Active Learning, since it implies a greater active participation of students, with the expectation therefore of better learning outcomes. In this specific case, we propose that an Autonomous Worker, with some academic training in management and administration, attends to the practical session with the students of the subject, and a practical workshop is held in which simulate different aspects of working life and Business of an Autonomous Worker. The result of this activity proposal, and its greatest novelty with respect to other teaching courses, is the proposal of 7 concrete and specific blocks to work with students in "group dynamics" format, as well as the presence of an experienced external speaker with academic training enough, so that students effectively reach the development of the skill that this competence proposes. With that, students are expected to get actively involved and to learn what the professional life of this type of business model is.Guerola Navarro, V.; Gil Gómez, H.; Oltra Badenes, RF. (2021). Activity proposal for the improvement of transversal competence “Knowledge of contemporary problems” in a university subject. En Proceedings INNODOCT/20. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 41-51. https://doi.org/10.4995/INN2020.2020.11792OCS415

Exposición mediante realidad virtual para el TOC: ¿Es factible?

Virtual reality exposure therapy (VRET) is receiving increased attention, especially in the fields of anxiety and eating disorders. This study is the first trial examining the utility of VRET from the perspective of OCD patients. Four OCD women assessed the sense of presence, emotional engagement, and reality judgment, and the anxiety and disgust levels they experimented in four scenarios, called the Contaminated Virtual Environment (COVE), in which they had to perform several activities. The COVE scenarios were presented on a Full HD 46” TV connected to a laptop and to a Kinect device. Results indicate that the COVE scenarios generated a good sense of presence. The anxiety and disgust levels increased as the virtual contamination increased, and the anxiety produced was related to the emotional engagement and sense of presence.La Exposición mediante Realidad Virtual (ERV) está recibiendo una atención cada vez mayor, especialmente para los trastornos de ansiedad y los alimentarios. Este estudio es el primer ensayo que evalúa la utilidad de la ERV desde la propia perspectiva de pacientes con Trastorno Obsesivo-Compulsivo (TOC). Cuatro mujeres con TOC evaluaron la sensación de presencia, implicación emocional, el juicio de realidad, y los niveles de ansiedad y asco que experimentaban en cuatro escenarios virtuales, que denominamos Entorno Virtual Contaminado (EVCO), en los que debían realizar varias actividades. Los escenarios se presentaron en una TV Full HD de 46’’, conectada a un ordenador y a un dispositivo Kinect. Los resultados indican que EVCO produjo una buena sensación de presencia. Los niveles de ansiedad y asco aumentaron a medida que aumentaba la “contaminación” de los escenarios, y la ansiedad se asoció con la sensación de presencia y la implicación emocional

The perception of the SDGs in University students: overview and survey design

[EN] Sustainable Development Goals (SDGs) define objectives to be achieved by the year 2030. Therefore, there are less than eight years left to fulfil the purposes indicated in them, and unfortunately, everything indicate that this will not be the case, and the established objectives will not be achieved on time. Situations such as those seen daily in the global environment in terms of poverty, inequality, even in relation to unthinkable wars, such as the one between Russia and Ukraine, make the SDGs more important every day, and humanity should have them as benchmark for the development of a global society. However, the situation is quite the opposite, and although there are initiatives and a certain degree of knowledge of these SDGs, society is far from the necessary awareness and perception of their importance to achieve them. Given this lack of awareness and perception of the SDGs as something essential for the development and survival of human beings on the planet, it is essential to train young people about it. And, above all, to those who are destined to manage and direct the world in the future. They need to perceive the importance of these SDGs, something that goes far beyond seeing the SDGs as a political weapon with which to try to win votes as it seems that many of the young people perceive this UN initiativeOltra Badenes, RF.; Guerola-Navarro, V.; Gil Gómez, H.; Gil-Gómez, J.; Botella-Carrubi, D. (2022). The perception of the SDGs in University students: overview and survey design. IATED. 3325-3329. https://doi.org/https://doi.org/10.21125/edulearn.2022.08163325332

Analysis of the contribution that university students believe they can make from the development of their future profession to the achievement of the SDGs

[EN] The Sustainable Development Goals (SDGs) are seventeen interconnected global goals. These goals were designed to establish a plan that leads to a better and more sustainable future for all. To achieve the SDGs, it is necessary that different groups, entities and organizations adopt attitudes and actions in accordance with them. And, of course, a deep and sincere involvement in the business environment is essential. This business environment constitutes a stakeholder in terms of the SDGs, since it is affected by them. But above all, because it is the group that can most influence its achievement. Within this collective , it is vitally important that professionals are aligned with the SDGs in the exercise of their respective professions. But, are university students aware that the development of their future profession can help to achieve the goals of sustainable development? This paper analyzes the opinion that students of different engineering degrees have regarding the contribution they believe they can make from the development of their future profession. The study is carried out within the framework of an educational innovation and improvement project (PIME). The project is entitled ¿Design and implement taching-learning activities for training in Sustainable Development Goals (SDGs) in an integrated way with engineering studies subjects (DIASDGES)¿, and is sponsored by the Polytechnic University of Valencia.This work has been developed within the research project called Diseño e implementación de actividades de enseñanza-aprendizaje orientadas a la formación en ODS de forma integrada con asignaturas de estudios de ingeniería (Ref.: /PIME/21-22/252) funded by the Vice-Rector's Office for Teaching Staff and Academic Organization at Universitat Politècnica de València.Oltra Badenes, RF.; Guerola-Navarro, V.; Gil Gómez, H.; Botella-Carrubi, D.; Gil-Gómez, J. (2023). Analysis of the contribution that university students believe they can make from the development of their future profession to the achievement of the SDGs. IATED. 4348-4352. https://doi.org/10.21125/inted.2023.11524348435

DIASDGES: A project for design and implement Teaching-learning activities for training in Sustainable Development Goals (SDG) in an integrated way with engineering studies subjects

[EN] The Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet and improve the lives and prospects of people around the world. In 2015, all United Nations Member States approved 17 Goals as part of the 2030 Agenda for Sustainable Development, an initiative that establishes a plan to achieve the Goals established within 15 years. Currently, progress is being made in the development of this SDG initiative in many places, generating and implementing actions, strategies and policies to achieve the 17 SDGs. Nevertheless, tackling the challenges of the SDGs will require new knowledge, new ways of doing things, making tough choices between competing options, and in some cases profound transformations. Of course, this directly involves Universities, as organizations that promote technological and social progress through research, discovery, creation and adoption of knowledge. However, are college students aware of all this? They are who, in the near future, must develop and support the strategies and actions necessary to meet these objectives. Without them and their support, it is practically impossible to achieve these goals. Therefore, it is essential that university students know the SDGs and their contents. And of course, it is necessary that they are also aware of the importance they have, both for the present and for the future, and of the role that they can play in achieving those objectives, both personally and professionally.Oltra Badenes, RF.; Guerola-Navarro, V.; Gil Gómez, H.; Gil-Gómez, J.; Botella-Carrubi, D. (2022). DIASDGES: A project for design and implement Teaching-learning activities for training in Sustainable Development Goals (SDG) in an integrated way with engineering studies subjects. IATED Academy. 4267-4273. https://doi.org/https://doi.org/10.21125/inted.2022.11524267427