Conseil régional de Bretagne

Abstract Background Assessment of cumulative incidence of SARS-CoV-2 infections is critical for monitoring the course and the extent of the epidemic. As asymptomatic or mild cases were typically not captured by surveillance data in France, we implemented nationwide serological surveillance. We present estimates for prevalence of anti-SARS-CoV-2 antibodies in the French population and the proportion of infected individuals who developed potentially protective neutralizing antibodies throughout the first epidemic wave. Methods We performed serial cross-sectional sampling of residual sera over three periods: prior to (9-15 March), during (6-12 April) and following (11-17 May) a nationwide lockdown. Each sample was tested for anti-SARS-CoV-2 IgG antibodies targeting the Nucleoprotein and Spike using two Luciferase-Linked ImmunoSorbent Assays, and for neutralising antibodies using a pseudo-neutralisation assay. We fitted a general linear mixed model of seropositivity in a Bayesian framework to derive prevalence estimates stratified by age, sex and region. Findings In total, sera from 11 021 individuals were analysed. Nationwide seroprevalence of SARS-CoV-2 antibodies was estimated at 0.41% [0.05−0.88] mid-March, 4.14% [3.31−4.99] mid-April and 4.93% [4.02−5.89] mid-May. Approximately 70% of seropositive individuals had detectable neutralising antibodies. Seroprevalence was higher in regions where circulation occurred earlier and was more intense. Seroprevalence was lowest in children under 10 years of age (2.72% [1.10−4.87]). Interpretation Seroprevalence estimates confirm that the nationwide lockdown substantially curbed transmission and that the vast majority of the French population remains susceptible to SARS-CoV-2. Low seroprevalence in school age children suggests limited susceptibility and/or transmissibility in this age group. Our results show a clear picture of the progression of the first epidemic wave and provide a framework to inform the ongoing public health response as viral transmission is picking up again in France and globally. Funding Santé publique France.

In the European Union, smart specialization is an important concept in regional policy. Its primary aim is to achieve inclusive and sustainable economic growth. There is a lack of convenient region specific measures to operationalize smart specialization startegies (S3). The purpose of the paper is to find “indices of smart specialization” on a regional level. We propose indices that are based on (1) the rate of industrial diversification, (2) revealed comparative advantage and (3) regions’ overall relative specialization. In the empirical part, we analyze smart specialization in Finland using structural data provided by Statistics Finland for seventy sub-regions (LAU1) and 24 sub-industries in manufacturing. These industries are the most important for exports, productivity, and regional economic performance for a small country. The following indices are used in empirical evaluations: Herfindahl-Hirschman Index (HHI) for regional diversity, Balassa-Hoover Index (BHI) for revealed comparative advantage, and Region’s Relative Specialization Index (RRSI) for aggregate regional specialization differences. The concept of smart specialization is related to these measures. Index analyses reveal that many growing sub-regions have similar comparative advantages. This means inter-regional synergy, and it enables opportunities for strategic cooperation between regions. To develop smart specialization strategies for Europe’s regions, we need these kinds of empirical knowledge-based management tools and planning approaches.

Safe reprocessing of medical devices through cleaning, disinfection, and sterilization is essential for the prevention of health care associated infections (HAI) and to guarantee patient safety. Several studies detected residual contamination and even severe infections of patients, despite carrying out reprocessing. To develop appropriate solutions, the existing situation in Germany and selected European countries was analyzed. Additionally, in 27 medical practitioners' offices and 14 hospitals, the true practice of reprocessing was analyzed using a questionnaire, a checklist, and inspection on site. A structured analysis of potential alternatives to the internal reprocessing was conducted within the German and European context. The results indicate that the conditions for the execution of the reprocessing process in the analyzed health facilities in southern Hesse (Germany) do not satisfy legal requirements. The detected deficiencies were consistent with other reports from Germany and Europe. The analysis gave insight into several reasons for the detected deficiencies. The three main reasons were the high costs for proper implementation, the subjective value assigned to the reprocessing unit in health care facilities, and deficits in monitoring by the health authority. Throughout the European Union, a similar regulatory framework for the performance of the reprocessing process exists, while the environment, structures of the health systems and administrative supervision vary significantly. The German states as well as selected European countries are currently discussing the challenges of increased quality-assured execution of the reprocessing process. For instance, the same supervisory system for hospitals and medical practitioners should be established at an equal standard. Alternatives such as the use of single-use medical devices, outsourcing the decontamination processes, or the cooperation of health facilities may be considered. This paper also discusses economic and ecological aspects. Finally, different options are recommended to ensure the exclusive use of reliable medical devices for surgical procedures that guarantee an adequate standard of patient safety within economic constraints.

This paper reviews the scope for the rural land use sector to support emissions reduction with particular reference to the role of forestry. A bottom-up approach is adopted to explore the relative contribution of different land-based activities in the region and explore the Scottish policy context and the scope for emissions reduction through new tree planting. It is concluded that the institutional architecture is incomplete, in that although the Rural Development Programme supports afforestation, informal institutions, especially farmer antipathy, militate against afforestation. Ground-truthing indicates scope for major efficiency gains in emissions reduction if tradable solutions are pursued. There is scope for policy enhancement and, if land use sector carbon emissions were offset against farm-produced renewable energy and carbon emissions were taxed, a significant flow of money from low ground farms to the disadvantaged hill areas would be likely, as these areas have the greatest potential with respect to climate change mitigation.

La educación inclusiva y la innovación pedagógica son pilares esenciales para avanzar hacia sistemas educativos más equitativos. Esta base de datos contiene 31 proyectos Erasmus+ reconocidos como buenas prácticas, analizando enfoques que combinan metodologías activas, tecnologías digitales y estrategias socioemocionales. ---------------------- Inclusive education and pedagogical innovation are essential pillars for moving towards more equitable education systems. This database contains 31 Erasmus+ projects recognized as best practices, analyzing approaches that combine active methodologies, digital technologies, and socio-emotional strategies.

Este artículo analiza la importancia de la evaluación en los proyectos educativos europeos, destacando su papel esencial en todas las fases del ciclo de vida del proyecto: inicial, en curso y final. Presenta metodologías para definir indicadores de evaluación relacionados con los recursos, resultados, actividades e impactos a largo plazo, matizando la diferencia entre indicadores cuantitativos y cualitativos. Además, se describe el uso de instrumentos como encuestas, entrevistas y pruebas para recopilar datos y medir resultados. Sobre esa base se proporcionan ejemplos tanto de indicadores como de instrumentos, viendo algunos posibles usos en proyectos educativos europeos. En ese marco, se explora el modelo EFQM como marco integral para el aseguramiento de la calidad y la mejora continua en estos proyectos. Por último, se discuten las limitaciones actuales, las recomendaciones para superarlas y las implicaciones prácticas de la aplicación de estos enfoques en futuros proyectos educativos a escala europea. --- This article discusses the importance of assessment in European educational projects, highlighting its essential role in all phases of the project life cycle: initial, ongoing and final. It presents methodologies for defining assessment indicators related to resources, outcomes, activities and long-term impacts, differentiating between quantitative and qualitative indicators. In addition, it describes the use of instruments such as surveys, interviews and tests to collect data and measure results. On that basis, examples of both indicators and instruments are provided, looking at some possible uses in European educational projects. Within this framework, the EFQM model is explored as a comprehensive framework for quality assurance and continuous improvement in these projects. Finally, current limitations, recommendations for overcoming them and practical implications for the application of these approaches in future educational projects at European level are discussed.

Urbanisation reshapes habitat structure, resource availability, and movement pathways for many wildlife species, often creating novel selective pressures and management challenges. The Australian white ibis ( Threskiornis molucca) has rapidly expanded from its historic range into eastern Australian cities, causing some conflicts with people, yet the genetic and demographic processes underpinning this shift remain poorly understood. We used SNP‑based genomic data from 184 individuals sampled across 15 colonies in the Moreton Bay region of Southeast Queensland to investigate population structure, genetic diversity, inbreeding, dispersal, and landscape resistance. Genetic diversity was moderate across sites (He 0.134–0.166; Ho 0.084–0.145), and pairwise FST values were uniformly low (<0.14), consistent with widespread gene flow, though two colonies exhibited elevated inbreeding (F IS = up to 0.28), suggesting local dispersal constraints. Kinship analyses confirmed both within- and cross-colony sibling and parental relatedness, providing direct evidence of recent interbreeding and movement. We found a balanced sex ratio and no evidence of sex-biased dispersal. Landscape resistance models revealed that genetic differentiation was only weakly associated with habitat variables, a striking contrast to many urban adaptation studies where anthropogenic features typically fragment populations. This suggests that urban development may paradoxically facilitate connectivity for this species by creating a network of resource-rich foraging and breeding sites that promote movement. Together, these results demonstrate that ibis in this region form a single, interconnected population with high gene flow and demographic resilience, rather than a classic metapopulation. Management seeking to minimise human-ibis conflict therefore requires coordinated, landscape-scale strategies addressing resource availability and inter-site movement, rather than colony-specific approaches alone.

This article unveils a study conducted on European educational projects falling under the Erasmus+ umbrella, categorized as exemplars of good practice, and linked to electronic learning or the integration of Information and Communication Technologies (ICT) in education. These research initiatives span diverse educational sectors and propose ICT-driven learning frameworks that engage both students and educators, using the methodology of systematic review of research projects that provides a scientific method with clear stages. The garnered findings have led to the developing of a methodological framework slated for presentation within the researcher's doctoral thesis. Furthermore, this framework will be accessible through a website, open to all interested parties. Given their status as exemplar projects, this research has a dual role: facilitating the utilization and dissemination of the resources cultivated in these projects while also serving as an inspirational wellspring for novel projects in similar veins. Noteworthy within projects that have stood the test of time are their genuine utility for the targeted educational communities, the deployment of pioneering methodologies involving both teachers and students and their successful implementation within participating institutions. Proceedings for the 14th International Conference on e-Learning 2023, September 28-19, 2023, Belgrade, Serbia EMAIL: malonsca@gmail.com (A. 1); fgarcia@usal.es (A. 2) ORCID: 0000-0003-4745-9364 (A. 1); 0000-0001-9987-5584 (A. 2) © 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org)

A study was conducted to assess the levels of anxiety and depression symptoms in combat veterans who had experienced stress-related psychiatric disorders. The objective is to analyze the severity of anxiety and depression symptoms in combatants with stress-associated mental disorders. The study included 129 combatants divided into three groups: adjustment disorder (n=36), post-traumatic stress disorder (PTSD) (n=63), and controls without mental disorders (n=30). Assessment included clinical interviews based on ICD-10 criteria, Beck Depression Inventory-II, and Beck Anxiety Inventory. Combatants with stress-associated disorders demonstrated significantly higher levels of depression and anxiety compared to controls. The PTSD group showed higher depression scores (27.44±10.93) than the adjustment disorder group (21.89±13.29, p=0.047). Severe depression was observed in 39.7% of PTSD patients and 27.8% of adjustment disorder patients. Anxiety levels were highest in the PTSD group (35.13±11.07), followed by the adjustment disorder group (27.57±16.93, p=0.026). Most notably, 93.7% of PTSD patients exhibited severe anxiety compared to 63.9% in the adjustment disorder group. While depression severity showed some differences between diagnostic groups, anxiety symptoms were significantly higher in PTSD patients compared to those with adjustment disorders, suggesting the need for targeted therapeutic approaches for each disorder type. Streslə əlaqədar psixi pozuntulara məruz qalmış döyüş iştirakçılarında həyəcanlanma və depressiya əlamətlərinin səviyyəsini öyrənmək məqsədilə tədqiqat aparılmışdır. Tədqiqata cəlb edilmiş 129 kombatant 3 qrupa bölünmüşdür: 1) adaptasiya pozuntusu olanlar – 36 nəfər; 2) posttravmatik stres pozuntusu (PTSP) olanlar – 63 nəfər; 3) psixi pozuntusu olmayanlar (kontrol qrupu) – 30 nəfər. Qiymətləndirmə məqsədilə MKB-10 meyarlarına əsasən klinik müayinə, Bekin (Beck) həyəcanlanma-narahatlıq sorğusu (Beck Anxiety Inventory) və Bekin depressiya sorğusu (Beck Depression Inventory – II) meyarlarından istifadə edilmişdir. Streslə əlaqəli pozuntuları olan döyüşçülərdə depressiya və həyəcanlanma səviyyəsinin kontrol qrupundakına nisbətən yüksək olduğu müşahidə edilmişdir. PTSP qrupunda depressiya əlamətləri (27,44±10,93) adaptasiya pozuntusu olanlar qrupundakına nisbətən yüksək (21,89±13,29; p=0,047) olmuşdur. Ağır depressiya halı PTSP qrupunda pasiyentlərin 39,7 %-də, adaptasiya pozuntusu qrupunda isə − 27,8 %-də bu müşahidə edilmişdir. Həyəcanlanma-narahatlıq səviyyəsi PTSP qrupunda ən yüksək səviyyədə (35,13±11,07) olmuş və adaptasiya qrupunda bir qədər aşağı nəticə vermişdir (27,57±16,93; p=0,026). PTSP qrupundakı pasiyentlərdən 93,7%-də, adaptasiya pozulması olan qrupun pasiyentlərindən isə 63,9 %-də güclü həyəcan hissi müşahidə edilmişdir. Narahatlıq səviyyəsi isə PTSP qrupunda daha yüksək olmuşdur. Alınmış nəticələrdən belə məlum olur ki, PTSP olan xəstələr daha çox narahatlıq keçirirlər və hər bir psixi pozuntu növü üçün fərdi şəkildə məqsədyönlü müalicə təyin etmək lazımdır. Проведено исследование с целью проанализировать выраженность симптомов тревоги и депрессии у участников боевых действий со стресс-ассоциированными психическими расстройствами. В исследование были включены 129 комбатантов, разделенных на три группы: 1) расстройство адаптации (n=36), 2) посттравматическое стрессовое расстройство (ПТСР) (n=63) и 3) контрольная группа без психических расстройств (n=30). Оценка включала клиническое интервью на основе критериев МКБ-10, опросник депрессии Бека (Beck Depression Inventory-II) и опросник тревоги Бека (Beck Anxiety Inventory). Бойцы со стресс-ассоциированными расстройствами продемонстрировали значительно более высокие уровни депрессии и тревоги по сравнению с контрольной группой. В группе ПТСР показатели депрессии были выше (27,44±10,93), чем в группе расстройств адаптации (21,89±13,29, p=0,047). Тяжелая депрессия наблюдалась у 39,7% пациентов с ПТСР и у 27,8% пациентов с расстройством адаптации. Уровень тревоги был самым высоким в группе ПТСР (35,13±11,07), за ней следовала группа расстройств адаптации (27,57±16,93, p=0,026). Примечательно, что 93,7 % пациентов с ПТСР демонстрировали сильную тревогу по сравнению с 63,9 % в группе расстройств адаптации. В то время, как тяжесть депрессии имела незначительные различия между диагностическими группами, симптомы тревоги были значительно выше у пациентов с ПТСР по сравнению с пациентами с расстройствами адаптации, что указывает на необходимость целенаправленных терапевтических подходов для каждого типа расстройств.

This article unveils a study conducted on European educational projects falling under the Erasmus+ umbrella, categorized as exemplars of good practice, and linked to electronic learning or the integration of Information and Communication Technologies (ICT) in education. These research initiatives span diverse educational sectors and propose ICT-driven learning frameworks that engage both students and educators, using the methodology of systematic review of research projects that provides a scientific method with clear stages. The garnered findings have led to the developing of a methodological framework slated for presentation within the researcher's doctoral thesis. Furthermore, this framework will be accessible through a website, open to all interested parties. Given their status as exemplar projects, this research has a dual role: facilitating the utilization and dissemination of the resources cultivated in these projects while also serving as an inspirational wellspring for novel projects in similar veins. Noteworthy within projects that have stood the test of time are their genuine utility for the targeted educational communities, the deployment of pioneering methodologies involving both teachers and students and their successful implementation within participating institutions. Proceedings for the 14th International Conference on e-Learning 2023, September 28-19, 2023, Belgrade, Serbia EMAIL: malonsca@gmail.com (A. 1); fgarcia@usal.es (A. 2) ORCID: 0000-0003-4745-9364 (A. 1); 0000-0001-9987-5584 (A. 2) © 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org)

Este artículo analiza la importancia de la evaluación en los proyectos educativos europeos, destacando su papel esencial en todas las fases del ciclo de vida del proyecto: inicial, en curso y final. Presenta metodologías para definir indicadores de evaluación relacionados con los recursos, resultados, actividades e impactos a largo plazo, matizando la diferencia entre indicadores cuantitativos y cualitativos. Además, se describe el uso de instrumentos como encuestas, entrevistas y pruebas para recopilar datos y medir resultados. Sobre esa base se proporcionan ejemplos tanto de indicadores como de instrumentos, viendo algunos posibles usos en proyectos educativos europeos. En ese marco, se explora el modelo EFQM como marco integral para el aseguramiento de la calidad y la mejora continua en estos proyectos. Por último, se discuten las limitaciones actuales, las recomendaciones para superarlas y las implicaciones prácticas de la aplicación de estos enfoques en futuros proyectos educativos a escala europea. --- This article discusses the importance of assessment in European educational projects, highlighting its essential role in all phases of the project life cycle: initial, ongoing and final. It presents methodologies for defining assessment indicators related to resources, outcomes, activities and long-term impacts, differentiating between quantitative and qualitative indicators. In addition, it describes the use of instruments such as surveys, interviews and tests to collect data and measure results. On that basis, examples of both indicators and instruments are provided, looking at some possible uses in European educational projects. Within this framework, the EFQM model is explored as a comprehensive framework for quality assurance and continuous improvement in these projects. Finally, current limitations, recommendations for overcoming them and practical implications for the application of these approaches in future educational projects at European level are discussed.

Informal settlements in Namibia face chronic sanitation challenges that jeopardize both the health and economic stability of their residents. This article presents a dual case study of the Democratic Resettlement Community (DRC) in Swakopmund, combining two original research projects to examine how poor sanitation affects both household well-being and small business performance. Using a hybrid conceptual framework that draws on environmental health theory and urban political ecology, the study analyses qualitative and quantitative data collected between 2021 and 2023. Findings from the first study reveal that inadequate sanitation infrastructure marked by open defecation, inaccessible public toilets, and exposure to waste leads to significant health costs, particularly for children, and forces households to divert income toward medical care and hygiene needs. The second study highlights how sanitation-related limitations, such as water scarcity, long travel distances to toilets, and customer aversion to unhygienic environments, lead to product spoilage, business closures, and heightened vulnerability to theft. Together, the findings demonstrate that sanitation is not a compartmentalized public health issue but a multidimensional urban development challenge that constrains both human well-being and economic productivity. The article recommends an integrated sanitation strategy led by municipalities, the Ministry of Health and Social Services, local entrepreneurs, and community groups. Such a strategy must prioritize affordable infrastructure, youth-led sanitation initiatives, and inclusive policy dialogue. Ultimately, achieving urban sustainability in Namibia demands that sanitation be reframed as both a health right and an economic enabler.Compliance with ethical standards. Both the studies that form the empirical basis for this paper were approved by the Decentralized Ethical Committee at the University of Namibia (Certificates numbers: UNAM-DEC-HSS/07/04/2021 of 18/05/2021 AND DEC-OSH-0025 of 17/12/2022) and were conducted in accordance with the generally accepted scientific principles of the Declaration of Helsinki of the World Medical Association (2013 edition).Contribution: Kamanzi A.F. – Concept and design of the study, writing text, editing; Shapumba S. – collection of material and data processing, editing; Shilongo O.M.D. – collection of material and data processing, editing. All co-authors – approval of the final version of the article, responsibility for the integrity of all parts of the article.Funding. The study had no financial support.Conflict of interest. The authors declare the absence of obvious and potential conflicts of interest in connection with the publication of this article.Received: June 15, 2025 / Accepted: December 2, 2025 / Published: March 13, 2026

La educación inclusiva y la innovación pedagógica son pilares fundamentales para construir sociedades más equitativas y cohesionadas. Conscientes de este desafío, diversos proyectos Erasmus+ han impulsado iniciativas para atender a la diversidad y mejorar las prácticas educativas en Europa. A través de una revisión sistemática de 31 proyectos seleccionados como buenas prácticas en inclusión, se analizaron enfoques que combinan metodologías activas, tecnologías digitales y estrategias de intervención socioemocional. La metodología consistió en clasificar los proyectos según su principal ámbito de acción (inclusión educativa directa, inclusión social, tecnología inclusiva o proyectos mixtos), identificar los productos tangibles generados y valorar su potencial de transferibilidad. Los resultados muestran una alta producción de recursos educativos abiertos, tales como manuales prácticos, plataformas de aprendizaje, actividades gamificadas, programas de formación docente, guías para la mediación escolar y contenidos de alfabetización digital, entre otros. Estos recursos, en su mayoría multilingües y de acceso libre, ofrecen modelos replicables que fortalecen las competencias del profesorado y enriquecen los entornos de aprendizaje, aunque su aplicación generalizada sigue enfrentando retos como la brecha digital o la escasez de personal especializado en algunos contextos. Además, la integración de metodologías inclusivas, el uso de tecnologías accesibles y el fomento de competencias socioemocionales contribuyen a mejorar la calidad pedagógica en los centros educativos. La sistematización y difusión de estas buenas prácticas refuerza la idea de que los proyectos Erasmus+ no solo innovan, sino que dejan un legado que puede orientar políticas públicas más eficaces, impulsar la participación de colectivos vulnerables y construir una comunidad educativa europea más inclusiva y resiliente. --- Inclusive education and pedagogical innovation are fundamental pillars for building more equitable and cohesive societies. Aware of this challenge, various Erasmus+ projects have launched initiatives to address diversity and improve educational practices across Europe. Through a systematic review of 31 projects identified as good practices in inclusion, approaches combining active methodologies, digital technologies, and socio-emotional intervention strategies were analysed. The methodology involved classifying projects according to their main focus (direct educational inclusion, social inclusion, inclusive technology, or mixed approaches), identifying the tangible outcomes produced, and assessing their transferability potential. The results show a high production of open educational resources, such as practical manuals, learning platforms, gamified activities, teacher training programs, peer mediation guides, and digital literacy materials, among others. These resources, mostly multilingual and openly accessible, offer replicable models that strengthen teachers' competencies, enrich learning environments, and promote educational equity. Furthermore, the integration of inclusive methodologies, the use of accessible technologies, and the promotion of socio-emotional skills contribute to improving pedagogical quality in schools. The systematization and dissemination of these good practices reinforce the idea that Erasmus+ projects not only foster innovation but also leave a sustainable legacy to transform teaching, promote the participation of vulnerable groups, and build a more inclusive and resilient European educational community.

La educación inclusiva y la innovación pedagógica son pilares esenciales para avanzar hacia sistemas educativos más equitativos. Esta base de datos contiene 31 proyectos Erasmus+ reconocidos como buenas prácticas, analizando enfoques que combinan metodologías activas, tecnologías digitales y estrategias socioemocionales. ---------------------- Inclusive education and pedagogical innovation are essential pillars for moving towards more equitable education systems. This database contains 31 Erasmus+ projects recognized as best practices, analyzing approaches that combine active methodologies, digital technologies, and socio-emotional strategies.

Susan Míriam Oblitas-Guerrero,1 Ana Milagro Salazar Barrios,2,3 Iris Amanda Benel Alarcón,2,4 Flor Cecilia Salgado Montenegro,2,5 Mary Judith Heredia Mondragón,2,6 Susan Del Rosario Santamaría Oblitas,7 Jacksaint Saintila8 1School of Nursing, Universidad Señor de Sipán, Chiclayo, Peru; 2Research Unit of the Regional Councils (UDICOR), Regional Council IX, Lambayeque, Peruvian College of Nurses, Chiclayo, Peru; 3Geriatrics Department, Hospital Nacional Almanzor Aguinaga Asenjo, Chiclayo, Peru; 4Primary Health Care Unit, Health Service Provider Institutions (IPRESS) Reque, Chiclayo, Peru; 5Ophthalmology Department, Hospital Regional Lambayeque, Chiclayo, Peru; 6School of Nursing, Universidad Católica Santo Toribio de Mogrovejo, Chiclayo, Perú; 7School of Human Medicine, Universidad Católica Santo Toribio de Mogrovejo, Chiclayo, Perú; 8School of Human Medicine, Universidad Señor de Sipán, Chiclayo, PerúCorrespondence: Jacksaint Saintila, School of Human Medicine, Universidad Señor de Sipán, Km 5, Carretera a Pimentel, Chiclayo, Lambayeque, 14001, Perú, Email jacksaintsaintila@gmail.comBackground: Functional capacity is a key component of healthy aging, as it reflects the degree of autonomy of older adults in their daily activities. In regions of Peru such as Lambayeque, information on factors associated with functionality in this population is still limited, which makes it difficult to plan preventive and social support interventions.Objective: Assess functional capacity and its sociodemographic and health determinants in older adults in the Lambayeque region, Peru.Methods: A cross-sectional study was conducted in 2025 with a sample of 657 adults aged 60 years and older selected through stratified sampling. Functional capacity was evaluated using the Katz Index and the Lawton and Brody Scale for basic and instrumental activities of daily living (BADL and IADL). Descriptive statistics, bivariate tests, and binary logistic regression were applied.Results: Among participants, 58.9% were women, and more than half presented some degree of functional dependence. Logistic regression showed that being male was associated with lower odds of functional dependence (OR = 0.33; 95% CI: 0.17– 0.63; p = 0.001). In contrast, age ≥ 75 years (OR = 2.71; 95% CI: 1.56– 4.71; p = 0.001), unemployment (OR = 2.50; 95% CI: 1.12– 5.56; p = 0.041), and multimorbidity (two or more chronic conditions; OR = 1.89; 95% CI: 1.07– 3.34; p = 0.028) were significantly associated with higher odds of functional dependence.Conclusion: Older adults who are unemployed, have multiple chronic diseases, or are of advanced age are more vulnerable to functional dependence. These findings underscore the importance of early detection, functional health monitoring, and programs promoting independence and active aging in older populations in Peru.Keywords: functional status, healthy aging, activities of daily living, chronic disease, elder care

La educación inclusiva y la innovación pedagógica son pilares fundamentales para construir sociedades más equitativas y cohesionadas. Conscientes de este desafío, diversos proyectos Erasmus+ han impulsado iniciativas para atender a la diversidad y mejorar las prácticas educativas en Europa. A través de una revisión sistemática de 31 proyectos seleccionados como buenas prácticas en inclusión, se analizaron enfoques que combinan metodologías activas, tecnologías digitales y estrategias de intervención socioemocional. La metodología consistió en clasificar los proyectos según su principal ámbito de acción (inclusión educativa directa, inclusión social, tecnología inclusiva o proyectos mixtos), identificar los productos tangibles generados y valorar su potencial de transferibilidad. Los resultados muestran una alta producción de recursos educativos abiertos, tales como manuales prácticos, plataformas de aprendizaje, actividades gamificadas, programas de formación docente, guías para la mediación escolar y contenidos de alfabetización digital, entre otros. Estos recursos, en su mayoría multilingües y de acceso libre, ofrecen modelos replicables que fortalecen las competencias del profesorado y enriquecen los entornos de aprendizaje, aunque su aplicación generalizada sigue enfrentando retos como la brecha digital o la escasez de personal especializado en algunos contextos. Además, la integración de metodologías inclusivas, el uso de tecnologías accesibles y el fomento de competencias socioemocionales contribuyen a mejorar la calidad pedagógica en los centros educativos. La sistematización y difusión de estas buenas prácticas refuerza la idea de que los proyectos Erasmus+ no solo innovan, sino que dejan un legado que puede orientar políticas públicas más eficaces, impulsar la participación de colectivos vulnerables y construir una comunidad educativa europea más inclusiva y resiliente. --- Inclusive education and pedagogical innovation are fundamental pillars for building more equitable and cohesive societies. Aware of this challenge, various Erasmus+ projects have launched initiatives to address diversity and improve educational practices across Europe. Through a systematic review of 31 projects identified as good practices in inclusion, approaches combining active methodologies, digital technologies, and socio-emotional intervention strategies were analysed. The methodology involved classifying projects according to their main focus (direct educational inclusion, social inclusion, inclusive technology, or mixed approaches), identifying the tangible outcomes produced, and assessing their transferability potential. The results show a high production of open educational resources, such as practical manuals, learning platforms, gamified activities, teacher training programs, peer mediation guides, and digital literacy materials, among others. These resources, mostly multilingual and openly accessible, offer replicable models that strengthen teachers' competencies, enrich learning environments, and promote educational equity. Furthermore, the integration of inclusive methodologies, the use of accessible technologies, and the promotion of socio-emotional skills contribute to improving pedagogical quality in schools. The systematization and dissemination of these good practices reinforce the idea that Erasmus+ projects not only foster innovation but also leave a sustainable legacy to transform teaching, promote the participation of vulnerable groups, and build a more inclusive and resilient European educational community.