The participation of individuals with intellectual disabilities in higher education has traditionally been limited. However, this situation is gradually evolving due to the growing number of university programmes designed to foster their educational and social inclusion. At the University of A Coruña, the initiative “Espazo Compartido” offers an educational pathway focused on developing personal, social, digital, and pre-employment skills essential for autonomy and employability.

Within this context, the use of horticultural activities is proposed as an active pedagogical resource, given its proven effectiveness in enhancing mental health, promoting social inclusion, and stimulating cognitive functions through plant cultivation and participation in structured activities.

This proposal has been implemented in the TICARE project (Application of High Technology in Centres for the Care of Individuals with Intellectual Disabilities), which aims to innovate therapeutic and educational interventions through the integration of technology in the Centres for the Care of Individuals with Disabilities (CAPD) in Galicia. The HATHOR subproject (inaugurated in April 2025 at the CAPD in Coruña) consists of an indoor therapeutic orchard based on a closed hydroponic system, automated through home automation technologies, sensor networks, and remote control. The system is designed in accordance with universal accessibility principles and incorporates an interface adapted to the specific needs of individuals with intellectual disabilities, following established recommendations. It enables users to perform tasks such as watering, fertilizing, or activating the cooling system in a simple, intuitive, and safe manner—both on-site and remotely. In addition, the system supports continuous monitoring of the orchard’s condition, tracking of crop development, and automatic logging of horticultural activities and incidents. All this allows the garden to be semi-automated and for students to acquire basic digital skills. Manual tasks, such as pruning or harvesting, are carried out with the help of therapists and in compliance with accessibility and safety protocols.

The resulting educational experience integrates experiential learning, assistive technologies, and engagement with the natural environment, enhancing psychosocial well-being, active social participation, and transitions towards autonomous and meaningful adult lives.

Keywords: Digital Skills, Horticultural Therapy, Intellectual Disabilities, Orchard.