ESE - Publicações em Proceedings Indexadas à WoS/Scopus
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Percorrer ESE - Publicações em Proceedings Indexadas à WoS/Scopus por Domínios Científicos e Tecnológicos (FOS) "Ciências Sociais::Ciências da Educação"
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- Active Learning Methodologies and Digital Technologies in the Bragança Polytechnic UniversityPublication . Pinto, Liliana; Gonçalves, VítorActive learning methodologies have taken center stage during the COVID-19 pandemic. As a result, digital technologies have made it possible to support educational processes hitherto unknown to many teachers and students. This article therefore aims to understand the relationship between active learning meth-odologies and the use of digital technologies when implementing an active learning moment in the classroom (face-to-face or distance learning). The aim is therefore to see whether, in the current aca-demic year, teachers at the Bragança Polytechnic University (IPB) have started to use active learning methodologies and associated digital technologies more regularly. A case study was therefore car-ried out, based initially on a questionnaire survey of IPB teachers.The results reveal a variety of active methodologies used by teach-ers, indicating a diverse pedagogical approach. The importance of effective strategies to engage students and overcome challenges is highlighted, as is the need to develop digital skills among teachers. Despite the challenges, teachers recognize the importance of active student participation and perceive that adopting active methodol-ogies contributes to the development of relevant skills for the job market.
- Artificial Intelligence in Teaching Practice: A Case Study in Cape VerdePublication . Gonçalves, Bruno F.; Garcia, ConstantinoThis study explores the application of artificial intelligence (AI) by higher education teachers in Cape Verde, with an emphasis on the Jean Piaget University of Cape Verde, located in the city of Praia. The research analyzes how teachers integrate AI technologies into the teaching-learning process, considering their motivations, challenges, perceived benefits and projections for the future. Adopting a mixed qualitative and quantitative methodology, questionnaire surveys were administered to teachers from different areas, seeking to understand their experiences, perceptions and expectations about the impact of using AI in higher education. The results show that, despite challenges related to infrastructure and training, there is a growing use of AI tools, especially in assessment processes, personalization of teaching and learning support. The study also highlights the need for effective public policies, continuous training programs and additional incentives to boost the use of AI in higher education in Cape Verde.
- Benefits and Ethical Implications of Using Generative AI in PhD Students' Research ActivitiesPublication . Gonçalves, Bruno F.Higher education is going through a phase of constant transformation, especially in the use of generative AI by its students from the most varied study cycles. This has brought several benefits, but also ethical implications, particularly in research activities. Thus, with the development of the research we intend to obtain answers to the following research question: What are the benefits and ethical implications of using generative AI in the research activities of doctoral students? To answer this question, we conducted exploratory and descriptive research, as we explored the use of AI and described its impact on the research activities of doctoral students at a university in Mozambique. As a data collection tool, we applied a questionnaire survey to all the students in the two postgraduate courses at the respective university. A total of 117 students from both courses responded to the study, 61 of which were validated, which shows that the response rate was more than half, at 52.16% of the total sample. The results show that there are several benefits, but also ethical implications that must be considered in the research activities of doctoral students and which are crucial to guarantee the quality, transparency, and fairness of the teaching-learning process.
- Can the Digital Skills of Higher Education Students Improve as They Progress Through Their Studies?Publication . Patrício, Maria Raquel; Gonçalves, Bruno F.; Gonçalves, VítorIn recent years, there has been growing concern within the academic and scientific communities regarding the digital skills of teachers. However, it is our belief that the digital skills of students have been somewhat overlooked. We assert that it is not sufficient for teachers to possess digital skills in various areas; it is equally vital for students to develop and enhance their digital skills. This is essential for ensuring that the learning process is innovative, dynamic, and reflective of reality. Consequently, there has been a need to explore the digital skills of students in higher education. This article aims to present the findings of a questionnaire survey assessing the level of digital competence of students at the School of Education of the Polytechnic Institute of Bragança (Portugal). The questionnaire was adapted from the European Digital Competence Framework for Citizens (DigComp 2.2). The results were analyzed based on the students’ level of study (Higher Professional Technical Course, Bachelor’s Degree, and Master’s Degree) and their level of digital proficiency (basic, intermediate, advanced, and highly specialized) to identify differences and similarities among the students. The results indicate that students at all three academic levels generally perceive themselves to possess an intermediate level of digital proficiency. Therefore, it is essential that students improve their digital skills to reach the highest level of digital proficiency.
- Computational thinking in mathematics education: between curricular expectations and teaching practicesPublication . Seabra, Marcela; Domingos, António; Pires, Manuel VaraThis paper examines the gap between curricular expectations for the integration of Computational Thinking (CT) and its implementation in mathematics education. Through a reflective analysis that intersects literature with classroom experience, we argue that teachers' fragmented understanding stems not merely from training deficits but from deeper tensions between pedagogical innovation and systemic constraints. We contend that traditional mathematical competencies already implicitly incorporate core elements of CT. Instead of introducing CT as external knowledge, we propose a reconceptualization of teacher education to value existing mathematical practices as a foundation for CT development, thereby avoiding curricular overload and fostering an organic integration that empowers teachers to recognize the CT already present in their classrooms.
- Ethical Challenges in the Use of AI in the Context of Initial Teacher TrainingPublication . Patrício, Maria Raquel; Gonçalves, Bruno F.; Mesquita, ElzaIntegrating artificial intelligence (AI) in education is transforming teacher training, offering new possibilities but raising questions full of challenges. In particular, the ethical aspects related to the use of AI require reflection to ensure responsible and inclusive educational practices. This research identifies the ethical challenges associated with the use of AI in initial teacher training, based on the perceptions of students on initial teacher training courses, namely the Licentiate Degree in Basic Education and the Professional Master’s Degree Courses for teaching, at a Higher Education Institution in the northern interior of Portugal. The research was carried out through a questionnaire survey structured to collect perceptions on issues such as privacy, the responsible use of data, and the impact of AI on teaching relationships. The methodological approach is quantitative, complemented by qualitative data from open questions, with descriptive and thematic analyses to ensure the rigor and validity of the study. The sample, conducted by convenience, included 57 participants. The results aim to contribute to the training of professionals capable of integrating AI in a critical, conscious, and ethically responsible way. The study’s conclusions are intended to identify relevant ethical challenges, such as protecting privacy and the responsible use of data and raising awareness of the impact of AI on educational relationships. It is hoped to foster inclusive and ethical pedagogical practices that strengthen the capacity of future teachers to use emerging technologies effectively and equitably.
- Information systems and educational technologies to obtain a driving license in PortugalPublication . Gonçalves, Paulo; Gonçalves, VítorModernizing teaching-learning and administrative processes is crucial to meeting the challenges of contemporary society. Consequently, there is an urgent need to analyze the impact of digital transformation and technological innovation on the process of obtaining a driving license in Portugal, highlighting administrative modernization and adaptation to European directives. The Institute of Mobility and Transport (IMT) strictly regulates the driving license process. Therefore, through a literature review, this study's main objective is to explore the implications of digitalization, technological innovation, and disruptive solutions in the public sector, focusing on the driver licensing system. As a result, the role of the Internet of Things and big data in developing government products and services is explored, and educational technology is discussed, highlighting the use of simulators and e-learning platforms certified by IMT, IP (public institute) to improve candidate success and reduce accidents. Reducing bureaucracy and technologies such as augmented reality and artificial intelligence are highlighted as necessary innovations in driver training in the case study presented.
- Innovating and Modernizing Teacher Training to Prepare it for Future ChallengesPublication . Gonçalves, Bruno F.We live in a time when digital technologies play an absolutely central role in all economic sectors, including education. As education is one of the main pillars of a country’s development, there is a constant need to adapt schools to the new times. To this end, it is essential to innovate and modernize teacher training to prepare teachers for the future challenges that all this technological growth will bring us. This article aims to identify, in general, a set of innovations that can be integrated into teacher training. A bibliographic survey was carried out according to a predefined set of criteria. Once the documents had been collected, a content analysis was carried out to identify current innovative trends in teacher training. Several innovations can be organized into two broad categories: technology and pedagogy. The results highlight the importance of innovation in teacher training to make a more significant contribution to the quality of the teaching-learning process and, consequently, to student education.
- Integrating digital technologies in education: TPACK and MITICA approaches in the context of limited resourcesPublication . Gonçalves, Bruno F.; Gomes, António P. M.; Rodrigues, JoanitaThe integration of digital technologies into teaching is a central theme for modernizing education and promoting digital inclusion in developing country contexts. In Cape Verde, efforts have been made to incorporate technologies into secondary schools, in an effort to align teaching with the demands of the digital society. The research analyzes the integration of these technologies in the context of Cape Verde, highlighting the challenges and opportunities for teachers and students in the period from 2017 to 2026. A qualitative approach was used, with a literature review and analysis of national education plans and reports. The aim is to analyze how these technologies are being integrated into secondary education in the context of limited resources. The main results indicate that challenges such as limited infrastructure, resistance to change and gaps in teacher training jeopardize progress. However, opportunities emerge from public policies and international partnerships that foster improvements in infrastructure and teacher training. The application of the TPACK and MITICA models is discussed as a potential strategy to overcome the challenges.
- The Use of Digital Technologies to Support Children and Adolescents with Intellectual Disabilities in Participation and School Learning ActivitiesPublication . Castro, Sabrina Fernandes; Gonçalves, Vítor; Boueri, Iasmin Zanchi; Alles, Elisiane PerufoIn agreement with the American Association on Intellectual and Developmental Disabilities’ concept of intellectual disability, which emphasizes significant limitations in both intellectual functioning and adaptive behavior and expresses them in conceptual, social, and practical adaptive skills, we propose in this paper to discuss the support needs of children and adolescents with intellectual disabilities and the digital technologies that could support them in school participation and learning activities. To this end, we carried out a survey whose data analysis and discussion were based essentially on data collected through the version adapted for Brazilian culture of the Intensity of Support Scale for children and adolescents with Intellectual Disabilities, which was applied to 801 individuals, more specifically on data referring to four adaptive skills related to the use of digital technologies. The results show that many teachers face difficulties integrating these technologies due to inadequate training and technical support. It is, therefore, essential to educate teachers to integrate these digital devices and technologies as allies in the teaching and learning of conceptual, social, and/or practical adaptive skills.