ESE - Publicações em Proceedings Indexadas à WoS/Scopus
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Browsing ESE - Publicações em Proceedings Indexadas à WoS/Scopus by Field of Science and Technology (FOS) "Engenharia e Tecnologia::Engenharia Eletrotécnica, Eletrónica e Informática"
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- 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.
- 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.
- Use of generative AI by PHD students: impact on productivity and skills developmentPublication . Gonçalves, Bruno F.Higher education is constantly changing, especially with the growing use of generative artificial intelligence by doctoral students. This reality has led to significant changes in the way research activities are planned, organized, and executed, directly influencing productivity and skills development. This article aims to analyze the impact of the use of generative AI on productivity and the acquisition of skills by doctoral students at a university in Mozambique. The research, exploratory and descriptive, was based on the application of a questionnaire to all students on two postgraduate courses at a higher education institution. Sixty-two responses were validated, allowing for a robust analysis of the data. The results indicate that the use of AI has significantly changed the way students plan and carry out their research tasks, facilitating productivity. However, concerns were also identified about a possible over-reliance on these tools. In addition, participants recognized that certain skills were particularly impacted by the use of AI. Despite the risks, students reported a balance between productivity gains and skills development, highlighting the importance of conscious and strategic use of AI in the academic context.