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Contributos da inteligência artificial para o ensino secundário: estudo de caso em Cabo Verde e Portugal
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Num cenário de rápidas transformações na educação, surgem frequentemente diferentes desafios para as instituições educativas e para os intervenientes no processo de
ensino-aprendizagem. Um dos principais desafios consiste na necessidade de promover processos de aprendizagem inovadores através das tecnologias emergentes, especialmente as baseadas em inteligência artificial (IA) (Bezerra et al., 2024) A integração da IA no ensino secundário possibilita aos professores o desenvolvimento de competências digitais essenciais, promovendo ambientes de aprendizagem mais dinâmicos e interativos, contribuindo significativamente para a melhoria da qualidade do ensino. A investigação procura compreender os contributos da IA para a inovação do processo ensino-aprendizagem no ensino secundário em Cabo Verde e em Portugal. Para tal, adota-se o referencial teórico TPACK (Mishra & Koehler, 2006) para analisar de que forma os professores incorporam as tecnologias de IA nas suas estratégias de ensino, garantindo o salvaguardar das questões éticas. Para responder à questão de investigação foram formuladas quatro proposições ou hipóteses que serão verificadas através de uma abordagem mista, combinando métodos quantitativos e qualitativos sobre as dimensões do conhecimento TPACK. A análise quantitativa incide nas dimensões de contexto de aprendizagem e tecnologia, sendo realizada através do inquérito por questionário. Já a análise qualitativa foca-se nas dimensões de pedagogia e conteúdo, recorrendo ao inquérito por entrevista e a revisão da literatura. Para a verificação das proposições, optou-se por uma pesquisa descritiva através do estudo de caso múltiplo incorporado, que permite uma compreensão holística da problemática em estudo. Os resultados obtidos evidenciam a existência de um conjunto de potencialidades da IA para a inovação das práticas educativas no ensino secundário em Cabo Verde e em Portugal. Essas potencialidades poderão contribuir para o desenvolvimento de políticas educativas inovadoras, potenciando a qualidade da educação e o uso de tecnologias digitais (TD), com foco em IA, no contexto de ensino secundário.
In a scenario of rapid change in education, different challenges often arise for educational institutions and those involved in the teaching-learning process. One of the main challenges is the need to promote innovative learning processes through emerging technologies, especially those based on artificial intelligence (AI) (Bezerra et al., 2024). The integration of AI in secondary education enables teachers to develop essential digital skills, promoting more dynamic and interactive learning environments, contributing significantly to improving the quality of teaching. The research seeks to understand the contributions of AI to innovation in the teaching-learning process in secondary education in Cape Verde and Portugal. To this end, the theoretical framework TPACK (Mishra & Koehler, 2006) is adopted to analyse how teachers incorporate AI technologies into their teaching strategies, ensuring that ethical issues are safeguarded. To answer the research question, four propositions or hypotheses were formulated, which will be verified through a mixed approach, combining quantitative and qualitative methods on the dimensions of TPACK knowledge. The quantitative analysis focuses on the dimensions of learning context and technology and is carried out through a questionnaire survey. The qualitative analysis focuses on the dimensions of pedagogy and content, using interviews and a review of the literature. To verify the propositions, we opted for descriptive research through an embedded multiple case study, which allows for a holistic understanding of the issue under study. The results obtained show that AI has a number of potentialities for innovating educational practices in secondary education in Cape Verde and Portugal. These potentialities could contribute to the development of innovative educational policies, enhancing the quality of education and the use of digital technologies (DT), with a focus on AI, in the context of secondary education.
In a scenario of rapid change in education, different challenges often arise for educational institutions and those involved in the teaching-learning process. One of the main challenges is the need to promote innovative learning processes through emerging technologies, especially those based on artificial intelligence (AI) (Bezerra et al., 2024). The integration of AI in secondary education enables teachers to develop essential digital skills, promoting more dynamic and interactive learning environments, contributing significantly to improving the quality of teaching. The research seeks to understand the contributions of AI to innovation in the teaching-learning process in secondary education in Cape Verde and Portugal. To this end, the theoretical framework TPACK (Mishra & Koehler, 2006) is adopted to analyse how teachers incorporate AI technologies into their teaching strategies, ensuring that ethical issues are safeguarded. To answer the research question, four propositions or hypotheses were formulated, which will be verified through a mixed approach, combining quantitative and qualitative methods on the dimensions of TPACK knowledge. The quantitative analysis focuses on the dimensions of learning context and technology and is carried out through a questionnaire survey. The qualitative analysis focuses on the dimensions of pedagogy and content, using interviews and a review of the literature. To verify the propositions, we opted for descriptive research through an embedded multiple case study, which allows for a holistic understanding of the issue under study. The results obtained show that AI has a number of potentialities for innovating educational practices in secondary education in Cape Verde and Portugal. These potentialities could contribute to the development of innovative educational policies, enhancing the quality of education and the use of digital technologies (DT), with a focus on AI, in the context of secondary education.