Contributo da inteligência artificial para a literacia ambiental dos jovens – estudo exploratório sobre biodiversidade das Aves
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In the current context, characterized by challenges arising from inequalities and cultural changes, social educators play a crucial role. To effectively carry out their professional responsibilities, they must possess a broad repertoire of skills, among which socio-emotional competence stands out. However, despite its importance, the development of this competence has been relegated in initial training, with greater emphasis placed on technical and theoretical knowledge. This study examines the evolution of socio-emotional competencies in Social Education students throughout their academic training at the University of León and the Polytechnic Institute of Bragança. Using a cross-sectional design, socio-emotional competence is compared across different stages of the academic
process. The results indicate that the level of competence development is very similar in León and Bragança and that both institutions show a slight increase in the dimensions of emotional competence throughout the academic journey. The differences are so minor that they suggest the need for specific training systems to enhance them more significantly.
This article describes and analyses innovative pedagogical practices implemented in the context of higher education, focusing on the use of generative Artificial Intelligence (AI) tools in the training of future teachers. The main aims of the research were to enable students to manipulate the AIVA tool in the field of music creation and composition and to promote essential 21st-century skills such as critical thinking, creativity, and collaboration between peers. As part of the methodology, an initial questionnaire was administered to assess students’ prior knowledge, beliefs, and expectations regarding AI and its potential in music creation. The results showed a generalized familiarity with tools such as ChatGPT, especially for research and idea generation purposes, but revealed specific gaps in the use of generative AI in creative and artistic contexts. This study contributes to the academic debate around Artificial Intelligence in Education (AIEd), reflecting on the transformative possibilities of these technologies and the ethical and pedagogical challenges associated with their implementation in educational contexts.
This study aimed to assess the level of climate literacy and perceptions of climate change
among higher education students at the Polytechnic Institute of Bragança. The problem
addressed focuses on the current climate crisis, which requires high levels of climate
literacy in the population, representing one of the greatest challenges of the 21st century.
The literature shows that society's consumerism is straining ecosystems, and higher
education students are future professionals with a crucial role in mitigating this crisis. The
study adopted a quantitative approach, with descriptive and inferential statistical analysis,
involving variables such as age, gender, secondary education, and religion. The results
show that, given the urgency of mitigating climate change, levels of climate literacy among
students are still insufficient. No significant differences were identified in the age and
gender variables; however, differences were observed in the religion and secondary education of the participants. Given the seriousness and urgency of the climate crisis, schools must promote a more robust formation of aware citizens, enabling them to act
effectively in the face of the challenges of climate change.
