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- Impact of TikTok Usage on Higher Education Students: Addiction, Flow State, and Sense of BelongingPublication . Lopes, Cláudia; Nina de Morais, Nídia Salomé; Raposo, Rui; de Almeida Gouveia, Teresa SofiaThis research explores the impact of TikTok usage among higher education students, focusing on three dimensions: addiction, flow state, and sense of belonging. Recognising the significant role that TikTok plays in young people's digital lives, the study aims to analyse how this platform affects students at a Portuguese School of Higher Education according to these dimensions, thus contributing to a deeper understanding of the effects associated with its use. A mixed methodology was adopted, combining quantitative and qualitative methods. A sample of 125 students answered a questionnaire, and structured interviews were conducted with 6 participants. The questionnaire included specific scales to measure the flow state, sense of belonging, and signs of addiction related to TikTok usage. The interviews provided a deeper exploration of individual perceptions of the platform's impact on their lives. The results reveal that students frequently experience the flow state when using TikTok, reporting that time "flies" and that they become deeply absorbed by the content. Despite this, according to quantitative data collected, most do not consider themselves addicted to the platform. However, during the interviews, students acknowledged that TikTok can be addictive, admitting to spending more time than intended and losing track of time, suggesting a discrepancy between initial selfassessment and more in-depth reflection. Regarding the sense of belonging, most students do not feel part of the TikTok community, which may be attributed to their predominantly passive use of the platform and lack of interaction or content creation. This indicates that building a sense of belonging is linked to more active and interactive participation patterns. It is concluded that TikTok has a significant impact on higher education students, inducing flow states and potentially contributing to addictive behaviours. The absence of a sense of belonging suggests that passive usage does not foster a sense of community, which may affect how students relate to the platform and other users. These results have important implications for understanding the impact of social media on young people's well-being and mental health, highlighting the need to promote balanced and mindful usage. Future studies may focus on designing strategies aimed at mitigating potential negative effects deriving from the addictive use of this sort of technology and explore the role of content creation as a way of fostering a sense of belonging
- Welcoming linguistic diversity in What makes us humanPublication . Melão, DulceThis paper aims to explore What makes us human, by Victor Santos, with illustrations by Anna Forlati, addressing the importance of languages as cultural treasures in permanent metamorphosis through text/image synergies. The theoretical framework of the research is based on studies on the current challenges of linguistic diversity in educational contexts and on the role of “new nonfiction picturebooks” regarding the understanding of multiple facets of Education for Global Citizenship in primary school, as well as Education for Peace The following research objectives were defined: i) to investigate the role of text/image interactions regarding the development of comprehension skills to foster respect for linguistic diversity and their didactic potential; ii) to examine the multidimensional ways in which text/image synergies promote a culture of peace, aligned with Global Citizenship Education. Methodologically, synergies text/image were analyzed, and thematic nuclei were identified in line with the aims set for the research. Two categories emerged a posteriori: i) welcoming linguistic diversity and cultural heritage; ii) socio-emotional aspects related to using languages, illustrating peace. The articulation of the categories showed that the picturebook analyzed has generous didactic potential, encouraging respect for all languages as strong links to build bridges for peace and well-being. The paper has also shed light on the fundamental role of illustrations in shared reading practices to fulfil this goal.
- Propostas de fruição da ilustração nas práticas educativas de futuros professoresPublication . Melão, Dulce; Pereira, Ana; Almeida, AnaBecause of the multiple meanings they reverberate, illustrations play a fundamental role in shaping the educational practices of future teachers and can have a positive impact on their future audience. Following this line of thought, the main aim of this paper is to present a proposal for exploring the book Under the Same Moon, by Jimmy Liao, reflecting on ways to explore illustration paths in educational contexts, fostering peace education. The theoretical framework of the paper draws from: i) the potential of children’s literature to increase aesthetic sensibility, by investing on the peritextual apparatus; ii) international recommendations and national guidelines concerning peace education. In line with this, methodologically, the focus is put on the peculiarities of peritexts and their importance to nurture attention to detail in future teachers educational practices, and special attention is given to illustrations, with an emphasis on their multifaceted nature. The proposal suggested on the basis of the book selected highlights the importance of including ways of exploring the illustrations which, having a preponderant role in the development of the narrative, contribute to enhancing understanding of peace. In this sense, the proposal can be seen as a viable option for the implementation and development of educational practices by future teachers with their future audience.
- Learning with Comics: A Case Study in Arts and Multimedia EducationPublication . Marlene Ribeiro; Figueiredo, Sofia; Carneiro de Sousa, Catarina; Pixel, International ConferencesThe article presents the experience of teaching the Drawing IV curricular unit using evidence-based teaching as a framework for selecting pedagogical practice options. The aim of this research was to collect and map information that would enable improvements to be made to the curricular unit. The creation of a comic with a free theme, made up of four pages (reference) was the project launched for the students of the Arts and Multimedia degree. The project was developed in three phases, each focussed on essential aspects of constructing a visual narrative, in an active strategy of learning by doing. In the first phase, the students dedicated themselves to writing the story (original or adapted), characterisation and character studies, as well as drawing up the storyboard and an exploratory search for graphic references. During the second phase, the focus fell on studies of environments, colour, typography and page composition. The students also delved into character design, now considering expressions and actions, as well as defining shots and framing for each vignette and a detailed script for the comic strip. In the third and final phase, the students concentrated on developing the final boards. Most of them chose to work in a digital environment, which allowed them to explore and deepen techniques and styles that resulted in a wide variety of drawing syntheses. With the aim of encouraging experimental artistic publication, a selection of 12 Comics was presented in the inaugural two-volume issue of the Fanzine ESEV.
- How Destination Narratives Influence Visit IntentionPublication . Augusto, Luísa; Santos, Sara; Ferreira, Sónia; Santo, Pedro EspíritoThe competitive environment of the tourism sector requires new strategies for constructing engaging narratives to stimulate interest, raise awareness and create an emotional connection with visitors, allowing for greater involvement that can influence their visit to the destination. The conceptual model of this study aims to analyse how destination narratives promote the intention to visit, exploring the influence of narrative structure and immersion on tourists' positive emotions, attitudes and behaviours. This study uses a quantitative approach based on structural equation modelling structural equations using the AMOS software. Considering a sample of 901 respondents, this research allowed us to conclude that the narratives influenced positive emotions and attitudes towards regions, conditioning the intention to visit the destination. In this way, this study brings contributions to academia and the professional world, as it allows for a deeper understanding of effective tourism marketing strategies and their practical implications.
- Activities, Media and Technologies in the Informational Consumption Habits of Young People: An Investigation at a Polytechnic University in PortugalPublication . Nídia Salomé Morais; Joana Martins; Miguel Midões; Nina de Morais, Nídia Salomé; Martins Mota, Joana; Midões, MiguelThis article focuses on media literacy in higher education, specifically regarding the activities, media usage, and technologies among students in a media studies course in Portugal. Through research conducted as part of an exploratory project, the aim was to understand the literacy level among these students. This article presents the results obtained at two distinct moments of the study from a comparative perspective. Data were collected through a questionnaire survey in the academic years 2020/2021 and 2022/2023, which were quantitatively analysed using statistical analysis. The findings highlight the use of social media for information consumption, the prevalence of screen usage over print media, and a trend towards replacing traditional television entertainment with streaming platforms. The response trends are consistent across both survey periods, with no significant differences observed. The conclusions reveal that the use of technology by communication students is reinforced by their current habit of reading online newspapers and their use of computers and smartphones, even for entertainment purposes.
- THE EVOLUTION OF FOREIGN LANGUAGE LEARNING IN HIGHER EDUCATION: A RISKY APPROACHPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Pereira, José Manuel de Almeida; Martin, Justine; Casañ Pitarch, Ricardo; Gillain, Romain; Fidalgo, Susana; Mafalda, CarmoThe introduction of active pedagogies into teaching practices is creating renewed motivation and energy for teachers and students alike. These varied pedagogies, marked by a few trends, represent, particularly in higher education (HE), a tremendous opportunity to modernise content and make the learning environment livelier and more open. However, it should be acknowledged that many difficulties have arisen, and many challenges need to be overcome. It is not only a question of selecting suitable active teaching methods, but it is also vital to define strategies that are appropriate to the target audience, the time available, and theskills being pursued to be flexible and responsive enough to reorient learners very quickly, even during class time, and to create activities that are motivating and effective in terms of learning. The impact on assessment is evident. Digital tools play a major role in this new paradigm, but they can also lead to problems in the students' work if they do not identify with the target digital tools. Learning foreign languages (FL) is becoming more communicative and interactive. In this sense, online platforms, mobile applications, and multimedia resources offer tremendous opportunities to develop multiple skills and diversify knowledge influenced by social and professional demands. This research shows the results of studies carried out in recent years with students of the Media Studies degree at the Higher School of Education of the Polytechnic Institute of Viseu (Portugal) in FL courses. We will introduce the active teaching methods used, discuss the pedagogical devices, lesson plans and choices made regarding the digital tools used, and list the difficulties encountered by the teachers and the major challenges they had to tackle in order to guarantee and maintain the students’ motivation and commitment throughout the course. Keeping these ideas in mind, the assessment of skills and knowledge also needs to evolve to better guarantee the fulfilment of the learning objectives. In conclusion, the risks created by this deep and extremely rapid evolution are inherent to the extraordinary opportunities to rethink FL learning and test new activities characterised by promoting creativity at the HE level. The key factor lies in the adaptability of all the participants involved in the process, the willingness to move ahead, away from the comfort zone of traditional approaches and to innovate in a reasonable and effective way.
- DIGITAL TOOLS FOR FOREIGN LANGUAGE LEARNING IN HIGHER EDUCATION IN PORTUGAL: IMMEASURABLE OPPORTUNITIES AMIDST MULTIPLE CHALLENGESPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Oliveira, Isabel; Martins, Joana; Pereira, José; Martin, Justine; Casañ Pitarch, Ricardo; Gillain, Romain; Amante, Susana; Fidalgo, SusanaPedagogical innovation in higher education (HE) is a delicate subject that has already been the object of many studies. Today, it is clear that students must play a very active role in their own learning, in a process that is both increasingly individualised and collaborative, in line with the ever-changing demands of the labour market and society as a whole. Pedagogical innovation can be based on various active methodologies which rest upon numerous tools, among which digital tools currently hold a prominent place. However, it is undeniable that the various studies have attempted to draw firm conclusions about the advantages and disadvantages of the different methodologies. What's more, there are so many digital tools readily available to users on the internet that it is often difficult to make a reasoned choice that will guarantee real benefits in terms of learning outcomes right from the beginning of the work with students. In fact, each student has their own particular needs and reactions. This means that teachers need to be highly flexible and able to quickly adapt the teaching sequences they had prepared. They also need to be familiar with a wide range of active methodologies and digital tools to support students' work and they must be constantly updated to keep pace with the demands of emerging technologies. The challenges are many, but they guarantee motivation for all those involved in the educational process. This article is intended as a contribution to the discussion on the implementation of active methodologies for foreign language (FL) learning in HE, supported by a wide range of up-to-date digital tools. The experiment presented, which is the result of projects developed at the School of Education (ESEV) of the Polytechnic Institute of Viseu (Portugal), took place during the second semester of the 23-24 academic year, as part of a FL curricular unit (CU) (English and French) of the 3-year degree course in Media Studies, with a group of 25 second-year students. The general aim of this CU is to deepen the communicative skills pertaining to the career paths of these students, by mobilising the professional skills of these forthcoming media professionals. Other skills, such as the cultural and intercultural skills inherent to FL, are also worked on. The preferred methodologies are project-based learning, mobile learning, flipped learning, gamification and peer assessment, within a collaborative and constructive environment. In addition to these obvious hard skills, soft skills such as creativity, flexibility, empathy, critical thinking, interpersonal skills are all part of the learning progress. The study shows the evolution of the didactic sequence developed at the beginning of the semester, justifies the decisions taken towards the achievement of positive didactic repercussions particularly with regard to the choice of the digital tools used (for the production and dissemination of documents drawn up by the students or for gamification), systematises the reasons for the adaptation throughout the semester and outlines the difficulties encountered, as well as the advantages of these teaching choices from the point of view of the student, the teacher and the assessment procedures. It concludes with prospects for future research, in particular by considering AI as an inevitable asset within teaching-learning contexts.
- Digital tools for foreign language learning in higher education in PortugalPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Oliveira, I.M.; Martins, Joana; Pereira, José; Martin, J.; Casañ Pitarch, R.; Gillain, R.; Amante, Susana; Fidalgo, SusanaPedagogical innovation in higher education is a delicate subject that has already been the object of many studies. Today, it is clear that students must play a very active role in their own learning, in a process that is both increasingly individualised and collaborative, in line with the ever-changing demands of the labour market and society as a whole. Pedagogical innovation can be based on various active methodologies which rest upon numerous tools, among which digital tools currently hold a prominent place. However, it is undeniable that the various studies have attempted to draw firm conclusions about the advantages and disadvantages of the different methodologies. What's more, there are so many digital tools readily available to users on the internet that it is often difficult to make a reasoned choice that will guarantee real benefits in terms of learning outcomes right from the beginning of the work with students. In fact, each student has their own particular needs and reactions. This means that teachers need to be highly flexible and able to quickly adapt the teaching sequences they had prepared. They also need to be familiar with a wide range of active methodologies and digital tools to support students' work and they have to be constantly updated to keep pace with the demands of emerging technologies. The challenges are many, but they guarantee motivation for all those involved in the educational process. This article is intended as a contribution to the discussion on the implementation of active methodologies for foreign language (FL) learning in higher education, supported by a wide range of up-to-date digital tools. The experiment presented, which is the result of projects developed at the School of Education of the Polytechnic Institute of Viseu (Portugal), took place during the second semester of the 23-24 academic year, as part of a FL curricular unit (English and French) of the 3-year degree course in Media Studies, with a group of 25 second-year students. The general aim of this curricular unit is to deepen the communicative skills pertaining to the career paths of these students, by mobilising the professional skills of these forthcoming media professionals. Other skills, such as the cultural and intercultural skills inherent to FL, are also worked on. The preferred methodologies are project-based learning, mobile learning, flipped learning, gamification and peer assessment, within a collaborative and constructive environment. In addition to these obvious hard skills, soft skills such as creativity, flexibility, empathy, critical thinking, interpersonal skills are all part of the learning progress. The study shows the evolution of the didactic sequence developed at the beginning of the semester, justifies the decisions taken towards the achievement of positive didactic repercussions particularly with regard to the choice of the digital tools used (for the production and dissemination of documents drawn up by the students or for gamification), systematises the reasons for the adaptation throughout the semester and outlines the difficulties encountered, as well as the advantages of these teaching choices from the point of view of the student, the teacher and the assessment procedures. It concludes with prospects for future research, in particular by considering AI as an inevitable asset within teaching- learning contexts.
- Ensino Superior e a percepção da empatia em alunos - um estudo sobre as competências emocionaisPublication . Santos, Maria João Sousa; Sousa, Luis Nuno Figueiredo eEsta análise decorre do projeto «Percursos formativos, transição para o trabalho e empreendedorismo: perspetivas sobre o Ensino Politécnico em Portugal» objetivo de analisar a transição para o trabalho dos alunos que frequentam o último ano das licenciaturas dos Institu-tos Politécnicos de Viseu (IPV), Leiria (IPL) e Guarda (IPG). Neste âmbito, numa primeira fase da investigação, em 2019 e 2020, foi aplicado um inquérito por questionário online tendo sido obtidas 658 respostas válidas. Face à dimensão do objeto de estudo, que abrangia a totalidade dos finalistas das respetivas licenciaturas dos três Politécnicos, implica que a amostra recolhida é aleatória e não probabilística. A análise estatística das perguntas fechadas do questionário foi realizada através do programa SPSS, segundo a escala de Likert. Nesta comunicação fazemos o enquadramento sociogeográfico dos finalistas e abordaremos as motivações de acesso e as ex-pectativas face ao emprego. Paralelamente, centrar-nos-emos, nos resultados obtidos nas ques-tões relativas às competências emocionais, especificamente as que agrupamos no fator - per-ceção das emoções do outro. Assim, pretende-se apresentar os resultados que avaliam os níveis de empatia, ou seja, as perceções que facilitam a partilha mútua de sentimentos. Palavras chave: jovens adultos, competências emocionais, ensino superior, empatia