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- Conceptions of teaching skills in distance learning: a comparative analysis of the literature and the digital competency frameworksPublication . Loureiro, Ana Claudia; Santos Miranda Pinto, MaribelThis qualitative study conducts a comparative content analysis of the conceptions of online lecturer competence identified in the literature on distance learning and those proposed in three international digital competence frameworks for educators developed by the European Union, UNESCO, and the International Society for Technology in Education. This analysis aims to: (i) identify the conceptions of teaching competence advocated in distance learning studies and international digital competence frameworks, and (ii) characterise the main similarities and differences regarding these conceptions. The relevance of this study lies in the need to update and expand the competences required of lecturers in the online context. The results indicate that specific competences for online lecturers emphasise pedagogical and technological aspects directly related to distance teaching practice, whereas the international digital competence frameworks address a more comprehensive set of skills, including ethical, safety, and digital citizenship issues. It is concluded that lecturers' competences for online teaching transcend technical and pedagogical dimensions, equally integrating social and cultural competences. The study contributes to a broader understanding of online lecturer competences, providing insights for future teacher training initiatives in distance learning.
- O potencial da Inteligência Artificial para a inclusão de crianças neurodivergentes: uma análise de escopoPublication . Meirinhos, Manuel Florindo Alves; Loureiro, Ana ClaudiaEste trabalho, baseado na metodologia de revisão bibliográfica de escopo, tem como objetivo analisar o potencial da Inteligência Artificial (IA) para apoiar crianças com Perturbações do Espectro do Autismo (PEA). Estas tecnologias são consideradas promissoras na resolução de alguns sintomas associados a essa problemática. Destacam-se tecnologias como robôs sociais e sistemas de reconhecimento facial emocional podem oferecer intervenções personalizadas, melhorando a atenção, a comunicação e a interação social. A integração de sensores IoT e técnicas de aprendizagem de máquina permite monitorizar o estado emocional e cognitivo das crianças, possibilitando ajustes em tempo real. Apesar dos resultados promissores, verificamos que a investigação ainda está em estágios iniciais, com limitações em termos de generalização e impactos a longo prazo. As perspetivas futuras apontam para uma educação mais inclusiva e centrada na neurodiversidade, com a IA desempenhando um papel crucial na personalização da aprendizagem e no suporte às diferentes trajetórias de desenvolvimento das crianças.
- The Era of Smart LearningPublication . Meirinhos, Manuel; Loureiro, Ana ClaudiaThis chapter critically analyses the impact of artificial intelligence (AI) on contemporary education and considers the transformations imposed by the post-digital era. Starting with the observation that AI is reshaping the how we access, produce, and apply knowledge, the chapter discusses the emergence of smart learning as a new educational paradigm. It explores two main models. The first is the integration of AI into traditional educational systems, which are limited by inherited practices. The second is a transformative vision that proposes a profound restructuring of education. The study adopts an exploratory approach grounded in a narrative review of the literature. The analysis identifies three dimensions — organisational, pedagogical, and ethical — that describe how AI is shaping new learning ecosystems and redefining the teacher’s role. The study concludes that AI should not be seen as a substitute, but as a catalyst for pedagogical practices centred on the student, creativity, and critical thinking.
- B-learning as a teaching methodology in a master’s course: a pilot projectPublication . Loureiro, Ana Claudia; Silva, Paulo; Diogo, JulienThis study presents the results of a pilot project that implemented the blended learning (b-learning) modality in the Master's in Applied Communication at a Portuguese Polytechnic Institute during the 2023/2024 academic year. The primary objective of the research was to analyse students' perceptions regarding the flexibility, adaptation, and interaction provided by b-learning, as well as to evaluate its viability as a pedagogical strategy for future editions of the course. A qualitative, interpretive approach was adopted, based on the application of a questionnaire to 17 students enrolled in four course units taught partially at a distance, with support from the Moodle platform and digital resources such as videos, quizzes, and synchronous sessions via Zoom. The results demonstrate that the majority of participants valued the possibility of conciliating studies with other activities, highlighting temporal flexibility, autonomy in task management, and the usefulness of asynchronous activities for consolidating learning. Although individual differences were identified regarding adaptation to the hybrid format and pedagogical support, the majority of participants recognised blearning as a flexible and effective alternative to exclusively faceto-face teaching.