CEDH - Contribuições em Revistas Científicas / Contribution to Journals
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- Contributo para a inclusão de alunos com dislexia no ensino superiorPublication . Almeida, Maria de FátimaEm Portugal, diretrizes sustentam políticas e regulamentos que as Instituições de ensino superior já instituíram e publicaram para acautelar a inclusão de alunos com dificuldades e/ou deficiência no ensino superior. Este artigo revisita estudos já publicados e apresenta narrativas recolhidas pela autora, com o objetivo de contribuir para a compreensão da necessidade de atendimento diferenciado a alunos com Dislexia no ensino superior. As narrativas publicadas neste artigo permitem concluir que dificuldades manifestadas por alunos com Dislexia até ao ensino secundário se mantêm no ensino superior e reforça a necessidade de serem adotados procedimentos que incentivem os estudantes de ensino superior a revelar que têm Dislexia e os docentes do ensino superior a adotar práticas que concorram para o sucesso pessoal, académico e profissional destes estudantes.
- Developing a Chatbot for process modelling learning: contributions for active learning in engineering educationPublication . Lopes, Erik T.; Mesquita, Diana; Lima, Rui M.Technological advancements such as generative artificial intelligence (AI) chatbots have gained popularity, partly due to their ability to provide iterative access to extensive information. This has impacted the education field, introducing new opportunities and challenges in learning, teaching, and assessment. This article intends to present the development and deployment of a chatbot designed to foster students’ learning regarding process modelling and Business Process Model and Notation (BPMN). Developed with a low-code tool from the Microsoft suite, this approach for building chatbots may be replicable in other contexts of higher education. This is an exploratory study with 18 students enrolled in a Master’s Program in Engineering and Operations Management. Moreover, 6 professionals with experience in using BPMN used the ChatBot and gave an additional and complementary perspective from an expert point of view. The main objective is to evaluate the effectiveness of the ChatBot to mimic real-world interactions and make a contribution to the learning process. Through this exploration, the article aims to discuss potential uses of the chatbot, exploring the development steps, users’ feedback, limitations, and opportunities for enhancement. This work underscores how emerging technologies facilitate the swift creation of specialized bots for diverse applications, sidestepping the need for intricate programming expertise. More than just enhancing student engagement by encouraging inquiry and the use of AI tools, the use of chatbots has the potential to significantly lighten the teaching load, a cited barrier in the adoption of active learning.
- Educação para cidadania e liderança escolar: um estudo qualitativo em Itália e PortugalPublication . Fioretti, Francesca; Cabral, IlídiaA construção de um ambiente escolar, que se consubstancie numa comunidade de prática onde os alunos possam vivenciar ativamente a cidadania, é de fundamental importância para a promoção da aprendizagem da cidadania, enquanto produto de conhecimentos e experiências em contexto real. O Reference Framework of Competences for Democratic Culture (2018) identifica a Whole-School Approach (WSA) como a abordagem organizacional que pode construir um ambiente de aprendizagem democrático através da integração de valores democráticos e princípios de direitos humanos no ensino e na aprendizagem, na governação e no clima escolar. O presente artigo relata um estudo de caso múltiplo, realizado em Itália e em Portugal, com o objetivo de descrever os diferentes perfis dos Diretores e os seus comportamentos relacionados com a governação da escola, bem como analisar o desenvolvimento de práticas organizacionais e pedagógicas para a educação para cidadania que possam ser categorizadas como WSA. São apresentados os primeiros resultados de dois dos oito agrupamentos de escolas que participaram na investigação, descrevendo as características organizacionais, os projetos de cidadania do oitavo ano e os estilos de liderança dos Diretores. A investigação sugere a relação entre escolas, universidades e territórios, promovendo a disseminação de práticas que podem fomentar a criação de um ambiente de aprendizagem para a cidadania.
- Exploring eXtended-based Learning approaches in Portuguese higher education: a study in industrial engineering and managementPublication . Alves, Anabela C.; Lima, Rui M.; Diana Mesquita; Malheiro, M. T.; Leão, Celina P.This paper presents a comprehensive study of what is named in this study as eXtended-Based Learning (xBL) approaches within the Portuguese educational landscape, including Problem-Based Learning (PBL), Project-Based Learning (PjBL), Challenge-Based Learning (ChBL), Service-Based Learning, and others. The study will contribute to characterizing different approaches being implemented by educators in Industrial Engineering and Management (IEM). Data was collected through the official website information about the curricular plans of IEM programmes, a survey by a questionnaire to universities (public and private) and polytechnic institutes that manage programmes in Industrial Engineering and Management and semi-structured interviews with six Industrial Engineering and Management educators. The interviews explored the educators’ experiences, perceptions, and challenges in implementing these pedagogical approaches. With a particular focus on xBL approaches, the study explored the factors contributing to the successful implementation of xBL approaches, including institutional support, resource allocation, and institutional culture. This study intended to promote future investigations into the challenges and significance of educator training and the impact of training initiatives on teaching effectiveness and student learning outcomes. By highlighting each approach’s unique characteristics and pedagogical benefits, this study provides educators and other stakeholders valuable insights for informed decision-making and effective implementation in different learning environments. Ultimately, the study contributes to the continuous improvement of pedagogical practices in Industrial Engineering and Management education in Portugal.
- Porque a dislexia pura é rara: contributo para a inclusão de estudantes com dislexia e algumas comorbilidades no ensino superiorPublication . Almeida, Maria de FátimaPartindo-se da constatação de que um estudante com diagnóstico de Dislexia raramente terá apenas Dislexia, o presente artigo de revisão descritiva da literatura pretende contribuir para uma melhor compreensão da Dislexia e das suas comorbilidades mais frequentes. A inclusão de estudantes com Dislexia e comorbilidades, nomeadamente no ensino superior, apenas é possível com informação que clarifique o que são e o que é ter estas condições. Para além de abordar o outro lado da Dislexia, que é a Disortografia, o artigo apresenta uma revisão da literatura sobre a Discalculia, a Perturbação de Hiperatividade com Défice de Atenção (PHDA), a Perturbação Específica da Linguagem (PEL) e a Perturbação do Espectro do Autismo (PEA). Aborda as temáticas per se e as dificuldades acrescidas que cada uma traz ao quadro, já complexo, da Dislexia. O artigo não explora a questão, controversa, da comorbilidade da Dislexia com um QI abaixo da média, embora a aflore, mas traz sugestões para futuras investigações que se foquem nesta questão que pode ser relevante para a intervenção.
- Schools' evaluation drift: inconsistencies and interpellations of a high-stake inspection systemPublication . Serra, Lídia Jesus Pecegueiro; Alves, José MatiasA consensus exists in transnational educational policy regarding the relevance of accountability and the contribution of school evaluation to education quality. This paper scrutinises the evaluation results of Portuguese schools provided by the Inspectorate services using a pairwise comparison between 194 schools evaluated in 2018-2020 and 2021-2023. Regarding the literature gap on the behaviour of accountability systems over time, this study can contribute to a reflection on justice and transparency in high-stakes systems. The findings suggest that (i) the external evaluation results drift following a directional evolutionary model, indicating progression concerning the self-evaluation, educational services, and results domains; (ii) the occurrence of standardisation and leadership legitimisation phenomenon; (iii) possible side ecects in the schools' evaluation process, namely evasive behaviour, apparent and constructed realities, and evaluation distortion; (iv) the external evaluation framework flexibility in accommodating territorial dicerences between schools without producing system disadvantage. Departing from insights into how a high-stakes external evaluation system operates over time, the study ocers an empirically grounded assumption that reveals dynamics not unique to Portugal, but characteristic of accountability regimes adopted across many educational systems. In conclusion, to improve the quality of education, low-stakes accountability systems should be implemented to strengthen transparent schools' autonomy.
- Service-learning at Universidade Católica Portuguesa: a journey of institutionalization through the lens of student, faculty, and community partner perceptions and international standardsPublication . Ribeiro, Luísa Mota; Serra, Sara; Rodrigues, Sofia Nascimento; Themudo, Carmo; Pona, Rita Paiva eService-learning (SL) has emerged as a transformative pedagogy in higher education. While institutionalization in Europe remains incipient, case studies illustrate how universities can advance this process through intentional strategies. This paper presents a reflection on the journey of implementation and institutionalization of SL at the Universidade Católica Portuguesa (UCP) between 2020 and 2025. Looking at the perspectives of students, faculty, and community partners, this work examines the extent to which UCP’s SL strategy aligns with global standards and contributes to a sustainable model of institutional integration. Throughout eight semesters, a total of 124 SL experiences were conducted, involving 147 curricular units, 24 extracurricular activities, and 9 interdisciplinary projects. These initiatives engaged 2 495 students, 62 faculty members, and 176 community partners, including 28 international organizations, and reached over 46 000 final beneficiaries. The results highlight key achievements while also identifying ongoing challenges related to quality assurance, faculty engagement, and long-term sustainability. Lessons learned underscore the importance of strategic alignment, multi-stakeholder collaboration, and evidence-based planning in embedding SL as a core institutional practice.
- Workshop: learning that makes a difference - cross-disciplinary student projects with a real impactPublication . Pedersen, Jens Myrup; Hattum-Janssen, Natascha van; Torres, Mateus Halbe; Alves, Anabela Carvalho; Mesquita, Diana; Viana, Dianne; Monteiro, Simone Borges SimãoWorking on real-world cases increases the motivation for learning, and prepares engineering students to become problem solvers. This is even more so for projects that have the potential to create visible and lasting impact, e.g. related to problems of social or environmental sustainability. Such problems are usually open ended, and require students to work together across - which can also create stress and uncertainty, because the road to success is not known from the beginning. This presents an excellent fit with the conference theme: "Overcoming Uncertainty – Building Bridges Between Society And Learning In The Future". The workshop is centered around three main challenges that we have experienced during the Erasmus+ EGALITARIAN project, which is focused on having students solving problems together across borders and disciplines: 1) How to scope projects, so they fit learning objectives and at the same time supports a real case. Student projects and courses are often defined through learning objectives. When working with real-world challenges, this can be challenging, since the real cases are not “designed” around the learning objectives. 2) How to ensure projects are making real impact. Working with NGOs and other organisations, can be rewarding. However, such organisations often have limited time and resources available, so it is important that the solutions developed are useful and create value. On the other hand, student projects are not always reaching that level of maturity, because the learning is in focus rather than the result. 3) How to support the students throughout the journey? Working with multiple stakeholders can be challenging. The format of the workshop is highly interactive, and consists of: Short introduction, Group work, where each group should come up with 1-3 ways to address each challenge and add it on a digital board, Presentations from the groups in plenum.