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A integração da IA no ensino superior : perceção dos stakeholders
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A inteligência artificial (IA) tem sido objeto de estudo há várias décadas, estando presente em diversos setores. Ainda assim, apenas nos últimos anos ganhou maior visibilidade, sobretudo entre as camadas mais jovens. Apesar dos avanços registados, a IA continua a ser um campo em constante evolução e carece ainda de uma base consolidada de literatura e pesquisa, especialmente quando comparada com outras áreas científicas. Mais recentemente, a discussão sobre a aplicação da IA na educação tem-se intensificado, impulsionada pela crescente adoção dessas ferramentas por parte dos estudantes, que recorrem às mesmas para otimizar a aprendizagem e obter melhores resultados em menos tempo. Assim, embora o impacto da IA no ensino superior, na perspetiva dos seus principais intervenientes, permaneça pouco explorado, o presente estudo analisa de que forma a sua integração afeta alunos, docentes e diretores, procurando compreender as interligações entre as perceções destes grupos. Nesse sentido, foi adotada uma abordagem qualitativa, baseada na realização de 18 entrevistas semiestruturadas, permitindo uma análise aprofundada das diferentes perspetivas. Os resultados revelam que, embora a IA seja amplamente reconhecida pelo seu potencial para melhorar a aprendizagem e a eficiência académica, subsistem preocupações relacionadas com questões de equidade, ética e redefinição do papel dos docentes. Conclui-se que a falta de clareza quanto aos impactos da IA pode dificultar a sua implementação eficaz no ensino superior, destacando-se a necessidade de mais investigação e de uma abordagem estratégica por parte das instituições.
Artificial Intelligence (AT) has been a subject of study for several decades and is present across various sectors. Even so, it has only gained greater visibility in recent years, particularly among younger generations. Despite the progress made, AT remains a constantly evolving field and still lacks a solid foundation of literature and research, especially when compared to other scientific areas. More recently, the discussion surrounding the application of AT in education has intensified, driven by the rising uptake of these tools by students, who use them to optimize learning and achieve better results in less time. Thus, although the impact of AT in higher education, from the perspective of its main stakeholders remains underexplored, this study addresses how its integration affects students, teachers, and administrators, seeking to understand the interconnections between the perceptions of these groups. Tn this regard, a qualitative approach was adopted, based on 18 semi-structured interviews, allowing for an in-depth analysis of the different perspectives. The findings reveal that, although AT is widely recognized for its potential to enhance learning and academic efficiency, concerns persist regarding issues of equity, ethics, and the redefinition of the role of educators. Tt is showed that the lack of clarity about the impacts of AT may undermine its effective implementation in higher education, highlighting the need for further research and a strategic approach by institutions.
Artificial Intelligence (AT) has been a subject of study for several decades and is present across various sectors. Even so, it has only gained greater visibility in recent years, particularly among younger generations. Despite the progress made, AT remains a constantly evolving field and still lacks a solid foundation of literature and research, especially when compared to other scientific areas. More recently, the discussion surrounding the application of AT in education has intensified, driven by the rising uptake of these tools by students, who use them to optimize learning and achieve better results in less time. Thus, although the impact of AT in higher education, from the perspective of its main stakeholders remains underexplored, this study addresses how its integration affects students, teachers, and administrators, seeking to understand the interconnections between the perceptions of these groups. Tn this regard, a qualitative approach was adopted, based on 18 semi-structured interviews, allowing for an in-depth analysis of the different perspectives. The findings reveal that, although AT is widely recognized for its potential to enhance learning and academic efficiency, concerns persist regarding issues of equity, ethics, and the redefinition of the role of educators. Tt is showed that the lack of clarity about the impacts of AT may undermine its effective implementation in higher education, highlighting the need for further research and a strategic approach by institutions.
Descrição
Palavras-chave
Inteligência artificial Ensino superior Integração Artificial intelligence Higher educacion Integration
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC