IADITI - Journal of Technologies Information and Communication
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RTIC – Journal of Technologies, Information and Communication is a biannual academic publication, whose mission is to disseminate and publish original and review scientific works with a focus on innovation and development in the fields of Technology, Information and Communication. The journal is aimed at students, professors, researchers and professionals, with articles written in Portuguese, Spanish and English, in order to contribute to the development of research in Technology, Information and Communication.
RTIC explores various topics such as computer networks, mobility and pervasive systems, open data, knowledge engineering, knowledge management, artificial intelligence, applied technologies, multimedia systems and applications, information and knowledge management, big data analysis and applications, human-computer interaction, ethics, computers and security, communication models and digital communication; publishing original articles and review articles.
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- Analysis and Decision: “Educação On” ProjectPublication . Azevedo, Daniel; Sequeira, Romeu; Lopes, Pedro; Guedes, Damiana; Lopes, CarlosIn recent years, educational platforms have advanced significantly, integrating cutting-edge technologies and interactive resources that have revolutionized online teaching and learning. The proper selection of an educational platform is crucial for the successful dissemination of Massive Open Online Courses (MOOCs), as it supports efficient course implementation and ensures accessibility, flexibility, and personalized learning experiences. Advanced technologies such as Artificial Intelligence and synchronous tools enhance the student experience, offering automated feedback, content adaptation, and continuous support, allowing interaction with materials at their own pace. In this article, we address an initial phase of the "Educação ON" project, which aims to define the IT solution, platform, and technologies for the creation of MOOCs. This process involved a literature review, analysis of MOOC characteristics, evaluation of educational platforms, identification of new trends in distance learning, and synthesis of the project requirements. The research focuses on validating a MOOC course model tailored to higher education students, tested during the academic years 2022/2023 and 2023/2024 by a multidisciplinary team of professors from a Portuguese higher education institution, with the participation of students from both Portuguese and Brazilian higher education institutions. The results lay the groundwork for the next stages of the project, fostering more interactive and collaborative learning environments.
- Artificial Intelligence in Educational Contexts: Teachers’ Perspectives from a Systematic Literature ReviewPublication . Cabral, Ana; Palavras, SolangeThe growing presence of Artificial Intelligence (AI) in education has been generating both new opportunities and significant challenges, particularly regarding its acceptance and integration by teachers. This study aimed to understand the perceptions of teachers from pre-primary to secondary education concerning the use of AI in educational contexts. To this end, a systematic literature review was conducted, based on 25 empirical studies published between 2020 and 2025, selected according to PRISMA criteria. The findings reveal that teachers recognize several advantages in adopting AI, particularly in relation to personalized learning, immediate feedback, and the automation of administrative tasks. However, important limitations also emerge, such as the lack of specific training, insufficient technological infrastructure, concerns about data protection, algorithmic bias, and the fear of teacher replacement. The results analysed point to the need for an integration of AI that is critical, ethical, and pedagogically grounded, centred on valuing the teacher’s role and promoting educational equity.
- Computational Thinking in Preschool Education: Trends and Evidence from Recent ResearchPublication . Silva, Regina; Silva, Maria; Monteiro, Sandra; Couto, FilipeThis scoping review maps recent research on Computational Thinking in preschool education published between 2017 and 2025 and indexed in the Scopus database. Following the methodological framework proposed by Arksey and O’Malley and Levac et al., the review addressed the question: What approaches, pedagogical strategies, and effects are reported in recent literature on Computational Thinking in early childhood education? Using the PCC framework (Population: children aged 3–6; Concept: Computational Thinking; Context: preschool education), a systematic search and screening process resulted in the inclusion of 19 empirical studies. Data extraction focused on publication trends, educational contexts, methodological designs, and research foci. Results reveal a marked increase in scientific production from 2022 onwards, with a notable concentration of studies in 2025, indicating the consolidation of Computational Thinking as an emerging field in early childhood education. The findings highlight the predominance of educational robotics and unplugged activities, alongside diverse approaches such as game-based learning, digital storytelling, STEAM projects, and artistic and embodied practices. Across studies, positive effects were reported on algorithmic thinking, sequencing, problem-solving, collaboration, and self-regulation. The role of educators and inclusive, culturally responsive practices emerged as central to effective implementation. Despite the growing body of evidence, limitations related to the concentration of studies in specific databases and contexts persist. Overall, the review indicates that Computational Thinking in preschool education holds significant educational potential, provided that its integration is supported by intentional pedagogical practices, appropriate assessment tools, and continuous teacher professional development.
- Computer Learning SystemsPublication . Teixeira, Cristiane; Teixeira, Marcelo; Farias-Júnior, Ivaldir; Lima, SidneyComputational learning systems are configured as digital platforms, specialized tools, or systematized methodologies aimed at facilitating, organizing, and optimizing educational processes in virtual environments. Learning Content Management Systems (LCMS) focus on the creation, structuring, storage, and reuse of learning objects, enabling educators to develop personalized, modular, and scalable instructional materials. In turn, Learning Management Systems (LMS) are designed to operationalize the administration of the teaching and learning process, encompassing functionalities such as enrollment management, content delivery, student performance tracking, and assessment implementation. In this context, the present study qualitative in nature and based on an empirical- descriptive approach proposes a comparative analysis between LCMS and LMS, considering technical and pedagogical features, operational limitations, and contributions to the consolidation of innovative practices in higher education, specifically within the undergraduate programs in Computing Education and Software Engineering at the University of Pernambuco – Garanhuns Campus.
- D-SELI: Propuesta de una Red Blockchain Educativa Distribuida con IPFSPublication . Der Boghosian, Reyna; Motz, ReginaEn los últimos años, ha habido un aumento en el uso de redes blockchain en el ámbito educativo, con proyectos como SELI (Smart Ecosystem for Learning and Inclusion) que han desarrollado redes blockchain para el intercambio de certificados y recursos educativos. Sin embargo, una limitación en el uso de redes blockchain es el espacio de almacenamiento, ya que todas las transacciones se almacenan en cada nodo de la red, lo que puede generar problemas de espacio y accesibilidad en redes blockchain centralizadas. Para abordar esta problemática, se propone en este artículo una modificación de la red blockchain educativa SELI mediante la utilización del protocolo Interdisciplinary File System (IPFS) en una red blockchain totalmente distribuida, denominada D-SELI. La propuesta de D-SELI busca solucionar la limitación de espacio de almacenamiento y accesibilidad en redes blockchain mediante la incorporación del protocolo IPFS. El IPFS es un sistema de archivos distribuidos que utiliza una red peer-to-peer para almacenar y compartir contenido de manera descentralizada, lo que permite superar los problemas de almacenamiento en una red blockchain. La implementación de IPFS en D-SELI permite que los recursos educativos y certificados sean almacenados de forma descentralizada, eliminando la necesidad de almacenar todas las transacciones en cada nodo de la red, lo que reduce la carga de almacenamiento en los nodos y mejora la accesibilidad a los datos. Además, al ser una red completamente distribuida, se superan los problemas de ubicación de los datos presentes en redes blockchain centralizadas. En resumen, este artículo presenta una propuesta de modificación de la red blockchain educativa SELI mediante la utilización del protocolo IPFS en una red completamente distribuida (D-SELI) con el objetivo de solucionar la limitación de espacio de almacenamiento y accesibilidad en redes blockchain, mejorando así la eficiencia y escalabilidad de la red en el ámbito educativo.
- Enhancing Proactive Cyber Defense: A Theoretical Framework for AI-Driven Predictive Cyber Threat IntelligencePublication . Hasan, Kamrul; Hossain, Forhad; Amin, Al; Sutradhar, Yadab; Jeny, Israt Jahan; Mahmud, ShakikThe rapid evolution of cyber threats and the dynamic nature of the threat landscape have necessitated the development of proactive and predictive defense mechanisms. This research proposes an AI-driven framework for predictive cyber threat intelligence aimed at enhancing organizational cybersecurity by identifying and mitigating threats before they materialize. The framework integrates diverse data sources, including network logs, endpoint data, and threat intelligence feeds, to generate actionable insights using advanced machine learning algorithms such as anomaly detection, pattern recognition, and predictive analytics. A continuous feedback loop ensures the adaptability of the framework through model retraining, anomaly adjustment, and performance monitoring. By leveraging supervised and unsupervised learning models, the framework addresses both known and unknown threats, providing scalable, real-time threat detection and risk assessment capabilities. This approach shifts the cybersecurity paradigm from reactive to proactive, enabling organizations to anticipate and counteract sophisticated cyber-attacks effectively. The proposed system’s application is demonstrated through practical scenarios, highlighting its potential to transform decision-making in high-stakes cybersecurity environments.
- Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and PerspectivesPublication . Couto, Filipe; Martins, RosaThis study aimed to understand how future teachers are integrating generative artificial intelligence into their academic routines during initial teacher education. Using a mixed-methods approach, quantitative data were collected through a Likert-scale questionnaire administered to 94 students at a School of Education in Portugal, complemented by a qualitative analysis of open-ended responses. The findings reveal widespread use of tools such as ChatGPT for clarifying doubts, supporting study practices, and enhancing academic writing. At the same time, ethical and pedagogical concerns emerge, particularly around plagiarism, the reliability of information, and the impact on critical thinking. Students show a simultaneously receptive and critical attitude, acknowledging the value of generative AI as a support tool while calling for transparency, regulation, and proper training to ensure its ethical and responsible use. The study highlights the importance of integrating critical digital literacy and ethical reflection on AI into initial teacher education programs, preparing future educators for an increasingly technological educational landscape that must remain focused on human and pedagogical development.
- Generative Artificial Intelligence in Higher Education: Challenges, Opportunities and Pedagogical ImplicationsPublication . Vieira, Ana; Mesquita, AnabelaGenerative Artificial Intelligence (GAI) is transforming Higher Education (HE), impacting academic writing, teaching methodologies and institutional practices. This study presents a literature review on the use of GAI in HE between 2024 and 2025, analyzing its strengths, weaknesses, opportunities and challenges. GAI improves productivity, student engagement, and personalization, but raises concerns about academic integrity, envy, and over-reliance on this technology. The results highlight the need for clear institutional policies, ethical guidelines and continuous training for teachers, ensuring a responsible integration of GAI. Future research should address pedagogical strategies, ethical issues, and long-term impacts of GAI on learning.
- Georeferencing Management for Optimization of Enrollment Slots in the Municipal Education System of Campos dos Goytacazes-RJPublication . Paes, Diogo; Machado Jr, Mario; Marins, Cristiano; Ramos, RodrigoThis essay was presented with the aim of suggesting a georeferencing solution to optimize the pre-enrollment process in the education system of Campos dos Goytacazes-RJ. Using a mixed methodological approach that combines qualitative and quantitative analysis, collecting new student requests and georeferencing addresses and routing with the offered options, the study analyzed the current enrollment process and developed a new model guided by georeferencing. This was achieved by collecting geospatial data from students' residences and schools for subsequent geographic distribution analysis. The results demonstrated that the implementation of a georeferencing system not only streamlines parents' decision-making process regarding enrollment options but also significantly reduces the distances traveled by students. This optimization has a direct impact on improving the quality of life and academic performance of students, highlighting the effectiveness of georeferencing as a strategic tool in educational management.
- Integration of TPACK and SAMR Models: Theoretical-Methodological Articulations for the Use of Technologies in Mathematics TeachingPublication . Abar, C. A.; Almeida, M.This article analyzes the integration of the TPACK (Technological, Pedagogical, and Content Knowledge) and SAMR (Substitution, Augmentation, Modification, and Redefinition) models as a theoretical-methodological framework to guide and evaluate pedagogical practices mediated by digital technologies in Mathematics Education. The articulation between these models allows for an understanding not only of the knowledge necessary for teaching in technological environments but also of the different levels of complexity and innovation that the use of technologies can achieve in teaching proposals. By considering practical application examples, especially with the use of software like GeoGebra, it becomes evident how teachers can transition from initial levels of resource substitution to transformative and innovative pedagogical experiences. Furthermore, the fundamental role of teacher training in promoting intentional and reflective practices that critically leverage the potential of digital technologies is highlighted potential of Digital Information and Communication Technologies (DICT). It is concluded that the integration of the TPACK and SAMR models expands the possibilities for planning, implementing, and evaluating more meaningful pedagogical practices, contributing to the development of teaching competencies aligned with the contemporary demands of Mathematical Education, fostering more creative, collaborative, and technologically mediated learning.