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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- 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.
- The teaching methodology of Problem-Based Learning for the development of Literacy, Reasoning, and Statistical ThinkingPublication . Domingues, Mateus; Santos-Junior, GuataçaraThis theoretical essay aims to investigate how the Problem-Based Learning (PBL) teaching methodology can contribute to the development of Literacy, Reasoning, and Statistical Thinking, in order to promote a more in-depth education in statistical understanding and the contextualized application of its fundamentals, with an emphasis on students' reality. By examining the theory, the goal is to articulate this methodology with Literacy, Reasoning, and Statistical Thinking, highlighting the importance of social interaction, problem-solving, the development of solutions, and the practical application of statistical knowledge, thereby creating new perspectives for Statistical Education (SE). It can be concluded that the PBL teaching methodology has the potential to stimulate the development of these three processes, equipping students to make informed decisions and act based on solid analyses, fostering a deeper and more integrated understanding of statistics. In this way, the implementation of PBL in SE promotes critical data analysis, creativity, and reflection, establishing itself as a pedagogical approach that prepares students for the challenges of the contemporary world, where the understanding and critical interpretation of data are increasingly relevant.
- 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.
- 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.
- 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.
- 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.
- Quantum Machine Learning for Enhanced Cybersecurity: Proposing a Hypothetical Framework for Next-Generation Security SolutionsPublication . Hossain, Forhad; Hasan, Kamrul; Amin, Al; Mahmud, ShakikThe rapid evolution of cyber threats has rendered conventional security approaches inadequate for managing increasingly sophisticated risks. This study introduces a Quantum Machine Learning Cybersecurity Framework that leverages quantum computing and machine learning to enhance cybersecurity across multiple dimensions. The research employs a structured methodology, beginning with the integration of Quantum Key Distribution (QKD) for secure key exchange and progressing through the deployment of Quantum Neural Networks (QNN) and Quantum Support Vector Machines (QSVM) for anomaly detection and adversarial threat management. The framework also incorporates Quantum Reinforcement Learning (QRL) for autonomous incident response, a Quantum Authentication module for securing identity verification using biometric and behavioral data, and a Policy Compliance Interface powered by Quantum Compliance Analyzers for regulatory adherence. Experimental results demonstrated substantial improvements in cybersecurity metrics, including a 96% accuracy in threat detection, a 28% reduction in incident response time, and a 96% success rate in compliance simulations. These findings underscore the framework's capacity to offer adaptive, scalable, and efficient cybersecurity solutions tailored to modern challenges. This study provides a significant step toward integrating quantum technologies into practical cybersecurity applications, paving the way for future innovations in intelligent, secure, and adaptable defense systems.
- Prototype Design for Massive Open Online Courses: “Educação On” ProjectPublication . Azevedo, Daniel; Sequeira, Romeu; Lopes, Pedro; Guedes, Damiana; Lopes, CarlosThis article is part of the "Educação ON" project, an initiative aimed at studying the current state of distance education and developing an innovative digital platform to promote more interactive and collaborative learning environments. This project focuses on creating effective models of Massive Open Online Courses (MOOCs) for higher education, facilitating the dissemination of knowledge among university students in distance learning contexts. This particular study focuses on validating a MOOC course model adapted to higher education students, tested during the 2022/2023 and 2023/2024 academic years. The research was conducted by a multidisciplinary team of lecturers from a Portuguese higher education institution, with the participation of students from Portugal and Brazil, aiming to improve student engagement and retention in this educational context. The article presents a theoretical approach to the MOOC course prototype design, followed by the analysis of successful and unsuccessful cases. Additionally, it compares the characteristics, advantages, and disadvantages of different authoring software, culminating in the selection of the most appropriate technology for prototype development. This initial phase lays the groundwork for future implementations and tests within the project aimed at higher education students.
- 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.
- The use of 5.0 Technologies to foster the development of skills in accounting – The case of the Model of Simulator of Business EnvironmentPublication . Bastos, Susana; Oliveira, Laurindo; Azevedo, Liliana; Kiss, GáborThis article aims to address technical, transversal and digital competences and their development in the context of accounting. The development of artificial intelligence and digitalization technologies has significantly changed the world. Higher education institutions are not yet prepared for this reality. They must find a way to equip their teachers with digital skills in the first instance, and then move on to make changes to the course curriculum to adapt the content to 5.0 technology. At Porto Accounting and Business School of Porto Polytechnic, these technologies have been implemented in a pivotal environment called the Model of Simulator of Business Environment. This model includes two curricular units that are part of the final year of the degree course in accounting and administration, Business Simulation Project I and II. This model is characterised as an active methodology in the teaching and learning process. Students are at the centre of this process and responsibility for their learning lies with them. Technical, transversal and digital accounting skills are the basis for building this model. This article presents the competences worked on to prepare students for the labour market. A set of activities proposed to the students in the working sessions is presented, with an explanation of the competences that are intended to be powered. The theoretical basis and the experience of more than 20 years working with this Model leads us to reflect on its future. This future includes the introduction of AI and tools that bring digitalisation in its true sense.