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A Literacia em Inteligência Artificial como desafio para o Ensino Superior
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A presente dissertação analisa a literacia em inteligência artificial (IA) no ensino
superior, tomando como caso de estudo o Instituto Politécnico de Portalegre (IPP). O
objetivo central consistiu em avaliar o nível de literacia em IA de docentes e alunos,
identificando competências, fragilidades e implicações pedagógicas. Para tal, aplicouse
um questionário validado psicometricamente, complementado por análise
estatística e interpretação qualitativa.
Os resultados evidenciam um nível intermédio de literacia em IA em ambos os
grupos, ainda que com perfis distintos. Os docentes demonstram maior domínio
conceptual e ético, mas revelam fragilidades na aprendizagem contínua e na
atualização face aos avanços tecnológicos. Já os alunos apresentam elevada
autoconfiança em dimensões de autogestão e resistência à persuasão algorítmica,
embora com debilidades relevantes na compreensão técnica e na capacidade de
aprendizagem adaptativa. A utilização generalizada de ferramentas de IA, em especial
o ChatGPT, confirma a sua integração nas práticas académicas, mas levanta desafios
críticos relacionados com integridade, autorregulação e avaliação.
O estudo conclui que a literacia em IA deve ser entendida como prioridade
estratégica no ensino superior, exigindo programas formativos dinâmicos e
multidisciplinares que articulem competências técnicas, cognitivas e éticas, de modo a
potenciar o uso responsável e crítico da IA em contextos educativos.
This dissertation analyses artificial intelligence (AI) literacy in higher education, using the Polytechnic Institute of Portalegre (IPP) as a case study. The main objective was to assess the level of AI literacy among faculty and students, identifying competences, weaknesses, and pedagogical implications. A psychometrically validated questionnaire was applied, supported by statistical analysis and qualitative interpretation. The results show an intermediate level of AI literacy in both groups, although with distinct profiles. Faculty members demonstrate greater conceptual and ethical awareness but reveal significant limitations in continuous learning and keeping up with technological advances. Students, on the other hand, display high self-confidence in self-management and resistance to algorithmic persuasion, while showing relevant weaknesses in technical understanding and adaptive learning capacity. The widespread use of AI tools, particularly ChatGPT, confirms their integration in academic practices but raises critical challenges regarding integrity, self-regulation, and assessment. The study concludes that AI literacy should be considered a strategic priority in higher education, requiring dynamic and multidisciplinary training programs that integrate technical, cognitive, and ethical competences. Such initiatives are essential to foster responsible and critical use of AI in educational contexts
This dissertation analyses artificial intelligence (AI) literacy in higher education, using the Polytechnic Institute of Portalegre (IPP) as a case study. The main objective was to assess the level of AI literacy among faculty and students, identifying competences, weaknesses, and pedagogical implications. A psychometrically validated questionnaire was applied, supported by statistical analysis and qualitative interpretation. The results show an intermediate level of AI literacy in both groups, although with distinct profiles. Faculty members demonstrate greater conceptual and ethical awareness but reveal significant limitations in continuous learning and keeping up with technological advances. Students, on the other hand, display high self-confidence in self-management and resistance to algorithmic persuasion, while showing relevant weaknesses in technical understanding and adaptive learning capacity. The widespread use of AI tools, particularly ChatGPT, confirms their integration in academic practices but raises critical challenges regarding integrity, self-regulation, and assessment. The study concludes that AI literacy should be considered a strategic priority in higher education, requiring dynamic and multidisciplinary training programs that integrate technical, cognitive, and ethical competences. Such initiatives are essential to foster responsible and critical use of AI in educational contexts
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Literacia em inteligência artificial Ensino superior Docentes Alunos Ética Regulação Educação Digital Artificial intelligence literacy Higher education Teachers Students Ethics Regulation Digital education