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Publication . Antunes, Gonçalo; Seixas, João; Julião, Rui Pedro; Ferreira, Jorge; Picanço, Maria Margarida Peixe Lourenço; Morgado, Cristina; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); Departamento de Geografia e Planeamento Regional (DGPR)

The Portuguese housing market underwent significant changes in the transition between the 2010s and 2020s, directly impacting access to housing. The sharp rise in housing prices has been a widespread phenomenon throughout the country but with more intensity in the urban areas. This trend of rising housing prices followed a period of economic crisis in Portugal (2011–2014) and endured challenging times, such as the COVID-19 pandemic (2020–2021) and, more recently, the inflation crisis and rising interest rates on credit (2022–2023). This paper aims to assess the evolution of the housing market in Portugal between 2016 and 2023 and to understand how the market has responded to the different periods. The fundamental aim of the work is to identify the factors that have led to the recent rise in real estate prices and to evaluate the contemporary evolution of access to housing in Portugal.

2024-12Livro

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Impacts of Generative Artificial Intelligence in Higher Education

Publication . Saúde, Sandra; Barros, João Paulo; Almeida, Inês; Centro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH); UNINOVA-Instituto de Desenvolvimento de Novas Tecnologias; CTS - Centro de Tecnologia e Sistemas; MDPI - Multidisciplinary Digital Publishing Institute

In this paper, the effects of the rapid advancement of generative artificial intelligence (Gen AI) in higher education (HE) are discussed. A mixed exploratory research approach was employed to understand these impacts, combining analysis of current research trends and students’ perceptions of the effects of Gen AI tools in academia. Through bibliometric analysis and systematic literature review, 64 publications (indexed in the SCOPUS and Web of Science databases) were examined, highlighting Gen AI’s disruptive effect on the pedagogical aspects of HE. The impacts identified by the literature were compared with the perceptions held by computer science students of two different HE institutions (HEIs) on the topic. An exploratory study was developed based on the application of a questionnaire to a group of 112 students. The results suggest that while Gen AI can enhance academic work and learning feedback, it requires appropriate pedagogical support to foster critical, ethical, and digital literacy competencies. Students demonstrate awareness of both the risks and benefits associated with Gen AI in academic settings. The research concludes that failing to recognize and effectively use Gen AI in HE impedes educational progress and the adequate preparation of citizens and workers to think and act in an AI-mediated world.

2024-08Artigo científico

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Faces de Eva : Revista de Estudos sobre a Mulher (2024) N.º 52