Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project number: 2023-1-NL01-KA220-HED-000155675. their attitudes, preferences, and intentions regarding the incorporation of AI chatbots in educational environments. Remarkably, a majority of students used ChatGPT regularly for diverse purposes, including report writing, idea brainstorming, and text rewriting. Implications for practice The findings of this study highlight ChatGPT’s promising role in enhancing medical informatics education by equipping students and faculty with a transformative AI-driven approach. The insights gained from this research effort provide valuable prompt examples for harnessing the power of AI to create innovative educational experiences in the ever-evolving landscape of medical informatics. Case Study 10: Literacy in Artificial Intelligence as a Challenge for Teaching in Higher Education: A Case Study at Portalegre Polytechnic University General information Reference/Source: Lérias, E., Guerra, C., & Ferreira, P. (2024). Literacy in artificial intelligence as a challenge for teaching in higher education: A case study at portalegre polytechnic university. Information, 15(4), 205. The present study seeks to assess the level of AI literacy and knowledge among teachers at Portalegre Polytechnic University (PPU), aiming to identify gaps, find the main opportunities for innovation and development, and seek the degree of relationship between the dimensions of an AI questionnaire, as well as identifying the predictive variables in this matter. As a measuring instrument, a validated questionnaire based on three dimensions (AI Literacy, AI Self-Efficacy, and AI Self-Management) was applied to a sample of 75 teachers in the various schools of PPU. The results also demonstrate that the first dimension is highly significant for the total dimensions, i.e., for AI Literacy, and no factor characterising the sample is a predictor, but finding a belowaverage result in the learning factor indicates a pressing need to focus on developing these skills.
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