Με τη χρηματοδότηση της Ευρωπαϊκής Ένωσης. Οι απόψεις και οι γνώμες που διατυπώνονται εκφράζουν αποκλειστικά τις απόψεις των συντακτών και δεν αντιπροσωπεύουν κατ'ανάγκη τις απόψεις της Ευρωπαϊκής Ένωσης ή του Ευρωπαϊκού Εκτελεστικού Οργανισμού Εκπαίδευσης και Πολιτισμού (EACEA). Η Ευρωπαϊκή Ένωση και ο EACEA δεν μπορούν να θεωρηθούν υπεύθυνοι για τις εκφραζόμενες απόψεις. 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 AIdriven 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. Μελέτη περίπτωσης 10: Ο γραμματισμός στην ΤΝ ως πρόκληση για τη διδασκαλία στην τριτοβάθμια εκπαίδευση: Μια μελέτη περίπτωσης στο Πολυτεχνείο Portalegre. 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 below-average result in the learning factor indicates a pressing need to focus on developing these skills. Description of case For the purposes of the study a measuring instrument was developed that builds on the existing literature on AI literacy. The questionnaire presented is modular, is easily applicable to professional life, meets psychometric requirements, and includes other psychological skills besides the classic facets of AI literacy, having been tested for its factorial structure. Therefore, the questionnaire that was applied in this study, adapted to the Portuguese language. It consists of 29 questions, based on three dimensions—AI Literacy, AI Self-Efficacy, and AI Self-Management—measured using a 5-point Likert scale. In the first dimension (AI Literacy), using and applying AI, means applying knowledge, concepts, and applications of AI in different scenarios and implies understanding the applications of AI and how it can affect one’s life. The second dimension (AI SelfEfficacy) integrates the Problem Resolution factor. This means voluntary behaviour aimed at solving problems, based on belief in the advantages of behavioural success, external approval, and the level of control of internal and external factors. The learning factor means understanding how AI learns and can be affected by data, that is, having a basic understanding of how AI and machine learning work, as well as knowledge of the implications of data quality, feedback, and one’s own data of interaction. Lessons learned This study delves into the AI literacy of teachers at Portalegre Polytechnic University (PPU), Portugal. AI Literacy- This gauges teachers' knowledge (understanding AI functionalities), application (using AI in various scenarios), detection (identifying AI in use), and ethical considerations (bias, fairness, transparency), AI Self-Efficacy- This assesses teachers' confidence in handling challenges and problems related to AI, with a specific focus on "learning" as a sub-factor, AI Self-Management-. This evaluates teachers' ability to
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