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. 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. Casus 10: Geletterdheid in kunstmatige intelligentie als uitdaging voor onderwijs in het hoger onderwijs: een casestudie aan de Polytechnische Universiteit van 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 Self-Efficacy) 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.
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