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. 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 manage their emotions regarding AI and their awareness of AI's influence on their daily work. Key Findings involve that PPU teachers show an overall average level of AI literacy, teachers excel in using and applying AI tools and understanding the ethical implications of AI in education, which indicates a comfort level with practical implementation and a commendable awareness of responsible AI use. The challenges of the study identified a knowledge gap in how AI functions and its accessibility for educational purposes. Teachers reported lower scores in this area, suggesting a need for training on the technical aspects of AI and how to leverage it for teaching and learning. Implications for practice The need to develop training programmes to improve teachers' understanding of AI functionalities and its use in education emerged from the study, the necessity to implement awareness campaigns on ethical considerations of AI in education and to encourage teachers to explore and experiment with AI tools for teaching and learning, as well as to conduct similar studies with students and other institutions to understand AI literacy across academia. Casus 11: Digitale beoordeling: een enquête over de praktijken en behoeften van Roemeense docenten in het hoger onderwijs General information Arora, S., Yadav, D., & Goyal, P. (2021). Assessing English Writing Skills with Generative Language Models. https://www.mdpi.com/2227-7102/14/1/32 The study analyses how the 60 respondents from Romanian universities evaluate their own digital competence and how they are using digital assessment, but also what training needs they have in these regards. This study, carried out in May–June 2022, therefore attempts to identify the main concerns, challenges and obstacles HE teachers encounter when designing and using digital assessment. The findings indicate the importance of empowering teachers through continuous learning, embracing flexible hybrid models and reimagining assessment strategies for digital literacy. Responsible knowledge- sharing, AI literacy and adaptive curriculum design emerged as critical imperatives. The study advocates for a transformative shift towards AI-based pedagogy, emphasising personalised learning that aligns with teachers’ competencies and specific assessment needs while adhering to fundamental teaching principles.
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