Reinterpretar o DigCompEdu no Ensino Superior

Desafios Éticos da Inteligência Artificial Generativa

Autores

DOI:

https://doi.org/10.25749/sis.45276

Palavras-chave:

DigCompEdu, ensino superior, inteligência artificial generativa, competência digital, ética

Resumo

A rápida expansão da Inteligência Artificial Generativa (IAGEN) está a reconfigurar o ensino superior, colocando em causa conceções estabelecidas de competência digital docente. Este artigo analisa o Quadro Europeu de Competência Digital para Educadores (DigCompEdu) e a sua adaptação ao ensino superior, examinando a sua capacidade para responder às implicações éticas, pedagógicas e profissionais da IAGEN. Partindo de uma abordagem analítica baseada em competências, o estudo explora a forma como as tecnologias generativas intersectam as seis áreas de competência do DigCompEdu, com enfoque na proteção de dados, agência humana, integridade académica, equidade, transparência e sustentabilidade. Baseando-se em quadros normativos internacionais e literatura científica, a análise identifica lacunas emergentes entre os modelos atuais de competência digital e a natureza estocástica, opaca e transformadora dos sistemas de IAGEN. O artigo defende uma reinterpretação humanista e eticamente fundamentada do DigCompEdu, orientada para uma integração responsável, inclusiva e responsável da IA no ensino superior.

Downloads

Não há dados estatísticos.

Biografias Autor

Patrícia Pereira, Instituto Politécnico de Santarém, Escola Superior de Educação, Centro de Investigação em Qualidade de Vida (CIEQV), Portugal

Holds a PhD in Education, specializing in Information and Communication Technologies in Education, and a Master’s degree in Education and Training, with a specialization in e-Learning and Distance Education, from the University of Lisbon. She is currently an Invited Assistant Professor at the School of Education of the Polytechnic Institute of Santarém. She is also a member of the Distance Learning and Pedagogical Innovation Unit and an integrated researcher at the Research Centre for Quality of Life. Her research focuses on Educational Technologies, particularly e-learning, distance education, instructional design, active learning methodologies and digital educational resources.

Ana Loureiro, Instituto Politécnico de Santarém, Escola Superior de Educação, Centro de Investigação em Qualidade de Vida (CIEQV), Portugal

Associate Professor at Santarém Polytechnic University, serving as Vice-Dean of the School of Education and coordinator of the Distance Learning and Innovation in Pedagogical Practices Unit. She holds a PhD in Multimedia in Education (University of Aveiro) and is an integrated researcher at the Life Quality Research Center (CIEQV). Ana leads numerous funded research projects, serves on the board of the journal Interacções, and frequently contributes to scientific committees. Her research interests focus on distance and technology-enhanced learning, digital competences, open science, open educational resources, information literacy, and collaborative lifelong learning environments.

Referências

Bekiaridis, G., & Attwell, G. (Eds.). (2023). Supplement to the DigCompEDU framework: Outlining the skills and competences of educators related to AI in education. AI Pioneers. https://aipioneers.org/supplement-to-the-digcompedu-framework/

Bender, E. M., Gebru, T., McMillan-Major, A., & Shmitchell, S. (2021). On the dangers of stochastic parrots: Can language models be too big? In Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency (pp. 610-623). Association for Computing Machinery. https://doi.org/10.1145/3442188.3445922

Bennis, I., & Mouwafaq, S. (2025). Advancing AI-driven thematic analysis in qualitative research: A comparative study of nine generative models. BMC Medical Informatics and Decision Making, 25(124). https://doi.org/10.1186/s12911-025-02961-5

Bittle, K., & El-Gayar, O. (2025). Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda. Information, 16(4), 296. https://doi.org/10.3390/info16040296

Bozkurt, A. (2024). GenAI et al.: Cocreation, Authorship, Ownership, Academic Ethics and Integrity in a Time of Generative AI. Open Praxis, 16(1), 1-10. https://doi.org/10.55982/openpraxis.16.1.654

Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE.

Castañeda, L., Vanaclocha, N., Velasco, J. R., Ruiz, P., Hartillo, M. I., Pereira, E., & Ruiz, A. (2023). Marco de competencia digital docente universitario: Creación y validación. Universidad de Murcia.

Cevik, A. A., & Abu-Zidan, F. M. (2025). Utilizing AI-powered thematic analysis: Methodology, implementation, and lessons learned. Cureus, 17(6), e85338. https://doi.org/10.7759/cureus.85338

European Commission. (2022). Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/153756

García-López, I. M., & Trujillo-Liñán, L. (2025). Ethical and regulatory challenges of Generative AI in education: a systematic review. Frontiers in Education, 10, 1565938 https://doi.org/10.3389/feduc.2025.1565938

Giannini, S. (2023). Generative AI and the future of education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000385877

Jenkins, D. M., Cleverley-Thompson, S., Erikson, D., Blankenbaker, A., & Brown-Saracino, B. (2025). Prompting for meaning: Exploring generative AI tools for qualitative data analysis in leadership research. Journal of Leadership Studies, 19(3), e70014. https://doi.org/10.1002/jls.70014

Naeem, M., Smith, T., & Thomas, L. (2025). Thematic analysis and artificial intelligence: A step-by-step process for using ChatGPT in thematic analysis. International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251333886

OECD. (2023). Artificial intelligence in science: Challenges, opportunities, and the future of research. OECD Publishing. https://doi.org/10.1787/a8d820bd-en

Peterson, S. (2025). Addressing Student Use of Generative AI in Schools and Universities through Academic Integrity Reporting. Frontiers in Education, 10, 1610836. https://doi.org/10.3389/feduc.2025.1610836

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu (Y. Punie, Ed.). Publications Office of the European Union. https://doi.org/10.2760/159770

Shor, R., Greene, E. A., Sumberg, L., & Weingrad, A. B. (2025). AI Tools in Academia: Evaluating NotebookLM as a Tool for Conducting Literature Reviews. Psychiatry, 1-10. https://doi.org/10.1080/00332747.2025.2541531

UNESCO. (2021). Recommendation on the ethics of artificial intelligence. UNESCO. https://www.unesco.org/en/articles/recommendation-ethics-artificial-intelligence

UNESCO. (2023a). Guidance for generative AI in education and research. UNESCO. https://doi.org/10.54675/EWZM9535

UNESCO. (2023b). Harnessing the era of artificial intelligence in higher education: A primer for higher education stakeholders. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386670

UNESCO. (2024). AI competency framework for teachers. UNESCO. https://www.unesco.org/en/articles/ai-competency-framework-teachers

Downloads

Publicado

2026-06-30

Edição

Vol. 14 N.º 2 (2026): Competências Digitais Docentes na Era da Inteligência Artificial: Reconfigurações da Prática Pedagógica

Secção

Artigos

Licença

Direitos de Autor (c) 2026 Sisyphus – Revista de Educação

Creative Commons License

Este trabalho encontra-se publicado com a Creative Commons Atribuição-NãoComercial 4.0.

O Copyright (c) pertence à Sisyphus – Journal of Education. No entanto, encorajamos que os artigos publicados na revista sejam publicados noutras publicações.

Política de auto-arquivo
É permitido aos autores o auto-arquivo da versão final publicada dos seus artigos em repositórios institucionais, temáticos ou páginas web pessoais e institucionais.

Subscritor DORA
O Instituto de Educação da Universidade de Lisboa, editor da Sisyphus, é um dos subscritores da Declaração de São Francisco sobre Avaliação da Investigação (DORA).