Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Nazari, Everson
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| Orientador(a): |
Mattar Neto, João Augusto
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologias da Inteligência e Design Digital
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| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/42876
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Resumo: |
In an educational landscape increasingly permeated by technological innovation, adaptability and the capacity for innovation have become imperatives for educational institutions, specifically in design, where creativity and technology intertwine. The present study emerged amidst this context of transformation and uncertainties provoked by the emergence of Artificial Intelligence (AI) in the sector. The research investigated AI competencies among higher education design instructors, aiming to understand their level of preparedness, the challenges faced, and the opportunities available. For this purpose, a questionnaire was developed, structured based on theoretical frameworks such as DigComp Edu (EU) and the AI Guide for Education and Research (UNESCO), with the assistance of generative AI in its creation and development. The AI collaboration encompassed the selection and proposal of AI competencies, the definition of the questionnaire structure, the formulation and revision of questions, and the evaluation and feedback of the collected data. The questionnaire was applied with a national scope. However, the results were concentrated in Brazil's South and Southeast regions. There was a predominance of basic AI competencies, with 52% of educators at the beginner level and 44% at the intermediate level, highlighting the need for continuous professional development in this area. The analysis of the collected data revealed that, although educators recognize the importance of AI in design education, there are still significant challenges to overcome, including the need for robust technical training and the development of critical thinking concerning these technologies |
