Generative artificial intelligence, teachers' digital competences and sustainable educational ecosystems: a comparative study in Portugal and Brazil

Abstract

This paper examines the emergence of generative Artificial Intelligence and its increasing integration into educational processes, highlighting the significant impact this transformation has had on teaching practices. The rapid spread of these technologies has contributed to a reconfiguration of teaching and learning methods. It has also highlighted the need for teachers to develop specific digital skills, particularly regarding the critical, ethical and pedagogical use of Artificial Intelligence. Reflecting this concern regarding teacher training for emerging areas in the educational environment, such as Artificial Intelligence, this paper presents the results of a study conducted in Portugal and Brazil based on the Pedagogical DigCompEdu Reloaded framework, specifically regarding digital competences related to Artificial Intelligence, as present in each of the four areas of the pedagogical dimension considered in that framework. The results obtained highlight significant training gaps and critical areas for intervention, clearly indicating that teachers' proficiency levels in pedagogical competences associated with Artificial Intelligence are generally low. These findings are particularly relevant for educational sustainability, as insufficient AI-related competences may limit teachers' ability to create inclusive, resilient, and equitable digital learning environments. Although Portugal and Brazil have different educational frameworks and policies, the findings reveal very similar patterns. This suggests the existence of common constraints. These findings reinforce the need for educational policies and training strategies geared towards the critical and pedagogical integration of Artificial Intelligence into education systems. The findings also suggest that strengthening teachers' AI-related competences is a necessary condition for fostering more inclusive and sustainable educational ecosystems, capable of supporting the ethical and pedagogical integration of Artificial Intelligence while mitigating emerging forms of digital inequality.