In this paper, the effects of the rapid advancement of generative artificial intelligence (Gen AI) in higher education (HE) are discussed. A mixed exploratory research approach was employed to understand these impacts, combining analysis of current research trends and students’ perceptions of the effects of Gen AI tools in academia. Through bibliometric analysis and systematic literature review, 64 publications (indexed in the SCOPUS and Web of Science databases) were examined, highlighting Gen AI’s disruptive effect on the pedagogical aspects of HE. The impacts identified by the literature were compared with the perceptions held by computer science students of two different HE institutions (HEIs) on the topic. An exploratory study was developed based on the application of a questionnaire to a group of 112 students. The results suggest that while Gen AI can enhance academic work and learning feedback, it requires appropriate pedagogical support to foster critical, ethical, and digital literacy competencies. Students demonstrate awareness of both the risks and benefits associated with Gen AI in academic settings. The research concludes that failing to recognize and effectively use Gen AI in HE impedes educational progress and the adequate preparation of citizens and workers to think and act in an AI-mediated world.

This chapter is based on the assumptions, methodologies, and results of two intermunicipal entrepreneurship education projects carried out in Portugal, specifically in Dão Lafões and Baixo Alentejo regions. It analyzes and demonstrates how, in formal and/or non-formal educational contexts, developing work methodologies that promote entrepreneurship consolidate competencies of creativity, proactivity, group work, planning, division of tasks, focus on problem solving, which are fundamental to full and active citizenship. The projects undertaken, supported on learning by doing methodology involved different agents of the communities beyond the schools, are and/or have been valuable contributions to the formation of more autonomous and proactive citizens with a democratic, pluralistic, critical, and creative spirit. Entrepreneurship is a competence for life. Taking initiative, mobilizing others, and getting them on board with ideas and/or solutions to problems are useful skills for daily life in our society and contribute to the sustainability of our common world. Request access from your librarian to read this chapter's full text.

In Europe governments remain a primary funding source for higher education institutions. In this context, reflections on higher education funding models have been discussing since knowledge has been increasingly perceived as an essential condition for economic growth and the creation of wealth. The aim of the elaboration is to draw attention to selected aspects of the problem be viewed as an important market concerning the number of citizens and the European Union membership. In the article description, comparison and case study methods were used.

Wpływ instytucji szkolnictwa wyższego na rozwój społeczno-gospodarczy – studium przypadku Politechniki w Beja w Portugali Powszechnie uznaje się, że inwestycje w kapitał ludzki, innowacyjność i transfer wiedzy mają zasadnicze znaczenie dla zrównoważonego rozwoju i wzrostu. W tym kontekście istotna jest rola i działanie instytucji szkolnictwa wyższego (ISW). Praca ma na celu odzwierciedlenie roli i wpływu szkolnictwa wyższego na rozwój regionalny, na podstawie publicznego szkolnictwa wyższego w Portugalii, a w szczególności, studium przypadku z Polytechnic Institute of Beja (IPBeja). Instytucja ta należy do podsystemu szkolnictwa wyższego o charakterze technicznym i znajduje się w regionie, który ma jeden z najniższych wskaźników ekonomicznych i gęstości zaludnienia w Europie. Translated by Sandra Saúde

This chapter focusses on the influence of the local ecosystem on entrepreneurial intentions (EI) of entrepreneurs and potential entrepreneurs (in specific, higher education management students) of Beja (Portugal) and Huelva (Spain). The study explored the influence and support of the surrounding ecosystem on entrepreneurial initiative. Data were collected through a questionnaire from two samples of 184 entrepreneurs (100 from Huelva and 84 from Beja) and 205 business management students (107 from Huelva and 98 from Beja). In spite of the diversity of the existing structures and support, the evidence showed that, contrary to the needs of the socioeconomic sustainability of Beja and Huelva, the local ecosystems are not recognized as favourable or encouraging the EI. There are no articulated strategies between the different institutional supporting actors and the creation of a new business is perceived as a very difficult path.