Road safety remains one of the greatest global challenges, with severe human and economic costs, as human error is responsible for the majority of accidents. This article, developed within the scope of the IDT – PIVOT project, Incentive System for Business Research and Development – Individual Operations, critically examines the role of Advanced Driver Assistance Systems (ADAS) in reducing road traffic accidents. The methodology consisted of a critical review of international literature (2000–2025), complemented by institutional reports and secondary data analysis. The results show that systems such as Autonomous Emergency Braking (AEB), Electronic Stability Control (ESC) and Intelligent Speed Assistance (ISA) can significantly reduce accidents and fatalities, achieving up to 58% reduction when combined. However, barriers remain regarding costs, lack of standardisation, risks of driver overreliance and legal uncertainties. The study concludes that ADAS are an essential transitional technology towards autonomous mobility, fundamental to achieving the objectives of Vision Zero 2030.

The COVID-19 pandemic triggered a sudden transformation in higher education, requiring institutions to rapidly adapt to distance learning to ensure the continuity of education. In this context, the need for innovative tools that provide more effective and collaborative pedagogical support emerged. This article presents EasyAsk, a digital platform developed to complement both traditional and remote learning, integrating Artificial Intelligence (AI) functionalities to personalize the learning experience. EasyAsk promotes continuous interaction between students and professors, as well as among peers, facilitating the resolution of questions and the sharing of knowledge. The platform was validated through a case study conducted at the School of Technology and Management of Lamego (ESTGL) during the 2021-2022 and 2022-2023 academic years.

In Portugal, in the year 2022, there were 32.788 reported road accidents. Among the identified causes, driver fatigue emerged as the second major contributor to these incidents. Efforts to address this issue have resulted in the development of legislation over the years. Concurrently, aligning with initiatives in the European Union, the Fédération Internationale de l'Automobile (FIA) has actively promoted collaboration with the automotive industry to integrate safety-enhancing systems in vehicles, aiming to alleviate challenges such as driver fatigue. The proposed strategy represents an intermediary solution, bridging the gap between the security provided by in-vehicle systems and the accessibility offered by mobile systems. The project's overarching goal is to ensure cost-effectiveness, efficiency, and widespread applicability. Leveraging Microsoft's Face API technology, the project seeks to capitalize on artificial intelligence to unlock a range of features, thereby achieving tasks that were previously deemed impractical or financially burdensome.

In recent years, educational platforms have advanced significantly, integrating cutting-edge technologies and interactive resources that have revolutionized online teaching and learning. The proper selection of an educational platform is crucial for the successful dissemination of Massive Open Online Courses (MOOCs), as it supports efficient course implementation and ensures accessibility, flexibility, and personalized learning experiences. Advanced technologies such as Artificial Intelligence and synchronous tools enhance the student experience, offering automated feedback, content adaptation, and continuous support, allowing interaction with materials at their own pace. In this article, we address an initial phase of the "Educação ON" project, which aims to define the IT solution, platform, and technologies for the creation of MOOCs. This process involved a literature review, analysis of MOOC characteristics, evaluation of educational platforms, identification of new trends in distance learning, and synthesis of the project requirements. The research focuses on validating a MOOC course model tailored to higher education students, tested during the academic years 2022/2023 and 2023/2024 by a multidisciplinary team of professors from a Portuguese higher education institution, with the participation of students from both Portuguese and Brazilian higher education institutions. The results lay the groundwork for the next stages of the project, fostering more interactive and collaborative learning environments.

This article is part of the "Educação ON" project, an initiative aimed at studying the current state of distance education and developing an innovative digital platform to promote more interactive and collaborative learning environments. This project focuses on creating effective models of Massive Open Online Courses (MOOCs) for higher education, facilitating the dissemination of knowledge among university students in distance learning contexts. This particular study focuses on validating a MOOC course model adapted to higher education students, tested during the 2022/2023 and 2023/2024 academic years. The research was conducted by a multidisciplinary team of lecturers from a Portuguese higher education institution, with the participation of students from Portugal and Brazil, aiming to improve student engagement and retention in this educational context. The article presents a theoretical approach to the MOOC course prototype design, followed by the analysis of successful and unsuccessful cases. Additionally, it compares the characteristics, advantages, and disadvantages of different authoring software, culminating in the selection of the most appropriate technology for prototype development. This initial phase lays the groundwork for future implementations and tests within the project aimed at higher education students.