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- Applying large language models to software develop-ment: enhancing requirements, design and codePublication . Santos, Gonçalo; Silveira, Clara; Santos, Vitor; Santos, Arnaldo; São Mamede, HenriqueThis paper explores the potential of Large Language Models (LLM) to optimize various stages of the software development lifecycle, including require-ments elicitation, architecture design, diagram creation, and implementation. The study is grounded in a real-world case, where development time and result quality are compared with and without LLM assistance. This research underscores the possibility of applying prompt patterns in LLM to support and enhance software development activities, focusing on a B2C digital commerce platform centered on fashion retail, designated LUNA. The methodology adopted is Design Sci-ence, which follows a practical and iterative approach. Requirements, design sug-gestions, and code samples are analyzed before and after the application of lan-guage models. The results indicate substantial advantages in the development process, such as improved task efficiency, faster identification of requirement gaps, and enhanced code readability. Nevertheless, challenges were observed in interpreting complex business logic. Future work should explore the integration of LLM with domain-specific ontologies and business rule engines to improve contextual accuracy in code and model generation. Additionally, refining prompt engineering strategies and combining LLM with interactive development envi-ronments could further enhance code quality, traceability, and explainability.
- Facing challenges in higher education: enhancing accessibility and inclusion through flexible learning designPublication . Afonso, Ana Paula; Morgado, Lina; Carvalho, Isabel Cristina; Spilker, Maria João; Kuyini, Ahmed Bawa; Opoku, Maxwel Peprah; Das, Ajay Kumar; Nketsia, WilliamThe increasing cultural and demographic diversity among higher education students highlights the challenges regarding accessibility and inclusion. The COVID-19 pandemic has accelerated the shift toward flexible, technology-based teaching practices. However, inclusive, and accessible pedagogical practices lack consistency, particularly when supporting students with disabilities or diverse learning needs. This study evaluates the effectiveness of the Learning Design for Flexible Education (FLeD) Tool—a web-based platform developed to support teachers in designing flexible and inclusive learning scenarios. The research adopts a qualitative approach, featuring semi-structured interviews with two Portuguese experts in accessibility and inclusion. The experts analyzed three learning scenarios designed using the FLeD Tool, through the lens of Universal Design for Learning standards. The collected dataset was analyzed using thematic analysis to identify common issues, strengths, and opportunities for improvement. The findings show a gap between institutional policies and their practical application, mainly due to inconsistent teacher training and technical limitations. While the FLeD Tool supports more flexible and inclusive pedagogical designs, experts have identified key shortcomings such as the lack of automated accessibility checks and limited support for specific disabilities. Despite the reduced number of participants (two experts) and dataset (three learning scenarios), which limits the study’s generalizability, the conclusions draw attention to the pivotal role of systematic teacher training, embedded accessibility features and solid institutional policies in bridging the gap between policy aspiration and effective inclusive practice.