Gestão e Economia | Comunicações em congressos, conferências e seminários / Communications in congresses, conferences
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Percorrer Gestão e Economia | Comunicações em congressos, conferências e seminários / Communications in congresses, conferences por Domínios Científicos e Tecnológicos (FOS) "Ciências Sociais::Economia e Gestão"
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- Generation Z and smart cities: a bibliometric exploration of their contribution to urban sustainabilityPublication . Negas, Mário Carrilho; MárioThis presentation examines how Generation Z is addressed in the scientific literature at the intersection of smart cities and urban sustainability. Through a critical review of recent research, it identifies recurring themes and dominant approaches that frame Generation Z both as a driver of innovation and as a critical social actor within contemporary urban transformations. The literature highlights Generation Z’s advanced digital skills and technological fluency as key enablers of eco-efficient urban practices and data-driven sustainability initiatives. At the same time, strong emphasis is placed on participatory, co-creation, and bottom-up approaches, positioning young people as active contributors to the design, governance, and evaluation of smart city strategies. Beyond this optimistic framing, the analysis also reveals a growing body of critical scholarship that problematizes smart city technologies when they reinforce social inequalities, exclude marginalized voices, or lack ethical and democratic grounding. Overall, the presentation argues that Generation Z is increasingly represented not only as a beneficiary or user of smart city technologies, but as an engaged and reflexive social group capable of both shaping and contesting prevailing models of urban sustainability.
- How will it blend?: design considerations for blended learning in higher educationPublication . Miranda, Paula; Isaías, Pedro; Pífano, Sara; Auer, Michael E.; Rüütmann, TiiaWithin the higher education sector, blended learning strategies succeed largely because of their promise to deliver the best of both worlds to students: face-to-face education and online learning. The implementation of blended learning in courses and programmes is commonly associated with an enhanced student expe-rience resulting from broader access to learning resources, improved interactivity and cooperation, increased participation and motivation, and increased control of students’ own learning. This paper presents a design model that can assist in the development, implementation and evaluation of blended learning courses. The model is supported by a review of the literature and a multiple case study analysis of three higher education courses, in Australia. The design model is composed of six core elements: early planning and clear communication, in-class active learning, appropriate online technology selection, engaging online content and activities, student online and in-class assessment, and multi-layered course evaluation.
- Implementation and evaluation of a chatbot in a business course in higher educationPublication . Isaías, Pedro; Hoque, Tania Tanzin; Miranda, PaulaWhile the higher education sector is continuously searching for innovative technologies, the use of chatbots requires extensive research and careful consideration of their pedagogical value. The lessons learned from lecturers who experiment with chatbots can constitute important evidence to support their use. This paper presents a chatbot specifically designed for a Higher Education course, named RESOURCEbot, its mechanics and workflows. This chatbot was used in a university course to assist the students with recommendations of relevant research papers. It is also presented the chatbot´s evaluation. The evaluation of the RESOURCEbot derived from a questionnaire that was distributed among the students to assess their opinions about the experience of using a chatbot, its performance and their intention to use chatbots in educational settings. The results highlighted some of RESOURCEbot’s limitations, such as some difficulty in understanding the students’ prompts, but overall they reflected the students’ positive opinions concerning its ease of use, and the value and pertinence of its recommendations.
- Integrating digitization and plastic credits: dual levers for advancing the circular economyPublication . Negas, Mário Carrilho; Filipa Reis Carvalho SeiçaThis study explores the role of digitalization as a key enabler of circular economy models, with a particular focus on plastic credits as an emerging environmental and economic instrument. It analyzes how digital technologies—such as blockchain, artificial intelligence, IoT, and Big Data—enhance transparency, traceability, and efficiency in waste management and certification systems. Using a qualitative methodology based on document analysis and a case study of the Portuguese startup C-Plastic operating in Lusophone countries, the research examines the social, environmental, and economic impacts of digitally certified plastic credits. The study highlights both the benefits and challenges of these models, including regulatory gaps, risks of greenwashing, and the inclusion of informal recyclers. It concludes that while digitalization and plastic credits offer significant opportunities for inclusive and sustainable growth, their transformative potential depends on clear regulation, international standards, and coordinated global commitment.