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Recent Submissions
Civic space in a changing world order
2026 - Garrido, Mariana Antunes
This article considers the concept of civic space and the set of rights underpinning it. It also examines
how changing political, security and funding conditions are shaping and restricting civic space particularly
in a changing international order
Referenciação e articulação comunitária: boas práticas nas equipas comunitárias de saúde mental (ECSM)
2026-10 - Almeida, Rui; Casaleiro, Tiago
As ECSM atuam como pilares
fundamentais de cuidados de
proximidade através de articulação
intersectorial (Gago, 2023). O seu
sucesso sustenta-se em fluxos de
referenciação flexíveis e na transição
para um modelo focado na
recuperação e integração social.
Ethical boundaries for the use of artificial intelligence in academic assessment
2026-10-27 - Silva, Mário Marques da; Matos, Joana M.
Purpose: This study examines educators’ perceptions of the ethical boundaries for using Artificial
Intelligence (AI) in teaching and academic assessment, distinguishing AI support from AI delegation using
flipped learning as a pedagogical lens.
Design/methodology/approach: A questionnaire was administered to 148 faculty members from
Universidade Autónoma de Lisboa, Portugal. The paper adopts an exploratory quantitative case-study design.
Analysis used descriptive statistics, normalised Shannon entropy, Pearson correlation, and a paired-samples t
test.
Findings: Respondents were open to AI support for routine, preparatory, and lower-order learning
activities, but more cautious when AI was associated with evaluation, fairness, interpretation, and assessment
decisions. Teacher judgment was strongly prioritised, while trust in AI-generated fair and unbiased evaluation
remained limited. Entropy analysis showed relatively clear boundaries around AI bias and human judgment,
but more contested boundaries around AI-supported evaluation, learner independence, and critical reflection.
Research limitations/implications: The single-institution convenience sample should be interpreted as
exploratory and analytically transferable rather than statistically generalisable.
Practical implications: Institutions should clarify where AI may support assessment and where human
evaluative authority must remain explicit.
Social implications: The findings highlight the need for shared institutional norms.
Originality/value: The paper proposes the Dual Approach as an interpretive framework connecting ethical
responsibility, cognitive complexity, and flipped learning to distinguish AI support from delegated evaluative
authority. Its contribution lies in locating the ethical boundary at the transfer of assessment responsibility and
identifying where educators’ perceptions indicate crisp or fuzzy boundaries.