Abstract
A investigação sobre o feedback e a autorregulação da aprendizagem tem granjeado interesse com a explosão da Inteligência Artificial e os desafios que coloca à educação e, em particular, à avaliação dos estudantes. Contudo, há mais de 30 anos que se estudam esses processos para compreender como os estudantes regulam a sua própria aprendizagem ao nível motivacional, cognitivo e metacognitivo. Ao assumirem um papel proativo na geração e utilização do feedback estão a avaliar o seu próprio trabalho, o que tem implicações na forma como os professores organizam a avaliação e o apoio na aprendizagem.  Este artigo elabora sobre os desafios múltiplos que se colocam à IA na avaliação digital da aprendizagem, no que respeita ao feedback e a autorregulação bem como na investigação sobre a avaliação digital. Após a discussão desses conceitos e de modelos enquadradores bem como a sua conexão com a avaliação digital conclui-se que é crucial considerar equipas multidisciplinares na investigação com IA e minimizar ou eliminar situações que podem introduzir enviesamentos em termos de género, etnias, culturas e estatutos económico ou social.

Abstract
Hybrid teaching, which integrates traditional in-person learning based on students' perspectives where online learning offers a flexible approach to education, combines the benefits of technology with face-to-face interactions. Moreover, teaching and learning in a hybrid way met several challenges for both teachers and learners, including technological problems, time management, communication difficulties, and assessment complexities. This systematic review investigates six main research questions: (1) What pedagogical frameworks are used in hybrid teaching and learning? (2) How can we enhance students' engagement in hybrid teaching and learning? (3) What is the impact of technological integration on hybrid learning scenarios, both for students and teachers? (4) How do training and support measures influence the willingness and ability of university teachers to implement hybrid teaching formats? (5) How do formative assessment and feedback methods in hybrid learning environments enable teachers to effectively monitor student progress and provide tailored support? (6) How does the implementation of hybrid learning affect student learning outcomes? This study identifies the following key themes: technological integration, pedagogical innovation, faculty support, student engagement, assessment practices, and learning outcomes. Our contribution of this literature review is related to teaching and learning by showing teachers the most appropriate way to avoid the challenges encountered when teaching in a hybrid way. These include strong technology integration, innovative pedagogical strategies, strong academic development and support, active student engagement, effective assessment practices, and positive learning outcomes.

Abstract
This study was initiated at a time of unprecedented uncertainty, as lecturers and educational institutions across the world tried to manage the move to online education as a result of the global COVID-19 pandemic. It started with lecturers' perspectives of their performance during that time to identify innovative teaching strategies beyond the priority of emergency teaching. The main goal was to identify the occurrence of more permanent changes in Higher Education after the pandemic. The research was based on a qualitative approach where faculty members were interviewed about their activities before, during and after lockdown periods. Data collected was analysed with the help of an algorithm based on Artificial Intelligence. Ultimately, it was possible to gather and evaluate practical solutions related to hybrid learning in Europe, Australia, and New Zealand, leading to recommendations for stakeholders in Higher Education.

Abstract
Innovative educational technologies, the integration of Massive Open Online Courses methodology (MOOC), Challenge-Based Learning (CBL), and Virtual Assistant methodologies in Big Data course represent a dynamic evolution in pedagogical approaches. MOOCs offer scalable access to high-quality educational content, enabling learners to engage with Big Data concepts flexibly. CBL fosters critical thinking and problem-solving skills by immersing students in real-world scenarios relevant to Big Data analysis. Virtual Assistant methodologies leverage artificial intelligence to provide personalized learning experiences, enhancing student support and interactivity. This integrated approach not only cultivates a comprehensive understanding of Big Data but also prepares learners for the demands of a data-driven world. The authors are discussing the methodology and the effectiveness of the implemented course.

Abstract
The branch-and-bound (B&B) procedure is one of the most frequently used methods for solving the resource-constrained project scheduling problem (RCPSP) to obtain optimal solutions and has a rich history in the academic literature. Over the past decades, various variants of this procedure have been proposed, each using slightly different configurations to search for the optimal solution. While most of the configurations perform relatively well for many problem instances, there is, however, no known universal best B&B configuration that works well for all problem instances. In this work, we propose two problem transformation-based machine learning classification methods (binary relevance and classifier chains) to automatically detect the best-performing branch-and-bound configuration for the resource-constrained project scheduling problem. The proposed novel learning models aim to find the relationship between the project characteristics and the performance of a specific B&B configuration. With this obtained knowledge, the best-performing B&B configurations can be predicted, resulting in a better solution. A comprehensive computational experiment is conducted to demonstrate the effectiveness of the proposed classification models and the performance improvements over three categories of methods from the literature, including the latest branch-and-bound configurations, the state-of-the-art classification models in project scheduling, and commonly used clustering algorithms in machine learning. The results show that the proposed classification models can enhance solution quality for the RCPSP without changing the core components of existing algorithms. More specifically, the classifier chains method, when combined with the Back-Propagation Neural Network algorithm, achieves the best performance, outperforming binary relevance, which demonstrates the impact of label correlation on the performance. The experiments also demonstrate the merits of the proposed model in improving the robustness of the solutions. Furthermore, these findings not only highlight the potential of the classification models in detecting best-performing B&B configurations, but also emphasize the need for future work and development to further improve the performance and applicability of these models.

Abstract