Innovation in higher education: from teaching practices during the pandemic to generative artificial intelligence

Resumo

This study examined the relationship between innovative pedagogical practices adopted during the pandemic and the subsequent adoption of Generative Artificial Intelligence (GAI) in higher education. Data were collected through interviews and questionnaires administered to university teachers in Santa Catarina. Qualitative analysis, based on Bardin's (2016) techniques, revealed the following: First, for the teachers investigated, pedagogical innovation is linked to reframing methodologies, promoting student protagonism, integrating theory and practice, and using new technologies. Second, during the pandemic, innovation focused on technology-mediated classes. Third, remote teaching accelerated the adoption of GAI, broadening teachers' perceptions of flexible and intelligent tools. However, concerns also arose regarding the regulation of GAI, the risk of digital exclusion, the precarious nature of teaching work, and the lack of comprehensive student training.