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ABOUT
ABOUT
Generative Artificial Intelligence (GenAI) is rapidly transforming how knowledge is produced, accessed, and applied. In the context of Information and Communication Technologies (ICT) education, generative AI tools are reshaping teaching practices, learning processes, assessment strategies, and the development of professional skills. Students and educators are increasingly using AI tools to support programming, software development, problem solving, and content creation, raising both opportunities and challenges for ICT education.
At the same time, the widespread availability of generative AI technologies raises important questions regarding academic integrity, assessment design, pedagogical strategies, and the development of critical thinking and professional competencies. Educators must rethink teaching methodologies and curricula to prepare students to effectively and responsibly work with AI-supported tools.
This track aims to explore the opportunities, challenges, and implications of generative AI in ICT education. We welcome contributions addressing both the use of AI tools to support learning and teaching activities and the broader impact of generative AI on educational practices, curricula, and pedagogical strategies.
TOPICS
TOPICS
Suggested topics of interest include, but are not limited to, the following:
Generative AI tools for ICT education
AI-assisted programming education
AI-supported tutoring and feedback systems
Generative AI for supporting software engineering education
Pedagogical strategies for teaching in the age of AI
AI literacy in computing and ICT curricula
Responsible and ethical use of generative AI in education
Academic integrity and assessment in AI-assisted learning environments
Human–AI collaboration in learning processes
AI-supported content generation for educational purposes
Impact of generative AI on ICT curricula and teaching methods
Teacher support through generative AI tools
Evaluation of AI-assisted learning environments
Empirical studies on the use of generative AI in ICT education
Experience reports and case studies on AI adoption in education
Challenges, risks, and governance of AI in educational contexts
Automatic student assessment supported by Generative AI
Guidelines for the use of Generative AI in education
TRACK COMMITTEE
TRACK COMMITTEE
Chairs: Edna Canedo, University of Brasilia, Brazil, and Porfirio Tramontana, University of Naples Federico II, Italy
Program Committee:
To be announced
Edna Canedo is an Associate Professor in the Department of Computer Science at the University of Brasília (UnB), Brazil, where she has been a faculty member since 2010. Her research interests are primarily in Software Engineering, with a focus on Requirements Engineering, Gender Diversity in Software Engineering, Regulatory Compliance, Privacy, and Artificial Intelligence. She has served on the organizing and program committees of several international conferences in Software Engineering and Requirements Engineering, including CHASE, SEET, SEIS, EASE, SANER, SBES, SBQS, SBSI, IHC, QUATIC (Track: Process Improvement and Analytics – PIA), and WER. She also regularly serves as a reviewer for leading journals in the field of Software Engineering, including IEEE Transactions on Software Engineering (TSE), ACM Transactions on Software Engineering and Methodology (TOSEM), Information and Software Technology (IST), Empirical Software Engineering (EMSE), Requirements Engineering, IET Software, and the Journal of Systems and Software (JSS). She is also a member of the Editorial Board of the Journal of Software Engineering Research and Development (JSERD).
Porfirio Tramontana is an Associate Professor of Computer Science for the Department of Electrical Engineering and Information Technology at the University of Naples Federico II. His research focuses on software engineering, including reverse engineering, quality assessment, mining of software repositories, software testing, and software engineering education. Recently, he has been involved in software testing gamification activities, including the creation and evaluation of tools supporting students in learning software testing techniques and practices. He regularly serves as a reviewer for some of the most influential journals in the software testing field, including TOSEM, IEEE Software, TMC, JSME, STVR, JSEP, and JSS, and has served on the organizing and program committees of specific venues, including ICST, Gamify, and Learner.
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