Abstract
The teaching and learning process in higher education needs continuous cultivation of pedagogical expertise, encompassing subject mastery and pedagogical methodologies. This article explores the transformation of higher education institutions (HEIs) into hybrid campuses and the importance of pedagogical innovation, highlighting the need for training in hybrid/e-learning environments, and emphasizing the potential of mobile technologies. Furthermore, it presents a case study on two professional development courses offered to faculty members, working in the field of Engineering in Portugal, aiming to reconfigure their professionality. The research adopts an ethnographic methodology, integrating quantitative methods and utilizing a variety of data collection tools, including field notes and self-reflection sheets, to analyze the teachers' reconfiguration of their professional practices. The main findings of the study reveal that the majority of faculty members reported significant gains in transforming traditional courses to digital formats, mastering various online platforms and tools, and developing skills in online communication.

Abstract
This paper presents GAMAI, an AI-powered exercise gamifier, enriching the Framework for Gamified Programming Education (FGPE) ecosystem. Leveraging OpenAI APIs, GAMAI enables the teachers to leverage the storytelling approach to describe the gamified scenario. GAMAI decorates the natural language text with sentences needed by OpenAI APIs to contextualize the prompt. Once the gamified scenario has been generated, GAMAI automatically produces the exercise files for the FGPE AuthorKit editor. We present preliminary results in AI-assessed gamified exercise generation, showing that most generated exercises are ready to be used with none or minimum human effort needed.

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Abstract
This study introduces the development of a client-based software layer within the FGPE project, aimed at enhancing the usability of the FGPE programming learning environment through client-side processing. The primary goal is to enable the evaluation of programming exercises and the application of gamification rules directly on the client-side, thereby facilitating offline functionality. This approach is particularly beneficial in regions with unreliable internet connectivity, as it allows continuous student interaction and feedback without the need for a constant server connection. The implementation promises to reduce server load significantly by shifting the evaluation workload to the client-side. This not only improves response times but also alleviates the burden on server resources, enhancing overall system efficiency. Two main strategies are explored: 1) caching the gamification service interface on the client-side, and 2) implementing a complete client-side gamification service that synchronizes with the server when online. Each approach is evaluated in terms of its impact on user experience, system performance, and potential security concerns. The findings suggest that while client-side processing offers considerable benefits in terms of scalability and user engagement, it also introduces challenges such as increased system complexity and potential data synchronization issues. The study concludes with recommendations for balancing these factors to optimize the design and implementation of client-based systems for educational environments. © Ricardo Queirós, Robertas Damaševicius, Rytis Maskeliunas, and Jakub Swacha;

Abstract
A growing concern with current teaching approaches underscores the need for innovative paradigms and tools in computer programming education, aiming to address disparate user profiles, enhance engagement, and cultivate deeper understanding among learners This article proposes an innovative approach to teaching programming, where students are challenged to write statements for solutions automatically generated. With this approach, rather than simply solving exercises, students are encouraged to develop code analysis and problem formulation skills. For this purpose, a Web application was developed to materialize these ideas, using the OpenAI API to generate exercises and evaluate statements written by the students. The transformation of this application in H5P and its integration in a LMS gamified workflow is explored for wider and more effective adoption. © Ricardo Queirós;

Abstract
An increasing number of colleges and universities are introducing Generative Artificial Intelligence (GAI) in their teaching/learning frameworks. This study examines the feedback from 152 students across Higher Education Institutions (HEIs), representing diverse scientific areas, namely Engineering, Lit-erature, Business and Accounting, Sports. It aims to explore the integration of GAI features in education and students' perception on its advantages and disadvantages. Students' top benefit was 'Personalized learning'. They also valued 'efficient content creation', and 'individualized assessment tools'. Their major concern was 'Ethical considerations', and it varied by demographic variables. Other distresses included 'Lack of control of content creation', 'over-reliance', and 'AI depersonalization', and 'decreased interpersonal engagement'. Of utmost important conclusion is that HE students agree and strongly agree that AI came to disrupt HEIs' educational process. © 2024 IEEE.