In November, Brazilian researcher Laura Quevedo Jurgina began a research project at REMIT that will end in May next year. She is a computer engineer with both a master’s degree and a doctorate in the field and she creates solutions that join neuroscience, technology, and pedagogy to improve education. Her aim is to contribute to a more equitable and inclusive education.
Comunica UPT: What is the topic of your research?
Laura Quevedo Jurgina: The topic of my research is the integration of tangible and multisensory technologies in the literacy process, with a focus on the Alfaba device, which I developed. This device is based on the principles of neuroplasticity and was designed to support the literacy of children, particularly children in underprivileged contexts or neurodivergent.
What are you aiming for?
The main aim of my research is to adapt innovative pedagogical methodologies, such as those used at Escola da Ponte, to the Brazilian educational context, promoting inclusion and equal access to education. In order to do this, I try to design hardware architectures that use embedded computing, which are low cost in terms of production and maintenance, and that optimise computing and energy resources. This approach aims to make it feasible to implement Alfaba in educational institutions with limited resources, as is often the case in the Global South.
What impact can you research have on society?
My research can have an impact on society by proposing accessible and inclusive technological solutions capable of promoting literacy in communities with limited resources. Alfaba’s lower production and maintenance costs, combined with energy optimisation, mean it can be applied in regions where access to technology is still very limited. In addition, I hope that the device will help to train teachers and reinforce public policies aimed at more equitable education.
What do you expect from the five months of research stay?
I hope to consolidate my research based on the pedagogical practices observed at Escola da Ponte and adapt them to the Brazilian context. I also want to deepen academic exchanges, enriching the development of the Alfaba device. I am confident that this stay will make a significant contribution to my academic and professional career.
Have you been to Porto before?
No, this is my first time in Porto, and I’m delighted with the city. It has many similarities with my own city, Pelotas, in terms of architecture and gastronomy, which makes the experience even more special. At the same time, I am astounded by Porto’s unique cultural richness and hospitality.
Exhibition “More than houses: How will we live in April 2074?”
The exhibition “More than Houses: How will we live in April 2074?” will be open to the public until 26 January, at MUDE – Design Museum, in Lisbon. Universidade Portucalense takes part in this initiative through the Integrated Master’s degree in Architecture and Urbanism.
The exhibition brings together the proposals of 1751 students and 281 lecturers from 25 national Faculties of Architecture, Landscape Architecture, and Fine Arts, around the ideas of inhabiting and the city, and their reshaping for a near future that is inclusive and sustainable.
Organised by the Faculty of Architecture of the University of Porto and curated by architects Teresa Novais and Luís Tavares Pereira, the initiative stems from the “More than Houses” programme that marked the 50th anniversary of 25 April 1974.
Qualifying and transforming the educational experience
Elizabeth Real, Vice-Rector for Teaching, talks about the new projects to increase interdisciplinarity and promote more inclusive and dynamic learning environments, with the aim of qualifying and transforming the educational experience.
Comunica UPT: The creation of the Pedagogical Innovation Award intensifies Universidade Portucalense’s ambition to improve the quality of teaching and the academic success of its students through pedagogical innovation. How is pedagogical innovation defined and what does it bring?
Elizabeth Real: Pedagogical innovation represents a profound transformation of educational practices that goes beyond the mere introduction of new technologies or tools. This is a paradigm shift centred on the student, which favours interactive, collaborative, and contextualised methodologies, valuing autonomy, critical thinking, and active participation in the learning process.
This approach seeks to break with traditional models of purely expository teaching, promoting interdisciplinarity and developing more inclusive and dynamic learning environments. The creation of the Pedagogical Innovation Award demonstrates a strategic understanding of this concept of innovation, recognising it not as an isolated objective, but as an essential means of qualifying and transforming the educational experience.
In concrete terms, what do you want to change in the teaching-learning process?
Within our pedagogical development strategy, Universidade Portucalense aims to implement a truly transformative educational approach. The assessment criteria for the Pedagogical Innovation Award – Innovation, Impact, Sustainability, Replicability, Inclusion, and Social Responsibility – represent an institutional commitment to capacity building and modernisation of teaching and learning processes. We want to promote methodologies that position the student as an active agent and protagonist of their academic journey. Interdisciplinarity emerges as a fundamental element of this strategy, enabling students to understand the complex interconnections between different areas of knowledge. On the other hand, digital technologies will not be used as mere tools; they will be a structuring element of new teaching and learning methods. At the same time, we are committed to creating truly inclusive academic environments that recognise and value student diversity and multiple learning styles, thus enhancing the conditions for academic success.
In the last two years, Universidade Portucalense has been continuously investing in actions to promote pedagogical innovation. What is your assessment of this trajectory?
In recent years, a consistent and strategic path has been developed in the field of pedagogical innovation. We have implemented a number of initiatives that have significantly transformed the traditional approach to teaching. We developed teacher training programmes geared towards active methodologies and promoted the progressive integration of digital technologies into teaching and learning processes. At the same time, we carried out an in-depth revision of the curricular unit files, with three fundamental objectives: to rigorously clarify the skills to be acquired by students, to establish a clear commitment to the fulfilment of the targets set out in the Sustainable Development Goals, and to introduce guidelines on the ethical and responsible use of Generative Artificial Intelligence. Our assessment is clearly positive. We managed to create a dynamic of change without abrupt ruptures but with a consistent and sustained implementation of new teaching methodologies. The goal is to continue to evolve, learning from each experience and constantly adapting to today’s educational challenges.
What changes have already been seen in the performance of teachers and students with the implementation of innovative educational practices?
As far as the teachers are concerned, we have seen a significant transformation in their pedagogical attitude. Most of the teachers attended the training courses given by the Pedagogical Innovation Office and have moved on from a traditional expository approach to interactive and dialogue-based methodologies, where they take on the role of facilitators of learning. We also found a greater willingness to use active methodologies, such as problem-based learning, collaborative work, and various digital resources. As far as the students are concerned, there is a greater proactivity in the construction of knowledge, a capacity for self-reflection on learning processes, and the development of soft skills, such as critical thinking, teamwork, and adaptability.
What future projects can we expect in this area?
This academic year saw the implementation of the “+Sucesso@UPortucalense” and “Mental Health Promotion Programme in Higher Education” programmes, co-financed by the Directorate-General for Higher Education, with the aim of fighting dropout and increasing student retention. So, in this context, by 2025 we will have consolidated the (peer) mentoring model, established an individualised tutoring model, applied innovative teaching and learning practices, and strengthened self-learning and teamwork mechanisms. We are also working on a predictive analysis model based on socio-demographic information and academic performance from previous years and an alert system to signal and monitor risk situations. I would also like to highlight the Student Observatory, which is not new but will be strengthened with the aim of promoting a longitudinal study to characterise and evaluate students, from their transition to the first year of higher education until they enter the labour market. We will also try to equip teachers and students with knowledge about the typical challenges faced by students in their transition and adaptation to higher education and the risks of dropping out and academic failure, emphasising the identification of early warning signs of their academic, emotional, and social difficulties.
