Catarina Lucas

This study investigates how pandemic-induced digitalisation, understood as the transition to remote work combined with the enforced use of digital tools and the reconfiguration of tasks and digital skills at the job level, has affected job security and job quality in Portugal. In 2022, a nationwide survey was administered to employees in companies registered in the country, yielding 2001 valid responses through a stratified random sampling strategy that ensured representation across different firm sizes. Structural equation modelling (PLS-SEM) was used to examine the relationships between digitalisation (independent construct) and perceived job quality and job security (dependent constructs), while controlling for demographic, organisational, and work-regime characteristics. Digitalisation had a significant positive effect on perceived job quality but no systematic effect on perceived job security. The results also revealed more positive perceptions of job security among women, employees in smaller firms, and those working on-site, whereas directors and workers in the Lisbon Metropolitan Area reported greater negative effects. These findings underscore the importance of contextual factors in shaping how workers experience digitalisation and provide evidence to inform public policies aimed at promoting job security and job quality in a post-COVID-19 labour market.

The modern job market demands soft and future skills from both technical and non-technical professionals. It is often challenging to teach these competencies in a traditional academic setting. This paper presents an effective approach for developing these skills through a short, intensive, joint project. While our case study is an Erasmus+ program, the methodology can be applied within various frameworks. We use problem-based and active learning, along with group work, to teach. The approach also emphasizes diversity by arranging multidisciplinary student groups to work on software development tasks. In our project, less than half of the participants had a computer science background, demonstrating that these tasks are engaging for non-technical students. The multicultural and international environment of the project is crucial in a global working environment, and its brief, intense nature helps simulate real-world stressful situations. This methodology provides a practical way to prepare students for the demands of the modern workplace. The results confirmed the effectiveness of the project in developing certain key skills, though not all competencies showed a measurable increase during the event’s short duration.

Este trabajo está sustentado por la teoría antropológica de lo didáctico (TAD). El objetivo consiste en formular, de manera coordinada, un esquema de un modelo epistemológico de referencia en torno a la modelización funcional, MER(MF), que asigna al cálculo diferencial elemental (CDE) una nueva razón de ser. Después de describir los criterios generales que deberá cumplir el MER, se propone una redefinición de lo que se entiende por modelización funcional mediante un diagrama de actividad que integra el papel que se asigna en dicha actividad matemática al CDE. En coherencia con esta forma de interpretar el papel que desempeña el CDE en la actividad matemática, se propugnan unos nuevos fines educativos asociados a su estudio, así como unos medios didácticos que consideramos adecuados para alcanzar dichos fines. En definitiva, se propone una nueva modalidad de estudio del CDE en el paso de Secundaria a la Universidad, esto es, un nuevo paradigma didáctico de referencia (PDR) para el estudio del CDE. Tomando dicho PD como referencia, se analiza de manera somera la modalidad de estudio vigente en torno al CDE poniendo de manifiesto los fenómenos didácticos que emergen cuando el estudio del CDE en el paso de Secundaria a la Universidad está regido por este PD.