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At a time when Artificial Intelligence is profoundly transforming the way we produce, access, and use knowledge, it is essential to reflect on the irreplaceable role of education and teachers.

We are pleased to share two opinion articles by Professor António Teodoro, Director of the Institute of Education at Universidade Lusófona and Director of CeiED, published in VISÃO magazine in June 2026. These articles invite readers to reflect on the challenges that AI poses to schools, democracy, and the education of future generations:

• When Machines Answer, Who Learns to Judge? – A reflection on the importance of critical thinking, discernment, and the ability to exercise judgement in a world increasingly shaped by algorithms.

• The Smarter Machines Become, the More We Need Teachers – A defense of the essential role of teachers as mediators of human relationships, knowledge, and citizenship in an era where technology cannot replace education.

CeiED integrated researcher Luzia Lima-Rodrigues represented the Institute of Education of Universidade Lusófona in two important international initiatives.

Sónia Cardoso, researcher at CeiED and the Citizen Science Doctoral College, participated in the 2026 EUA-CDE Annual Meeting,

The Master's Degree in Educational Sciences: Special Education – Cognitive and Motor Domain at Universidade Lusófona – Lisbon University Centre

From 24 June to 8 July 2026, the Institute of Mediation at Lusófona University will be running the Blended Intensive Programme (BIP) entitled “Supervision, Mediation and Artificial Intelligence in Educational and Social Contexts”.

The idea of requiring poor people to work in order to receive social support is much older than it seems. It is almost 200 years old.

The announcement of the creation of a Single Social Benefit (PSU), accompanied by the idea of linking its allocation to mandatory forms of work or social participation, has brought an old question back into public debate: what should the relationship be between social protection, education, work, and citizenship?

When England reformed its poverty legislation in 1834, it created a system based on a simple conviction: anyone receiving public assistance should face conditions harsh enough to ensure that welfare would never become a desirable alternative to work. The workhouses became the symbol of this philosophy. Poverty was seen less as a consequence of economic and social circumstances than as the result of individual shortcomings in character, effort, or responsibility.

Nearly two centuries have passed. Societies have changed profoundly. Yet the question returns in new forms.

Read the full article here (publico.pt).