Bardin, L. (2011). Análise de Conteúdo (4a ed). Edições 70.
Becker, S. A., Brown, M., Dahlstrom, E., Davis, A., DePaul, K., Diaz, V., & Pomerantz, J. (2018). NMC Horizon Report: 2018 Higher Education Edition. EDUCAUSE.
European University Association. (2019). Learning & Teaching Paper #5: Promoting Active Learning in Universities.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Gaebel, M., Zhang, T., Stoeber, H., & Morrisroe, A. (2021). Digitally enhanced learning and teaching in European higher education institutions.
Hsieh, C. (2013). Active Learning: Review of Evidence and Examples. In Tzyy-Yuang Shiang, Wei-Hua Ho,
Peter Chenfu Huang, & Chien-Lu Tsai (Eds.), 31 International Conference on Biomechanics in Sports . International Society of Biomechanics in Sports (ISBS) .
Kali, Y., Sagy, O., Benichou, M., Atias, O., & Levin‐Peled, R. (2019). Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework. British Journal of Educational Technology, 50(5), 2162–2177. https://doi.org/10.1111/bjet.12847
Li, Y., Yang, H. H., & MacLeod, J. (2019). Preferences toward the constructivist smart classroom learning environment: examining pre-service teachers’ connectedness. Interactive Learning Environments, 27(3), 349–362. https://doi.org/10.1080/10494820.2018.1474232
MacLeod, J., Yang, H. H., Zhu, S., & Li, Y. (2018). Understanding students’ preferences toward the smart classroom learning environment: Development and validation of an instrument. Computers & Education, 122, 80–91. https://doi.org/10.1016/j.compedu.2018.03.015
Marques, J. B. V., & Freitas, D. de. (2018). Método DELPHI: caracterização e potencialidades na pesquisa em Educação. Pro-Posições, 29(2), 389–415. https://doi.org/10.1590/1980-6248-2015-0140
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159–167. https://doi.org/10.1152/advan.00053.2006
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What ?ideas-about-science? should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692–720. https://doi.org/10.1002/tea.10105
Rodrigues, A. L. (2020). Digital technologies integration in teacher education: the active teacher training model. Journal of E-Learning and Knowledge Society, 16(3), 24–33.
Van Horne, S., & Murniati, C. T. (2016). Faculty adoption of active learning classrooms. Journal of Computing in Higher Education, 28(1), 72–93. https://doi.org/10.1007/s12528-016-9107-z
Wetzel, E. M., & Farrow, C. Ben. (2023). Active learning in construction management education: faculty perceptions of engagement and learning. International Journal of Construction Management, 23(8), 1417–1425. https://doi.org/10.1080/15623599.2021.1974684
Acknowledgements: This work is financially supported by National Funds through FCT – I.P., under the projects and UIDP/00194/2020 (https://doi.org/10.54499/UIDP/00194/2020) and the doctoral scholarship under reference 2021.06815.BD (https://doi.org/10.54499/2021.06815.BD).