This article conducts a critical analysis of internationalization policies in teacher education in Brazil exploring the tensions between economic and sociocultural perspectives. The predominance of North-South initiatives and the influence of international organizations such as the World Bank reveal possibilities of dilution of the teacher education’s critical dimension . The study draws on authors such as Knight (2018; 2020), Wit et al. (2015), Morosini and Dalla Corte (2018), Menter et al. (2024) and problematizes the lack of cooperation with South American countries and the limited exploration of the potential of South-South relations. It suggests that the current internationalization perspective may reinforce global asymmetries. The methodology includes document analysis and critical examination of data and policies related to the internationalization of higher education, focusing on teacher education in Brazil. The study uses data provided by the Coordination for the Improvement of Higher Education Personnel (Capes) as well as reports from international organizations, such as UNESCO and the World Bank, to contextualize the practices and trends of internationalization in the Brazilian educational field. The article reveals that the internationalization of higher education in Brazil is strongly driven by cooperation with Northern Hemisphere countries, while relations with South American countries are neglected. There is an underutilization of South-South relations, which limits the potential for a more inclusive internationalization that is contextualized within similar local realities, especially in teacher education. By suggesting the need for an internationalization perspective that values diversity and promotes global citizenship, the text highlights the pursuit of quality education that considers the social and cultural diversity and students’ identity, and the importance of creating more sustainable and socially fairer learning environments. This research is supported by CAPES.

This paper aims to analyse the effectiveness of introducing a dedicated course on the development of transversal skills on artificial intelligence (AI) in the context of PhD courses at the University of Bari. The objective of the course is to equip PhD students with the requisite tools to navigate the intricate challenges posed by AI, fostering a contemplation on the responsible, conscious, and ethical utilisation of these technologies within their respective research domains, with a human-centric perspective.
Theoretical framework
The application of AI in the field of education is a topic that has attracted considerable interest from researchers and educators alike. The university context is of critical importance in the development of reliable and sustainable educational and training models that can exploit the potential of AI in a responsible and effective manner. Faculty development research plays a pivotal role in the advancement of methodological innovations. It is therefore imperative that universities develop policies to promote AI and data literacy.
Methods
The course comprised an integrated programme structured into five distinct thematic modules, with a total duration of 42 hours. The lessons were delivered in a hybrid format, combining face-to-face and online delivery methods. The course aimed to facilitate an in-depth exploration of various aspects of AI (machine learning, LLM...) and on the development of transferable skills, such as critical thinking and an understanding of the ethical principles associated with the use of AI.
Findings
The course was attended by 33 doctoral students. All enrolled reached 70 % attendance except for two enrolled students who never attended any lectures. At the end of the course, on a voluntary basis, the trainees answered the satisfaction questionnaire and submitted the impact report on their research pathway.
This study is aligned with the overarching theme of the conference, particularly the sub-theme of Addressing social justice by leveraging technology and innovative approaches.

Research aim: The purpose of this qualitative case study is to explore the work-based learning placement (WBP) experiences and outcomes of graduates from the International Master in Adult Education for Social Change (IMAESC) across multiple cohorts (2016 – 2021). Theoretical Framework: This study draws from experiential learning theory to understand how graduates developed their social and professional identity through their WBP experiences; theory of andragogy to acknowledge the individual differences among graduates as adult learners as it relates to how these differences may have influenced their WBP experiences; and situated learning theory to emphasise the effectiveness of learning that is embedded within a specific social and cultural context. Methods: Grounded in interpretivism, the study employs semi-structured interviews that uncover the subjective meanings that 11 graduates attached to their WBP experiences. Analysis: The research integrates a case study method with reflexive thematic analysis to approach the data. From this analysis, an interpretation of four key themes is reported: 1) the placement learning landscape and outcomes; 2) the placement landscape of practice; 3) identity development through socialisation; and 4) the relationship between reflexive praxis and social change. These themes provide a nuanced narrative of participants' individual and collective stories, while also allowing for independent interpretation of each theme. The study demonstrates how WBP contributes to graduates' experiences and outcomes, skill development, and social and professional identities. Relevance to the conference theme and specific strand: By examining the integration of theory and practice, as well as the role of reflexive praxis, the study provides valuable insights into the complexities of WBP experiences and their potential to foster meaningful learning and social impact, which is in alignment with the conference's focus on ‘Characteristics of quality teaching’ as the study explored the qualities of effective WBP, which are a crucial component of quality teacher education.

Objectives: To develop an understanding of the influence of Paulo Freire's ideas from the national to the international context.

Relevance of the topic: Bringing to discussion different angles of Paulo Freire's influence, especially on teachers and teaching.

Theoretical framework: Life story (Ivor Goodson)

Methodology: Qualitative methodologies with interviews and document analysis.

Presentation and discussion of results:

The research will address Freire's international influence on North American authors, Henry Giroux, Ira Shor and bell hooks, who reveal in their writings that reading the Pedagogy of the Oppressed had a positive impact on their lives, offering the theoretical-practical bases for the development of his critical and post-critical proposals that are still current. The authors found ways to propose the teacher as a transformative intellectual (for Giroux), develop a pedagogy of empowerment (for Shor) and provide the basis for a feminist pedagogy for black women (for bell hooks).

Final considerations:

Through this research, we evidenced that his works had a marked influence on several authors in the area of ​​teaching and curriculum in different countries. Thus, these works demonstrate the relevance of Paulo Freire both in the national and international contexts, and that his works continue to be reinterpreted by different people who find in his ideas instruments of defense in favor of social justice and against inequalities and oppression. The proposal for dialogical education, even today, remains a challenge for teachers at any level. Freire's education proposal, which begins in a national context, becomes internationalized, remaining current, nowadays. Its internationalization remains contrary to current global policies that emphasize performativity. He was an author who exercised his reflective proposal in his own work, constantly reformulating and expanding it.