Social, physical, psychological, and pedagogical contexts in which learning occurs. The teacher and the student in the context of teaching geared towards learning. Active and collaborative teaching and learning methods. Planning processes; development of teaching and learning methods, techniques, and tools; development of activities, instructional artifacts, events, and educational products. Instructional design and educational environments. Use of artifacts in the teaching-learning process. Influence of individual differences in the teaching-learning context. Influence of the COVID-19 pandemic on teaching and learning. Influence of AI on the teaching and learning process. Influence of intergenerational aspects on the teaching and learning process.

Conception, planning, implementation, and evaluation of AI projects in Higher Education, Distance Learning, E-learning, and B-Learning. Virtual Teaching and Learning Environments. Communication, interaction, and collaborative work in virtual teaching and learning environments. Mediation and monitoring of learning in virtual environments. Subjectivity and massification in virtual learning environments. Teaching methodologies and learning assessment in AI projects in Higher Education, Distance Learning, E-learning, and B-Learning. Diversity/specificity of the use of Digital Information and Communication Technologies (DICT), Information and Communication Technologies (ICT), and other complementary technologies in AI projects in Higher Education, Distance Learning, E-learning, and B-Learning. In-person Education, Non-presential Education, and Hybrid Education, and their pedagogical and institutional impacts, with the incorporation of AI, augmented reality, virtual reality, intelligent tutoring systems, learning analytics, learning personalization, the use of generative AI in teaching and assessment processes, ethics, and governance of AI use and other technologies.

Scientific investigation of teaching-learning practices in the field of Administration, focused on the analysis of processes experienced in real institutional contexts. Involves the systematization of pedagogical experiences, analysis of educational interventions, evaluation of formative impact, and case studies on didactic innovation applied in Brazilian and international environments. Also includes the production of evidence on learning dynamics in curricular projects, extension activities, internships, and tutoring programs, articulated with national curricular guidelines. Includes research on the development of computational competencies, the application of active methodologies, and the use of artificial intelligence as a support tool for the formative process. Results of theoretical and empirical research on engagement for teaching-learning as a result of institutional programs.

Relations between stricto sensu graduate studies, public policies, and social demands. National and international public policies oriented toward the training of teachers and researchers. The articulation between training for research and training for teaching in higher education. Programs for scientific and pedagogical training of teachers and researchers. Training practices in master's and doctoral programs (teaching internships, formative residencies, etc.). The process of academic supervision and the training of teachers and researchers. Implications of academic productivism in the training of teachers and researchers. Professional integration of graduates and academic trajectories. Graduate program evaluation and its impacts on training (productivism, metrics, performativity). Internationalization and circulation of knowledge in the training of researchers. Ethical training, scientific integrity, and social responsibility in research. Challenges involved in the practice of the teaching and/or researcher career. Diversity of gender, race, ethnicity, and generations in the teacher/researcher career. The influence of AI on teacher pedagogical training and on researcher scientific training.

Production and dissemination of knowledge. Planning of scientific research. Evaluation of scientific research: validity and reliability criteria. Ethics in scientific research. Methodological approaches. Qualitative methods and quantitative methods. Benefits of the joint adoption of quantitative and qualitative methods. Data collection and processing techniques. Data interpretation and analysis procedures. Innovative methods and virtual/online scientific research techniques. Contributions and limitations of the use of artificial intelligence in research and text production. Ethical issues involved in the use of AI in knowledge production.

Strategic Management in Higher Education Institutions (HEIs). Evidence-based management. Training of academic managers. Influence of the new National Curricular Guidelines (DCNs) on undergraduate Administration courses. Conception and structuring of graduate programs and pedagogical projects of courses. Innovation and curricular redesign of Administration courses. Pedagogical innovation and use of digital technologies in didactic planning. Theories and methodologies for evaluating teaching-learning. Learning assessment in graduate studies: criteria, instruments, and practices. Course/HEI evaluation/accreditation systems (SINAES, AACSB, EQUIS, AMBA). Institutional self-assessment (CPA). Graduate Evaluation System (CAPES/Qualis).