UPSSSC publishes final results: 1643 candidates selected for 1828 positions

The use of artificial intelligence (AI) in academic activities has reached 78% of students in Brazil. Within this group, 15% state that they use the technology whenever they need to study, and 34% start their research using AI tools.

However, there is a significant concern regarding the quality of the information provided, given that current models can present errors and hallucinations. Specifically, 52% of students believe that the credibility of the generated content requires a higher level of trust. Of the students surveyed, only 22% stated that they do not resort to AI for study purposes.

The data was collected by the Norwegian company Opera, owner of the browser of the same name and also invests in AI. The study covered 2,400 students from educational institutions, both public and private, spread across the country.

Another relevant point of the investigation, besides the high number of AI users, is the proportion of students who learned to use the technology on their own. Only 5% of students reported having received formal training from educational institutions on the proper and healthy use of these models in the academic environment. Additionally, 40% never received any guidance on the topic.

Regarding internal policies, 9% of respondents study at schools that prohibit the use of AI, while 20% mention the existence of clear guidelines on the subject. In some situations (32%), the guidance comes from teachers themselves, but informally.

The survey underscores the need to promote responsible use of AI. Juliana Psaros, Regional Director of Opera in Brazil, highlighted that this represents a 'new phase' of artificial intelligence in education, emphasizing that 'the challenge now is to ensure that its use contributes to expanding knowledge, autonomy, and critical thinking.'

The results detail how AI fits into the study routine. Many students already begin their work with the help of AI, which complements conventional search engines. About 18.85% consult AI before resorting to traditional search engines, such as Google, while 14.40% use AI directly to complete their tasks. This behavior occurs both to speed up the process and to gain a deeper understanding of the topics, as pointed out by 71% of students. In the group that uses only search engines, the percentage is 33.90%.

Overall, students perceive the use of AI in studies positively. Forty-six point nine percent feel relieved to have the technology during the process, and 30.1% view the activity with enthusiasm. However, there are reservations; concerns about professional future (30.96%) and the learning process itself (30.68%) were mentioned. Furthermore, 28.11% of respondents expressed feeling guilty about the massive use of AI.

According to 52% of respondents, the reliability of information is a crucial factor in using AI and should take priority over the speed of responses. Similarly, it would be very beneficial and more useful if applications offered a step-by-step guide or some integrated guidance, instead of just providing ready-made answers.

This feedback aligns with the findings of the research, which points to the use of technology as support, not as a substitute for original production. The study also reinforces that six in ten students state that they verify or question the information obtained via AI: 31.76% ensure they seek other sources to confirm the answers, while 28.18% deepen the questions asked to the AI itself.

Nevertheless, the considerable volume of those who do not pay proper attention is noteworthy, either accepting answers most of the time without checking (21.92%) or even directly (9.91%). There are also those who choose never to perform this verification, representing 8.23% of students.

The new Brazilian Manual of Vehicle Driving Exams (MBEDV), developed by the National Traffic Secretariat (Senatran), has standardized the criteria required to obtain the National Driver's License (CNH) across the country. This document, which is linked to Contran Resolution No. 1,020/2025, defines strict requirements that may prevent the candidate from starting the driving test even before turning on the vehicle.

This new regulation has brought significant changes to the driver training process. Among the changes are the reduction of the minimum practical course load, which went from 20 to just two hours/class, the permission to use automatic transmission vehicles, the simplification of the scoring system, and the waiver of the mandatory parallel parking maneuver.

The 7 situations that prevent the start of the practical exam

To prove mastery of traffic rules, driving, and maneuvers, the candidate must meet various requirements related to attire, health status, vehicle condition, and even weather. The test will not begin if any of the following circumstances occur:

• Inappropriate footwear: It is mandatory for the candidate to wear shoes securely fastened at the heels, ensuring safe pedal operation; flip-flops, open sandals, or unstable footwear are prohibited.
• Lack of necessary equipment: Candidates with restrictions noted in the physical and mental aptitude test must mandatorily use the indicated resources, such as glasses, corrective lenses, prosthetics, or hearing aids.
• Signs of intoxication: Any evidence of alcohol consumption or substances affecting psychomotor capacity results in immediate cancellation of the evaluation.
• Emotional problems: Although nervousness is understandable, extreme visible anxiety or emotional instability that could compromise safe driving will lead to the suspension of the exam.
• Vehicle safety failures: Cars presenting defects in the braking system, worn tires, lighting failures (such as burnt-out headlights, turn signals, or taillights), or irregular documentation cannot participate in the test.
• Insufficient fuel: The vehicle must have enough fuel (or battery charge, in the case of electric models, which are now accepted by legislation) to cover the entire planned route.
• Unfavorable weather conditions: Storms, heavy rain, hail, floods, or intense winds that pose a risk to safety allow the examiner to postpone the test.

Rules for interrupting an ongoing test

Even when the test is authorized to begin, the MBEDV provides for the possibility of early termination of the route. The evaluation may be halted if the candidate demonstrates a serious technical incapacity, exhibits emotional control during driving, or commits an infraction classified as a direct disqualification. In these cases, the examining board will formally record the immediate failure.