In this edition of Inside DEI, we will get to know Professor Pedro Santos a little better.

• Tell us a bit about yourself and your journey at Técnico.

Ever since I can remember, I have dreamed of becoming a scientist. As a child, I spent hours using a microscope I had been given; later, the first money I managed to save went towards buying a chemistry set—something that, I imagine, is no longer sold today because it would be considered too dangerous for children. I was also fascinated by electronics and electricity. As a teenager, I bought electronic components, dismantled old printed circuit boards, and reused the parts to build new circuits, often inspired by projects I found in magazines or books.

The first major decision about my future came at the end of the 9th grade: whether to pursue Natural Sciences or Technology. Given my interest in electronics, I chose the Technology track for the 10th and 11th grades at Escola Fonseca Benevides, in Alcântara. Since I lived in Cascais, this meant getting up early every day and taking the train to Lisbon. It was, however, an excellent experience at a highly regarded school with teachers who had a lasting impact on me. At the time, my plan was to study Electrical Engineering.

It was also in the 10th grade that I received my first computer, a ZX Spectrum 48K, which opened up an entirely new world for me. I bought magazines containing the source code of computer games, copied the code so I could play them, and in the process learned to program in BASIC. Before long, I had moved from copying code to writing my own small programs and games.

During the summer between the 10th and 11th grades, I had my first contact with Técnico. The IST Computing Centre (CIIST), now the IT Services Division (DSI), had recently acquired new VAX-11/780 computers, which used monochrome terminals instead of the punched cards required by the previous system. CIIST offered a BASIC programming course through the Cascais City Council. A few friends and I enrolled, and for several weeks in September we took the bus to Alameda every day. That was my first introduction to Técnico, and I was immediately drawn to the institution. From then on, I knew that Técnico was where I wanted to study.

When I reached the 12th grade, it was time to choose my degree. There was no internet at the time, so information was scarce. The best one could usually find were lists of courses, often containing little more than their titles. I was very interested in Computer Science, but Técnico did not yet offer such a degree. That year, however, Técnico announced the launch of a new undergraduate programme in Applied Mathematics and Computation and invited some of the best students from schools across the Lisbon region to attend a presentation. I went to the session and was immediately enthusiastic. The programme included several programming courses, and I thought that, since mathematics is the foundation of science and engineering, it would allow me to apply those skills in whichever field I eventually found most interesting. I listed Applied Mathematics and Computation as my first choice—and I was admitted.

I thoroughly enjoyed the programme. We were the first cohort, and every course was new, both for us and for the professors. During the first years, I often felt like a sorcerer's apprentice, gradually being introduced to the secrets of the universe. Mathematics gave me the language I needed to understand and model almost every phenomenon. I also enjoyed Programming and Probability, and—as happened many times throughout my life—I found it difficult to choose between different paths. In the end, I specialised in Mathematical Analysis. In my fifth year, I took Artificial Intelligence and Expert Systems as elective courses, which sparked an interest in AI that has remained with me ever since. During my studies, I also founded my first two companies, beginning my journey as an entrepreneur.

After completing my degree, I decided to spend a year in Africa as a volunteer with a non-governmental organisation. During that time, I reflected on what I wanted to do next and decided to pursue an academic career. When I returned, I enrolled in the Master's programme in Applied Mathematics at Técnico and became a teaching assistant in the Department of Mathematics. This was followed by three years of doctoral studies in Germany, and in 1998 I returned to Técnico as an Assistant Professor.

In 2000, Técnico was facing a difficult financial and political situation. A new leadership team took office, and the newly elected President, Professor Matos Ferreira, invited me to join the Executive Board as Vice-President for Academic Affairs. I accepted the challenge, but quickly realised there was much more to be done, and I ended up taking responsibility for several additional portfolios. The years 2001 and 2002 were extremely demanding and required my full commitment—I even had to step away temporarily from teaching and research—but they were also immensely rewarding. During that term, Técnico restored its financial stability, consolidated the Taguspark campus with the arrival of the Computer Science and Engineering degree programme (LEGI), and laid important foundations for the future, including the decision to create the Fénix academic information system.

After that period, I remained partially involved in academic management, first as Deputy Director for New Technologies in Education and later as Vice-President of the Pedagogical Council, serving from 2009 to 2012. At that point, I decided to step back from management and devote more time to teaching and research. In 2018, I obtained my Habilitation, and in 2021 I was promoted to Associate Professor with a joint appointment in the Departments of Mathematics and Computer Science and Engineering (DM and DEI).

• What does your teaching work currently consist of?

In the Department of Mathematics, I taught courses such as Linear Algebra, Mathematical Analysis II, Mathematical Analysis III, and Operator Algebras. From 2007 onwards, I began collaborating informally with DEI, helping to develop and teach courses such as Game Design and Game and Simulation Methodologies. In 2021, I created and began teaching the course Mathematics for Machine Learning. Today, at DEI, I teach Artificial Intelligence for Games and also contribute to Game Design, a long-standing passion of mine.

Beyond teaching, what I enjoy most is supervising master's and PhD students. I typically supervise between seven and ten students each year, which is demanding and time-consuming, but also one of the most rewarding aspects of my work. This is especially true when students become genuinely engaged with their research topics and produce work of exceptional quality. In many cases, these students have gone on to build their professional careers in companies related to the subjects of their theses, or even in fields directly connected to the research they carried out.

• And in research?

As my career path probably suggests, I have always been interested in a wide range of subjects and have a multidisciplinary, even transdisciplinary, mindset. What I truly enjoy is learning new things.

Today, my research is divided into two main areas. The first is closely connected to my roots as an applied mathematician and focuses on topics in Functional and Real Analysis, with a recent emphasis on the theoretical foundations of Machine Learning, particularly the convergence of learning algorithms.

The second major area reflects my passion for practical applications. Over the years, I have worked on a broad range of topics, including AI for Games, Social Intelligence, AI for the legal domain, AI for mental well-being, and multi-agent simulations of social, political, and economic phenomena. A parallel interest that has accompanied me since childhood is Game Design. In addition to designing games, I have also conducted research into the theoretical foundations of game design.

More recently, I have become increasingly interested in the broader social implications of economic change and technological progress, particularly the challenges arising from the rapid advancement of AI that we have witnessed in recent years.

• Which projects from your career would you highlight? For example, the most inspiring, innovative, or impactful ones.

Some of the projects that have had the greatest impact on me were not only scientific or educational, but also institutional. During my time in Técnico's management, I would highlight the financial recovery of the School, the consolidation of the Taguspark campus, and the creation of the Fénix academic information system, as well as the resolution of several long-standing institutional challenges. Those were demanding years, but also deeply rewarding, because I felt I was helping to create better conditions for students, faculty, and staff.

In my role as Vice-President of the Pedagogical Council, I designed the version of the Course Evaluation Questionnaires (QUCs) that is still in use today, together with the procedures associated with them. The IST Teaching Excellence Award, presented annually on Técnico Day, was also my initiative, enthusiastically supported by the President of Técnico, Professor António Cruz Serra, and the President of the Pedagogical Council, Professor Eduardo Pereira. I also played an active role in drafting several institutional regulations that, with their natural evolution over time, have helped shape life at Técnico over the past years.

From a scientific and educational perspective, I would particularly highlight the three books I co-authored with colleagues, which have helped educate generations of students: one published internationally, and two in Portuguese, covering Game Design and Development and Operator Algebras. In 2007, together with Professors Rui Prada and Carlos Martinho, I created the Games specialisation within the Master's programme in Computer Science and Engineering (MEIC), including its courses and the Games Laboratory. Since then, more than a thousand students have attended the courses we established.

In terms of applied research, I would single out my work on serious games, which has probably had the greatest direct impact on society. Examples include the development of reusable AI components for serious games within a European research project; the Mathematical Trails initiative, designed to support the teaching of mathematics in primary and secondary education through outdoor, smartphone-based challenges; and the design of the game Treme-Treme, created to teach children how to respond in the event of an earthquake. The game is now used as an educational tool in schools and even in a museum.

Finally, outside Técnico, one project I would particularly like to mention is the creation of the card game Vem aí a Troika ("The Troika Is Coming") in 2012, a political satire game. It was a considerable success, leading to adaptations for Spain and Greece, as well as a variant published in the United States.

• What do you enjoy most about your day-to-day life at Técnico?

My campus of choice is Taguspark. I come here almost every day—to the point that I chose to live very close to the campus.

What I enjoy most about my day-to-day work is the opportunity to keep learning, explore new ideas, and contribute, however modestly, to the development of both the country and the wider world. I enjoy spending time and exchanging ideas with colleagues from different departments and with students in an informal setting, such as over lunch. I have always valued interacting with colleagues and students, and I particularly enjoy co-supervising students with other academics, because those collaborations are learning experiences for everyone involved.

I have always felt a deep sense of pride in and affection for Técnico, even during the more difficult periods—which, of course, have existed. I believe the times we are living through present significant challenges, driven by geopolitical change and by the impact that generative AI is already having—and will continue to have—on society in general, and on higher education and the way we conduct scientific research in particular. I hope that Técnico will rise to these challenges, just as it has successfully navigated other major transformations throughout its history.

• Who is Pedro outside Técnico?

Outside Técnico, Pedro is many things. I remain an idealistic dreamer, someone who believes in striving for a better and fairer world. I am also the proud father of two wonderful daughters. I enjoy reading about history and economics, trying to make sense of the present while imagining the future—or, perhaps more accurately, the many possible futures.

I have had the opportunity to live and work in Europe, Africa, North America, and Asia, and I enjoy learning the language and culture of every place where I live. I am an entrepreneur who has helped found several companies, and I try to contribute to society through my involvement with non-governmental organisations, as well as through writing and sharing ideas.

I enjoy spending time with friends, playing board games, and watching great television series. Above all, I enjoy spending time with that special person and going for walks hand in hand.

(image: Pedro Santos)