Posted on May 15, 2025
“Don’t wait for the future to arrive — build it,” says Professor Mauro Castelli, a machine learning expert shaping tomorrow’s digital leaders through real-world AI and data science education.
A Full Professor at NOVA Information Management School (NOVA IMS) in Lisbon, Prof Castelli embodies this future-building mantra. He is one of the leading academic voices in Europe’s push to redefine how we learn and lead in a data-driven world.
His work with the Digital4Business Master’s in Advanced Digital Technologies for Business reflects this mission. As module lead for Generative AI and Data Science for Business, Prof Castelli is helping to guide the next generation of digital professionals with a blend of technical depth, strategic thinking, and ethical awareness.
A research foundation with real-world reach
“My journey into the world of Data Science and Artificial Intelligence began with a strong foundation in computational intelligence,” Prof Castelli explains. “Over the years, I have led research projects focusing on machine learning, optimisation, deep learning architectures, and more recently, generative AI systems. I also published more than 150 research papers in the area of machine learning and artificial intelligence.”
For Prof Castelli, the decision to join Digital4Business was driven by “a shared belief that we must bridge the gap between academic excellence and real-world application”.
Why Digital4Business stands apart
According to Castelli, the Digital4Business programme is uniquely positioned “because it merges academic excellence with real business relevance. Unlike conventional programmes, we don’t just teach technology — we train digital transformation leaders”.
He adds: “With our modular format, industry-designed curriculum, and cutting-edge content, students apply knowledge in ways that are immediately impactful. Moreover, the Generative AI and Data Science modules are forward-looking and unique across European programmes, combining advanced concepts with strategic business framing.”
The creative power of modern AI
“What excites me about Data Science and Generative AI is their power to create — not just to predict,” he says. “In Data Science, we turn raw information into decision-making insights. With Generative AI, we go a step further: we generate new content, ideas, and solutions.”
These technologies are reshaping business at a fundamental level. “From personalised marketing to autonomous systems and intelligent automation, the field evolves rapidly, which keeps it intellectually stimulating and societally transformative,” he says.
Immersive learning with impact
“My teaching philosophy blends rigorous theory with immersive practice,” he says.
In the Data Science module, students work with real-world datasets from domains such as e-commerce or healthcare, building regression models, neural networks, and dashboards using Python, SQL, and Power BI.
“In the Generative AI module, students design prompt engineering strategies, use Generative AI for content generation, and evaluate ethical implications through simulated deployments,” he says. “Case studies include building an engaging website, automating customer queries, and generating AI-based marketing content.”
Teaching the essential skills for modern careers
“Students must develop three core competencies,” says Prof Castelli. “Analytical thinking — the ability to ask the right questions, not just build the right models. Technical fluency — with tools like Python, Power BI, or Keras. Ethical reasoning — understanding not only what you can build, but what you should build.”
In both modules, these principles are embedded through a mix of project work, critique-based learning, and active discussion.
“A measurable impact on citizens”
There’s a growing backlash against the misuse of AI, with endless threads of engagement farming “AI slop” art and memes, and the cliche of Gen Z delegating their critical thinking to ChatGPT in everything from university essays to relationship advice. The phrase “We’re so cooked” has become the facepalm emoji of a generation, accompanying screenshots of increasingly deranged examples.
But Prof Castelli’s work proves that the problem isn’t AI itself, but how we use it, with a goal to model AI use that is thoughtful, reflective and anchored in ethical reasoning. He mentions one standout experience co-leading a project where the team used large language models to better understand the impact of European legislation at the national level.
“This wasn’t just an exercise in AI,” he said. “It had a measurable impact on citizens and businesses. That moment affirmed how these technologies, when properly harnessed, can be more than disruptive — they can be deeply humanistic.”
Trends reshaping the landscape
Prof Castelli expands on the areas where his students are at the forefront of rapid technological change. “In Data Science, we are seeing a shift toward augmented analytics — where AI assists humans in understanding data faster. Real-time data processing, AutoML, and explainable AI (XAI) are redefining operational intelligence,” he says.
“In the Generative AI space, multimodal models, diffusion techniques, and responsible AI governance represent the next wave of applications. For businesses, these technologies will fuel hyper-personalisation, low-code software development, and scalable creativity.”
Keeping pace with change
“I continuously incorporate state-of-the-art research into teaching. For instance, as large language models evolve, we integrate updates into our Generative AI labs. I also track the latest in AutoML, federated learning, and data-centric AI, bringing those advances into discussions and assignments.”
This responsiveness guarantees that students graduate with skills aligned to the most current demands of the tech industry.
“I love seeing students evolve,” he says. “Watching someone with no prior exposure to AI design a working prototype that uses generative models or data pipelines to solve a real problem is deeply rewarding. I aim to leave students not only with skills, but with confidence — to lead, to innovate, and to transform.”
Learning that adapts and engages
“In recent years, I have adopted flipped classroom models, project-based learning, and AI-assisted code labs to make the learning experience more engaging and relevant. I have also embedded ethical reflection exercises and peer review simulations to help students critique and defend their technical decisions — a crucial skill in cross-functional teams.”
A message from Professor Mauro Castelli to prospective students
“Don’t wait for the future to arrive — build it,” he says emphatically. “If you’re considering a digital-first career, Digital4Business offers an unparalleled launchpad. Whether you’re from a business or technical background, this programme will stretch your thinking, challenge your creativity, and sharpen your leadership.”
Through responsible teaching and deep engagement, Prof Castelli offers a vision of how AI education can be grounded in substance, and not just shortcuts.
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