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- Microlearning na EaD: qualidade, flexibilidade e desafios regulatóriosPublication . Henriques, SusanaConceção e conceptualização. Estrutura – dimensões e qualidades. Modelo de ensino-aprendizagem - microcredenciais. Microlearning - qualidade e flexibilidade; desafios regulatórios.
- Competências digitais docentes na educação superior contributos do DigCompEdu ReloadedPublication . Braçais, Paula; Henriques, Susana; Moreira, J. AntónioA transformação digital da educação superior tem reconfigurado os modos de ensinar, aprender, avaliar e produzir conhecimento, exigindo dos docentes competências digitais que ultrapassam o domínio instrumental das tecnologias. Este trabalho apresenta um recorte teórico-conceptual de uma investigação doutoral em desenvolvimento sobre competências digitais de professores do ensino superior, com enfoque empírico no Estado do Paraná, Brasil. O objetivo é discutir os contributos do referencial Pedagogical DigCompEdu Reloaded para pensar metodologias, avaliação e formação de professores em contextos de Educação a Distância. Metodologicamente, o estudo assenta em revisão bibliográfica e articulação conceptual, mobilizando autores da sociedade em rede, educação digital, competência digital docente e formação contínua em diálogo com o referencial. Como resultado, evidencia-se que a qualidade da Educação Digital depende da integração entre desenho pedagógico, mediação docente, avaliação formativa, inclusão digital e uso crítico das tecnologias, sendo o DigCompEdu Reloaded um referencial pertinente para orientar processos formativos docentes contextualizados, críticos e pedagogicamente sustentados.
- Private and vocational schools from oversight to insight: external evaluation of schools and self-evaluation in dialoguePublication . Seabra, Filipa; Sousa, Joana; Álvaro, Maria HelenaIntroduction: External School Evaluation and School Self-Evaluation are increasingly understood as complementary mechanisms within national regulatory architectures, yet the way this relationship unfolds in types of schools only recently incorporated into state inspection frameworks remains under-researched. This study examines that relationship within Portuguese private and vocational schools, both of which entered the third cycle of External School Evaluation in 2018. Methods: The corpus comprised 47 inspection reports published between 2018 and 2025 (24 from private schools and 23 from vocational schools), analysed using quantitative document content analysis. Qualitative inspectorate judgements for the self-evaluation domain were converted into a discrete five-point numerical scale to perform non-parametric comparative tests, while specific institutional strengths and areas for improvement were coded inductively to trace longitudinal trends. Results: The statistical findings reveal a steady upward trend and progressive convergence between global inspection averages and self-evaluation scores across the cycle, suggesting that external judgements operate as a comparative baseline that stabilises internal routines. Vocational schools achieved significantly higher scores on both indicators and relied predominantly on the European Quality Assurance Reference Framework for Vocational Education and Training, which correlated positively with evaluative outcomes. Conversely, private schools relied on self-designed models, displaying lower procedural systematicity but a more pronounced textual focus on curricular and pedagogical dimensions. Discussion: Rather than establishing a direct causal link, the findings suggest that external evaluation operates as a discursive mechanism that consolidates internal administrative regularities, while the translation of evaluative evidence into concrete classroom practice persists as a complex institutional challenge. Reconciling managerial compliance with shared pedagogical reflection remains a critical condition for sustainable school development.
- Learning democracy in early education: aesthetic and embodied pedagogies in teachers’ professional learningPublication . Neves, Claudia; Pažur, Monika; Oliveira, Juliana Gazzinelli de; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, PedroThis article examines how aesthetic and embodied pedagogies support teachers’ professional learning for democratic practice in early childhood and primary education. Drawing on a Participatory Action Research (PAR) design within the Aesthetic and Embodied Learning for Democracy (AELD) strand of the AECED project, the study analyses four cases developed in Portugal and Croatia. The Portuguese cases involved a 50-hour online professional learning course structured around PAR phases, while the Croatian cases consisted of face-to-face workshops using storytelling, drama, movement and reflective dialogue. Data were generated through reflective writings, forum contributions, visual documentation and observational records. Thematic and interpretive cross-case analysis showed that aesthetic and embodied pedagogies supported teachers in developing greater sensitivity to children’s perspectives, stronger awareness of participation as a relational and ethical practice and greater willingness to co-construct pedagogical decisions. Findings suggest that professional learning can function as a democratic inquiry shaped by relational and institutional conditions. The article contributes to democratic education scholarship by foregrounding teacher professional learning as a key site where democracy is enacted and interpreted.
- Empowering conscious citizenship: lessons from historical climate evolutionPublication . Bastos, Rosário; Pereira, Olegário Nelson Azevedo; Évora, Marina; Porfírio, José; Leal Filho, Walter; Trevisan, Laís Viera; Caeiro, Sandra; Mapar, Masha; Trindade, JorgeThis research centers on a short-term e-Learning course titled “Climate change, human adaptations and entrepreneurship in historical tourism”. This course explores the diachronic impact of climate on human communities, the Anthropocene concept, its chronology, and predictive models. It aims to foster a conscious entrepreneurial mindset and promote sustainable historical tourism, respecting historical memory at social, urban, and environmental levels. Developed by interdisciplinary trainers from Universidade Aberta in Portugal, the course follows its e-learning model and targets Portuguese citizens with at least a 12th-grade education interested in historical tourism and climate change. Funded by the European Union Recovery and Resilience Plan through the T.I.A. – Tourism International Academy project, the course is free for trainees, with over 90% completion rates. Spanning from prehistory to the present, the course focuses on climate impacts over time and the Anthropocene. It emphasizes sustainable tourism, conscious entrepreneurship, and respect for historical memory. We analyzed a sample of 80 trainees to assess the impact of our pedagogical methods on their awareness of Sustainable Development Goals (SDGs) and the promotion of Sustainability Transition addressing primarily SDG 13 (Climate Action). Our research also connects with SDGs 4 (Quality Education), 5 (Gender Equality), 10 (Reducing Inequalities), 11 (Sustainable Cities and Communities), and 15 (Protecting Life on Land). Now in its fourth edition, the training underscores the importance of opening the Academy to the promotion of interdisciplinary approaches to enhance awareness of SDGs and encourage entrepreneurial action, democratizing the discussion of this critical topic. Conclusions highlight the significant impact of the training on enhancing trainees’ awareness, specific knowledge, opinions, and future behaviors regarding sustainable historical tourism. The training effectively increased understanding of the importance of sustainable tourism in achieving SDGs and inspired actionable steps towards this goal.
- Teaching environmental history in higher education: an innovative e-Learning approach at Universidade Aberta, PortugalPublication . Bastos, Rosário; Pereira, Olegário Nelson Azevedo; Viegas, João; Leal Filho, Walter; Trevisan, Laís Vera; Caeiro, Sandra; Mapar, Masha; Trindade, JorgeThis paper examines a pioneering curricular innovation in Portuguese higher education through the development and implementation of the course Topics in Environmental History at Universidade Aberta, the nation’s sole public institution dedicated exclusively to distance learning. Introduced in the 2023–2024 academic year, this course represents the first formal integration of environmental history into an undergraduate history degree program in Portugal. Delivered entirely through an asynchronous, student-centered e-learning model, the initiative aligns with contemporary pedagogical principles underpinning Open, Distance, and Digital Education (ODDE). Drawing on empirical data, including enrollment figures, assessment results, and pedagogical analysis, the study evidence both robust student engagement and noteworthy academic achievement, as illustrated by a 79% increase in enrollment and an average grade of 15.3/20 among successful participants. Situating the course within the broader historiographical evolution of environmental history as an interdisciplinary field, the paper interrogates the intellectual foundations, thematic scope, and regional trajectories of the discipline. It further explores the challenges inherent in teaching a complex, interdisciplinary subject in a digital environment, including issues related to student retention, linguistic accessibility, and the cognitive demands of integrating scientific and historical methodologies. The findings underscore the pedagogical efficacy of continuous assessment mechanisms and collaborative digital learning strategies in fostering critical engagement and environmental literacy. The article concludes by reflecting on the implications of this initiative for education for sustainable development, advocating for the further expansion of environmental history within academic curricula and highlighting the potential for international collaboration in the co-creation of open-access, multilingual learning resources.