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- 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.