Sociologia | Capítulos/artigos em livros internacionais / Book chapters/papers in international books
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- Assessing digital and Info-communication competencies in higher education: a blended approach for e-Learning environmentsPublication . Henriques, Susana; Correia, Joana Duarte ; Carvalho, João Vidal; Abreu, António; Silva, Manuel; Costa, Eusébio Ferreira da; Costa, José Alfredo Ferreira daIn an era increasingly shaped by information and communication technologies, assessing digital and info-communication competencies among students has become a focal point for academic and institutional initiatives. Various projects, both within and outside Academia, have sought to classify students’ competencies at different levels, often relying on standardized tests and self-assessment questionnaires. However, as technological advancements rapidly evolve, universities face mounting pressure to align educational strategies with high levels of digital and info-communication proficiency and with the competitive demands of the labor market. It is, therefore, important to study these assessment tools further. Blended assessment methods, combining practical tests with self-perception questionnaires, offer a more nuanced evaluation of students’ digital competencies. By integrating objective skills assessments with self-reported proficiency, this approach captures a broader spectrum of abilities, recognizing the influence of diverse teaching models, students’ academic backgrounds, prior digital exposure, and access to technological resources. This is particularly relevant in distance higher education, where continuous engagement in virtual learning environments provides ongoing opportunities for monitoring digital and info-communication competencies development. Despite growing academic interest in this field, empirical research on digital and info-communication competencies in Portuguese higher education, particularly in e-learning contexts, remains limited. This paper presents the development of a digital literacy test and a questionnaire designed to assess students’ digital and info-communication practices. These instruments were created as part of the ongoing research project Digital and Infocommunicational Competencies in Virtual Learning Environments: Practices in e-Learning Curricular Units in Portuguese Higher Education.
- Everything everywhere all at once”: a methodological framework for an inclusive ecological transition pathwayPublication . Vidal, Diogo Guedes; Freitas, Helena; Alves, Fátima; Filho, Walter Leal; Newman, Julie; Lange Salvia, Amanda; Viera Trevisan, Laís; Corazza, LauraThe narrative of an ecological transition is currently widespread, representing a significant challenge facing humanity. While the need for this transition is evident, our research proposal is centered around a fundamental question: How can we ensure that the ecological transition is not only environmentally responsible but also equitable and inclusive, considering the unique characteristics of various contexts to ensure that no one, whether human or non-human, is left behind in the process? Leveraging our expertise gained from the PHOENIX H2020 project, this study aims to introduce, discuss, and reflect upon a methodological framework designed to identify the biophysical, socio-cultural, economic, and legal aspects of a given territory. This comprehensive approach is intended to foster an equitable and inclusive transition. The research encompasses 11 pilot contexts across seven European countries and employs a mix of secondary and primary data sources. The application of the methodological proposal unfolds in 4 four main/distinct phases: (i) identification of the major socioenvironmental concerns and challenges related to the EGD transition pathway in each pilot territory according to stakeholder’s information; (ii) structures-level analysis to understand how Nature and Environment are represented within a country’s legal framework and to identify the biophysical characteristics of the territory, both acting as drivers or barriers to the ecological transition; (iii) agency/intersubjectivity analysis to analyse the social perceptions about Nature and the Environment of a diverse range of target groups, such as local authorities, civil society organizations, the scientific community, economic activity representatives, and citizens; (iv) cross-referencing the three previous information phases to identify the opportunities, risks and vulnerabilities for the ecological transition in each pilot. Through a thorough exploration of this methodological framework, and by addressing the challenges and potentials it presents, our goal is to provide a robust scheme that places value on the unique socio-cultural and biophysical characteristics of each context. By doing so, we aim to develop and propose a methodological framework that embrace a wide range of stakeholders, fostering an ecological transition that challenges the one-size-fits-all approach that has been traditionally employed, valuing the socio-cultural and biophysical specificities of each of the contexts in order to find participation tools that leave no one behind (humans and non-humans).
- School practices to involve parents in the integration of newly arrived migrant studentsPublication . Axisa, Glorianne Borg; Meehan, Amalee; Roman, Monica; Štuopytė, Edita; Bäckström, Bárbara; Ergünay, Onur; Bäckström, Bárbara; RoutledgeAlthough education remains a key factor in receiving and integrating Newly Arrived Migrant Students (NAMS), local school practices differ among countries. This is particularly true regarding practices that schools adopt to involve parents of NAMS in the integration of their children into the school system. Literature in the field suggests that the more involved parents are in school life, the more successful integration is. However, school practices to involve parents are under-represented in this literature. In an attempt to fill this gap, this chapter investigates school practices regarding NAMS parental involvement within the specific national contexts. These contexts are representative of a large multinational European project on receiving NAMS in European countries such as Ireland, Lithuania, Malta, Portugal, Romania, and Turkey. The findings suggest that there are many initiatives and effective practices at both top-level and local-level initiatives, which implies adopting a Whole Education Approach perspective on each site. It appears that these initiatives and practices meet with varying degrees of success in inclusion of NAMS. The findings also suggest that the issue is larger than parental involvement; school practices and top-level policies may need to give further consideration to dimensions such as wider school family relationships and the role of community.