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- Assessment of recreational boat anglers’ practices and perceptions in the Faial-Pico Channel marine protected area, AzoresPublication . Silva, Cliff; Seixas, SóniaThe Faial-Pico Channel Marine Protected Area (MPA), located in the Azores, Portugal, encompasses approximately 240 km² and is divided into two main zones: Faial and Pico. Unlike the broader regulations across mainland Portugal, the unique licensing requirements in the Azores only mandate boat owners to obtain licenses. This study aims to fill the existing research gap on recreational boat anglers in the Faial-Pico Channel MPA by employing face-to-face survey interviews with local boat anglers to understand their fishing practices, target species, and perceptions regarding marine resource management. Results from experienced recreational boat anglers indicate a predominant fishing duration of 11 to 30 days per year, with fishing efforts primarily targeting species such as forkbeard and blackspot seabream. The estimated annual capture is enormous, comprising a significant portion of the total fishing yield on Faial Island. Most boat anglers support specific conservation measures such as minimum length regulations and closed seasons, though there are varied opinions on the broader impacts of recreational fishing. Boat anglers largely attribute the decline in certain fish stocks to commercial overfishing. While the existing restrictions in Monte da Guia are accepted, proposals for additional MPAs face resistance. This study underscores the need for more comprehensive management strategies, such as improving communication between stakeholders and employing a licensing system to regulate fishing activities better and conserve marine biodiversity in the MPA.
- Considering traditional practices a study on the fishing and production of dried Sparisoma cretense in the Azores IslandsPublication . Brás, Márcia; Fraga, Ana; Seixas, SóniaThe practice of producing dried Sparisoma cretense (parrotfish), known locally as Veja seca, serves as a significant aspect of the maritime tradition in the Azores Islands. This study presents an interdisciplinary comprehensive analysis of the fishing and production techniques involved in Veja seca across the archipelago, while also characterizing the individuals engaged in this practice. Through structured surveys conducted on all nine islands (one hundred), this research meticulously documents the geographical distribution of Veja seca production and identifies the diverse fishing methods utilized, including shore fishing, boat fishing, and spearfishing, along with the optimal conditions for catch (bait, season, tide). Furthermore, it provides a detailed examination of the salting and drying processes, highlighting traditional methods of preservation and storage. By uncovering the sociocultural significance of Veja seca within Azorean communities this study elucidates its role in preserving local customs and sustaining cultural identity within coastal communities, which we believe to be an important contribute to be considered in local management process and fisheries management advice.
- Ecological footprint assessment as a pathway to sustainabin the OpenEU AlliancePublication . Nicolau, Paula Bacelar; Martins, Rute; Caeiro, Sandra; Mapar, Mahsa; Casanova, DiogoThe integration of sustainable practices into the daily operations and infrastructure of HigherEducation Institutions (HEIs) plays a vital role in advancing the Sustainable Development Goals(SDGs) (Purcell et al., 2019; Žalėnienė & Pereira, 2021). Developing action-oriented competenceswithin HEIs, such as collaborative sustainability governance strategies and actions, is a key inthis process (Mapar & Caeiro, 2024; Saleem & Dare, 2023). As part of this effort, assessing andreducing the Ecological Footprint (EF) has become a priority in many HEIs, with EF monitoringserving as an essential decision-making tool to encourage more responsible resource use withinthe institution (Valls-Val & Bovea, 2021). The OpenEU Alliance, coordinated by the Universitat Oberta de Catalunya, brings together tenEuropean HEIs — including both Distance Teaching and face-to-face HEIs — in a joint effort todrive digital transformation in higher education and establish a pan-European, student-centred,inclusive, digital, and green Distance Teaching university. As a part of this broader initiative, aspecific task has been set to reduce the Alliance EF by 5% over four years (2024–2028). To thatend, the adopted tool was the University Footprint Calculator (Mancini et al., 2022), an open-access digital tool, developed under the EEUSTEPs Erasmus project (EUSTEPs, n.d.), that allowsHEIs to evaluate and keep records of consumption of natural resources and ecosystem serviceswithin their activities and operations. The methodology involved: (i) establishing the baseline EFfor each university in Year 1, and propose a set of recommendations to reduce the EF based onthe most impactful categories; and (ii) monitoring the changes over the following three years, totrack the progress towards the overall OpenEU EF reduction by Year 4. This study presents the outcomes of the first year of OpenEU Alliance EF assessment, in whichkey initial milestones were achieved, including the establishment of a Community of Practice inEcological Footprint, with representatives from all partner universities. Activities comprised twointroductory meetings and a training session to explain the EUSTEPs calculator and the datacollection process, followed by regular meetings to share the efforts and challenges within theprocess. Based on that, each partner university collected its data on infrastructure and utilitycategories (e.g., energy use, buildings) and community-related activities (such as mobility foracademic purposes or food services). The achieved results provide a solid foundation fordeveloping the recommendations and implementing future actions. The collaborative framework, fostered within the OpenEU Alliance and supported by its baselineassessment, not only enhances data transparency but also builds institutional capacity toimplement targeted, impactful measures for reducing the EF. Through continued monitoringand shared learning, the Alliance will achieve its ultimate EF reduction target by 2028,contributing tangibly to the broader goals of the OpenEU Alliance on digital transformation,inclusivity, and green higher education.
- The ENID-Teach Project in the Virtual Community "EPALE": impacting partnerships of cooperation or just sharing good practices?Publication . Morgado, Lina; Pinto, João; Afonso, Ana PaulaThis proposal looks at the relationship between the ENID-Teach project (1) and the community platform for Adult Learning in Europe - EPALE. The project aims to train university academics in digital pedagogies, promote flexible teaching models and re-establish the ReCoIn-TaD cooperation network between university professors. The EPALE platform is a European Union initiative for adult education with the aim of promoting knowledge sharing and building a transnational community of educators. The aim of this presentation is to report about the strategy for using EPALE by the Portuguese ENID-Teach team, explaining the decisions made and sharing the experience gained. The results obtained are positive and its possible to conclude that EPALE, despite some limitations, is a valuable tool for european dissemination, collaboration and network building with some impacts in building partnerships of cooperation. It is a platform for sharing and cooperation for those who have links to the field of adult education and is an asset to the university environment.
- Exploring environmental literacy in online education at Universidade AbertaPublication . Martins, Rute; Caeiro, Sandra; Guimarães, David; Mapar, Mahsa; Nicolau, Paula BacelarThe implementation of Environmental Literacy in university curricula, together with the development of an environmental culture, emerges as a necessity given the current challenges faced by society, namely climate change, biodiversity loss, among others. Universities that are committed to implementing and developing sustainability practices include teaching as one of their key areas of action, through the creation of sustainability courses and/or curricular units as part of their academic offerings, among others (Caeiro et al., 2020; Farinha et al., 2019). Environmental Literacy incorporates the cognitive, attitudinal, and behavioural perspectives, encompassing knowledge, attitudes, and environmentally responsible behaviour, which can be interrelated (Kaya & Elster, 2019; Maurer & Bogner, 2020; Teksoz et al., 2012). Additionally, faculty support also plays a role in Environmental Literacy implementation (Vallée, 2024). Limited research has examined the development of environmental literacy among adult learners or how comprehensively higher education integrate sustainability across academic programs. Thus, this study aims to: (i) characterize the environmental literacy profiles of undergraduate students and faculty members at Universidade Aberta; and (ii) provide a preliminary assessment of the extent to which environmental sustainability is integrated into undergraduate curricula. This study is part of the APECHE (Assessing and Promoting Environmental Culture in Portuguese Higher Education) project, which involves eight Portuguese universities. This study is contextualized within Universidade Aberta, a public distance-learning university whose primary target audience is adults actively engaged in the workforce. The study adopts a mixed-method approach, incorporating a: (i) quantitative analysis to characterize environmental literacy, applying an online survey to 480 students (1st year) and 95 faculty members from the same undergraduate programs in the first data collection phase and 177 students (2nd year) in the second phase. The survey covered the three core domains of environmental literacy (knowledge, attitudes, and behaviours); and (ii) qualitative analysis to evaluate the extent to which environmental sustainability is integrated into the curricula. Therefore, a content analysis to the undergraduate programmes was conducted using the Curriculum Assessment System for Sustainability (CASS) model (De Oliveira et al., 2025). The categories of analysis included the course synopsis, keywords, competencies, content, bibliography, teaching methods, and assessment strategies. The findings reveal that the Environmental Literacy profile of 1st- and 2nd-year students and faculty members show that most already engage in individual environmental practices and have a solid environmental knowledge and attitude although revealing an attitude-behaviour gap regarding meat consumption and transportation habits. Furthermore, preliminary results from content analysis suggest the scant implementation of environmental topics into the content of the undergraduate programs and related pedagogical strategies. This study offers a characterization of the environmental literacy levels of adult students at the point of entry into higher education in Portugal and throughout their academic journey, as well as faculty members, supporting reflection on strategies to develop Environmental Literacy. This study fosters the Sustainable Development Goal 4 as it highlights the vital role of higher education institutions in cultivating environmentally responsible citizens.
- Exploring the effects of crustacean fishing on cold-water coral and gorgonian ecosystems: conservation strategies for Carbon sequestrationPublication . Seixas, Sónia; Parrinha, Joaquim; Gomes, PedroCrustacean fishing has significant impacts on cold-water coral and gorgonian communities. These coldwater corals include Vulnerable Marine Ecosystems (VMEs) such as Dendrophyllia ramea and D. cornigera. Our observations indicate that fishing gear used to capture crustaceans like lobster, brown crab, and European crab along the western coast of Portugal is frequently abandoned or anchored in rocky areas. When these traps are brought aboard, they often retrieve cold-water corals and gorgonians attached to them. Sometimes, only small branches are collected, while entire structures may come to the surface on other occasions. Fishermen tend to break the corals into smaller pieces to avoid damaging their gear. These organisms play a crucial role in carbon fixation, yet they face significant destruction. The only effective way to mitigate this destruction is through educational initiatives aimed at fishermen, encouraging the return of salvaged corals and gorgonians to the sea whenever possible. Furthermore, any corals that cannot be returned should be taken ashore for proper restoration and rehabilitation, followed by subsequent reintroduction into their natural habitat. Implementing such measures is essential for minimising the impact on carbon sequestration dynamics and safeguarding the region's overall biodiversity.
- FLeD Garden BadgesPublication . Morgado, Lina; Afonso, Ana Paula; Carvalho, Isabel CristinaReport of the design and implementation of the system of badges create in the playful experience designed for teacher´s self-training in flexible learning design about Flexible Learning Design, integrate in FLED TOOL in the european project FLED, Ref number:2022-1-ES01-KA220-HED-000085250.
- Flexible learning design: enhancing faculty digital competence and engagement through the FLeD ProjectPublication . Afonso, Ana Paula; Morgado, Lina; Noguera, Ingrid; Sepúlveda-Parrini, Paloma; Hernandez-Leo, Davinia; Alkhasawneh, Shata N.; Spilker, Maria João; Carvalho, Isabel CristinaVideo abstract about the article Flexible Learning by Design: Enhancing Faculty Digital Competence and Engagement Through the FLeD Project. Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from european teachers and students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology.
- Playful Learning DesignPublication . Morgado, Lina; Afonso, Ana Paula; Carvalho, Isabel Cristina; Spilker, Maria JoãoThis video is an OER created for the European MOOC "Learning Design for Flexible Education: Strategies and Tools" developed within the FLED consortium for the Playful Learning Design module, under the responsibility of the LE@D team, Universidade Aberta. The module focuses on the "Playful Learning" as a pedagogical approach that integrates game elements into the educational process. This methodology promotes an environment where students feel safe to experiment, make mistakes, and learn creatively and collaboratively. The students are introduced to this methodology and design of a learning activity.
- Potential for trophic transfer of microplastics in the smallspotted catshark’s food web: insights from Portuguese coastal ecosystemsPublication . Pica, Rodrigo; Fernandes, João; Seixas, Sónia; Martins, Marta; Greife, Anna; Müller, Carolin; Heel, LenaMicroplastics (MPs) are increasingly prevalent pollutants in marine environments, raising concerns about their potential to transfer across trophic levels. However, the extent and significance of such transfer remain uncertain. This study aimed to (i) characterise MPs in the digestive tracts (GITs) of three ecologically connected species — the small-spotted catshark (Scyliorhinus canicula), pouting (Trisopterus luscus), and Henslow’s swimming crab (Polybius henslowii); and (ii) assess the potential for trophic transfer, as S. canicula is a known predator of the other two species. Thirty individuals from each species were collected by bottom-trawling off Figueira da Foz, Portugal. GITs were digested using 10% potassium hydroxide (KOH), filtered, and analysed by Fourier-transform infrared (FTIR) spectroscopy. A total of 88 MPs were identified, primarily in S. canicula (0.89 ± 1.19 MP.ind-1) and P. henslowii (0.54 ± 0.74 MP.ind-1). No MPs were found in T. luscus, possibly due to its juvenile stage or short retention time. Frequencies of occurrence were 57% for S. canicula and 43% for P. henslowii, representing the first record of MPs in the latter. The predominant MP types were fragments (51%) and fibres (47%), mainly green (32%), black (20%), and transparent (16%), with polyvinyl acetate (32%) and polyethene terephthalate (27%) identified as the main polymers. Significant differences in MP colour and polymer composition between species suggest distinct exposure routes. Although the presence of MPs in a known prey species of S. canicula suggests potential trophic transfer, further research is needed to confirm bioaccumulation. These findings provide a valuable baseline for understanding plastic pollution in coastal ecosystems and highlight the need for ongoing investigation into MP dynamics within marine food webs.