Ciências da Educação | Relatórios/Documentos de trabalho / Reports/Working papers
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- AquiMeEncontro: international pupils at basic and secondary portuguese education systemPublication . Mouraz, Ana; Almeida, Ana Patrícia; Borges, IrinaExecutive Summary. Problem: O papel das escolas na integração de imigrantes Main research findings: Em média, 14% dos alunos dos Agrupamentos de Escolas (AE) portugueses são de origem internacional. Se há AE onde essa presença fica diluída nas turmas, há escola cuja população estudantil ultrapassa os 40%. Como é que as Escolas lidam com tamanha diversidade? O projeto AquiMeEncontro quis inventariar as práticas pedagógicas implementadas pelas escolas públicas portuguesas para promover a integração de alunos internacionais e depois analisar com mais detalhe algumas dessas práticas para entender o seu potencial transformador. Das 126 respostas recebidas dos AE, constata-se que 86% das práticas de acolhimento se concentram no currículo informal e que apenas 72% apresentam um carácter sistémico. Também se constatou que todos as Direções dos AE estão sensibilizadas para a temática, 92% dizem monitorizar a eficiência das atividades desenvolvidas, mas apenas 69% organizaram formação para os seus professores e apenas 56% articula os seus esforços com outras entidades. Adicionalmente, os 13 estudos de caso realizados evidenciam a diversidade de abordagens, sobretudo de carácter curricular, socioemocional e intercultural, fazendo emergir uma ética do cuidado que justificam o seu sucesso. Key policy alternatives/recommendations: As recomendações vão no sentido de serem sustentáveis, integradas e capazes de assegurar a transformação de políticas nos seus diferentes níveis de aplicação (macro, meso e micro) de que é exemplo o pacote de sustentabilidade. Recipient: Ministério da Educação, Ciência e Inovação | Ministério do Trabalho, Solidariedade e Segurança Social | Autarquias | Comissões Intermunicipais|Agrupamentos de Escolas e Escolas não Agrupadas.
- Data analysis reports. Deliverable 4.4Publication . Pažur, Monika; Slovaček, Katarina Aladrović; Domović, Vlatka; Drvodelić, Maja; Jurinović, Maša Rimac; Jääskeläinen, Pauliina; Wallenius-Korkalo, Sandra; Meriläinen, Susan; Cazgir, Kardelen Dilara; Pinzger, Vero; Weber, Susanne Maria; Spahn, Lea; Oganisjana, Karine; Neves, Cláudia; Oliveira, Juliana Gazzinelli de; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, PedroThis deliverable contains the completed case studies of the 19 cases outlined in the AECED project proposal. These case research reports were handed in separately for each case study by each country. Case study reports include the following sections: 1) Case Description: a descriptive overview of participants, location, purpose - relevance to democracy-as-becoming, research activities and methods, researchers, and timeframe. 2) Brief Explanation of the Data Analysis: a concise ground before presenting research findings, including data types and sources, research methodologies and methods, and theoretical background. 3) Research Findings: the key outcomes and findings related to the AECED Project common research questions (RQ1-4). 4) Limitations: reflection on research methods and methodological limitations. 5) Relevance of context: reflection on how context-specific factors influenced the findings, and how contextual elements shaped participants' engagement and interpretation of the Framework and Guides. 6) Learnings for the Pedagogical Framework and Guides: evidence-based outcomes and key findings for improving the Pedagogical Framework and Guides with reflection on three dimensions of transformation, referencing the AECED Project methodological framework. 7) Ethical reflection and Gender dimension: reflection on the ethics and gender dimension in research and data analysis. The references for each country's case research are compiled into a single reference list at the end of the country reports.
- Hybrid learning in the age of Generative AIPublication . Bidarra, José; Rocio, Vitor; Sousa, NunoUniversities must have the aspiration to become key institutions in this new era of Artificial Intelligence (AI), as generators of knowledge, science and research, promoting the democratisation of knowledge. Also, management in Higher Education must increase faculty readiness for e-learning changes, particularly since e-learning remains essential to maintaining curriculum delivery during emergencies and crises. To fully realize this vision, research should focus on optimal design features of learning processes, and find effective strategies to facilitate interaction and communication, to a large extent supported by generative AI tools (chatbots, virtual tutors, assistants). Furthermore, many recent studies and findings point towards the development of programmes that foster digital literacy and encourage inclusive lifelong learning to successfully navigate the complexities of the online world.
- Progress report 1. Deliverable 1.2Publication . Lantela, Pilvikki; Meriläinen, Susan; Mulberry, Philippa; Woods, Philip; Cazgir, Kardelen; Neves, ClaudiaMost education for democracy omits a fundamental dimension of learning – that is, the aesthetic and embodied nature of learning. The ambition of the AECED project is to remedy this omission by enhancing and enriching education for democracy through a focus on aesthetic and embodied learning. The project will create an innovative Pedagogical Framework and associated Guides for education professionals and stakeholders , through which they can apply aesthetic and embodied learning for democracy in their educational, organisational and cultural context. The Framework and Guides have been tested in 19 case studies in 6 different European countries: Croatia, Finland, Germany, Latvia, Portugal, and the UK. The project’s societal impact will be achieved through new pedagogical approaches to education for democracy that engage learners’ and educators’ hearts as well as minds, increase capacity to engage actively in democratic citizenship that connects and evolves locally, and strengthens the ways in which practising democracy challenges social injustices and engages with conflict and antagonisms. The project will introduce new innovative pedagogies and engage educators’ creativity in developing aesthetic and embodied learning for democracy, through the use of the project’s Pedagogical Framework and Guides by ‘early adopter’ education stakeholders in all phases of education (primary, secondary, higher education and adult/professional) and ensuring research results and pedagogical resources are available after the project’s funded period. During the second project year, all six partners completed their case studies (testing the prototype Framework and Guides through Participatory Action Research) and compiled national reports to be followed by a transnational cross-case analysis. These findings will feed into planning and formulating the launch-ready Pedagogical Framework and associated Guides, to be finalised by the end of November 2026. To crystallise the conceptual foundation for aesthetic and embodied learning for democracy, and to make a scientific impact, the project’s Concepts group has produced, and is producing, AECED position papers explaining the core concepts related to aesthetic and embodied learning for democracy. By the end of the second year, the AECED project has submitted 16 deliverables and reached four milestones, according to the plan. All deliverables submitted in year two are further elaborated in each WP subsection.
- Reports, recommendations and position papers to the EU and the national governments concerning micro-credentials based on evidence resulting from the MCE project and continuous dialogues with policymakers and stakeholders.Publication . Casanova, Diogo; Bastos, Glória; Antonacci, A.
- Transnational conclusions. Deliverable 4.5Publication . Pažur, Monika; Jääskeläinen, Pauliina; Wallenius-Korkalo, Sandra; Meriläinen, Susan; Cazgir, Kardelen Dilara; Weber, Susanne Maria; Endreß, Franziska; Tramsek, Rok; Oganisjana, Karine; Neves, Claudia; Oliveira, Juliana Gazzinelli de; Barber, Jo; Culshaw, Suzanne; Dickerson, Claire; Mpamhanga, Karen; Mulberry, Philippa; Toseland, Marie; Woods, PhilipThis document presents a cross-case analysis carried out as part of Work Package 4 (WP4) of the project. Based on findings from nineteen cases, conducted across six partner institutions, the analysis is grounded in data, insights, and thematic reflections captured in earlier project outputs, particularly the deliverables produced within WP4. Building on this foundation, D4.5 provides a critical and analytical synthesis that highlights both recurring patterns and context-specific variations across cases. By doing so, it contributes to a deeper understanding of how the AECED Project’s pedagogical and democratic aims have been implemented and interpreted in diverse educational and national settings. Part 1 comprises the following sections: 1.1 provides an overview of the multi-case trialling phase and positions this deliverable as the concluding synthesis of the AECED research phase; 1.2 outlines the methodological approach to the cross-case analysis and the development of transnational conclusions; 1.3 describes the analytical process as a two-step integrated approach; 1.4 provides reflections on the use of generative AI tools in the preparation of this deliverable; 1.5 discusses the use of Participatory Action Research (PAR) as a common methodological foundation, flexibly applied across cases with varied Aesthetic and Embodied Learning for Democracy (AELD) approaches and arts-based and embodied (ABE) methods; 1.6 presents cross- case reflections on ethical considerations, and 1.7 offers cross-case reflections on the gender dimension within this research project.