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- Rethinking climate action, recognise plurality: Insights from social science, humanities, and arts researchersPublication . Vidal, Diogo Guedes; Alves, Fátima; Rollo, Maria FernandaThis policy brief is an initiative by the COST Action SHiFT (Social Sciences and Humanities for Transformation and Climate Resilience). The writing process was led by Diogo Guedes Vidal (Centre for Functional Ecology—Science for People & the Planet, University of Coimbra; Department of Social Sciences and Management, Universidade Aberta) and Fátima Alves (Centre for Functional Ecology—Science for People & the Planet, University of Coimbra; Department of Social Sciences and Management, Universidade Aberta).
- Enhancing climate resilience through social sciences, humanities, and arts: a strategic framework for actionPublication . Vidal, Diogo Guedes; Alves, Fátima; Rollo, Maria FernandaThis policy brief is an initiative by the COST Action SHiFT (Social Sciences and Humanities for Transformation and Climate Resilience). The writing process was led by Diogo Guedes Vidal (Centre for Functional Ecology—Science for People & the Planet, University of Coimbra; Department of Social Sciences and Management, Universidade Aberta) and Fátima Alves (Centre for Functional Ecology—Science for People & the Planet, University of Coimbra; Department of Social Sciences and Management, Universidade Aberta). This policy brief "Enhancing Climate Resilience through Social Sciences, Humanities, and Arts: A Strategic Framework for Action” is informed by a survey to understand the perceptions of climate-engaged researchers - dedicated to addressing climate change and sustainable development - from various disciplines within the social sciences, humanities, and arts (SSH&A) and highlights critical perceptions, barriers, and opportunities that can inform future climate action strategies within the European Commission's framework.
- A common vocabulary, an unchanged grammar: SDG adoption and epistemic justice in european higher educationPublication . Veiga, Ivo; Vidal, Diogo Guedes; Rollo, Maria Fernanda; Alves, Fátima; Ralão, Joana; Catellani, AndreaAs the 2030 target date for the United Nations Agenda for Sustainable Development approaches, universities face an increasingly visible tension between rhetorical commitment to sustainability and the more demanding requirements of structural transformation. While existing scholarship has examined governance frameworks, institutional strategies, and curriculum reform, comparatively less attention has been paid to the epistemic assumptions embedded in indicator-driven sustainability agendas and to the ways managerial university governance may constrain more transformative forms of engagement. Pursuing three interconnected objectives, this study examines how the SDGs are perceived and integrated across teaching, research, and governance; explores the structural and epistemic barriers identified by respondents; and considers levels of support for more critical and justice-oriented approaches to sustainability in higher education. Drawing on a cross-sectional survey of 54 academics recruited through transnational COST Action networks, the study combines descriptive statistics with thematic analysis of open-ended responses. Given the network-based sample, the findings are exploratory. They suggest that institutional engagement with the SDGs is often uneven,selective, and shaped by existing organisational logics. A substantial majority of respondents favour critical reformulation of the SDGs rather than unreflective compliance, pointing to a persistent tension between technocratic approaches to sustainability and broader concerns with epistemic justice. The findings also indicate that more meaningful sustainability in higher education may require stronger recognition of Indigenous, local, and intergenerational knowledge, as well as greater institutional capacity for critical, plural, and reflexive engagement beyond metric alignment.
- When urgency feels distant: rethinking social perceptions of climate change among social sciences and humanities researchersPublication . Alves, Fátima; Vidal, Diogo Guedes; Rollo, Maria Fernanda; Leal Filho, Walter; Trevisan, Laís Viera; Caeiro, Sandra; Mapar, Mahsa; Trindade, JorgeDespite a high degree of intellectual and professional engagement with the climate crisis, researchers within the social sciences and humanities often perceive this phenomenon as temporally deferred and spatially distant. Drawing on survey data from 85 researchers—European and non-European—collected under the COST Action SHiFT (CA21166), this paper interrogates a disjunction between abstract awareness and lived immediacy. While 87.7% of respondents recognise climate change as a global threat, only 60.5% identify it as a serious local issue, and a mere 50.6% connect it to their daily lives. These findings reveal not so much a paradox as a patterned affective distance, shaped by socio-geographical location, generational positionalities, and divergent epistemic cultures. The study also highlights the mediating role of emotional and spiritual dispositions. For some, climate change is framed within theological or metaphysical narratives that attenuate the urgency of intervention; for others, unacknowledged emotional responses contribute to disengagement or inertia. At the same time, pockets of creativity and empathetic praxis—often among younger scholars—point toward emerging modes of climate engagement that resist conventional dichotomies between science and affect, knowledge and belief. Rather than interpreting this dissonance as a deficit, the paper calls for a reframing of climate engagement within higher education institutions. We argue for strategies rooted in place-based education, interdisciplinary collaboration, and emotionally attuned pedagogies. This study invites a recalibration of how we theorise climate engagement: not as a linear function of knowledge acquisition or moral commitment, but as a layered, dynamic process entangled with scales of perception, collective imaginaries, and affective infrastructures.