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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.