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Projeto de investigação
MARE - Marine and Environmental Sciences Centre
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Publicações
“Bottom-up management approach to coastal marine protected areas in Portugal”
Publication . Ferreira, Ana; Seixas, Sónia; Marques, João Carlos
The classification and management of coastal marine protected areas is traditionally implemented without a strong public participation process in its early stage, resulting in conflicts. A bottom-up approach with public participation before defining regulations is an innovative, yet difficult process. The case study presented is a local experience of Avencas Biophysical Interest Zone in Cascais, Portugal. The objective of this paper is to evaluate a new approach, to assess the success of the management action applied in terms of the short-term response from users of the costal marine protected area.
Public participation assemblies were conducted to welcome input from the fishing community regarding the new regulation; visual census and interviews directed at different users, were used to assess the short-term effectiveness of the implemented management actions. A new regulation is underway and user management actions have been implemented: visitors' pathways through the rocky platforms and information spots at the entrance to the beach.
Positive results point to the success of this approach, as visitors either agreed or respected the various management actions implemented: 84% of them agree with information spots, and 76% agree with the pathways. Recreational fishers are now mostly located outside the protected area, though there are still some who choose to stay inside, which indicates the need to change some points in the regulation, to improve its compliance by the fishing community. The short-term evaluation methodology was effective in detecting changes in usage patterns from users when the bottom-up approach was applied.
Integrating local ecological knowledge and scientific surveys: a pathway to understanding benthic mesophotic ecosystems
Publication . Neto, Regina; Seixas, Sónia; Gomes, Pedro
Marine ecosystems face increasing anthropogenic pressures, highlighting the need for effective conservation strategies such as Marine Protected Areas (MPAs). Knowledge gaps
are particularly evident in mesophotic ecosystems (MEs), which provide vital ecological functions but are difficult to study due to logistical and technological challenges. This
study explores the role of Local Ecological Knowledge (LEK) as a complementary tool to Remote Operated Vehicle (ROV) surveys for characterising MEs in Northern Portugal.
We conducted 59 interviews with fishers to gather information on species distribution, depth ranges, habitat associations, and conservation views. Simultaneously, 187 ROV
dives recorded species presence and habitat features. Fishers reported a high diversity of species, including several Vulnerable Marine Ecosystem (VME) indicators, some absent
from ROV observations, thus expanding biodiversity records for the region. Comparisons revealed both overlaps and discrepancies, emphasising the complementarity of LEK
and ROV methods. Fishers broadly recognised the ecological importance of corals and sponges and showed support for conservation measures, although opinions varied among
different fishing groups. Our findings demonstrate that combining LEK with scientific surveys improves biodiversity assessments, helps identify key conservation areas, and fosters
collaborative efforts to protect mesophotic ecosystems amidst increasing human impacts.
Empowering conscious citizenship: lessons from historical climate evolution
Publication . Bastos, Rosário; Pereira, Olegário Nelson Azevedo; Évora, Marina; Porfírio, José; Leal Filho, Walter; Trevisan, Laís Viera; Caeiro, Sandra; Mapar, Masha; Trindade, Jorge
This research centers on a short-term e-Learning course titled “Climate change, human adaptations and entrepreneurship in historical tourism”. This course explores the diachronic impact of climate on human communities, the Anthropocene concept, its chronology, and predictive models. It aims to foster a conscious entrepreneurial mindset and promote sustainable historical tourism, respecting historical memory at social, urban, and environmental levels. Developed by interdisciplinary trainers from Universidade Aberta in Portugal, the course follows its e-learning model and targets Portuguese citizens with at least a 12th-grade education interested in historical tourism and climate change. Funded by the European Union Recovery and Resilience Plan through the T.I.A. – Tourism International Academy project, the course is free for trainees, with over 90% completion rates. Spanning from prehistory to the present, the course focuses on climate impacts over time and the Anthropocene. It emphasizes sustainable tourism, conscious entrepreneurship, and respect for historical memory. We analyzed a sample of 80 trainees to assess the impact of our pedagogical methods on their awareness of Sustainable Development Goals (SDGs) and the promotion of Sustainability Transition addressing primarily SDG 13 (Climate Action). Our research also connects with SDGs 4 (Quality Education), 5 (Gender Equality), 10 (Reducing Inequalities), 11 (Sustainable Cities and Communities), and 15 (Protecting Life on Land). Now in its fourth edition, the training underscores the importance of opening the Academy to the promotion of interdisciplinary approaches to enhance awareness of SDGs and encourage entrepreneurial action, democratizing the discussion of this critical topic. Conclusions highlight the significant impact of the training on enhancing trainees’ awareness, specific knowledge, opinions, and future behaviors regarding sustainable historical tourism. The training effectively increased understanding of the importance of sustainable tourism in achieving SDGs and inspired actionable steps towards this goal.
Teaching environmental history in higher education: an innovative e-Learning approach at Universidade Aberta, Portugal
Publication . Bastos, Rosário; Pereira, Olegário Nelson Azevedo; Viegas, João; Leal Filho, Walter; Trevisan, Laís Vera; Caeiro, Sandra; Mapar, Masha; Trindade, Jorge
This paper examines a pioneering curricular innovation in Portuguese higher education through the development and implementation of the course Topics in Environmental History at Universidade Aberta, the nation’s sole public institution dedicated exclusively to distance learning. Introduced in the 2023–2024 academic year, this course represents the first formal integration of environmental history into an undergraduate history degree program in Portugal. Delivered entirely through an asynchronous, student-centered e-learning model, the initiative aligns with contemporary pedagogical principles underpinning Open, Distance, and Digital Education (ODDE). Drawing on empirical data, including enrollment figures, assessment results, and pedagogical analysis, the study evidence both robust student engagement and noteworthy academic achievement, as illustrated by a 79% increase in enrollment and an average grade of 15.3/20 among successful participants. Situating the course within the broader historiographical evolution of environmental history as an interdisciplinary field, the paper interrogates the intellectual foundations, thematic scope, and regional trajectories of the discipline. It further explores the challenges inherent in teaching a complex, interdisciplinary subject in a digital environment, including issues related to student retention, linguistic accessibility, and the cognitive demands of integrating scientific and historical methodologies. The findings underscore the pedagogical efficacy of continuous assessment mechanisms and collaborative digital learning strategies in fostering critical engagement and environmental literacy. The article concludes by reflecting on the implications of this initiative for education for sustainable development, advocating for the further expansion of environmental history within academic curricula and highlighting the potential for international collaboration in the co-creation of open-access, multilingual learning resources.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
6817 - DCRRNI ID
Número da atribuição
UID/MAR/04292/2013