FCT (DCEA) - Artigos em Revistas Científicas Internacionais com Arbitragem Científica
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- Artificial intelligence and climate change: the potential roles of foundation modelsPublication . Leal Filho, Walter; Kovaleva, Marina; Ng, Artie; Nagy, Gustavo; Luetz, Johannes; Dinis, Maria Alzira PimentaArtificial intelligence (AI) is being developed fast and applied in several areas including education and healthcare with excellent potential for use in fields that require complex analytics, particularly in the case of climate change. Recent developments in AI, such as ChatGPT and OpenAI, machine vision technologies and deep learning, among others, may be deployed in various contexts, including climate change. Of specific interest is the role played by foundation models (FMs), which may help to augment intelligence on climate change and reduce the social risks of adaptation and mitigation initiatives. This article discusses the potential applications of FMs in climate change research and management and illustrates the need for further studies. FMs, built on large unlabelled data sets and enabled by transfer learning, offer versatility in handling complex tasks. Specifically, FMs can aid in climate data analysis, modelling future scenarios, assessing risks, and supporting decision-making processes. Despite their potential, challenges such as data privacy, algorithm bias, and energy consumption require careful consideration. The article emphasizes the importance of interdisciplinary efforts to address these challenges and maximize the positive impact of FMs in mitigation and adaptation. AI, including advanced models like FMs, holds significant promise for addressing climate change challenges.
- Assessing the impacts of sustainability teaching at higher education institutionsPublication . Leal Filho, Walter; Trevisan, Laís Viera; Sivapalan, Subarna; Mazhar, Muhammad; Kounani, Aristea; Mbah, Marcellus Forh; Abubakar, Ismaila Rimi; Matandirotya, Newton R.; Dinis, Maria Alzira Pimenta; Borsari, Bruno; Abzug, RikkiThe necessity of sustainability teaching (ST) has recently become increasingly crucial due to several interrelated factors. The world faces significant environmental challenges, such as climate change, biodiversity loss, deforestation, pollution, and resource depletion. ST equips students with the knowledge and tools to address these issues and work towards a more sustainable future. ST helps students understand these complex challenges and fosters holistic problem-solving skills. ST at higher education institutions (HEIs) can take place in various modalities, including lectures, hands-on projects, field trips, simulations, and collaborative learning to enhance knowledge and develop competencies. The impact of ST at HEIs may be measured through multiple avenues, such as student surveys, interviews with faculty, and research studies on the effectiveness of sustainability courses. This paper reports on a study that assessed the current impact of ST at HEIs. The data collection used a multi-methods approach, which included a bibliometric analysis, the assessment of a set of case studies, and an international survey conducted with teaching staff from HEIs in 38 countries. The evidence supporting ST is presented and discussed, indicating how current teaching programmes are being delivered and their degree of success. The results show that the literature on ST has evolved substantially over the past years and covers a wide range of areas, as demonstrated by the various clusters. The case studies, in turn, show multiple real-world examples of how HEIs across diverse geographic regions have implemented ST practices and their implications. The paper’s novelty lies in its approach to evaluating sustainability education’s effectiveness and broader impacts on HEIs. It offers a unique approach by integrating assessments across multiple disciplines, showing how ST impacts students´ education. Also, the study tracks the impacts of the sustainability literature, providing insights into how sustainability education shapes students’ professional prospects. Finally, the paper shows the status of sustainability education across different HEIs and countries, offering a broader perspective on how it is implemented into practice. The study concludes by suggesting measures that may maximize the impact of sustainability courses in HEIs curricula and, among other things, the overall campus culture toward sustainable development.
- Dinner is served: how climate change interferes with olive oil productionPublication . Leal Filho, Walter; Luetz, Johannes; Dinis, Maria Alzira Pimenta; Nagy, GustavoThe Mediterranean region accounts for nearly 95% of global olive oil production. However, climate change - manifesting in intensified heatwaves, prolonged droughts, and increased pest prevalence - is undermining both the quantity and quality of yields. These disruptions threaten the livelihoods of rural producers and destabilize international markets. This article examines the complexities facing growers and outlines targeted mitigation strategies, highlighting the broader implications of climate change for a staple commodity relied upon daily by millions around the world. The analysis highlights interconnected climate impacts on agriculture, trade, and gastronomy, and identifies opportunities to enhance resilience through policy, agronomic innovation, and sustainable practices. It advances an integrated approach to Mediterranean food sustainability, linking agricultural adaptation with culinary heritage.
- Enhancing the contribution of higher education institutions to sustainable development research: a focus on post‐2015 SDGsPublication . Leal Filho, Walter; Henrique, João Paulino Pires Eustachio; Veiga Ávila, Lucas; Dinis, Maria Alzira Pimenta; Batista, Karina; Borsari, Bruno; Abubakar, Ismaila RimiSustainable development (SD) research is vital in providing a basis for progress in this rapidly growing field of inquiry. In this context, higher education institutions (HEIs) and leading top researchers belonging to them are playing a key role. Despite this being widely acknowledged by the academy, it is largely unclear how individual HEIs, and their researchers contribute to sustainability research efforts. Based on the need to unveil this landscape, our article reports on a study that identified the leading HEIs and researchers involved in sustainability research and how they contribute to moving the field forward. A bibliometric assessment of the literature (performance analysis) was conducted to identify the number of publications of leading authors and institutions. The results reveal some interesting trends. First, the co-occurrence analysis technique revealed what the top 10 authors in SD are exploring. Also, the study identifies diverse thematic clusters, covering areas like technology, sustainability assessment, integrative education, and corporate practices. The paper advances SD theory by illustrating how these themes interconnect and complement each other. The article concludes with suggestions of how universities may engage further in sustainability research. The theoretical and practical implications of the research, as well as its limitations, are also addressed.
- European sustainability reporting standards: an assessment of requirements and preparedness of EU companiesPublication . Leal Filho, Walter; Wall, Tony; Williams, Kent Andrew; Dinis, Maria Alzira Pimenta; Fernandez Martin, Rosa Maria; Mazhar, Muhammad Usman; Gatto, AndreaThe newly released European Sustainability Reporting Standards (ESRS) are a distinctively holistic legal instrument designed to enhance the disclosure of the sustainability performance of companies across the European Union (EU). However, there is currently a lack of evidence as what the standards are and how prepared companies are to comply with the ESRS. Through an analysis of secondary sources for 20 EU companies, this study therefore aimed to identify the preparedness of EU-based companies. Results indicate that there is substantial variation in preparedness; larger firms exhibit higher levels of alignment with the ESRS, whereas small and medium-sized enterprises (SMEs) struggle with resource limitations and insufficient external support. This timely and unique study contributes novel insights into the variable preparedness of companies transitioning to new, EU-wide compliance standards, and the factors involved in large-scale implementation. Such insights provide direct implications for regional-level policy implementation.
- Exploring the imperative of education and learning for sustainable development: research gaps and pathwaysPublication . Leal Filho, Walter; da Silva Neiva, Samara; Vasconcelos, Claudio Ruy Portela de; Fritzen Gomes, Bárbara Maria; Sharifi, Ayyoob; Kozlova (Feldmane), Valerija; mifsud, Mark; Pace, Paul; Platje, Johannes; Dinis, Maria Alzira Pimenta; Da Cunha, Dênis Antônio; Erin Ann Hopkins; Lez Rayman-BacchusPurpose This paper aims to emphasize the significance of integrating sustainable development (SD) content into higher education institutions (HEIs) curricula. The focus is on identifying areas of research demand related to SD in teaching and learning programmes. Design/methodology/approach This study uses a comprehensive approach, combining bibliometric analysis and an original survey instrument tool. The research involves HEIs staff engaged in both research and teaching roles across 36 countries worldwide. Findings The findings of the study shed light on the challenges and gaps in incorporating SD into HEIs curricula. Insights reveal that researchers focusing on SD within teaching and learning programmes face a notable obstacle in the form of congested timetables. Research limitations/implications While providing valuable insights, this research acknowledges study design and methodology limitations. These limitations should be considered when interpreting the findings and planning future research endeavours in SD in HEIs. Practical implications The paper underscores the practical implications of the findings, emphasising the need to address congested timetables as a significant obstacle to sustainability education efforts. The practical insights aim to guide educators and institutions in enhancing the incorporation of SD content in their teaching programmes. Social implications The study’s social implications highlight the broader impact on society, emphasising the role of HEIs in shaping a sustainable future. Addressing the identified challenges can contribute to better preparing students for addressing real-world sustainability issues, thereby fostering positive social change. Originality/value This paper concludes by outlining essential measures to address identified challenges and gaps, emphasising the imperative of creating an environment that supports the integration of SD into higher education curricula. The findings provide valuable guidance for educators, policymakers and institutions seeking to enhance sustainability education efforts.
- From knowledge to action: how portuguese higher education students engage with circular economy principlesPublication . Pardal, Ana; Moreira, Anabela Mendes; Galacho, Paula Cristina; Mateus, Dina; Viegas, Laura; Gaspar, Marcelo; Teixeira, Margarida Ribau; Manteigas, Vítor; Dinis, Maria Alzira PimentaThis study investigates the perceptions and practices of Portuguese higher education students regarding the circular economy (CE), emphasising their knowledge, attitudes, and behaviours toward sustainable resource management. Carried out by the Working Group on Circular Economy and Waste Management of the Portuguese Sustainable Campus Network (RCS), the research used an online survey targeting students from 20 higher education institutions (HEIs), resulting in 400 responses. The findings indicate that while students generally hold positive views of the CE, their understanding of its practical applications, such as waste reduction and resource efficiency, remains limited. Only a small proportion of students reported exposure to CE-related topics in their curriculum, revealing a gap in academic integration. This study also identifies significant demographic variations in CE awareness and practices, influenced by factors such as age, field of study, and employment status. These insights underscore the need for HEIs to strengthen CE education and actively involve students in hands-on sustainability initiatives, fostering a generation equipped to drive the transition toward a circular economy.
- Geography of sustainability transitions: mapping spatial dynamics and research trends between 1995 and 2024Publication . Ribeiro, Inácio Filipe Pinto; Lopes, Hélder; Dinis, Maria Alzira Pimenta; Remoaldo, PaulaThe study of Sustainability Transitions (STs) has emerged as an interdisciplinary research field aimed at understanding and guiding societal transformations toward sustainability. While significant advancements have been made in analyzing socio-technical, economic, and policy dimensions, spatial aspects of STs have been largely overlooked. This study contributes to the field by conducting a systematic literature review and bibliometric analysis of academic research on the Geography of Sustainability Transitions (GST). Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, this study identified and analyzed 63 scientific publications indexed in SCOPUS (1995–2024) to examine trends, regional distribution, author profiles, thematic focuses, and main advances. Results highlight a concentration of research in the Global North, with major contributions from Europe and North America, while studies from the Global South remain scarce. The analysis also reveals six dominant transition themes: urban transitions, energy transitions, industrial transitions, transport transitions, circular economy, and agri-food transitions. Each of these themes is discussed in terms of spatial dynamics, governance mechanisms, and the role of regional contexts in shaping transition pathways. The study underscores the need for a more spatially inclusive approach in transition research, advocating for greater integration of geographical perspectives in sustainability studies. Future research should emphasize the role of local and regional factors in transition processes, addressing disparities in transition capabilities between different territories. By doing so, this work contributes to a more comprehensive understanding of how STs unfold across diverse spatial contexts. Identifying the observed research gaps, the study acts as a catalyst for interdisciplinary analytical reasoning and reinforces the geospatial effect within the broader field of STs.
- Geossítios de serras em Mucajaí: geoturismo e sustentabilidade no contexto do aquecimento globalPublication . Saldanha Veras, Ana Sibelonia; Dinis, Maria Alzira PimentaO Geoturismo é uma abordagem de interpretação e conscientização ambiental que promove a compreensão deecossistemas naturais com significativa relevância geológica e geomorfológica. Essa prática está intimamenteligada à conservação dos ambientes naturais e constitui uma ferramenta essencial para o desenvolvimentosustentável. No contexto da Amazônia, o aquecimento global tem causado alterações substanciais em diversosecossistemas, impactando diretamente a preservação dos geossítios e a realização de passeios guiados nesseslocais. Este estudo, focado no município de Mucajaí, em Roraima, Brasil, explora a importância de práticassustentáveis aplicadas a geossítios em áreas de serras e avalia como essas ações podem ajudar a mitigar osefeitos das mudanças climáticas. A pesquisa baseia-se em uma revisão bibliográfica de fontes científicasinternacionais, com o objetivo de compreender o impacto das atividades humanas sobre o equilíbrio dessesgeossítios e identificar estratégias para sua preservação. Além disso, o estudo destaca a relevância dessas áreaspara a população local, incentivando comportamentos que previnam a degradação ambiental e contribuam paraum futuro mais sustentável. A conscientização da sociedade é apresentada como um pilar fundamental para aproteção desses ambientes, reforçando o papel ativo dos cidadãos na conservação e valorização do patrimônionatural.
- Governance in the implementation of the UN sustainable development goals in higher education: global trendsPublication . Leal Filho, Walter; Abubakar, Ismaila Rimi; mifsud, Mark; Henrique, João Paulino Pires Eustachio; Albrecht, Clarissa Ferreira; Dinis, Maria Alzira Pimenta; Borsari, Bruno; Sharifi, Ayyoob; Levesque, Vanessa; Ribeiro, Priscilla Cristina Cabral; LeVasseur, Todd J.; Pace, Paul; Trevisan, Laís; Dibbern, Thais AparecidaGovernance is a key component for implementing sustainable development (SD) initiatives in university teaching, research, and projects. This line of thinking also applies to implementing the United Nations (UN) sustainable development goals (SDGs). Despite the role of governance in guiding processes related to the SDGs, few studies have examined these relations in an integrative manner in higher education. To bridge this knowledge gap, this study assesses the connections between governance and implementing the SDGs at higher education institutions (HEIs). Specifically, it relies on two main methods. The first is a bibliometric analysis, where the literature on the topic has been analyzed. The second method uses case studies from a sample of universities. The combined dual approach has identified the extent to which governance issues influence how these organizations perceive and handle the SDGs. The study provides valuable recommendations that may assist HEIs in implementing the SDGs with a due emphasis on governance.