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Percorrer Departamento de Ciências da Engenharia e da Arquitectura por Objetivos de Desenvolvimento Sustentável (ODS) "04:Educação de Qualidade"
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- Addressing climate change education: relevant contributions from universitiesPublication . Leal Filho, Walter; Sow, Baba Libasse; Perlin, Ana Paula; Mbah, Marcellus Forh; Costa, Cristina Amaro da; Azam, Fardous Mohammad Safiul; Dinis, Maria Alzira PimentaPurpose: This study aims to identify and describe the nature of higher education institutions’ (HEIs) engagement with climate change (CC) education, exploring their contributions to addressing the multifaceted challenges associated with the phenomenon. Design/methodology/approach: By using a dual methodological approach consisting of an expert-driven literature review with supporting cases, the study provides a novel perspective of university involvement in CC education, emphasising theoretical insights and practical applications. Findings: The study asserts that universities contribute significantly to CC education through the development of specialised teaching programmes, innovative research initiatives and the establishment of interdisciplinary collaborations. However, challenges abound, including limited financial resources, institutional inertia and the complexity of integrating CC topics across diverse academic disciplines. By fostering partnerships with external stakeholders, implementing innovative teaching methodologies and strengthening governance frameworks, universities can further enhance the effectiveness and reach of CC education initiatives. Research limitations/implications: While the study offers valuable insights, it acknowledges potential limitations, including the scope of example studies and the specificity of findings to certain institutional contexts, which impedes generalisation. Avenues for further research to understand university contributions to CC education have been advanced. Practical implications: The paper provides practical insights for universities to optimise their engagement in CC education, emphasising the mobilisation of student involvement and the promotion of transdisciplinary approaches, amongst others. Social implications: While emphasising the role of universities in CC education, the study underscores the broader societal impact of informed and engaged HEIs to drive positive change by instilling awareness and promoting sustainable practices. Originality/value: The findings offer original perspectives on the importance of university engagement in CC education and provide practical measures for optimising their contribution to a sustainable future via pedagogical, programme and strategic/whole institutional levels.
- Climate change, planetary health and education in Africa: some case studies and perspectivesPublication . Leal Filho, Walter; Djekic, Ilija; Matandirotya, Newton; Donkor, Felix Kwabena; Ibrahim, Umar; Mbih, Richard; Kateka, Adolphine; Roeseler, Jasmin; Sharifi, Ayyoob; Dinis, Maria Alzira PimentaAfrica is a diverse continent with a rich cultural heritage, abundant natural resources characterised by a great vulnerability to climate change and several health inequalities. These inequalities are also observed in the provision of planetary health instruction. This paper explores the interconnection between climate change and planetary health education inAfrican universities. Also,the study examines the extent to which some African universities are handling the theme of planetary health education. The method used involved a bibliometric analysis of climate change and health, focusing on specific institutions and initiatives that illustrate the extent of planetary health education carried out in Africa till date. The results of the study suggested that themes related to planetary health are increasingly being studied in African universities. Also, the study notes that the term “planetary health” is scarcely used in the reviewed literature; and to make planetary health a common topic in university programmes, the theme needs to be given a wider recognition and attention. The paper concludes by outlining measures that should be implemented as part of public health programmes to be offered at African universities, which may help in enhancing the adoption of education on planetary health.
- Dicionário eletrónico de Ciência da Informação: o renascer de um recurso de referência para a LusofoniaPublication . Malheiro da Silva, Armando; Borges Gouveia, Luis; Rockembach, Moisés; Abrantes, StevenApresentação do DeltCI - Dicionário Eletrónico de Ciência da Informação: o renascer de um recurso de referência para a Lusofonia. Enquadramento, proposta e objetivos para recuperar o DeltCI
- 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.
- A IA no panorama Luso-BrasileiroPublication . Manuel Borges Gouveia, LuisInteligência Artificial no horizonte Lusófono - uma confluência de vontades e linguagens.
- A Inteligência Artificial como vetor de integração entre a investigação e a prática pedagógica: a utilização de agentes de IA na aprendizagem das Ciências ForensesPublication . Borges Gouveia, Luis; *TRS - TecnologiasNo atual cenário de constante evolução das Ciências Forenses, a integração de novas propostas tecnológicas na formação académica é imperativa para garantir a excelência e o rigor da prática pericial. A apresentação propõe a exploração do potencial transformador dos agentes de Inteligência Artificial (IA) como ferramenta pedagógica inovadora na aprendizagem das Ciências Forenses, alinhando-se com a missão do congresso de reformular o ensino e a investigação na área. O recurso à IA informa uma proposta que promova uma formação mais integrada e harmonizada. Inclui estratégias concretas para a utilização da IA em ambiente académico, desde a simulação de cenários de crime complexos, à análise de grandes conjuntos de dados para fins de investigação, até ao desenvolvimento de tutores virtuais personalizados que se adaptam ao ritmo de aprendizagem de cada interação realizada. A IA pode potenciar o fortalecimento da ligação entre a investigação científica e a atividade pericial de rotina. A capacidade da IA para processar e analisar publicações científicas relevantes pode acelerar a transposição do conhecimento para a prática, assegurando que os futuros peritos estejam na vanguarda da inovação. Importa, neste contexto, debater os desafios e as considerações éticas inerentes à adoção da IA, salientando a importância de uma implementação criteriosa que complemente, e não substitua, o raciocínio crítico, a competência e experiência humana. A IA, quando utilizada de forma estratégica e ética, pode constituir uma poderosa aliada na formação de uma nova geração de especialistas forenses, melhor preparados para os desafios de um mundo em constante mudança e para a busca da verdade baseada em evidências científicas sólidas.
- University rankings and sustainable development: the state of the artPublication . Leal Filho, Walter; Trevisan, Laís; WAHAJ, ZUJAJA; Déda Araújo Nunes, Denner; Vasconcelos, Claudio Ruy Portela de; Dibbern, Thais Aparecida; Ruiz Vargas, Valeria; Iyer-Raniga, Usha; Anholon, Rosley; Novikau, Aliaksandr; Abubakar, Ismaila Rimi; Dinis, Maria Alzira PimentaPurpose In light of the growing emphasis on sustainability in higher education, this paper aims to explore the effectiveness of sustainability university rankings, specifically focusing on sustainable development (SD), to understand their impact on advancing universities’ sustainability goals and address gaps in practical implications and limitations. Design/methodology/approach This study examines sustainability rankings in higher education (HE) through document analysis. Chosen for significance, these rankings were evaluated for regional participation, criteria and the top 20 universities. The method involved scrutinising official ranking websites for diverse perspectives on sustainability. The results are classified into three categories: regional participation, assessment criteria and top universities in the latest iterations. Findings The findings show that sustainability rankings are widely spread, and their existence has led to an increased motivation for universities to further engage in efforts in the field of SD. This study offers suggestions for optimising the role of promoting SD principles and practices in HE. Originality/value This comprehensive assessment sheds light on rankings’ operations and success levels. It makes a significant contribution to the literature, providing an unprecedented overview of analysed rankings and on sustainability assessment and their impact. This analysis will be valuable for universities towards the integration of SD principles and practices into the HE environment.