Faculdade de Ciência e Tecnologia
URI permanente desta comunidade:
Através da Faculdade de Ciência e Tecnologia, a Universidade Fernando Pessoa deu resposta às orientações do Ministério da Educação no sentido do ensino privado investir nas áreas tecnológicas.
Num ensino não massificado, num ambiente familiar e acolhedor, com grande acompanhamento e proximidade dos docentes, o aluno, com o seu trabalho, esforço e empenho, pode desenvolver todo o seu potencial de aprendizagem, adquirindo os conhecimentos e competências necessárias a uma adequada inserção na vida activa.
As grandes áreas científicas que compõe a Faculdade são as áreas da Engenharia do Ambiente, Engenharia Civil, Engenharia Informática, Higiene e Segurança, Qualidade e Arquitectura. A investigação é, pois, desenvolvida no âmbito destas áreas científicas.
Os cursos desta Faculdade estão adequados ao chamado "Processo de Bolonha", com 1ºciclos de estudos (licenciaturas), 2ºciclos de estudos (mestrados) e 3ºciclos de estudos (doutoramento). No caso do curso de Arquitectura e Urbanismo, por questões associadas a Directivas Comunitárias, a formação é de 5 anos num único ciclo de estudos (ciclo integrado), que conduz ao grau de Mestre.
Os 1ºciclos de estudos têm a duração de 3 anos, os 2ºciclos de estudos a duração de 2 anos, e os 3ºciclos de estudos a duração mínima de 3 anos.
As Associações Profissionais
Todos os 1ºciclos de estudos em Engenharia estão registados na Ordem dos Engenheiros Técnicos (OET), podendo o licenciado, após realização, com sucesso, do estágio profissional e o curso de ética promovidos pela OET, obter a correspondente carteira profissional inscrevendo-se na OET.
O mestre em Arquitectura e Urbanismo, após realização, com sucesso, do estágio profissional e o curso de ética promovidos pela Ordem dos Arquitectos (OA), inscreve-se na OA.
Outras entidades
O 1ºciclo de estudos em Engenharia e Gestão da Qualidade está registado na Autoridade para as Condições do Trabalho (ACT), pelo que para além da informação acima, o licenciado obtém o CAP de Técnico Superior de Higiene e Segurança.
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Percorrer Faculdade de Ciência e Tecnologia 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.
- Artificial intelligence as unfinished work: challenges and misconceptions in contemporary educationPublication . Borges Gouveia, Luis; Esil University. Astana. Kazakhstan.This presentation offers a critical analysis of the integration of Artificial Intelligence within the educational ecosystem, starting from the premise that true Artificial Intelligence does not yet exist. What we currently use are powerful statistical systems, although fluent and fast, they that lack human understanding, causal reasoning, and the ability to verify truth. The discussion focuses on the intellectual danger of substituting verification with speed and reasoning with trust, which leads a society to stop questioning. Instead of genuine education, we are witnessing the emergence of dependency training, where students are taught to use tools to generate ideas or summaries, rather than learning how to refute, reason, or ask why. The narrative that AI is a finished product is a curiosity-killer; in reality, we are only at the beginning of a process filled with unsolved problems regarding bias and explainability. Therefore, it is argued that every AI output should be treated as a hypothesis rather than a definitive answer, and every model as a study case instead of an oracle. The ultimate goal is to ensure that learners do not become passive users of alien intelligence, but remain curious minds engaged in the sovereign act of discovery.
- Assessing the carbon footprint of artificial intelligence in higher education: a bibliometric and institutional analysisPublication . Leal Filho, Walter; Luetz, Johannes; Almulhim, Abdulaziz I.; Dinis, Maria Alzira PimentaThe rapid integration of artificial intelligence (AI) across higher education has transformed research, teaching, and institutional operations. Yet its environmental implications remain poorly understood at the institutional level. While a growing literature examines the energy consumption and carbon footprint of AI systems, little is known about how these concerns are recognised or addressed within universities. This study addresses this gap by combining a bibliometric analysis of 461 peer-reviewed publications indexed in Scopus (2014–2025) with a multiple-case study analysis of selected research-intensive universities. The bibliometric analysis reveals a rapidly expanding research landscape dominated by themes such as machine learning, energy consumption, optimisation, and sustainability, alongside a comparatively limited focus on higher education as an institutional context. The case studies, based on sustainability reports, climate action plans, and environmental disclosures, focus on a set of research-intensive universities with substantial AI-related infrastructure. They show a consistent pattern: despite the centrality of high-performance computing (HPC) and cloud-based platforms, institutional reporting of energy and carbon emissions remains aggregated, rarely examining AI-specific impacts. This reveals a governance gap between the expanding scientific understanding of AI’s environmental footprint and the maturity of sustainability practices in academia. The novelty of this study lies in the integration of bibliometric analysis with institutional case study evidence to systematically examine how AI-related energy use and carbon emissions are addressed in higher education. By bridging these two analytical dimensions, the study provides new insight into the disconnect between research advances and institutional practice and highlights the need for dedicated frameworks to account for AI-related energy use and emissions. The study also aligns with the United Nations Sustainable Development Goals (SDGs), particularly Affordable and Clean Energy (SDG 7), Climate Action (SDG 13), and Quality Education (SDG 4), contributing to the ongoing debate on responsible and sustainable AI in higher education.
- Building a resilient world: the contribution of architecture curricula to sustainable developmentPublication . Leal Filho, Walter; Albrecht, Clarissa Ferreira; Lange Salvia, Amanda; Frandoloso, Marcos Antonio Leite; Henrique, João Paulino Pires Eustachio; Haddrell, Carl; Iyer-Raniga, Usha; Dinis, Maria Alzira Pimenta; Borsari, Bruno; Diaz-Sarachaga, Jose Manuel; Emadeldin, YasminPurpose: The design of buildings and urban areas holds immense potential to shape sustainability, encompassing considerations of material usage, energy efficiency and environmental impacts throughout construction and life cycle. Architects play a pivotal role in this endeavour. In the evolving landscape of architectural education, there remains a significant gap in understanding the full scope of its potential and challenges. This study aims to explore the role of higher education institutions and explores the extent to which architecture curricula contribute to sustainable development. Design/methodology/approach: The study used an online survey, designed around sustainability frameworks to assess how architecture curricula incorporate sustainability. It gathered 110 responses from 30 countries, with data analysed using non-parametric tests (Kruskal–Wallis and Mann–Whitney U test) to examine country-level differences and barriers to integrating sustainability. Findings: The findings reveal a prevalent consideration of sustainability in curricula, with a notable emphasis on environmental dimensions, closely followed by social and economic aspects. However, challenges persist, notably the lack of sustainability training for educators and limited time allocation for integrating sustainability components into educational programmes. Originality/value: This study’s novelty lies in its comprehensive investigation into the emphasis placed on sustainability within architecture education. It offers original insights collected from diverse universities worldwide through the documentation of trends observed across 30 countries, providing valuable insights on the training landscape for architects and paving the way for informed strategies to enhance sustainability integration in architectural curricula and practice.
- 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.
- A United Nations Charter for the Digital Age – When machines govern without mandate and humans watch without power, the problem is not technological. It is constitutional.Publication . Borges Gouveia, Luis; Future Group - APDSIThis APDSI presentation (July 2026) argues that the 1945 United Nations Charter is obsolete for a world defined by cross-border autonomous systems and digital flows. It characterizes the current situation as a "constitutional void" rather than just a technological challenge, asserting that 2026 represents a critical "window of opportunity" for global action. The core problem identified is that current AI models are "unfinished business," lacking semantic understanding and causal reasoning. This creates a civilizational danger where the human mind, now seen as critical infrastructure, is threatened by algorithmic manipulation and "algorithmic coloniality"—a concentration of power in the US and China that erodes the cognitive sovereignty of the Global South. Additionally, the digital economy is not immaterial; it is colliding with the planet’s biophysical limits regarding energy, water, and rare minerals. To address this, the APDSI proposes a new global legal framework based on five non-negotiable principles: - Responsibility: Human primacy in all decisions. - Democracy: Legitimacy must prevail over technical efficiency. - Irreversibility: Prohibiting essential technological dependencies that cannot be reversed. - Zero Opacity: The inalienable right to an explanation. - Sovereignty: The right of peoples to determine their own technological governance. Specific proposed articles include protecting Cognitive Sovereignty as an international public good, ensuring Distributive Justice by taxing labor-replacing automation, and prohibiting the use of technological dependency as a weapon. The presentation also lists absolute bans on self-replicating AI, autonomous lethal weapons, and mass biometric surveillance. The implementation strategy involves activating Article 109 of the UN Charter to convene a General Review Conference. Portugal is highlighted as the ideal mediator for this movement, using its "smart power" and relationships with the Global South to ensure human dignity prevails over technocracy.