EsACT - Escola Superior de Comunicação, Administração e Turismo
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- A educação popular em PortugalPublication . Amorim, José Pedro; Felgueiras, Margarida Louro; Balsa, Carlos; Gonçalves, Pedro; Mazza, Mariana; Souza, StherO conceito de «educação popular» tem várias interpretações, quer do ponto de vista temporal quer geográfico-social. Importa, pois, esclarecer do que falamos, no caso português, quando usamos este conceito. O período em análise refere-se aos últimos 75 anos – este texto foi suscitado como contributo para a celebração do 75.º aniversário da Organização de Estados Ibero-Americanos (OEI). Em Portugal, como é consabido, este período compreende os últimos 25 anos da longa ditadura autodesignada Estado Novo (1949 a 1974) e 50 de democracia (que se celebram precisamente neste ano de 2024).
- Exploring attrition patterns among undergraduate and master’s students: A systematic literature reviewPublication . Fernandes, Joana M.S.R.Higher education dropout is a multifaceted phenomenon influenced by various interconnected factors, presenting challenges that often lead to inevitable departure from academic programs. This complexity is evident across various dimensions. Understanding the interplay of these factors is essential for developing preventive measures within Higher Education Institutions (HEI). Despite the undeniable importance of obtaining a tertiary degree, pursuing higher education poses significant challenges for many individuals globally, leading to varying completion rates across different countries and educational levels. Projections suggest an increasing demand for higher education qualifications, highlighting the urgency to address dropout rates. Traditional higher education systems face mounting pressures to adapt to evolving societal needs, including increased accessibility, growing demand for enhanced qualifications, and expectations for improved efficiency. Addressing dropout rates requires a thorough examination of historical contexts and prevalent factors leading to premature program departure. While scholarly attention has predominantly focused on undergraduate programs, this study aims to address the gap in research by investigating whether dropout determinants differ between undergraduate and master's degree students. Specifically, the study seeks to answer the research questions: Q1: what are the students’ dropout determinants in higher education; Q2: Are the determinants of student failure in higher education different, based on whether the student is in an undergraduate or master's degree program? Through a systematic literature review, the study examines the determinants influencing abandonment at both levels. Findings indicate that most of the literature focuses on undergraduate students, and very few analyse the dropout problem for a master student level. While economic and integration factors predominantly influence undergraduate dropout, master's students are more affected by academic factors. Understanding the nuanced differences in dropout determinants between undergraduate and master's degree levels is essential for developing targeted interventions to support student’s success in higher education. This research contributes to the ongoing dialogue on dropout prevention and underscores the importance of considering diverse factors shaping students' academic journeys.
- Learning through challenge-based innovation in a rural context: the students’ perspectivePublication . Barroso, Bárbara; Antão, Celeste; Rodrigues, Pedro M.; Costa, Cláudia S.; Barbedo, InêsThis study explores an immersive Challenge-Based Innovation experience developed in Miranda do Douro, a rural municipality in Portugal. Through interdisciplinary and multicultural student teams, the initiative promoted co-creation with local stakeholders around real-world challenges. The qualitative methodology employed a combination of evocation, symbolic representation, audiovisual reflection, and peer evaluation to capture students’ perceptions, engagement, and sense of ownership. Results revealed significant gains in autonomy, collaboration, creativity, and responsibility, particularly in culturally rooted projects such as those related to Mirandese language and music. The study also highlights the value of facilitation strategies and student appropriation in team dynamics, as well as the importance of preparatory support to improve outcomes. The UNESCO pillars of learning – learning to know, to do, to be, and to live together – provided a useful interpretive lens to assess the transformative potential of the experience. The findings support the broader adoption of challenge-based methodologies to promote innovation and engagement in higher education, particularly in rural and peripheral regions.
- Património Histórico como Potenciador Turístico da Região da CampeãPublication . Balsa, CarlosEste trabalho tem como objetivo identificar o património histórico da região da Campeã que pode ser incluído em roteiros turísticos. Grande parte deste património está associada à antiga via medieval que atravessava a serra do Marão e pode constituir uma mais-valia para o desenvolvimento da economia local e um contributo para a fixação e regeneração das populações envelhecidas nesta região de montanha.