The overall aim of this project is to promote the mental health and well-beingof students at Iscte-Instituto Universitário de Lisboa, based on the Stepped Care model, developed in the program for the promotion of mental health in higher education - ACCES Program. Focusing on a promotion and prevention approach, and adopting a logic of collective participation, the following specific objectives are identified: 1. Development of mental health promotion, prevention and adjustment activities (level 1 and 2), with a view to improving skills related to mental health literacy, mental resilience and stress management; 2. Strengthening psychotherapeutic and psychiatric responses for students with common mental disorders of mild to moderate severity (level 3), with a view to early intervention and avoiding more serious pathologies; 3. Strengthening the mechanisms for identifying situations of risk or serious mental illness and referring them to specialized health services (level 4 and 5); 4. Promoting the active participation of the student association in the development, implementation and evaluation of activities;5. Inclusion of students with specific educational needs and other vulnerable groups (1st year students, displaced students, national and international students, students benefiting from school social action, scholarship students from PALOP countries, women students, and LGBTQIA+ students), across the board in the activities developed.

O objetivo estratégico do projeto é reduzir o abandono e promover o sucessoacadémico dos estudantes no 1.º ano, pela primeira vez no 1.º ciclo de estudos,assegurando a regularidade de iniciativas neste âmbito. A candidatura surge na continuação do projeto In_Iscte, a decorrer, ajustando-se agora às ambições do programa Impulso Mais Digital. Identificam-se quatro objetivos específicos: 1. Melhorar a integração e o sucesso dos novos estudantes através de programas dementoria e tutoria;2. Promover a partilha e disseminação de práticas de inovação pedagógica dentro e fora da sala de aula, renovando e diversificando metodologias e instrumentostecnológicos;3. Desenvolver mecanismos de identificação, comunicação e acompanhamento de estudantes em risco;4. Reforçar as competências de autoaprendizagem e de trabalho em equipa. Como objetivo transversal, refira-se o alargamento da base social dos estudantes doensino superior. Neste sentido, tendo como foco os estudantes inscritos no 1.º ano pela primeira vez, será dada especial atenção a grupos tradicionalmente sub-representados ou com dificuldades identificadas na integração no ensino superior: estudantes de contingentes prioritários/especiais - com enfase aos estudantes com deficiência; estudantes beneficiários da ação social escolar; estudantes bolseiros provenientes de países PALOP; estudantes deslocados da sua residência habitual por motivos de estudo; trabalhadores-estudantes (Almeida et al, 2003; Machado et al. 2003; Martins, Mauritti e Costa, 2005 e 2008; Martins, 2015; Martins, Carvalho, Ávila & Costa, 2017; Martins, 2020; Martins e Ramos, 2020; Martins, Mauritti & Machado, 2023; Matias et al. 2023; Mauritti et al. 2023; Mauritti, Pintassilgo et al. 2023; SEAQ-UQ-Iscte, 2023). A definição dos objetivos articula-se com as áreas prioritárias de intervenção identificadas no aviso de abertura. Na prossecução destes objetivos, desenvolver-se-ão quatro eixos de atividades principais: 1) um programa de mentorias e ...

A adaptação e integração dos estudantes no Ensino Superior tem sido largamente abordada  pela investigação, nomeadamente no que diz respeito ao impacto do processo de adaptação  no sucesso e abandono escolar. A integração dos novos estudantes num novo contexto social  e académico pode constituir-se como um momento crítico nos processos de adaptação, sendo  que o período de chegada e os primeiros tempos de permanência na instituição são o momento-chave para intervir preventivamente. O acolhimento de novos estudantes é uma  prioridade do Iscte. As relações entre a integração nas relações sociais do ambiente académico (dentro e fora da  sala de aula), saúde mental e desempenho académico tornou-se particularmente evidente no  contexto mais recente do período COVID-19. Os efeitos do isolamento social e da  aprendizagem exclusivamente on-line são duradouros, sendo fundamental investir na  recuperação através do reforço das iniciativas de acolhimento. A aposta em estratégias de prevenção, com carácter universal, são uma forma eficaz de obtenção de resultados positivos  com os estudantes quer ao nível da sua saúde mental, quer no ajustamento à universidade.  

O estudo em referência tem como objetivo nuclear produzir informação em dois níveis complementares:- No plano europeu, o projeto EUROSTUDENT, toma por base uma lista alargada de indicadores harmonizados e comparáveis. Este conjunto de indicadores, tendo o seu foco principal nas condições de vida dos estudantes, inclui temas tão diversos como a transição e acesso ao ensino superior; tipos e modalidades de estudo; origens sociais; residência/alojamento; despesas; rendimentos; emprego e quotidiano (distribuição de tempos); mobilidade e internacionalização; e avaliação da qualidade do programa de estudos e planos para o futuro. Nesta edição (EVIII), introduziram-se módulos respeitantes a questões suplementares, nomeadamente sobre as consequências da pandemia (provocada pela Covid19), bem estar e saúde mental e experiências de discriminação.- No plano nacional, produzir informação, em termos gerais, sobre as condições socioeconómicas dos estudantes portugueses do ensino superior (com a diversidade da temática apresentada anteriormente). Importa sublinhar que uma parte da equipa proponente da presente proposta foi responsável pela realização do INQUÉRITO SOCIOECONÓMICO AOS ESTUDANTES DO ENSINO SUPERIOR EM PORTUGAL, em 4 rounds anteriores: no Projeto EUROSTUDENT (EII) 2005, EUROSTUDENT (EIII) 2008, EUROSTUDENT (VI) 2018, EUROSTUDENT VII, 2021.  

O estudo de caracterização, análise e avaliação da qualidade das residências para estudantes do ensino superior pretende mapear e analisar as estruturas e as condições de alojamento em residência de estudantes do ensino superior. Propõe-se abranger o universo de residências sob gestão de Instituições de Ensino Superior de todo o território nacional (incluindo regiões autónomas), universitárias e politécnicas, públicas e privadas. Exclui-se da análise os equipamentos do setor empresarial e do terceiro setor. O desenho do estudo está fundamentado numa abordagem de triangulação metodológica quanti-qualitativa.

In recent years, flipped learning (FL) has become a popular instructional model across several disciplines by flipping the traditional in-class instruction time with out of class activities (Shand & Farrelly, 2017). The notion behind flipped classrooms is to devote the limited in-class time for hands-on inquiry activities, while the course delivery is done outside the classroom (Bergmann & Sams, 2008; Tomory ve Watson, 2015). This gives students opportunities to examine course content in a flexible time and space, while in class time is dedicated to discussions, lab, hands-on activities, and small group activities and practices.Due to pandemic, hybrid-schooling has become more prevalent (Azorin, 2020) and FL has been identified as an instructional model to support active learning. A recent study showed that students were more satisfied with FL models than any other online modes (such as MOOCs, live audio, and live video) and FL improved their conceptual understanding and attention to the course content (Tang et al. 2020). Empirical research is mostly conducted on STEM areas in post secondaryeducation (Wright & Park, 2021) and in K12 mostly with high school students (Lo & Hw, 2017). Research mostly provides evidence for a positive effect on achievement in STEM (Fung et al., 2021; Wright & Park, 2021), engagement in differentdisciplines (Bond, 2020). Considering the challenges, students face difficulties in accessing help and guidelines and limited student preparation.However, teachers felt overwhelmed with the available online resources and tools and stated the lack of knowledge about online/remote teaching strategies (Trust & Whalen, 2020). This might be because most teachers’ lack of online teachingexperiences prior to pandemic (Mashall et al. 2020). It is expected that even after the pandemic, hybrid learning will be an important instructional revenue for most schools (Babatunde Adedoyin & Soykan, 2020). FL is complementary to EU’s fit ...

How can we measure and monitor the effects of social inequalities in contemporary Portuguese society across regional, national and European scales? International agendas of human and sustainable development accept the premise that to achieve social progress, other dimensions beyond economic growth need to be accounted for. The deep inequalities in Portuguese society threaten the universality of fundamental rights and incite an urgent call for more data, based on technical and scientific knowledge, to understand the relations between inequalities and well-being as well as to frame place-based public policies and interventions. The project aims to develop a system of indicators to improve data availability, visualisation and analysis on the multidimensional relationships between living conditions and well-being in a comparative, intranational and international perspective. The model is based on the OECD framework and will be empirically supported by the European Social Survey as well as other national and international statistical sources. The key findings related to the development and analysis of this data will be considered in the second axis of the project, based on the prospective analysis, by using the Delphi method and place-based case studies. This second stage will involve the mobilization of agents (professionals, technicians and scientists) involved in the organization and implementation of public policies and recruited from the Portuguese Research Network on Public Policies (UMPP). The most valued dimensions in the definition of well-being in different social contexts will be mapped, defining 1) axes of problematic challenges in the relations between inequalities and well-being; 2) sustainable development strategies and place-based priorities from a comparative perspective at national and European levels; and (3) a quantifiable system of indicators and targets that allow the monitoring of the effects of policy action.

Socioeconomic Survey of Higher Education Students in Portugal in 2017 The overall objective of this project is to produce knowledge about the living conditions of students of higher education, allowing, for each of the subsystems (university and polytechnic), to obtain scientifically valid information at national level and comparable at European level (this project is being developed under the European Project Eurostudent).  The main thematic dimensions of student characterization are: A - Demographics; B - Transition and access; C - Types and modalities of study; D - Social background; E - Accommodation; F – Students expenses; G – Students income; H - Employment and time budgets; I - Mobility and internationalization; J - Assessment of Studies and Future Plans.

The project is based on two diagnosis applied to students and professors from Portuguese Higher Education Institutions (HEI), on academic inclusion of students from Portuguese Speaking African Countries (PALOP) in two institutions: the School of Education of the Polytechnic Institute of Setúbal (2013) and ISCTE-IUL (2016). In both cases, it became clear that there is a need to adopt strategies and instruments to promote the inclusion of international PALOP students, namely to produce and test materials to deepen their linguistic-communicative skills, for academic purposes, in different varieties of the Portuguese language. On one hand, skills related to oral and written comprehension of European Portuguese used in Portuguese HEI; on the other hand, skills related to the oral and written production of texts required by academic activity, in any language and its respective varieties.  Previous projects developed at ISCTE-IUL and in other Portuguese HEI have confirmed these same needs, but without exploring the sociolinguistic backdrop that is central to this project.   The research-action project derives from two fundamental needs. First, to promote a deeper understanding on the communicative linguistic repertoires and skills of each student, through: a) recognizing the African varieties of the Portuguese language, and the sociolinguistic contexts of each country of origin; b) promoting a deeper knowledge on the differences between the schooling countries and the higher education country, considering the students’ previous school practices, over 12 years of schooling in Portuguese (either first language (L1) or second language (L2)). Second, to identify needs for more comprehensive and efficient responses of social and academic inclusion at different Portuguese HEIs in relation to these international students. Consequently, we aim contributing to a more efficient and sustainable internationalisation of the higher education system (also) through the Portuguese...

The analysis of social inequalities is one of the most important instruments for understanding the current European reality. The present project intends to contribute to this analysis, through a set of innovative contributions, both theoretical-conceptual and methodological-operative. The research is based on extensive and comparative analysis supported by international databases such as the European Social Survey, EU-SILC and others. The analysis emphasizes the systemic and multidimensional intersections between the 'class-country' structural segments and the integrated distributions of income, education, gender and age in Europe's social space.

The main goal of this research is to monitor and to evaluate the ongoing impact of the Portuguese Mutual Guarantee Loans System directed to higher education students. It will be focused on the social and economic portrayal of higher educations students who use this programme, but also on the articulation and complementary of the programme with the public support provided by the state. This study aims also at identifying the parameters and results of similar initiatives existing in other national contexts, namely in OECD countries, which can be compared with the impact and the reach of the Portuguese mutual guarantee loans’ programme.

The aim of the project is to assure the participation of Portugal on PIAAC, a large scale assessment. PIAAC is an International study, promoted by OECD, aiming to assess adult competencies. A survey will be conducted in about 30 OECD country members to measure skills of literacy, numeracy and problem solving in rich technology environments, among the population between 16 and 65 years old. The assessment will be available and undertaken in two different formats: paper or computer based.

The objective of this project is to establish a research programme focused on two interrelated aspects:an analysis of the relationship between family and work, on the one hand, and the dynamics of transition in this relationship, on the other.

To produce a set of innovative developments within the ambit of that which, in operational terms, we can call the social characterisation of populations. At the heart of the project is our intention to combine new theoetical proposals with the exploration of a number of new possibilities offered by the use of empirical information.

It is intended that this project should fill in certain significant lacunae in the treatment of a suject as important as that of the processes of modernization in contemporary Portuguese society.  The central objective of this project is to proceed towards a sociological analysis, strongle rooted in the theoretical field and solidly supported by empirical evidence, of the processes of reshaping of the social structures which are at present affecting Portuguese society.