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Dos-Santos, M.J.P.L. (2025). Active Learning Strategies in HE in Portugal: A Pathway to Achieve Sustainable Development Goals in HE in Portugal. 3rd Annual Conference on Best Practices in Teaching and Learning 2025.

M. J. Santos,  "Active Learning Strategies in HE in Portugal: A Pathway to Achieve Sustainable Development Goals in HE in Portugal", in 3rd Annu. Conf. on Best Practices in Teaching and Learning 2025, Dubai, 2025

@misc{santos2025_1771871780511,
	author = "Dos-Santos, M.J.P.L.",
	title = "Active Learning Strategies in HE in Portugal: A Pathway to Achieve Sustainable Development Goals in HE in Portugal",
	year = "2025",
	howpublished = "Digital",
	url = "https://www.ctl.ae/BPTLC2025#/"
}

TY  - CPAPER
TI  - Active Learning Strategies in HE in Portugal: A Pathway to Achieve Sustainable Development Goals in HE in Portugal
T2  - 3rd Annual Conference on Best Practices in Teaching and Learning 2025
AU  - Dos-Santos, M.J.P.L.
PY  - 2025
CY  - Dubai
UR  - https://www.ctl.ae/BPTLC2025#/
AB  - This paper aims to analyze the implementation of active learning strategies, namely, 
problem-based learning, interdisciplinary projects, and practical simulations centered in 
student groups in order to solve a societal challenge/problem based on the course program 
lectured/interdisciplinary baseline and also aims to contribute to achieving the 
Sustainable Development Goals (SDGs) in social, economic and environmental terms. 
The methodology includes case studies, literature reviews, and other results from the 
University of Lisboa and the Polytechnic University of Lisboa. Results demonstrate that 
these approaches enhance knowledge retention and foster skills such as leadership, 
critical thinking, and problem-solving as better preparation for future professional 
entrance from students in the labour market. Additionally, they promote a deeper 
understanding of global issues like climate change and social inequality, dignify 
employment and sustainable consumption and innovation in Economics subjects. Indeed, 
the motivation of students, despite initially revealing low levels in the face of the initial 
problem, after they become more collaborative and job proficient. The main conclusions 
highline confirms are that universities integrating active learning with sustainability
problem-focused content positively impact academic performance and students’ ability to 
act as change agents for a sustainable future. It is recommended that higher education 
institutions adapt their curricula to align active education with the SDGs, ensuring global 
relevance and long-term impact.
ER  -