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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Gomes, S. & Mauritti, R. (2026). Non-traditional paths to higher education: A sociological analysis of the O23 Regime at a Portuguese university. Education Sciences. 16 (8)
Exportar Referência (IEEE) 
A. S. Gomes and M. D. Mauritti,  "Non-traditional paths to higher education: A sociological analysis of the O23 Regime at a Portuguese university", in Education Sciences, vol. 16, no. 8, 2026
Exportar BibTeX 
@article{gomes2026_1785911397152,
	author = "Gomes, S. and Mauritti, R.",
	title = "Non-traditional paths to higher education: A sociological analysis of the O23 Regime at a Portuguese university",
	journal = "Education Sciences",
	year = "2026",
	volume = "16",
	number = "8",
	doi = "10.3390/educsci16081185",
	url = "https://www.mdpi.com/journal/education"
}
Exportar RIS 
TY  - JOUR
TI  - Non-traditional paths to higher education: A sociological analysis of the O23 Regime at a Portuguese university
T2  - Education Sciences
VL  - 16
IS  - 8
AU  - Gomes, S.
AU  - Mauritti, R.
PY  - 2026
SN  - 2227-7102
DO  - 10.3390/educsci16081185
UR  - https://www.mdpi.com/journal/education
AB  - This article examines the sociological dimensions of non-traditional adult students’ integration into Portuguese higher education through a critical analysis of the O23 access regime at a Portuguese university, Iscte-IUL. Drawing on Pierre Bourdieu’s theoretical framework of cultural capital and institutional habitus, the study critically analyses how alternative pathways such as the “Over 23” Access Regime both challenge and reproduce educational inequalities. Using a quantitative research design that analyzes longitudinal institutional and national data (2012–2025), the research explores the interaction between institutional mechanisms, sociodemographic characteristics, and the academic trajectories of adult students. Special attention is given to the 2020 reforms and their impact on selection criteria and student outcomes. The findings reveal tensions between democratization imperatives and academic standards, underlining how institutional practices mediate access to academic capital for non-traditional students while mapping both opportunities and barriers to their integration. The study enhances sociological debates on educational inequalities and offers insights for higher education policy and social inclusion practices in European contexts.
ER  -