Barros, Elisabete

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Barros

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Elisabete

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Elisabete Barros

Biografia

Elisabete Barros is working, since 2022, at the Portucalense University as Assistant Professor in the Department of Psychology and Education. She teaches curricular units in the fields of Educational Technology, in master's courses, and Behavioural Skills, in several bachelor’s courses. She is also member of the Pedagogical Innovation Office where she intervenes in digital empowerment training. She completed her PhD (2021) at the Institute of Education of the University of Minho (IE UMinho), under the FCT PhD Programme Technology-Enriched Learning and Societal Challenges. DPE - Departamento de Psicologia e Educação.

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0000-0002-6839-0469
DD1D-AAF5-D45C
36550039100
JYP-4565-2024

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CINTESIS.UPT - Centro de Investigação em Tecnologias e Serviços de Saúde
Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS.UPT), former I2P, is an R&D unit devoted to the study of cognition and behaviour in context. With an interdisciplinary focus, namely on Education, Translational and Applied Psychology

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Autor: Araújo, Alexandra M. × Tipo de Acesso: restricted access ×

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  • PublicaçãoAcesso Restrito
    Integration of Sustainable Development Goals (SDG) in the curriculum: Findings based on the analysis of higher education programmes
    2023-07 - Barros, Elisabete; Morais, Paula; Fernandes, Sandra; Araújo, Alexandra M.; Albuquerque, Ana Sílvia
    Higher education institutions play a vital role in achieving Sustainable Development Goals (SDGs). Therefore, the integration of SDGs in higher education curriculum and pedagogic practices is essential to ensure that students are equipped with the knowledge, skills, and values needed to address complex social and environmental challenges and promote sustainable development in their personal and professional lives. This study aims to investigate the extent to which higher education programmes integrate SDGs into their curricula. The research was conducted in a private higher education institution located in the north of Portugal. In this context, faculty training was developed as an institutional strategy to facilitate the incorporation of SDGs in higher education policies and practices. The study was based on a mixed-methods approach, including content analysis and semi-structured interviews. The content analysis was performed on the course outlines of selected graduate programmes from three different fields of study: business, engineering, and social sciences. To complement the content analysis, semi-structured interviews were conducted with faculty members responsible for curriculum design in the selected programmes. The preliminary results show that there is a growing trend in the integration of SDGs in the curriculum, especially in courses from the social sciences field. This integration is mainly focused on awareness-raising rather than action-oriented learning. The interviews, to be carried out in the second phase of the study, will allow to identify the main barriers and challenges to effective integration. The study also highlights the need for greater faculty support to effectively integrate the SDGs into the curriculum. The research contributes to the literature on SDGs integration in higher education and provides insights for policymakers, curriculum designers, and faculty members to better address the challenges and opportunities in sustainability education and the importance of educating students on sustainability issues.