http://hdl.handle.net/10071/35 2026-04-20T05:38:14Z http://hdl.handle.net/10071/36919 Título próprio: Assessing learning for students with special educational needs and disabilities in times of disruption Autoria: Cipriano, G.; Carvalho, H.; Martins, S. da C. Resumo: During COVID-19 lockdowns, teachers worldwide had to quickly adapt to emergency remote teaching, impacting their instruction and assessment practices. This transition resulted in increased perceived workloads for teachers. Through a moderated mediation model using data from 3675 Portuguese teachers, this study found that the relationship between teachers’ adaptation to remote teaching and their perceived workloads was mediated by instruction and assessment. Moreover, changing assessment methodologies, as proposed in an emergency assessment policy, moderated this relationship. However, for special education teachers, these changes did not moderate the relationship, suggesting that their challenges extended beyond assessment adjustments. These findings emphasize the unique difficulties faced by special education teachers and the importance of avoiding a one-size-fits-all assessment policy in future disruptive events. 2026-01-01T00:00:00Z http://hdl.handle.net/10071/36911 Título próprio: Interventions addressing vaccine hesitancy in the WHO European region and in North America (United States and Canada): A systematic review Autoria: Pennisi, F.; Lunetti, C.; Barbati, C.; Viviani, L.; D’Amelio, A. C.; Pereira, A. da C.; Correia, T.; Odone, A.; Signorelli, C. Resumo: Objective: Vaccine hesitancy threatens optimal immunization coverage. This review systematically identified and evaluated interventions addressing vaccine hesitancy in the WHO European Region and in North America (United States and Canada). Methods: A systematic search was conducted across PubMed, Scopus, PsycInfo, Cochrane Library, and Embase from inception to 17 January 2024. Eligible studies evaluated interventions targeting vaccine hesitancy. Data extraction and risk-of-bias assessment followed the methodological guidance of the Cochrane Handbook, and reporting adhered to PRISMA 2020 guidelines. The review protocol was registered in PROSPERO (CRD42024565588). Interventions were categorized as educational, communicational, policy-based, organizational, or digital. Results: A total of 59 studies met the inclusion criteria. Effective approaches included multicomponent strategies, community engagement, reminder and recall systems, educational campaigns, and legislative measures. Digital interventions yielded promising but heterogeneous results. The effectiveness of interventions was often enhanced when tailored to specific population needs and local contexts. Conclusion: Multifaceted interventions adapted to the sociocultural context appear most effective in reducing vaccine hesitancy in Europe and North America. Further high-quality studies are needed to refine implementation strategies and evaluate long-term impacts. 2026-01-01T00:00:00Z http://hdl.handle.net/10071/36908 Título próprio: Funding internationalisation of education in Portugal: Evidence from higher and non-higher education institutions Autoria: Sin, C.; Lourenço, D.; Nada, C.; Aguiar, J.; Fernandes, L.; Tavares, O.; Biscaia, R. Resumo: This paper investigates how education and training institutions in Portugal fund internationalisation, moving beyond the traditional focus on higher education. Employing a convergent parallel mixed-methods design through a nationwide survey and interviews, it reveals a two-tiered system shaped by funding availability and diversity. Higher education institutions leverage a diversified portfolio of internal, national, and European funds to fuel ambitious, competitive agendas that reflect their complex missions. In contrast, the non-tertiary sectors (School, Adult and Vocational Education) are critically dependent on a single source, Erasmus+, a dependency that channels their efforts primarily towards mobility, constraining their strategic autonomy and creating a structural inequality within the national system. The study argues that funding is not a neutral facilitator but a powerful force that influences the scope and nature of internationalisation. It concludes by proposing future research avenues and policy actions to foster more equitable international engagement across sectors. 2026-01-01T00:00:00Z http://hdl.handle.net/10071/36907 Título próprio: Mainstreaming refugee integration policies in humanitarian emergencies: Afghan and Ukrainian arrivals in Portugal Autoria: Pereira, C.; Carvalho, A. dos S. de.; Ortiz, A. Resumo: Portugal’s first large-scale refugee response to the 2021–2022 Afghan evacuation and Ukrainian displacement crises is used to examine how migration governance adapts in emergencies. Using official documents and statistical data, the article identifies limited preparedness and fragmented inter-agency coordination, even within an established mainstreaming integration model. It shows how strengthened community sponsorship and innovative parallel fast-track documentation procedures became key governance adaptations, accelerating access to rights and improving local integration outcomes. 2026-01-01T00:00:00Z