Artigos do estrangeiro

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• The study investigates the digital literacy gap between university lecturers and students in Ukrainian higher education, exploring its technical, psychological, and institutional dimensions. A quantitative cross-sectional survey involving 580 students and 130 lecturers revealed substantial disparities in digital self-efficacy, pedagogical application, and emotional adaptation to technology. While students demonstrated higher operational competence and adaptability, lecturers showed greater ethical awareness but lower digital confidence and engagement in self-directed learning. The findings highlight that the digital divide is not merely generational but reflects systemic differences in professional development opportunities, institutional support, and psychological resilience. Drawing on frameworks such as DigCompEdu, Bandura’s theory of self-efficacy, and Gu and Day’s concept of teacher resilience, the study underscores the need for continuous capacity building, discipline-specific digital training, and psychosocial support. Policy implications include aligning national strategies with EU digital education frameworks, promoting intergenerational collaboration, and embedding digital competence into institutional culture to achieve sustainable and inclusive educational transformation.

  Yuliia Nenko, Maryna Yeshchenko, Vadym Tkachenko, Yurii Prysiazhniuk

  e81/01-22

  DOI: https://doi.org/10.5902/1984644494020

• Academic guidance in higher education: strategies for effective completion at the Zambezi-Mozambique University

  Abdul Luis Hassane, Ana Piedade Armindo Monteiro, André Camanguira Nguiraze

  e72/01-36

  DOI: https://doi.org/10.5902/1984644495723

• Race and its intersections in the curricular design of history teachers in the Province of Buenos Aires

  Anny Ocoró Loango

  e22/01-24

  DOI: https://doi.org/10.5902/1984644492113

• Educational inequality gaps. An analysis of the situation of indigenous women in Argentina

  Carina Viviana Kaplan, Ezequiel Szapu, Elisa Martina Sulca

  e25/01-15

  DOI: https://doi.org/10.5902/1984644493542

• Training to Intervene: reflections on collaborative work based on active learning methodologies in Higher Education

  Sara Lopes, Jenny Sousa

  e3/01-27

  DOI: https://doi.org/10.5902/1984644493107

• Education in Values and Development of Socioemotional Skills in Children - Contributions of the Internship to Professional Training

  Teresa Sarmento, Inês Campina Malheiro da Costa Torrão

  e127/1-25

  DOI: https://doi.org/10.5902/1984644493114

• Systematic review of intervention studies with teaching strategies for oral expression in english: period 2016-2024

  Domingo Alberto Concepción Suero, María Elena Pérez-Ochoa

  e86/1-26

  DOI: https://doi.org/10.5902/1984644489394

• The “new” high school reform in Goiás: the course of the pathways is the limitation of education

  Alcio Crisostomo Magalhaes

  e75/1-21

  DOI: https://doi.org/10.5902/1984644489413

• Debating the “Science of Reading” and its Impact on Policy

  Lesley Bartlett

  e73/1-25

  DOI: https://doi.org/10.5902/1984644488167

• Resultados de um programa de alfabetização de adultos: avaliação de competências de leitura, escrita e numeramento num grupo de mulheres em contexto rural

  Andrea Anahí Junyent, María de los Ángeles Fernández-Flecha

  e72/1-35

  DOI: https://doi.org/10.5902/1984644488149

• Brazilian teacher training for bullying prevention through the "Violência Nota Zero" program

  Geisy Lanne Muniz Luna, Ana Carina Stelko Pereira, Dayse Lorrane Gonçalves Alves, Steffany Rocha da Silva, Francisco José Maia Pinto

  e61/1-24

  DOI: https://doi.org/10.5902/1984644486674

• Conditions for inclusive education: project work during the internship in initial teacher education in a classroom based on the pedagogy of the Modern School Movement

  Ana Artur

  e42/1-29

  DOI: https://doi.org/10.5902/1984644488044

• Teacher appreciation during the period of implementation of curricular reforms and massification of public basic education in Mozambique (2004 - 2022)

  Gildo Aliante, Jussara Maria Rosa Mendes

  e36/1-32

  DOI: https://doi.org/10.5902/1984644486679

• The modelo of rotation by seasons in the área of Natural Sciences: literature review between 2017 and 2024

  Bruna Mainel Almeida, Ana Paula Santos de Lima

  e24/1-30

  DOI: https://doi.org/10.5902/1984644485194

• The transformations of knowledge to teach and knowledge to teach in the teaching profession

  Jose Alberto Azevedo Vasconcelos Correia

  e14/1-25

  DOI: https://doi.org/10.5902/1984644485365

• Contemporary Public Policies and teaching knowledge in Early Childhood Education

  Andreia do Nascimento Santos, Rochele da Silva Santaiana, Veronice Camargo da Silva

  e12/1-19

  DOI: https://doi.org/10.5902/1984644487602

• The beautiful gesture of corazoning and the risk of reintroducing the reason-emotion binarism

  Gilberto Ferreira da Silva, Silvia Valiente, Alejandro De Oto

  e9/1-19

  DOI: https://doi.org/10.5902/1984644485857

• Developing inclusive professional learning communities in challenging contexts. Secondary analysis of case studies

  Jésus Domingo

  e140/1-30

  DOI: https://doi.org/10.5902/1984644485437

• The African Diasporas: encouters and reunions to the challenges of the Africa that we hope

  João Baptista de Jovita

  e132/1-22

  DOI: https://doi.org/10.5902/1984644487453

• From pandemics to pandemoniums: illness, healing, redemption from a black and feminist Latin American spirituality

  Maricel Mena Lopes

  e133/1-18

  DOI: https://doi.org/10.5902/1984644487513

• Context and curricular production in a changing training experience - Pedagogy in the field, water and forests in a conservation area in the state of Amazonas.

  Maria Edeluza Ferreira Pinto de Moura, Lucinete Gadelha da Costa

  e109/1-23

  DOI: https://doi.org/10.5902/1984644485374

• From colonial education to higher education in Africa: the case of Guinea-Bissau

  Luca Bussotti, Arnaldo Sucuma

  e103/1-24

  DOI: https://doi.org/10.5902/1984644472118

• Graduation course in Basic Education in Portugal as a prerequisite for access to master’s degrees that qualify for teaching in the first six years of schooling

  Paulo Marinho, Carlinda Leite, Fátima Sousa-Pereira

  e110/1-30

  DOI: https://doi.org/10.5902/1984644485301

• Possibilities of Escapes: the spacestime of the school routine and the inventiveness of teachers in contexts of “partnerships” between the public and the private

  Carla Patrícia Acioli Lins Guaraná, Conceição Gislane Nóbrega Lima de Salles

  e107/1-19

  DOI: https://doi.org/10.5902/1984644485330

• Dialogue and formative experience in the perspective of philosophical hermeneutics

  Claudio Damião Braun, Eldon Henrique Muhl

  e94/1-24

  DOI: https://doi.org/10.5902/1984644484748