ESG2-Artigos (em revistas ou actas indexadas)
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Percorrer ESG2-Artigos (em revistas ou actas indexadas) por Objetivos de Desenvolvimento Sustentável (ODS) "04:Educação de Qualidade"
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- Cognitive, affective and behavioural repercussions of perceived quality in tourism vocational education: insights from self-determination theoryPublication . Silva, Rejane Santana da; Quiroga Souki, Gustavo; Oliveira, Alessandro Silva de; Vieira, Luís Sérgio; Dionísio Serra, Manuel AntónioPurpose – This study aimed to investigate the influence of the perceived quality by students regarding their experiences in vocational schools in tourism, hospitality and food service on cognitive and affective responses (satisfaction, self-efficacy expectations and self-regulation strategies of motivation for learning - SRSML) and commitment (behavioural response). Design/methodology/approach – A cross-sectional survey was conducted with 454 students from twelve Turismo de Portugal IP-affiliated schools. The theoretical framework was rooted in Self-Determination Theory (SDT) and PLS-SEM, using ADANCO 2.3 software to test the proposed model. Findings – Perceived quality by students concerning their school experiences are socio-contextual factors that directly influence their satisfaction and self-efficacy expectations (cognitive and affective responses). Satisfaction and self-efficacy expectations positively affected SRSML. Finally, satisfaction and the SRSML positively impacted the students` commitment to schools (behavioural response). Originality/value – This study contributes to academia by comprehensively addressing 16 perceived quality dimensions within vocational education. It aligns with SDT, revealing that socio-contextual factors affect students’ cognitive, affective, and behavioural responses. Additionally, it demonstrates positive relationships between student satisfaction, self-efficacy expectations, SRSML, and students’ commitment to vocational education institutions. This study emphasises the multidimensional nature of perceived quality, urging educational institutions to address tangible and intangible dimensions to develop strategies to provide high-quality experiences, increasing students` satisfaction, self-efficacy expectations, motivation, and commitment.
- Digital cultural heritagePublication . Portalés, Cristina; Rodrigues, Joao; Rodrigues Gonçalves, Alexandra; Alba, Ester; Sebastián, JorgeMost contemporary thinkers agree that we are going through a time of historical change, building a different concept and model of social interrelation. Our ways of life and work have changed, as have the ways in which we communicate and relate to each other. Likewise, an increasing consensus indicates the need to reconfigure traditional social and cultural structures. The Internet, the virtual social networks, and the Information and Communication Technologies (ICTs) have coalesced into a new collective consciousness—a world intercommunicated from the local to the global [1]. The fusion of tradition, culture, history, and legacy with technology, innovation, and interaction provides an attractive system that serves both as an artistic expression and as a fundamental tool for diffusion in cultural institutions [2]. For instance, the usage of interactive technologies such as virtual reality (VR) or augmented reality (AR), combined with multidimensional or multimodal representations [3], provides a significant novelty. User interaction offers a broader perspective, making people more aware of their actions, helping them become the true center of the application. It also enables interactive artistic expression through alternative realities, as well as narration supported by the use of virtual avatars.
- Inclusive tourism: assessing the accessibility of Lisbon as a tourist destinationPublication . Rebelo, Sandra; Patuleia, Mafalda; Dias, ÁlvaroFull accessibility to people with reduced mobility, applied to tourism, is difficult to achieve and should not be seen in an absolute way, but as a concern to make tourism services more accessible and focused on the specific and individual needs of people as tourists. National and regional entities should adopt good practices to build a tourism of all, for all. The Delphi method was used in order to verify the accessibility and attractiveness of the city of Lisbon as a tourist destination by addressing the following objectives: to analyse the competitiveness of a destination for people with reduced mobility, to analyse if Lisbon is attractive and inclusive, considering its infrastructures, services, hospitality, tourist attractions and accessibility. The results obtained in the study show that Lisbon’s factors and resources are increasingly accessible to people with reduced mobility. Our findings reveal that entertainment, general and tourism infrastructures, accommodation, the various activities and cultural resources and the quality of services present greater accessibility for people with reduced mobility. The factors with less importance were: marketing of a destination, accessibilities, and natural resources.
- Rethinking speaking in ELT: where does intelligibility stand in the EFL classroom?Publication . Constantino Correia, RúbenLearning a Foreign Language (FL) is, as a rule, seen by experts as a major asset for global understanding and the mobility of people. English is found at the top of the pyramid as the number one language to achieve these goals. Nowadays, being able to express oneself intelligibly in English is decisive for students who want to thrive both academically and professionally. Indeed, the concept of intelligibility is now firmly established in the field of Applied Linguistics as one of the key factors in explaining success or otherwise in communication between interlocutors from diverse cultural and linguistic backgrounds. Accordingly, the essence of this article lies in the analysis of the communicative teaching practices of EFL teachers in Portugal and how they reflect on the learners’ speaking proficiency and intelligibility. Findings show that English continues to be taught with little regard to its real-world use, creating a gap between the learners’ needs/expectations and their true learning. Overall, the article focuses on the need for a reconceptualisation of speaking within an intelligibility frame of mind. Thus, it poses a challenge to traditional approaches to language teaching and learning practices by claiming a need to rethink approaches to learners’ oral proficiency grounded in the intelligibility principle.