Explore the vast range of titles available.

In this paper, I discuss some of the processes that characterized the creation and consolidation of the University of International Integration of Afro-Brazilian Lusophony (Unilab) in Bahia, as part of the expansion project of public higher education in Brazil that was implemented during the Lula presidency (2003–2010) and defined in the government’s internationalization and regionalization project. To this end, I reviewed the literature and institutional documents from the past four years and analyzed observations of daily campus life. I highlight some challenges as well as possibilities for young international students, particularly young Africans from the five Portuguese-speaking countries, and for Brazilian nationals, too, which arise from the implementation of this public higher education expansion program in the Recôncavo Baiano region. Finally, I conclude with observations about the cultural diversity and social reality inherent to the context and discuss the conceptual and practical challenges and possibilities arising from that intercultural reality.

The general objective of this research is to investigate access policies for students with disabilities and their implementation at the University of Talca (UTALCA), in Chile, and at the Federal University of Paraná (UFPR), in Brazil. The survey was conducted in the light of comparative studies, identifying differences and similarities, discussing the present (when the research was done) and the future prospects for this group of students, attending higher education in both countries. Therefore, for data construction, beyond the literature and documentary research, there were conducted semi-structured interviews with 33 students with disabilities and four coordinators of the two universities. It was found after analyzing the educational policy, in the context of funding and access policies for higher education in Chile and Brazil, that despite the legal apparatus that ensures the educational rights of people with disabilities at all levels and modalities, and the advances concerning to admission, most of them are excluded from this level of education. O objetivo deste artigo é discutir as políticas de acesso para estudantes com deficiência, e sua implementação na Universidade de Talca (UTALCA), no Chile, e na Universidade Federal do Paraná (UFPR), no Brasil, no período de 1990 a 2016. A pesquisa foi realizada a partir da metodologia da educação comparada, identificando diferenças e semelhanças, discutindo a atualidade (à época da pesquisa) e as perspectivas futuras para esses grupos de estudantes no ensino superior de ambos os países. Para construção dos dados, além da pesquisa bibliográfica e documental, foram realizadas entrevistas semiestruturadas com 33 estudantes com deficiência e quatro gestores das duas universidades. Constatou-se, após a análise do contexto educacional, das políticas de financiamento e das políticas de acesso ao ensino superior no Chile e no Brasil que, apesar do aparato legal que garante os direitos educacionais das pessoas com deficiência, a maioria delas está excluída deste nível de ensino. El objetivo de este artículo es el de las políticas de acceso para estudiantes con discapacidades y su implementación en la Universidad de Talca (UTALCA), en Chile, y en la Universidad Federal de Paraná (UFPR), en Brasil, en el período de 1990 a 2016. La investigación comparada, la identificación de las diferencias y las semánticas, se refierem a la realidad (en el momento de la investigación) y las perspectivas futuras para los grupos de estudiantes que no son superiores a los de otros países. Para la construcción de los datos, la investigación bibliográfica y documental, se realizaron entrevistas semiestruturadas con 33 estudiantes con discapacidades y quatro gestores de las universidades. Constatou-se, após a analise do contexto educacional, las políticas de financiamiento y las políticas de acceso a la escuela superior en Chile y Brasil, el sistema legal y garante de la educación de las personas con deficiencias, todos los casos y servicios, y dos avanços no ingresso, a maioria delas está excluída deste nível de ensino.

Knowledge is more expansive than the boundaries of the Western university model and its claim to be the dominant-or only-rigorous house of knowledge. In the former colonies of Europe (e.g., South Africa, Brazil, and Oceania), the curriculum, statues, architectures, and other aspects of the university demonstrate the way in which it is a fixture in empire maintenance. The trajectory of global White supremacy is deeply historical and contemporary-it is a global, transnational, and imperial phenomenon. White supremacy is sustained through the construction of inferiority and anti-Blackness. The context, history, and perspective offered by Collins, Newman, and Jun should serve as an introduction to the disruption of the ways in which university and academic dispositions have and continue to serve as sites of colonial and White supremacist preservation-as well as sites of resistance.

Purpose: This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach: The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by the International Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at the UN Conference on Sustainable Development held in Rio de Janeiro, Brazil, in June 2012, with a special emphasis to the document \"The Future we Want\". It concludes by listing a set of suggestions and measures that both industrialised and developing countries may consider to translate the principles of sustainable development into reality. Findings: Sustainable development is and will continue to be a matter of substantial international interest and concern. The developments achieved over the past 20 years have been substantial, but there are still many gaps and need which need to be met, so as to improve its prospects in the next two decades. Originality/value: The paper provides useful insights which allow a better understanding of the role of universities in fostering sustainable development, and some of the key issues need to be considered, so as to allow things to move in the right direction.

Abstract Context The presence of thyroid peroxidase antibodies (TPOAbs) may be considered as an indicator of adverse health outcomes. Objective We aimed to investigate the potential determinants of TPOAb levels and to analyze the association between TPOAb titers and the risk of all- and specific-cause mortality. Methods Baseline and longitudinal data of 13 187 participants from the ELSA-Brasil Study were analyzed. We investigated the association of TPOAb, detectability, positivity, and persistent positivity with sociodemographic and lifestyle factors using logistic regressions. Cox proportional hazards and Fine-Gray subdistribution hazard regression analyses were used to verify the association of TPOAbs with mortality. Results The determinants of TPOAb detectability and positivity were younger age, higher body mass index, female sex, and former and current smoking status. Black, mixed, and other self-reported races, intermediate and higher education, and heavy drinking were determinants of detectable and positive TPOAb levels. Female sex, White race, and former smoking were determinants of persistent TPOAb positivity at 2 visits, although only the female sex maintained its association at 3 visits. Moreover, after multivariate adjustment, there were associations between higher levels of TPOAbs and higher risk of cancer-related mortality among men, and TPOAb detectability and mortality by other causes among women. Conclusion Sociodemographic and lifestyle-related factors were determinants of multiple TPOAb categories. TPOAb levels were associated with mortality risk; however, the low mortality rate in this sample might have compromised this finding. We suggest further studies to explore the clinical importance of detectable TPOAb levels, not only its positivity, as a potential marker of inflammation.

Background This article’s purpose is to compare burnout syndrome indicators at different levels of teaching in Brazil during the covid-19 pandemic. The comparison also considers the teachers’ quality of life and health, working conditions, and digital competence. Methods The hypotheses of this study are that there are statistically significant differences in teachers’ burnout rates, quality of life, working conditions, and digital competences depending on the teaching level. A mixed-methods ex-post-facto survey involved 438 Brazilian teachers, with a mean age of 42.93 years (SD = 9.66), 330 females (75%) and 108 males (25%). Data were collected through an online questionnaire. Statistical analysis of variance (ANOVA) tests was performed to compare groups, the Tukey test for paired comparison of the analyzed groups, and the chi-square to verify the association between variables. Results Higher levels of digital competence were associated with lower burnout syndrome scores. Elementary and middle school teachers presented worse quality of life and health indexes. Adapting pedagogical work involved learning but also overwork, exhaustion, and frustration. Conclusions The study concludes that basic education teachers had higher burnout rate scores than higher education teachers during the covid-19 pandemic and that early childhood education should be treated as a separate category. Trial registration Ethics approval was obtained from the University of Santa Catarina (UFSC) Research Ethics Committee (4.432.063, December 7, 2020). Informed consent was obtained from all subjects.

Circular economy (CE) describes a sustainable alternative approach to the current linear economy system. It is a growing topic among scholars, practitioners, and decisionmakers; it encompasses several concepts related to sustainability and requires the synergy of multiple actors for success, including higher education institutions (HEIs) as one of the most relevant ones. Current CE is based mostly on experiences in Global North developed countries, where the concept has gained great attention and has already influenced policies and strategies. However, CE in Latin American countries (LA countries) have not yet received such attention. Thus, some “unique problems” may remain unattended, and efforts to attain a CE are more likely to fail. Likewise, the study shows how the role of HEIs in CE in LA countries has not yet been fully explored, as the literature on this topic is scarce. This paper aims to address the main research question: what is the role of HEIs in the transition to a CE in Latin American countries? For this, a two-fold methodology was performed: (i) a systematic review which allows understanding of the trends of CE research in LA and the extent of the HEIs involvement; and (ii) a narrative review, which provides insights into the state of the art of CE research (gaps, drivers, and barriers) in LA countries and how this relates to HEIs. This approach drew implications for the role of HEIs in the implementation of CE in LA countries. HEIs are key actors in this transition, contributing in several ways to the CE by collaborating with industry, assisting policy makers, building human and intellectual capital, supporting community engagement projects, influencing campus culture, linking with international CE networks, and promoting an inclusive CE discourse. This research contributes to the CE body of knowledge from a Latin-American Global South perspective by discussing the factors that aim to define the role of HEIs in the CE transition in LA countries.

Daylight Saving Time (DST), involving clock shifts forward in spring and backward in autumn, was introduced to promote energy savings. However, its effectiveness remains controversial, especially in buildings with temporary occupancy like academic institutions, which have high daytime use but low summer occupancy. This study investigates the impact of DST transitions on energy consumption across seven campuses of two higher education institutions (HEIs) in northern Portugal and Spain, located in different time zones, using measured data from 2023. The analysis accounted for the structural and operational characteristics of each campus to contextualize consumption patterns. Weekly electricity consumption before and after DST changes were compared using independent samples t-tests to assess statistical significance. Results show that the spring transition to DST led to an average energy saving of 1.7%, while the autumn return to standard time caused an average increase of 1.2%. Significant differences (p < 0.05) were found in five of the seven campuses. Descriptive statistics and confidence intervals indicated that only sites with intervals excluding zero exhibited consistent changes. Seasonal energy demand appeared more influenced by academic schedules and thermal comfort needs—particularly heating—than by DST alone. Higher consumption coincided with periods of intense academic activity and extreme temperatures, while lower demand aligned with holidays and longer daylight months. Although DST yielded modest energy savings, its overall impact on academic campus energy use is limited and highly dependent on local conditions. The findings highlight the need to consider regional climate, institutional policies, user behavior, and smart technology integration in future energy efficiency analyses in academic settings.