ABSTRACT
Since the computer and robotics revolution at the end of the 20th century, it is assumed that the way of working, or the time dedicated to leisure would change. And changes took place, albeit sequentially and following globalization and the respective capitalist demands. However, workers now have email and other platforms in their electronic systems that make them contactable 24 hours a day. Thus, instead of the expected increase in time dedicated to leisure and family, it decreases. Recently, this situation has undergone the first reversal, although forced, when the world is invaded, by surprise, with a pandemic called COVID-19. In two days, the globe economy is forced to slow down and parents in telecommuting, start to accompany more their children at school. Teaching undergoes an evolution from 19th century methodologies to 21st century methodologies. In other words, from work in the classroom they move to synchronous and asynchronous lessons. Also citizenship topics such as sustainable development together with Social and Educational Entrepreneurship are promoted in School programs. Simultaneously, two documents stand out and guide human behaviors until 2030 and 2063, respectively the UN Sustainable Development Goals and the 2063 Agenda for Africa. The present work presents the new teaching strategies followed and the support technologies used in the implementation of the UKIDS pilot project. To implement it a 3rd year classroom from a primary school nearby Porto was used as the case study and the entrepreneurship culture dimension/”trash value” challenge were selected. Reusing things, helping their parents to separate the garbage, keeping all egg cartoon and make objects from them was compulsory. At the end, a questionnaire was implemented, and the 3rd year children reported to have learned more about the Development Goals with the Ukids project then in the classroom. Copyright © 2022 by Author/s and Licensed by IADITI.
ABSTRACT
This investigation presents a case study on the influence of the tourist impact that the car race World Touring Car Cup (WTCR), in the Vila Real International Circuit, has on the city, a place traditionally known for its Cultural Tourism. In fact, after the Troika Crisis, and until the COVID pandemic emerged, Portugal was experiencing a boom in Tourism, particularly on the coast and in cities like Porto, Lisbon, Cascais, or Braga. Aware of this situation, the cities of the countryside start defining strategies to take advantage of this favorable wave for tourism, opting for areas where they would have more diversity offer. Given this, it is proposed Cultural and Sport Tourism as the best options for Vila Real city. Thus, it was decided to understand the connection that sport has with tourism and culture. For this purpose, the case study methodology and quantitative technics were used, for a better understanding of the connection of the concepts, in the perception of the public that traveled to the city to watch the races and the event in general, as well as the public that obligatorily attended the races for living in the city and/or on the circuit route and those audiences who watch the event via online transmission. It is intended, therefore, to understand the dimension of the Cultural and Sports Tourism that is experienced in the city, attending its social, cultural, and economic impacts, and if it has been rising according to the growth of the event and its internationality. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
When five partners from Austria, Netherlands, Hungary, Denmark, Sweden and Portugal came together three years ago to create a joint project for Social Entrepreneurship/Entrepreneurship in Education, they did not imagine that in late 2019/1st semester of 2020 this would be so relevant. Indeed, the occurrence of a pandemic called COVID-19 has largely destroyed, if not all, the objectives of the global and capitalist society where the western world lived. Previously, bodies like the United Nations (UN) had already stressed the urgent need for joint work by all societies worldwide for Sustainable Development. This concept encompasses many realities from environmental issues, to the eradication of hunger and poverty in the world, to gender equality or the need to create sustainable cities and communities. Two documents stand out and guide human behaviors until 2030 and 2063, respectively the Sustainable Development Goals and the 2063 Agenda for Africa. The child of today is the adult of tomorrow;therefore, the programs and teaching activities of Basic Education must educate for the world that you want to have in 2030 and 2063. The present work presents the new teaching strategies followed and the technologies of education support used in the implementation of the UKIDS pilot project. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.