Source: Adobe Stock Author: Redaction New rules for housing support Housing support will undergo significant changes starting in the 2026/2027 academic year, as part of the Higher Education Social Action reform. The aim is to adjust housing support to the real cost of the rental market in the different regions of the country. Scholarship students away from home remain the main focus of this housing support, especially those who are unable to secure a place in university residences. In these cases, an automatic top-up will be granted to offset the higher cost of private accommodation. Priority remains access to public residences, but housing support now ensures greater flexibility for those who need to rely on the private market. Updated housing support amounts With the new rules, housing support will vary depending on the municipality where the student is studying. In Lisbon, the amount can reach 500 euros per month, reflecting the highest cost in the country. In Cascais, housing support stands at 488 euros, while in Oeiras it reaches 459 euros. In Porto and Almada, the reference amount is 419 euros. In Braga, the average cost considered for housing support is 326 euros and in Coimbra 338 euros. In Mirandela, the minimum amount is set at 260 euros per month. This update aims to bring public support closer to real student rental market prices, reducing regional inequalities. Conditions for granting housing support Housing support is automatically granted to scholarship students away from home who have applied for a university residence place and were not allocated one. In these cases, the top-up covers the difference between the base amount of 160 euros and the average cost of private accommodation in the municipality. If the student refuses a place in a public residence, they lose the right to the housing top-up, keeping only the basic housing allowance included in the scholarship. This model reinforces the use of university residences while ensuring that housing support continues to meet the needs of students away from home in accessing accommodation during the academic year.
Source: Adobe Stock Author: Redaction Teacher placements and recruitment More than 4,700 teachers have joined the Ministry of Education staff through the external recruitment process, in a move that significantly strengthens the teaching workforce for the 2026/27 school year. In total, the internal and external competitions resulted in the placement of 19,172 teachers. In the internal recruitment process, around 14,396 teachers were assigned to new schools or recruitment clusters, many of them moving closer to their home areas. This mobility remains one of the key factors in the organisation of the education system. The entry of new teachers into the Ministry of Education staff results from different recruitment mechanisms, including contract renewal rules and length-of-service criteria, allowing teachers with different profiles and experience to be integrated. Geographical distribution of vacancies The placement of teachers joining the Ministry of Education staff was strongly focused on areas with the greatest shortage of teachers. More than 5,400 teachers were placed in regions identified as priorities for balancing the education system. The Greater Lisbon area and the Setúbal Peninsula account for a significant share of these placements, particularly in clusters included in QZP 45 and QZP 46, where thousands of teachers were integrated. This distribution highlights the need for a continued reinforcement of teachers joining the Ministry of Education staff in urban areas with higher demographic pressure and high staff turnover. Recruitment by groups and school stability Among the different recruitment groups, Primary Education recorded the highest number of placements, followed by Special Education and Pre-School Education. These are also the sectors most affected by teacher shortages. The entry of teachers into the Ministry of Education staff in these areas is considered essential to ensure greater school stability and reduce annual teacher turnover. The reinforcement of teachers joining the Ministry of Education staff also contributes to greater predictability in school planning and improved teaching continuity. Future of the recruitment system The Ministry of Education plans to reform the recruitment model from 2027/2028 onwards, aiming to speed up placement processes and strengthen responses to school needs. The new system is expected to include annual recruitment competitions and more agile mobility mechanisms, enabling more efficient management of teachers joining the Ministry of Education staff and those already integrated. The government also aims to reduce prolonged teacher shortages, ensuring faster responses to the needs of the education system and greater stability in the national teaching workforce.
Source: Adobe Stock Author: Redaction Top courses with higher employability in Portugal Data on courses with higher employability in Portugal show which areas have better integration in the labour market. According to official statistics, several courses reach rates close to 100%, especially in Health, Engineering, Management and Education. These courses remain a reference for those who want to choose a stable career with good salary prospects. Among the main courses with higher employability in Portugal, Nursing, Medicine, Computer Engineering, Management, Architecture, Orthoptics, Psychology and Basic Education stand out. These courses show very low unemployment rates and strong demand from employers. The Health area clearly leads the courses with higher employability in Portugal, with emphasis on Nursing and Medicine. Computer Engineering and Management also maintain higher average salaries and strong professional stability. Overall, these courses combine job security and salary progression. In addition to higher education, professional courses also show a high rate of labour market integration. Although they are not part of the courses with higher employability in Portugal at university level, these qualifications are highly valued in areas such as Information Technologies, Tourism, Renewable Energy, Health and Logistics. Professional courses allow quick entry into the labour market, working as a practical alternative to courses especially for those seeking a more technical and direct path. How to choose the best academic path When choosing between different courses, it is important to consider not only employment rates but also personal interest and the profile of each student. Despite high employability, these courses require dedication, technical skills and adaptation to the market. In addition, there are several ways to finance studies, such as scholarships, public support, part-time work or student credit. Thus, when analysing courses, it is possible to align vocation, stability and financial viability for a more solid academic path.
Source: Adobe Stock Author: Redaction New model strengthens higher education grants The Government will strengthen the higher education grant system, with a 53% increase in social support funding. With this new grant model, the average annual amount is expected to rise to around €2,660, reflecting a major update in the calculation of grants. The aim is to make grants better aligned with the real cost of studying, ensuring greater coverage of students’ expenses. Grants will therefore be recalculated based on more detailed criteria, including the cost of living per municipality. How new grants will be calculated The new grant model considers the average cost of studying in higher education, including tuition fees, food, transport and accommodation. The difference between this cost and household financial capacity determines the grant amount. With this system, grants become more progressive and better adapted to each student’s reality. The Government estimates that the average grant value will rise from €1,734 to €2,660 per year, a significant increase in support through grants. The minimum grant remains at €872, while the maximum grant will be awarded to students in the most vulnerable situations, reinforcing the role of grants as an equity tool. Impact of grants and transitional regime The new grant system will come into force in the 2026/2027 academic year, with a transitional regime ensuring that no student loses support. Existing grants will remain in place until the end of the course whenever they are more favourable. The reinforcement of grants represents a significant investment in social support, directly impacting around 83,000 students. In some cases, grants may reach more than €7,000 per year, especially for students who are away from home. Grants will also continue to include housing support, with priority access to public residences and additional compensation when no place is available. The new model therefore strengthens the role of grants in reducing inequalities in access to higher education.
Source: Adobe Stock Author: Redaction VIBES project and virtual reality in physical education The introduction of virtual reality in physical education has been shown to improve students’ learning, motivation and engagement. The European VIBES project assessed how virtual reality can transform the way young people learn physical education, involving around 420 students and 40 teachers from several European countries. In Portugal, the project was led by the Polytechnic of Leiria, reinforcing the role of technological innovation in physical education and in the modernisation of sports education. Impact of virtual reality on learning The results show that virtual reality in physical education increases student motivation and improves understanding of sports disciplines, rules and techniques. The virtual reality experience also reduced levels of anxiety and discomfort during physical activity. According to researchers, virtual reality in physical education was very well received by students, with high levels of enjoyment and interest in repeating the activities. The technology also showed a positive impact on learning, making the process more interactive and accessible. Training, innovation and the future of physical education The VIBES project included teacher training to integrate virtual reality into physical education, promoting new teaching methodologies and strengthening digital skills. Educational materials and an e-course in several languages were also developed to support the use of the technology. Virtual reality in physical education was applied in classes, inter-school competitions and international tournaments, involving students from Portugal, Belgium, Italy and Cyprus. In Portugal, schools from the Leiria region participated, reinforcing the link between innovation and education. The results indicate that virtual reality in physical education does not replace traditional teaching, but complements it, promoting inclusion, motivation and greater student engagement. The project opens the door to new applications and continued research in this educational field.
Source: Adobe Stock Author: Redaction Centralised recruitment and new teaching model The Minister of Education, Fernando Alexandre, reinforces the commitment to valuing the teaching career through the revision of the Teaching Career Statute (ECD). In the letter sent to teachers, the government official stresses that the aim is to dignify the profession and make the teaching career more attractive, fair and balanced. Among the main changes is the creation of a centralised and permanent recruitment process, designed to respond to the daily needs of schools and reduce time without classes, strengthening stability in the education system. The new recruitment model in the teaching career maintains annual internal and external competitions, but adds a continuous teacher placement mechanism. This permanent recruitment process allows for more flexible management of the education system’s needs, contributing to greater efficiency in the teaching career and a faster response to school absences. End of quotas and progression in the teaching career Another measure highlighted in the revision of the teaching career is the end of quotas for access to the 5th and 7th pay scales, a point considered essential to unlock progression in the teaching career. The Minister of Education argues that this change will allow a fairer and more transparent pathway in the teaching career, removing constraints that delay professional progression. In addition, updates to the initial salary scales of the teaching career are planned, aiming to strengthen the attractiveness of the profession. Higher starting pay is presented as one of the responses to the need to make the teaching career more competitive and able to attract new professionals to the sector. Valuing the teaching career and recognition The revision of the teaching career also includes already implemented measures, such as the recovery of frozen service time, which enabled progressions for thousands of teachers. According to the Minister of Education, more than 88,000 teachers have already benefited from these progressions in the teaching career, reinforcing the impact of the valuation measures. Support for relocation of teachers placed far from their residence has also been created, along with extraordinary recruitment processes that enabled thousands of teachers to enter the teaching career. In addition, support is provided to students in initial teacher education, reinforcing the entry of new professionals into the teaching career. At the end of the letter, the Minister of Education leaves a message of recognition to teachers, underlining the importance of the teaching career for student success and for the country. He also highlights the commitment to continuously improving the conditions of the teaching career, reinforcing trust in the daily work of teachers in public schools.
Source: Adobe Stock Author: Redaction Psychological exhaustion concerns students More than half of students have already considered leaving higher education due to psychological exhaustion, according to a mental health study. The impact of psychological exhaustion emerges as one of the main risk factors for academic continuity, significantly affecting students’ wellbeing and motivation. The study also indicates that psychological exhaustion is associated with high levels of anxiety, demotivation and sleep difficulties. Academic pressure, combined with personal and social factors, contributes to this scenario of psychological exhaustion, which already affects a large part of the student community. Anxiety, finances and academic impact Data show that only a small percentage of students have never experienced anxiety crises, reinforcing the scale of psychological exhaustion. Many students report frequent episodes of anxiety, sleep difficulties and loss of motivation, all linked to psychological exhaustion affecting daily academic life. The study also reveals that most students feel their academic performance has worsened due to psychological exhaustion. The link between academic results and mental health is clear, with psychological exhaustion influencing both performance and perceived wellbeing. Despite this, many continue to prioritise their studies, even in a context of psychological exhaustion. Financial pressure and access to support Financial situation also emerges as an additional factor in student psychological exhaustion. More than half report that financial difficulties worsen psychological exhaustion, especially among scholarship holders and displaced students, who face greater daily pressure. Despite existing support measures, many students are unaware of mental health support options, which worsens psychological exhaustion. Access to consultations and psychological care remains uneven, with strong reliance on the private sector, further reinforcing the impact of psychological exhaustion on academic life. Overall, the study highlights that psychological exhaustion in higher education is a structural problem, with a direct impact on student retention and success, requiring more effective and accessible responses.
Source: Adobe Stock Author: Redaction Teachers facing high commuting costs Around eight thousand teachers in Portugal teach more than 50 kilometres from home, many without entitlement to travel support, which represents a significant burden on their monthly budget. According to the National Education Federation, some teachers spend around 250 euros per month on fuel. Out of more than 120,000 teachers, this group continues to face difficulties related to distance, with many commuting over 100 kilometres per day. The extraordinary travel support only covers those placed at least 70 kilometres from home, leaving several teachers excluded. Unions warn of inequalities in support Teachers’ unions warn of the need to review the criteria for teacher travel support, considering that many professionals still receive no compensation despite long daily commutes. The National Education Federation states that most teachers are placed within 50 kilometres, but stresses that thousands remain in demanding situations, with financial and personal impact. Teacher travel support is therefore considered insufficient given the reality on the ground. Review of recruitment and teacher mobility model In parallel, negotiations are ongoing regarding the review of the Teaching Career Statute and teacher recruitment models. The Ministry of Education proposes a system with a national competition and a new continuous recruitment process, aimed at responding to needs throughout the school year. The proposal also foresees that teachers may apply for mobility more flexibly, aiming to improve teacher placement and reduce situations of teacher shortages in schools. Unions call for adjustments to the model to ensure greater fairness and efficiency in recruitment and teacher mobility. The negotiation process will continue in upcoming meetings, where contributions from the different union structures will be analysed.
Source: Adobe Stock Author: Redaction New programme strengthens trainer training The Polytechnic Institute of Viana do Castelo presents a new project focused on training teacher trainers, with particular emphasis on science and mathematics. The initiative results from a partnership with the OECD and EduQA, integrating an innovative model intended to contribute to the evolution of the education system in Portugal. The programme is based on short, micro-credentialled training, aimed at developing essential pedagogical skills. The goal is to prepare trainers to design, implement and evaluate continuous training actions focused on creativity and critical thinking in teaching. Integration of creativity and critical thinking The project combines international frameworks with national curriculum priorities, blending theoretical foundations with practical application in real contexts. Throughout the training, participants develop skills related to pedagogical design, assessment and learning facilitation. The approach includes active methodologies, classroom dialogue strategies and practices that encourage student autonomy and reflection. This framework aims to strengthen teaching quality, aligning with international studies that link pedagogical skills to academic success. Artificial Intelligence in education One of the core elements of the programme is the analysis of opportunities and challenges associated with the use of generative Artificial Intelligence in education. The training explores the potential of these tools in supporting creativity and critical thinking. Sessions combine in-person and online formats, allowing participants to create lesson plans, assessment tools and training materials adapted to different educational contexts. Impact on the education system The initiative is part of a broader strategy of pedagogical innovation, aiming to strengthen the link between research, education policy and teaching practice. The participation of international experts helps consolidate the strategic nature of the project. This model seeks to support a progressive transformation of education, starting with the qualification of those who train teachers. The focus on training trainers thus becomes an essential step in promoting more effective educational practices, adapted to current and future challenges.
Source: Adobe Stock Author: Redaction IRS deduction for displaced students Displaced students can deduct accommodation costs in IRS as education expenses, even when there is no traditional rental contract. The Tax Authority clarifies that these education expenses are accepted as long as they meet the legal requirements. This interpretation allows displaced students to include accommodation payments in IRS, strengthening access to tax benefits linked to education and education expenses in IRS. Tax rules for education expenses According to the Tax Authority, accommodation costs for displaced students can be accepted as education expenses in IRS, including temporary accommodation service contracts. The key requirement is valid proof and proper legal classification of education expenses. The Tax Authority notes that a more restrictive interpretation of education expenses in IRS could create inequalities between students in similar situations, and therefore accepts various forms of accommodation as eligible education expenses. Student residences and accommodation The Tax Authority confirms that payments made to private residences or student accommodation units can also be considered education expenses in IRS. These costs are accepted as long as correctly issued invoices and reporting to the Tax Authority are in place. Education expenses in IRS may include accommodation in entities classified under rental or lodging activities, reinforcing flexibility in the deduction of education expenses for displaced students. Who can benefit from the IRS deduction Students up to 25 years old who study more than 50 kilometres from their household residence may benefit from this IRS deduction. In these cases, accommodation education expenses can be included in the IRS return. The Tax Authority also reminds that education expenses must be properly reported and registered on the Tax Portal in order to be accepted for IRS deduction, ensuring correct tax compliance.
Source: Adobe Stock Author: Redaction Decline in secondary completion The completion rate of secondary education in Portugal fell by 10.7 percentage points in the 2024/2025 academic year, directly impacting access to higher education. According to the report “Break in Entries to Higher Education in 2025/26”, this decline helps explain the reduction of around six thousand students placed in the first phase of the national admissions process. The decrease in secondary completion reduced the pool of higher education applicants, as entry age generally coincides with the completion of this level of education. Fewer higher education placements In 2025, there was a drop of approximately 10% in the total number of new enrolments in higher education in Portugal, including the national admissions process and other entry routes. The study indicates that this decline was not offset in later phases of the process. The drop in access to higher education also reflects a return to levels below those recorded before the pandemic, interrupting a growth trajectory in Portugal’s higher education system. Exams and stricter rules The report highlights the volatility of national exam grading and the increase in the minimum number of entrance exams as factors limiting access to higher education. These changes reduced the number of eligible candidates, contributing to the drop in higher education admissions. The requirement for two entrance exams is estimated to have accounted for around 46% of the reduction in first-phase placements, according to the study, without evidence of improved academic success. Impact on education targets The reduction in secondary completion, combined with social support weaknesses and a shrinking youth population, may compromise Portugal’s goal of reaching 50% of adults aged 25 to 34 with higher education by 2030. Despite the impact of exam rules, the report stresses that the decline in secondary completion also occurred in vocational education, indicating that the trend results from multiple structural factors in Portugal’s education system.
Source: Adobe Stock Author: Redaction Inequalities in Education in Portugal The Minister of Education, Fernando Alexandre, admitted that Portugal still faces major inequalities in Education. Despite progress in preschool coverage, access to quality Education varies significantly between regions. Recent data show that children in the North achieve better school results, while regions such as Greater Lisbon, Setúbal, and the Algarve perform below the average. These differences highlight that strengthening Education across all regions is essential to reduce inequalities and ensure equal opportunities for all students. Preschool and teaching career challenges Universal preschool is identified as a priority to balance Education in Portugal. Currently, the coverage rate for five-year-olds is close to 100%, but for three-year-olds it is still around 83–84%. Fernando Alexandre notes that children who attend preschool achieve better results in basic education. Another challenge highlighted by the minister is the lack of teachers, which directly impacts the quality of Education. Training new teachers and making the teaching career more attractive are essential to meet the needs of the education system, especially in regions where teacher availability is limited. Infrastructure and investment in Education School infrastructure remains a critical point in improving Education. The minister revealed that around 387 schools are scheduled for interventions by the end of the decade, with a total investment of €1.55 billion. The Lisbon and Tagus Valley region accounts for a large part of the needs, receiving €450 million of European investment due to the poor conditions of many schools. Fernando Alexandre emphasizes that stronger Education depends not only on qualified teachers but also on well-equipped schools, ensuring that all students have access to an adequate and safe learning environment.
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