Source: Adobe Stock Author: Redaction University students give tutoring to secondary school pupils Higher education students will provide tutoring to secondary school pupils with fewer resources in schools in Porto. The initiative results from a protocol between the Academic Federation of Porto and the city council, which aims to create a pool of tutors made up of university students with strong academic results. The objective is to support students who benefit from school social support, offering individual guidance in several subjects or specific preparation for national exams. The tutoring is mainly aimed at young people who face greater economic difficulties and who often do not have access to academic support outside school. Students can be referred by their schools or apply directly to the programme. The support will be provided by higher education students who stand out for their academic performance and who, through this tutoring, help reduce inequalities in the educational path. Inequalities in access to higher education Access to higher education continues to reveal differences between students with different economic conditions. Recent data show that a significant share of pupils who benefit from social support are unable to continue on to university studies. In the 2023/24 academic year, only 48% of students benefiting from school social support went on to higher education. Among students with lower incomes, applying to more demanding or prestigious courses is also less common, revealing a less balanced access to academic opportunities. The new tutoring project aims to counter this reality by providing additional support in exam preparation and in the follow-up of more demanding subjects. In this way, it seeks to reinforce the role of school as an instrument of social mobility and improve conditions for access to higher education. Project begins with a pool of tutors The programme starts with an initial investment of around ten thousand euros, intended to remunerate the students who will provide tutoring and to support the pedagogical training needed for the project. At this early stage there is already a pool of around one hundred university tutors, although new registrations remain open. The programme also allows higher education students to earn additional income while helping younger pupils. Tutoring may take place in person, in spaces provided by the academic federation, online, or in locations agreed between tutor and pupil. The goal of the first phase is to reach around one thousand tutoring sessions, helping secondary school students prepare for exams and strengthening educational support in schools across Porto.
Source: Adobe Stock Author: Redaction Financial incentives for new teachers The Portuguese Government has increased support this year for students preparing for teaching by awarding scholarships to 3,079 students. Of these, 1,977 are for new enrolments and 1,102 for renewals, covering bachelor’s degrees that train education professionals. Master’s students are still awaiting payment of scholarships due to the later start of the academic year. The support covers the tuition fees and, in the case of private institutions, is capped at the maximum amount established for public higher education for the corresponding cycle. These scholarships are part of the +Classes+Success plan, an initiative aimed at addressing the shortage of teachers in various regions of the country. The programme also includes complementary measures, such as incentives for teachers who delay retirement or return to teaching after retirement, ensuring that education remains active and motivating for new generations. Results from the first year of implementation According to official data, in the first year of application (2024/2025), scholarships were awarded to 1,254 first-year students of Bachelor’s degrees in Basic Education and 763 Master’s students in Teaching. To date, the total investment has reached 3.6 million euros, benefiting 5,096 students. To qualify for the scholarship, students must have no tax or social security debts, and Master’s students must have a minimum admission grade of 14 out of 20. Conditions for renewal and eligibility Bachelor’s scholarships are renewed annually for students who have passed at least 90% of the credits outlined in the curriculum plan. Doctoral students can also benefit from this support if they enrol in a cycle leading to a Master’s degree in Basic Education in subject areas with the greatest teacher shortages. Recipients of the scholarships are required to apply for teaching placement competitions in public schools during the three years following the completion of their course. Failure to comply with this rule requires full repayment of the amounts received. This condition ensures that investment in education directly strengthens the workforce in areas with the greatest teacher needs. Expansion of places and education growth Another measure of the +Classes+Success plan focused on increasing places in Bachelor’s degrees in Basic Education. In the 2025/2026 academic year, there was an increase of approximately 20%, adding 204 available places, allowing a greater number of young people to enter teacher training. The programme highlights the Government’s priority to strengthen the education sector and the importance of education as a pillar for national development. By combining financial incentives with strategic planning measures, the scholarships help make the teaching career more attractive, ensuring a continuous flow of qualified professionals. Impact on teaching quality The growth in participation in education courses and adherence to scholarship requirements reinforces the trend of valuing education in the country. Investment in scholarships not only increases the number of young people interested in teaching but also ensures that areas with teacher shortages receive trained and committed professionals dedicated to high-quality education. Conclusion: education as a priority In summary, awarding scholarships represents a structured effort to strengthen education in Portugal, promoting the entry of new teachers and encouraging their retention in the public system, contributing to the overall improvement of teaching and the recognition of the teaching profession.
Source: Adobe Stock Author: Redaction Education and screen use in schools The debate over smartphone use in schools has returned to the centre of the education agenda in Portugal. A civic movement has renewed its request for a meeting with the Minister of Education to advocate extending the ban on mobile phones until Year 9 and updating rules for Secondary Education. This discussion presents education with a contemporary challenge: balancing technological innovation with the protection of student well-being. Currently, the ban applies only up to Year 6, excluding lower secondary students. For the movement, this differentiation creates inequalities within the same school environment. From their perspective, education should ensure uniform rules for all students sharing playgrounds and classrooms, avoiding inconsistencies in policy enforcement. The central argument focuses on the physical, mental, and social health of children and young people. Recent studies indicate negative effects associated with excessive screen exposure, including concentration difficulties, sleep disturbances, and reduced social interaction. In this context, education is seen as an essential tool for prevention and promoting balanced habits. Updating rules in education Beyond extending the ban to Year 9, the movement questions whether the education authorities plan to update guidance for Secondary Education. The use of devices in the classroom, including any requests from teachers, is also a concern. Education thus faces a structural dilemma: how to integrate digital tools into the learning process without compromising learning outcomes and healthy development. The constant presence of smartphones can distract attention and reduce the quality of the educational experience, but their total exclusion raises questions about digital skills and future preparedness. In recent years, several countries have adopted stricter measures in education, banning smartphone use until the end of compulsory schooling. In Portugal, limiting the ban to lower secondary generated debate about the effectiveness and coherence of the policy. Education, health, and shared responsibility The movement argues that education cannot ignore the impact of intensive digital device use. Beyond school rules, it highlights the importance of family involvement and public awareness. Education, in this context, plays a key role in shaping balanced habits and developing social skills. The campaign provides information on the risks of excessive screen use and recommendations tailored to different age groups. The main concern is that education fosters environments that encourage face-to-face interaction, active play, and classroom concentration. The topic places education at the heart of an inevitable transformation. Technology will continue to be part of students’ daily lives, but public policy must set clear and coherent limits. The debate on education and smartphones underscores the need for decisions based on scientific evidence and a long-term vision. Any future revision of the rules could redefine the relationship between technology and education in Portuguese schools. The stated goal is to protect student health and enhance learning quality, ensuring education remains focused on the holistic development of children and young people.
Source: Adobe Stock Author: Redaction Inclusive education in Portugal faces structural challenges, with a significant proportion of teachers admitting a lack of preparation to support students with Special Educational Needs (SEN). Recent data reveal weaknesses in teacher training and in the organisation of educational responses. Inclusive education requires enhanced training Only 39% of teachers report feeling prepared to implement an inclusive education model that integrates students with SEN into mainstream classes. At the same time, a notable percentage acknowledge needing additional training in equity, diversity, and managing multicultural contexts. Educating students with SEN requires adopting differentiated strategies, appropriate resources, and specific measures that promote full participation and academic success. These needs can include cognitive difficulties, autism spectrum disorders, dyslexia, hyperactivity, giftedness, or other forms of neurodivergence. The quality of education provided to these students largely depends on teachers’ technical preparation and the specialised support available in schools. Despite the legal framework for inclusive education supporting integration into mainstream classes, more than half of students with severe SEN spend a significant portion of their time outside the classroom. This situation raises questions about the effectiveness of the education model and schools’ capacity to provide appropriate responses. Education needs technical and territorial reinforcement Improving inclusive education requires strengthening multidisciplinary teams, including a sufficient number of school psychologists. The recommendation to achieve a minimum ratio of one psychologist per 500 students is proposed as a structural measure to assist teachers in defining effective pedagogical strategies. Territorial disparities exacerbate the challenges of inclusive education, with the most significant difficulties observed in inland regions and socioeconomically disadvantaged contexts. Decentralising responsibilities and granting greater autonomy to municipalities and school clusters could allow solutions better suited to local realities, making education more equitable. An inclusive education system has impacts beyond the school environment. Research indicates that students with SEN who reach higher levels of education tend to have better social integration, autonomy, and long-term health outcomes. Investing in inclusive education can therefore contribute to reducing future costs in healthcare and social services. Increasing higher education completion rates among students with SEN is another key indicator of the success of inclusive education policies. Ensuring continuous support throughout the academic pathway is essential to achieving this. Strengthening initial and ongoing teacher training, alongside specialised technical resources and flexible school organisation, is crucial to consolidating an education model that responds to diversity. Building a truly inclusive education system requires political commitment, sustained investment, and ongoing monitoring of achieved outcomes.
Source: Adobe Stock Author: Redaction Portuguese universities are facing a particularly demanding financial and administrative context, prompting the Council of Rectors of Portuguese Universities to advocate the adoption of an emergency package. The aim is to avoid serious constraints on day-to-day management and to ensure minimum operating conditions during the current academic year. Universities under pressure from budget erosion According to the position taken by Crup, universities are experiencing prolonged budget erosion, aggravated by new responsibilities that have not been matched by corresponding financial reinforcement. State Budget allocations are proving insufficient to cover structural staff expenditure, especially in a context of salary updates and career progressions that have not been accompanied by additional funding. Universities have also had to absorb unforeseen costs, compromising strategic investment, infrastructure maintenance and service modernisation. Financial flexibility has narrowed, placing institutions in a delicate position regarding their medium-term sustainability. Another critical factor relates to recent court decisions requiring the integration of researchers previously funded through projects or European funds. For universities, this obligation has a direct and permanent impact on the wage bill, limiting management autonomy and increasing existing financial commitments. Universities face administrative blockages In addition to budgetary pressure, universities are dealing with significant administrative challenges. The interpretation that the 90-day deadline for concluding recruitment procedures for lecturers and researchers is mandatory may lead to the annulment of processes if not met. Given the requirement for international panels and the complexity of procedures, universities consider this deadline misaligned with operational reality. Repeating recruitment procedures from scratch would result in delays in renewing academic and research staff, affecting the quality of teaching and research. Universities therefore call for legislative revision allowing for justified extensions of these deadlines, preventing widespread blockages. Further constraints arise from delays in VAT reimbursements related to investments in student accommodation under the Recovery and Resilience Plan. Universities are awaiting the return of significant amounts, putting pressure on cash flow and limiting daily management capacity. The transfer of administrative management of scientific grants to universities has also generated additional operational costs, without specific financial compensation. This context reinforces the need for a package that ensures budgetary neutrality whenever new obligations are imposed on universities. Among the measures proposed by Crup are the creation of a specific budget line to finance career progressions and integrations, clarification of rules applicable to recruitment procedures and the implementation of faster VAT reimbursement mechanisms. Universities also advocate direct funding solutions to stabilise cash flow and ensure greater predictability in management. In light of this scenario, universities stress that the adoption of urgent measures is essential to safeguard the quality of higher education, ensure the continuity of research and prevent administrative paralysis with structural impacts on the system.
Source: Adobe Stock Author: Redaction Gulbenkian programme focuses on equal opportunities The Gulbenkian Foundation has launched a new educational programme aimed at young people from economically disadvantaged backgrounds but with excellent academic performance. The Gulbenkian Aprender programme starts in the Tâmega and Sousa region and aims to create conditions for students from the 5th to 12th grades to fully develop their abilities. With initial funding of €3.4 million for the first three years, the programme is set to cover 150 students in the 2025/26 school year, gradually increasing to reach 400 students per year. The programme has an eight-year horizon, allowing each participant to be supported until completing secondary education. The Gulbenkian programme was designed to address persistent inequalities in the education system, particularly among young people from families with low income and limited education. Student selection involves schools and local authorities, identifying cases of academic merit combined with proven economic need. Five pillars structure the Gulbenkian programme The programme is organised around five mandatory pillars. The first focuses on academic reinforcement, with reading and writing, mathematics, and English clubs to ensure consolidation of core skills. The second pillar provides individual mentoring, with regular guidance aimed at self-regulation, goal setting, and career orientation. The third pillar promotes cultural and social enrichment, including field trips, summer camps, and other formative experiences outside the usual school context. The fourth pillar provides direct material support to families, through an annual grant covering educational, cultural, and health-related expenses. The fifth pillar involves a parental development programme, encouraging practices that promote stable routines and healthy habits. The Gulbenkian Foundation structured this programme with the belief that schools alone cannot remove deep socio-economic barriers. The programme mobilises municipalities, local organisations, and community mentors to reinforce support outside the classroom. Gulbenkian programme addresses structural inequalities Differences in higher education completion rates among young people from different social backgrounds remain significant. The Gulbenkian programme seeks to counter this reality by providing tools that allow students to make academic and career choices independent of their family’s economic status. The programme is implemented through local consortia that ensure close guidance and coordination among stakeholders. Participation requires family commitment, as all pillars of the programme are mandatory. Through this prolonged and integrated intervention, the Gulbenkian Foundation aims for the programme to produce lasting impacts, reinforcing merit, promoting social mobility, and ensuring that identified talent has real opportunities to thrive.
Source: Adobe Stock Author: Redaction Emotional education gains national dimension Emotional education has been taking on a central role in Portuguese schools, already reaching around 11,000 students. The programme promotes the integration of socio-emotional skills into the curriculum, such as self-regulation, emotional awareness, empathy, mindfulness and interpersonal relationship skills. These competences help students deal with academic and social challenges in a more balanced and conscious way. In recent days, the initiative has been implemented in several schools in Santa Maria da Feira, reinforcing its territorial expansion and consolidating emotional education as an educational priority. The programme can be delivered through municipal projects or directly by teachers, psychologists and specialised technicians, adapting to the specific needs of each class. This flexible approach allows emotional education to be present from pre-school to secondary education, ensuring continuity and reinforcement of skills throughout the school journey. At present, the strongest presence of emotional education is in the North and Centre regions, although the project is already active in various parts of mainland Portugal and also in the Azores. This growing dissemination highlights recognition of the relevance of emotional education as an essential component of holistic development, capable of promoting students’ well-being, resilience and motivation. Partnerships and institutional validation Over the past few years, the programme has established partnerships with municipalities, school clusters and cultural institutions, broadening the reach of emotional education to diverse contexts. Collaboration with local and regional entities has been crucial in consolidating structured practices and ensuring that the programme’s implementation remains consistent and effective. A significant milestone occurred in 2020, when emotional education became part of a national programme supporting innovative projects in the field of knowledge, reinforcing its institutional validation. This integration demonstrated that emotional education is not merely a complementary pedagogical tool, but a strategic area for promoting the overall development of children and young people. Impact assessment and benefits The programme’s impact is monitored by academic teams in the fields of education and psychology, who assess the effects of the interventions on aspects such as well-being, attention, emotional management and interpersonal relationships. At the same time, satisfaction surveys are carried out among schools and partners, enabling continuous adjustments and improvements in the implementation of the project. Preliminary results indicate high levels of recognition of the value of emotional education, with significant improvements in students’ ability to manage emotions, collaborate with peers and handle conflict situations. Emotional education thus contributes to a more inclusive school environment, with students who are more aware, resilient and prepared for academic and personal challenges. Emotional education as an educational priority In a context where schools face growing challenges related to mental health, anxiety and the management of interpersonal relationships, emotional education emerges as an integrated response. The articulation between personal development and academic performance enables students to develop essential life skills, promoting balance, autonomy and conscious decision-making. The continuous expansion of the programme shows that emotional education has moved beyond being a mere pedagogical complement to assume a structural role within the education system. Investment in socio-emotional skills prepares children and young people to face future challenges, strengthening academic success and fostering more positive, safe and inclusive educational environments.
Source: Adobe Stock Author: Redaction Education strengthens centralised access to the career Education in Portugal is preparing for structural changes in the system of access to the teaching career. The proposal to revise the Teaching Career Statute introduces a recruitment model based on a national and centralised competition, reinforcing the standardisation of criteria and transparency in entry into the profession. This change places education at the centre of government priorities, seeking to address the shortage of teachers and the need for stability in the system. Access to the career in education will include a one-year probationary period. This trial period includes supervision by a designated teacher and is linked to the performance evaluation model. Successful completion determines the continuation of the public employment relationship, while a negative assessment may lead to termination of the contract. Teachers who have already successfully completed a probationary period and have not been absent for more than five years are exempt from repeating it. The revision now presented aims to align the specific statute of education with the general framework applicable to public service, while safeguarding the specific nature of the teaching career. The objective is to ensure greater regulatory coherence and predictability in teachers’ professional paths, strengthening the stability of public education. Qualifications and responses to the teacher shortage in education Another central point of the proposal concerns the qualifications required to teach. Education maintains as a principle the requirement for appropriate scientific and pedagogical training. However, in view of the shortage of professionals in certain recruitment groups, an exceptional and transitional regime is allowed that permits teaching with scientific qualifications only. In these cases, a fixed-term employment contract may be signed with a maximum duration of three years. During this period, the teacher must obtain the pedagogical training required to fully integrate into the career in education. Completion of this training will allow the conversion of the contract into a permanent public employment contract. Otherwise, the contract will end at the close of the current academic year. The proposal also reduces the previously established deadline for regularising professional qualification, shortening the time available to obtain pedagogical credentials. This measure seeks to balance the urgent need for teachers with the requirement for quality in education, avoiding the prolonged maintenance of provisional situations. The ongoing revision forms part of a broader process of reorganising the legislation governing education, namely with regard to recruitment groups and conditions of access to teaching. The aim is to ensure coherence between the professional statute and the legal instruments that structure the education system, promoting greater stability and alignment with the current needs of education in Portugal. With these changes, education faces the challenge of reconciling rigour in training, transparency in recruitment and the capacity to respond to the shortage of teachers. The balance between strict requirements and flexibility will be decisive in ensuring the quality of education and strengthening confidence in the education system in the coming years.
Source: Adobe Stock Author: Redaction More places in public higher education The next academic year brings a significant increase in public higher education places. In 2026/2027, 78,283 places will be available, 1,465 more than the previous year, according to the Ministry of Education, Science and Innovation. Of the total public higher education places, 56,790 will be offered through the General Access Regime and 21,493 through Special Regimes and Competitions. The increase is split into 834 more places in the general regime and 631 more in special competitions. Among universities, only the University of the Algarve reduces the number of places, with five fewer. The University of Madeira maintains 714 places. All other institutions increase their offer, with Coimbra and Nova de Lisboa universities seeing the largest rises. In the polytechnic sector, the picture is mixed. Some institutions reduce places, such as the polytechnics of Guarda and Viana do Castelo, while others increase significantly, like the Polytechnic Institutes of Porto and Coimbra. Increase in Medicine and teacher training The rise in public higher education places is particularly noticeable in strategic areas. In Medicine, 1,656 places have been set, 62 more than the previous year. Of these, 40 come from a new course at the University of Trás-os-Montes and Alto Douro, and 22 from an increase at the University of Coimbra. In Basic Education, public higher education places increase again, with a 12% rise in the National Access Competition, totalling 1,344 places. This increase results from programme contracts aimed at initial teacher training. To address the shortage of teachers, 2,500 annual scholarships equivalent to tuition fees will be awarded to students enrolled in undergraduate and master’s degrees leading to teaching qualifications. Alternative routes and digital skills The increase in public higher education places also includes a diversification of access routes. Places for holders of Higher Technical Professional Courses rise by 19%, alongside growth for graduates of technological specialisation courses, dual certification courses, and international students. At polytechnic institutes, although the General Access Regime sees a modest increase, special competitions provide 706 more places, broadening entry opportunities into public higher education. A total of 9,290 places have also been allocated to courses focused on digital skills, reflecting an investment in technological qualification. Including private higher education, the system offers 107,598 places next academic year, 2,882 more than in 2025, consolidating the expansion of educational opportunities in Portugal.
Source: Adobe Stock Author: Redaction Priority interventions in schools in Lisbon Lisbon City Council plans to invest over €600 million in 28 schools in Lisbon considered a priority for refurbishment works. The aim is to ensure safety, comfort and energy efficiency, especially in buildings that currently do not meet seismic and habitability standards. The municipal report includes competitive funding tenders, with the State expected to cover 100% of the costs, according to decrees and agreements with the National Association of Portuguese Municipalities. Greater provision and careful planning Among the interventions are projects that require detailed studies of seismic resistance and energy efficiency, with an estimated duration of five to six years from project to completion. The €600 million investment includes around €30 million for projects, with the total municipal school network comprising 141 schools. The executive ensures that urgent works continue to be carried out, including the removal of asbestos from 13 schools in 2022/2023, with an investment exceeding €400 million. The City Council also intends to create municipal maintenance plans for Lisbon schools to ensure that future interventions are timely and well planned. Accessible school facilities and community involvement Education and maintenance of schools in Lisbon are a priority for the current executive, which aims to involve school directors and parish councils. The City Council also intends to clarify responsibilities and establish efficient coordination for all interventions. Quality assurance and sustainability Lisbon City Council’s school plan reinforces the importance of safe, efficient and comfortable buildings. Each intervention will be carefully planned to meet standards of quality, thermal insulation and energy efficiency. The investment in Lisbon schools aims not only to refurbish buildings but also to create a sustainable model for the coming decades, ensuring that students have access to adequate learning conditions and that the city maintains a safe and modern school network.
Source: Adobe Stock Author: Redaction The new challenges of education Education today plays a central role in a context marked by uncertainty, technological acceleration and profound social changes. It is no longer enough to transmit knowledge in a linear, static way. Education must address new challenges, preparing citizens who can think critically, adapt to change and actively participate in shaping society. In an increasingly competitive global scenario, education becomes a decisive factor for economic and social development. It is through education that solid foundations of trust, cohesion and collective capacity are built to face crises and transform difficulties into opportunities. Education and innovation as a driver of change The link between education and innovation is now unavoidable. The education of the future must integrate new pedagogical approaches, promote experimentation and encourage creativity. The ability to innovate does not emerge in isolation but results from an education that values autonomous thinking, curiosity and continuous learning. In this context, education is no longer confined to the classroom and now involves collaborative networks among institutions, communities and different areas of knowledge. This integrated vision of education aligns individual skills with collective goals, reinforcing society’s ability to respond effectively. The importance of collaborative education Collaborative education emerges as a clear response to current challenges. By promoting knowledge sharing, teamwork and shared responsibility, this model enhances education’s impact on human and social development. Learning ceases to be a solitary journey and becomes a collective, richer and more effective process. Through collaborative education, it becomes possible to develop essential social, ethical and professional skills for a constantly transforming world. This approach helps to form more aware citizens, prepared to act responsibly and with solidarity. Education, citizenship and freedom Education is also a fundamental pillar of citizenship. Access to knowledge allows understanding of the world’s complexity, participation in public debate and the exercise of freedom in an informed way. Without a solid education, civic participation becomes limited and vulnerable to simplifications and inequalities. In a democratic context, education plays an essential role in promoting individual autonomy and a collective sense of responsibility. Investing in education is therefore investing in a freer, more critical society capable of shaping its own future. Education as a strategic investment The challenges of education require a long-term strategic vision. More than isolated reforms, a consistent commitment to quality, innovation and inclusive education is necessary. Education should be seen as a structural investment, with direct impact on competitiveness, social justice and national sustainability. In conclusion, education is the main driver of societal transformation. Focusing on collaborative, innovative and people-centred education ensures a more resilient, balanced future, capable of meeting global challenges with confidence and ambition.
Source: Adobe Stock Author: Redaction Portuguese higher education is undergoing a phase of consolidation and growth, reflected in a stronger presence in international rankings and a positive evolution of overall institutional performance. Continuous improvements in teaching, combined with investment in research and links to the labour market, have allowed Portugal to stand out among European systems showing the most progress. This scenario translates into broader recognition of the quality of education delivered and the universities’ capacity to train skilled professionals. Evolution of higher education in Portugal In recent years, national higher education has achieved significant progress across multiple dimensions. The increased number of institutions evaluated internationally demonstrates greater openness of the system and a clear commitment to transparency and continuous improvement. This growth is not limited to large universities, also encompassing smaller public and private institutions that have established themselves through high-quality teaching and specialisation in strategic fields. The observed progress results from a joint effort to modernise teaching, updating curricula, strengthening applied research, and enhancing links with the economic sector. These changes contribute to an education system better aligned with current needs, emphasising practical skills, critical thinking, and innovation. Indicators reinforcing the quality of education International evaluation of higher education relies on multiple indicators, allowing a comprehensive analysis of institutional performance. Among the most relevant factors are academic reputation, employer perception, and the scientific impact of academic output. Portuguese higher education has shown consistent improvements in these areas, demonstrating greater competitiveness in the European context. Another relevant aspect concerns the internationalisation of teaching. Despite challenges such as attracting foreign staff and students, there is positive progress in integration within international research networks. This dimension is essential for higher education, as it promotes knowledge exchange, joint project development, and access to external funding. Teaching and employability: an increasingly strong link A clear sign of the maturity of Portuguese higher education is the strengthening of the link between academic training and the labour market. Graduates benefit from education that prioritises skills valued by employers, resulting in better professional integration and stronger career prospects. Institutions have invested in internships, corporate partnerships, and practice-oriented programmes, bringing students closer to professional realities. This approach helps build confidence in the education system and reinforces its social and economic relevance. Challenges and opportunities for higher education Despite progress, higher education faces structural challenges that require ongoing attention. Greater international engagement, talent attraction, and sustainable funding are central themes for the future of teaching. Addressing these challenges requires consistent policies, strategic investment, and a long-term vision. At the same time, significant opportunities arise. Lifelong learning, digital transformation, and investment in emerging fields create new dynamics within the system. Portuguese higher education is thus well-positioned to consolidate gains and strengthen its role in national development. In summary, recent developments demonstrate that higher education in Portugal is on a positive trajectory. International recognition, coupled with improved teaching quality, confirms the institutions’ ability to meet current and future challenges, contributing to a more skilled, competitive, and adaptable society.
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