Snow's division between cultures is visible in scientific literacy (SL) research: there is a gap between the science education and the science communication fields. We reflect on a way to end this critical disparity. The case of climate change was used as a situational prototype that helps to unite broad communication issues and established knowledge. The choice of this case is justified by the current international interest and calls for the development of a climate-literate public. Research has shown that misunderstandings about climate change can persist even after instruction and that some scepticism emerged in several developed countries. A literature review of climate literacy was conducted. The analysis resulted in a new integrative model for understanding literacy. We hope that the proposed model can be the basis for the re-emergence of science literacy as a key concept, of well-grounded practices and of accurate measurement tools.

Although web-based interventions are attractive to researchers and users, the evidence about their effectiveness in the promotion of health behaviour change is still limited. Our aim was to review the effectiveness of web-based interventions used in health behavioural change in adolescents regarding physical activity, eating habits, tobacco and alcohol use, sexual behaviour, and quality of sleep. Studies published from 2016 till the search was run (May-to-June 2021) were included if they were experimental or quasi-experimental studies, pre-post-test studies, clinical trials, or randomized controlled trials evaluating the effectiveness of web-based intervention in promoting behaviour change in adolescents regarding those health behaviours. The risk of bias assessment was performed by using the Effective Public Health Practice Project (EPHPP)—Quality Assessment Tool for Quantitative Studies. Fourteen studies were included. Most were in a school setting, non-probabilistic and relatively small samples. All had a short length of follow-up and were theory driven. Thirteen showed significant positive findings to support web-based interventions’ effectiveness in promoting health behaviour change among adolescents but were classified as low evidence quality. Although this review shows that web-based interventions may contribute to health behaviour change among adolescents, these findings rely on low-quality evidence, so it is urgent to test these interventions in larger controlled trials with long-term maintenance.

Aim/Purpose: From an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants’ enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors’ aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background: A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology: This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the ‘As alterações climáticas nos média escolares - Clima@EduMedia’ course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change Contribution: By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings: This work major finding is a literature-based and empirically-refined MOOC success factors analysis framework. Recommendations for Practitioners: The proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for Researchers: This work’s relevance is also based on its contribution to increasing empirical research on MOOCs. Impact on Society: By providing a proposal of a framework on factors to make a MOOC successful, the authors hope to contribute to the quality of MOOCs. Future Research: Future work should refine further the proposed framework, by in testing it against data collected in other MOOCs.

Over the last decade, significant contributions have been made to a better understanding of sustainability and education. However, very little has been researched on sustainable education in the digital society. In new digital environments, collaborative practices, hybrid contexts, distributed knowledge or shared responsibility give rise to new approaches to the relationship between education, participation and digital inclusion - central constructs of sustainable education. In this chapter, we propose a theoretical framework to analyze the relations between online communities, participation and digital inclusion. Sustainable education is interpreted as a shared and interactive process and is associated to community development across collaborative practices. In this framework, sustainable online communities embody the change of educational cultures. The chapter is divided into four main parts. First, it provides a theoretical analysis of a collaborative and networking culture that underlies sustainable online communities. Second, it examines digital participation and literacy with regard to access and use, and as a means of participation equity and empowerment in social and educational practices. Third, the relationship between digital inclusion and gender in social networks is explored, taking into account some results from a research project on this topic. The chapter concludes by connecting digital inclusion and empowering practices with a view to developing sustainable online education

An increased consumption of ultra-processed foods (UPF) leads to a rising prevalence of chronic noncommunicable diseases. This study aims to characterise the nutrient profile of white-label pre-packaged foods and bakery products available in a market leader Portuguese food retail chain, according to the extent of processing proposed by NOVA classification system. The nutrient profile (energy, sugar, total fat, saturated fat and sodium) according to processing degree was analysed using non-parametric tests. UPF were the most energy dense (278 kcal/100 g, p < .001) and the highest in sugar (15.9 g/100 g, p < .001). Processed foods were the highest in sodium (538 mg/100 g, p < .001). Processed and UPF showed significantly higher total (12.4 and 10.8 g/100 g, respectively) and saturated fat content (6.10 and 4.61 g/100 g, respectively) than unprocessed/minimally processed foods (p < .001). Regarding the variation of the nutritional value across the extent of processing, different results were observed for some categories suggesting the importance of a stratified analysis. The consumption of less processed foods and the manufacture of processed/UPF with better nutrient profile should be promoted.