Higher education institutions (HEIs) make decisions in several domains, namely strategic and internal management, without using systematized data that support these decisions, which may jeopardize the success of their actions or even their efficiency. Thus, HEIs must define and monitor strategies and policies essential for decision making in their various areas and levels, in which business intelligence (BI) plays a leading role. This study presents a systematic literature review (SLR) aimed at identifying and analyzing primary studies that propose a roadmap for the implementation of a BI system in HEIs. The objectives of the SLR are to identify and characterize (i) the strategic objectives that underlie decision making, activities, processes, and information in HEIs; (ii) the BI systems used in HEIs; (iii) the methods and techniques applied in the design of a BI architecture in HEIs. The results showed that there is space for developing research in this area since it was possible to identify several studies on the use of BI in HEIs, although a roadmap for its implementation was not identified, making it necessary to define a roadmap for the implementation of BI systems that can serve as a reference for HEIs.

Higher Education Institutions (HEIs) face increasing pressure to transform fragmented information environments into cohesive, data-driven ecosystems that support strategic and operational decision-making. This study proposes a comprehensive framework for implementing Business Intelligence (BI) in HEIs, evolving from a validated roadmap to an integrated ecosystem perspective. Grounded in the Design Science Research methodology, the work combines a systematic literature review, the design of a flexible BI architecture, and an in-depth case study at the University of Trás-os-Montes and Alto Douro (UTAD). The framework addresses critical factors such as strategic alignment, data governance, and system interoperability, and demonstrates how dashboards and analytics can enhance institutional intelligence and evidence-based management. Results from the UTAD case confirm the framework’s capacity to overcome technical and organisational barriers, enabling the transition from isolated systems to intelligent, interconnected data infrastructures. This research contributes to the literature by bridging theoretical guidelines and practical implementation, providing a scalable reference model to guide BI-driven digital transformation in higher education. It also demonstrates the tangible institutional value of integrated BI ecosystems in supporting more informed, timely, and efficient decision-making.

Road safety remains one of the greatest global challenges, with severe human and economic costs, as human error is responsible for the majority of accidents. This article, developed within the scope of the IDT – PIVOT project, Incentive System for Business Research and Development – Individual Operations, critically examines the role of Advanced Driver Assistance Systems (ADAS) in reducing road traffic accidents. The methodology consisted of a critical review of international literature (2000–2025), complemented by institutional reports and secondary data analysis. The results show that systems such as Autonomous Emergency Braking (AEB), Electronic Stability Control (ESC) and Intelligent Speed Assistance (ISA) can significantly reduce accidents and fatalities, achieving up to 58% reduction when combined. However, barriers remain regarding costs, lack of standardisation, risks of driver overreliance and legal uncertainties. The study concludes that ADAS are an essential transitional technology towards autonomous mobility, fundamental to achieving the objectives of Vision Zero 2030.

This article is part of the "Educação ON" project, an initiative aimed at studying the current state of distance education and developing an innovative digital platform to promote more interactive and collaborative learning environments. This project focuses on creating effective models of Massive Open Online Courses (MOOCs) for higher education, facilitating the dissemination of knowledge among university students in distance learning contexts. This particular study focuses on validating a MOOC course model adapted to higher education students, tested during the 2022/2023 and 2023/2024 academic years. The research was conducted by a multidisciplinary team of lecturers from a Portuguese higher education institution, with the participation of students from Portugal and Brazil, aiming to improve student engagement and retention in this educational context. The article presents a theoretical approach to the MOOC course prototype design, followed by the analysis of successful and unsuccessful cases. Additionally, it compares the characteristics, advantages, and disadvantages of different authoring software, culminating in the selection of the most appropriate technology for prototype development. This initial phase lays the groundwork for future implementations and tests within the project aimed at higher education students.