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Article

Social Inclusion September 2023

Bruno P. Carvalho, Universidade Carlos III de Madrid, Department of Economics, and ECARES (ULB); Miguel Fonseca, Nova School of Business and Economics; Susana Peralta, Nova School of Business and Economics;

The "Portugal Social Balance 2022" report analyses the economic and social state of Portugal, including the distribution of support during the Covid-19 pandemic and the impact of the cost of living on families of different incomes, as well as addressing food insecurity.

Understanding the rise in online hate speech in Portugal and Spain: a gap between occurrence and reporting

Article

Social Inclusion September 2023

Isabel R. Pinto, CPUP Centre for Psychology at the University of Porto; University of Porto; Catarina L. Carvalho, CPUP Centre for Psychology at the University of Porto; University of Porto; Mariana Magalhães, University of Porto; Sara Alves, CPUP Centre for Psychology at the University of Porto; University of Porto; Márcia Bernardo, University of Porto; Paula Lopes, CPUP Centre for Psychology at the University of Porto; University of Porto; Cátia de Carvalho, University of Porto;

Online hate speech, which has serious consequences for individuals and society, is a growing threat to social cohesion and fundamental European values, with a tendency for its consequences to worsen. Combined with the difficulty in controlling and recording these crimes, it is expected that they will continue to increase.

Digitalisation, automation, and the Portuguese labour market

Article

Social Inclusion September 2023

Luis Manso e Rui Roberto Ramos, Collaborative Laboratory for Labour, Employment and Social Protection (CoLABOR); Tiago Santos Pereira, Collaborative Laboratory for Labour, Employment and Social Protection (CoLABOR) & Centre for Social Studies of the University of Coimbra (CES-UC);

This article builds on research that seeks to address the impact of digital transformation on jobs and employment, from an analysis focused on the labour market in Portugal. In order to explore the impact of digitalisation on the Portuguese workforce, the authors analysed the survey data, collected between April and July 2022, from a representative sample of 2,000 active workers in Portugal.

Do Portuguese and Spanish young people use mobile phones differently?

Article

Social Inclusion September 2023

Charo Sádaba, Facultad de Comunicación e Instituto Cultura y Sociedad, Universidad de Navarra; Gonzalo Fernández-Duval e Javier García-Manglano, Instituto Cultura y Sociedad, Universidad de Navarra; Tiago Lapa e Gustavo Cardoso, Centro de Investigação e Estudos de Sociologia, University Institute of Lisbon;

Young people in both countries use mobile phones in similar ways, but there are slight differences between profiles that may influence their well-being.

Loneliness and social media: why do we feel lonely in the most crowded spaces in the world?

Article

Social Inclusion April 2023

Rui Miguel Costa, Filipa Pimenta, Alexandra Ferreira-Valente, Centro de Investigação William James, Ispa - Instituto Universitário, Lisbon, Portugal; Ivone Patrão, APPsyCI, Ispa - Instituto Universitário,Lisbon, Portugal;

The use of social networks often becomes compulsive. The more frequent and compulsive their use becomes, the more likely it is that feelings of loneliness will be reported. Why does this happen?

Digital skills and gender equality: perceptions among primary school teachers

Article

Social Inclusion Education April 2023

Marina Duarte, Centro de Investigação e Intervenção Educativa (CIIE) da Universidade do Porto; Ana Nobre e Ana Mouraz, Laboratório de Educação a Distância e E-Learning (LE@D) da Universidade Aberta;

The DIGEQUALGENDER project aimed to take advantage of the impetus that the covid-19 pandemic brought to the digitalisation of education and pedagogical practices and educational activities among primary school teachers in mainland Portugal, to find strategies that can promote gender equality in Sciences, Technology, Engineering and Mathematics (STEM) in the first years of basic education.