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Challenge-based learning (CBL) is assumed to be particularly relevant in training future teachers, as an active learning approach, centered on the student, based on the resolution of scientific/societal challenges in interdisciplinary teams, with external partners, and over three stages (involving, investigating, and act).

The global aim of the “Form@tive – train future teachers to teach children through CBL” project is to promote active learning based on challenges, integrating different curricular units (CUs) of a course, through CBL. The Form@tive project has concluded the first cycle of implementation in early 2021, in two stages, the first in the context of a Degree in Basic Education in the academic year 2019/2020 and the second stage in three educational professional master's degrees. The results of the monitoring process of the first cycle of implementation state, among other aspects, the need: (1) of better communication between the teachers of the different CUs involved; (2) for the solutions developed to be actually implemented (not implemented due to the pandemic situation); (3) to be provided a more individualized orientation (a dedicated tutor for each group); (4) of less demand on teaching load (overload of tasks requested simultaneously); (5) to be developed not only during a semester but along the academic year; and (6) to also include the Technology and Arts filed, since it could benefit the creation of more innovative and appealing resources and presentations, among others. Recommendations for training future teachers to teach children through CBL are, thus, presented and discussed in this chapter.

The purpose of this paper is to understand further the role played by work-based cognitive skills in the growth dynamics in Europe.

Work-based cognitive skills are studied using a factor analysis on data from the European Work Conditions Survey (Eurofound) referring to work cognitive requirements. This and other measures of education quality and quantity indicators are used to estimate growth regression models for 28 European countries, in order to test for the significance of work-based skills.

The results corroborate the hypothesis that work-based cognitive skills have been a powerful predictor of economic growth over the last decades. Countries where workplaces require and foster advanced cognitive skills tend to exhibit higher economic growth.

The Eurofound Survey on work-based skills, a major source of this study, only began in 1990 so is quite recent and covers few countries.

The results indicate that the mobilisation of the full intellectual potential of workers in their work context is essential to achieve high-economic performances. Boosting workers interactive learning and autonomy should become a key policy and organisational aim.

The authors bring a deeper approach to the way human capital is addressed by testing the relevance of work-based cognitive skills on economic performance. Hence the authors build a bridge between economic growth literature, which focuses largely on the role of formal education, and innovation studies where the emphasis is placed on the relevance of learning processes.

People are increasingly concerned about food and health and seek for functional and sugar-free products. However, there are technological challenges when adding functional components and substituting sugar in foods. Thus, the purpose of this paper is to evaluate the influence of packaging and storage time on the sensory profile of functional diet guava preserve added with prebiotics, supporting the development of functional and sugar-free products and contributing to the product variety in the market.

A two-factor full factorial design was conducted in triplications that evaluated transparent and opaque packaging vs storage time (six months). The products were stored in packages with different light permeability (transparent and opaque). Quantitative descriptive analysis (QDA) and acceptance tests were performed.

The packaging material did not affect the sensory changes of functional diet guava preserve during the six months of storage. QDA test showed that from three months of storage the original characteristics of the product were lost and a slight decrease in overall acceptance was observed after four and six months. However, during the six months the products had good acceptance; consequently, it was not possible to establish their rejection before this period.

More detailed studies regarding a longer storage period, including the physical and chemical measurements must be done to clarify other points about the influence of packaging and storage time on the sensory profile of functional diet guava preserve added with prebiotics. Therefore, researchers are encouraged to test the proposed propositions further.

The development of a functional and sugar-free preserve is a good alternative to provide a product that meets the actual consumer desires and adds value to the product. However, there are technological challenges when adding functional components and substituting sugar in foods. Thus, this study provides important information for the development of sugar-free and functional products, and to prolong their shelf life.

There are few studies with respect to the sensory aspects during the storage of functional preserves. Thus, this work will aid future studies, supporting the development of functional and sugar-free products and contributing to the product variety in the market.

The purpose of this study is to analyze the entrepreneurial intentions of higher education students in a private higher education institution (HEI), enrolled in the following courses: Business Management, Hospitality Management, Tourism and Business Relations.

A quantitative methodology was used through the application of a questionnaire in a private HEI located in the northern region of Portugal and 228 valid responses were collected.

We have found out that (1) the elder the students are, the higher is the probability that they will consider entrepreneurship as the first option to enter the job market; (2) the courses of Business Management and Hotel Management are those that influence the entrepreneurial intentions most positively; (3) the more prepared a student feels in order to start a business, the more likely he will become an entrepreneur; (4) to consider entrepreneurship as the first option to enter the job market is positively influenced by the dimensions of the Attitude Toward Enterprise (ATE), namely, leadership, creativity, achievement and personal control; (5) to have a business idea could be motivated by the course in which the students are enrolled in, if they feel they are prepared to start a business, and by the dimensions of ATE.

HEIs and/or regional governments may have an entrepreneurship support office, where students can get assistance in the process of creating their companies and develop innovative entrepreneurial models adapted to older students. The creation of “senior entrepreneurial ecosystems” can be an interesting path to be explored. HEIs can make extracurricular activities available to students. Policymakers must introduce entrepreneurship to primary and secondary education.

This study increases the understanding of the individual characteristics of the students in a private HEI, as well as the courses that positively influence entrepreneurial intentions.