Shaping Education Through Research, Policy, and Practice
Welcome!
I’m a passionate Geography educator driven by the transformative power of education to shape critical, engaged, and informed citizens.
My motivation lies in bridging theory and lived territory—bringing geographical thinking into classrooms not only as content but as a tool for civic empowerment and sustainable change.
Learn more about my work in education policy, curriculum design, and comparative studies.
Geography Professor | Mentor | Speaker | Focused on Education & Regional Development
Professional Experience
Geography Teacher
PhD Researcher in Geography – IGOT, Universidade de Lisboa
Past Teaching Internships & Practicum
Expertise & Collaboration Opportunities
Beyond research, I offer freelance and consulting support in education policy, curriculum design, and comparative international analysis. My work extends to writing, reviewing, and fact-checking educational materials, as well as contributing to debates, panels, and advisory discussions on evidence-based reforms.
Whether for academic projects, institutional evaluations, or policy-oriented initiatives, I bring a blend of rigorous analysis and practical insight.
Explore the following sections to learn more:
Ongoing Research
Get in touch to discover more about the projects I’m currently working on focused on education reform, curriculum design and education policy comparison.
Past Publications
Browse through my published work on education, policymaking, and civic engagement to see the development of my research.
Curriculum Vitae
View my CV for a full overview of my academic background, professional experience, and expertise in research and consulting.
Policy Analysis & Benchmarking
Expertise in evaluating education systems through comparative frameworks, with a focus on Portugal and the UK. I identify best practices and adaptation pathways that enhance reform effectiveness and territorial equity.
Curriculum & Pedagogical Design
Deep knowledge of secondary-level Geography teaching and its civic, territorial, and sustainability dimensions. I provide guidance on curriculum reform, integration of spatial citizenship, and innovative teaching approaches.
Strategic Communication & Debate
Strong ability to translate complex research into clear, actionable insights for diverse audiences. Experienced in public speaking, academic debate, and advisory roles, ensuring research has real-world impact.
Teaching & Awards
With a Master's in Geography Teaching from the University of Lisbon, I specialize in innovative teaching methodologies, particularly Problem-Based Learning (PBL).
My expertise spans urban studies, civic education, digital cartography, and regional planning, with a strong focus on connecting curriculum to real-world challenges.
2025
Academic Research on the Reform of the Portuguese Educational System
Conducting ongoing academic research focused on reforming the Portuguese education system, with special emphasis on the structure and curriculum of Geography teaching in secondary education. This research investigates how educational models influence territorial awareness, civic participation, and social mobility. The project includes a comparative analysis with the UK system (particularly England) and seeks to generate policy recommendations and pilotable innovations in curriculum design and teacher training. Focus areas: • Geography education and spatial citizenship; • Policy benchmarking: Portugal vs. England; • Civic and sustainability integration in curricula; • Pedagogical decentralization and territorial equity. Research outcomes aim to support national educational reform discussions and may contribute to institutional partnerships or public policy development.
2024
III Congreso Internacional ¡Nosotros Proponemos!
Papers presented at the III International Congress 'We Propose! Citizenship, sustainability and innovation in education' (2024), in Ciudad Real: "Sustainability in focus: environmental practices/trends in the We Propose! Project!"; "Geographical education is powerful: the We Propose! Project in the 3rd cycle of primary education, in Portugal".
2023
XIV Congresso da Geografia Portuguesa
Presented the following papers at the XIV Congress of Portuguese Geography (2023), in Lisbon: - "Why don't you ask me what I already know? Prior ideas and planning for meaningful learning"; - "Teaching Geography can be problematic: the potential of Problem-Based Learning"; - "Teaching Geography: neither physical nor digital, the solution is figital!".
2022
“Nós Propomos!” Project (Ongoing)
"Nós Propomos!" Citizenship and Innovation in Geographic Education Project
A national and international education project promoting active territorial citizenship through Geography. Students identify real local problems and propose solutions using case study methodology. The project fosters collaboration between schools, universities, municipalities, and civil society. Implemented across Portugal and extended to Spain, Brazil, Colombia, Peru, and Mexico, “Nós Propomos!” empowers students from primary to secondary levels to present actionable ideas for community development, sustainability, and civic innovation
Evidence and Reform
in the Portuguese School System
This book offers a critical examination of how data, policy, and practice intersect in shaping education reform in Portugal. Drawing on in-depth research, it highlights the challenges and opportunities of evidence-based policymaking within the school system.
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Key features
Key focus areas of the research
The main research presented in Evidence and Reform in the Portuguese School System investigates how evidence is produced, interpreted, and applied in the design and implementation of educational policies in Portugal. It examines the interaction between policymakers, schools, and researchers, highlighting both the potential and the limitations of evidence-based approaches in driving reform.
By analyzing reforms in areas such as curriculum, school autonomy, and accountability, the book sheds light on the complexities of aligning educational change with empirical insights. Ultimately, it argues that while evidence can play a transformative role, its impact depends on political will, institutional capacity, and the broader social context in which reforms unfold.
The study focuses on three central questions: - How is evidence generated and mobilized to support education policy and school improvement? - What mechanisms and institutions facilitate or hinder the translation of research findings into concrete reforms? - Which outcomes and challenges emerge when reforms are guided by data and evaluation practices?
Main Research
The main research explored in Evidence and Reform in the Portuguese School System focuses on the reform of Portugal’s education system, with particular attention to the structure and curriculum of Geography teaching in secondary schools. By examining how Geography education shapes students’ understanding of territory, citizenship, and sustainability, the study highlights its role in fostering civic participation and promoting social mobility. A comparative analysis with the UK (England) provides a benchmark to assess how different educational models influence territorial awareness and equity in learning opportunities. This contrast reveals not only the strengths and weaknesses of Portugal’s curriculum but also the broader implications of policy design for democratic engagement and territorial cohesion.
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Geography education and spatial citizenship
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Policy benchmarking (Portugal vs. England)
03
Civic and sustainability integration
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Pedagogical decentralization and territorial equity
Interested in this research?
Whether you are a researcher, educator, or policymaker, this study opens the door to valuable discussions on how evidence-based reforms and comparative insights can shape education, citizenship, and sustainability.
If you’d like to explore the findings further, discuss collaboration opportunities, or consider applications of this research to your work, we’d be glad to connect.
Eduardo Lopes
Phd, Academic Researcher at IGOT
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