Mapping Science Communication in Higher Education in Portugal: A Systematic Evidence Analysis of PhD and Master’s Programs

Abstract

Science communication training plays a crucial role in enabling scientists to effectively connect with the public, emphasizing essential skills such as building trust in scientific and technological advancements. Despite significant progress, some studies show a notable deficiency in higher education (HE) institutional structures and mechanisms dedicated to science communication training, addressing a diverse audience including researchers, teachers, and science monitors. This study delves into the key characteristics of current science communication postgraduate training programs within the HE landscape of Portugal. Our analysis is based on a comprehensive examination of the curricula of five science communication doctoral programs offered by four public universities in Portugal. The research involves a meticulous review of course documents and insights gathered from five directors through a detailed questionnaire. The primary objectives of this research are to discern the specific goals pursued by each course, uncover the content and development of competencies within their curricula, and explore the market opportunities envisioned by each offering. The results underscore that these programs equip students with the necessary competencies to effectively address challenges in science communication, notably enhancing public understanding of science. Significant findings suggest that Portugal’s current higher education scenario predominantly emphasizes cultivating postgraduate training activities in authentic settings, fostering collaborative partnerships with society. This article is a foundational resource for further exploration into the discipline-specific applications of science communication, aiming to elevate academic engagement with society.