Abstract
Smart grids with EVs have been proposed as a great contribution to sustainability. Considering environmental sustainability is of great importance to humanity, it is essential to assess whether electrical vehicles (EVs) actually contribute to improving it. The objectives of the present study are, from a macro (broad-scope) perspective, to identify the sources of emissions and to create a framework for the calculation of CO2 emissions resulting from large-scale EV use. The results show that V2G mode increases emissions and therefore reduces the benefits of using EVs. The results also show that in the best scenario (NC mode), an EV will have 32.7% less emissions, and in the worst case (V2G mode), it will have 25.6% more emissions than an internal combustion vehicle (ICV), meaning that sustainability improvement is not always ensured. The present study shows that considering a macro perspective is essential to estimate a more comprehensive value of emissions. The main contributions of this work are the creation of a framework for identifying the main contributions to CO2 emissions resulting from large-scale EV integration, and the calculation of estimated CO2 emissions from a macro perspective. These are important contributions to future studies in the area of smart grids and large-scale EV integration, for decision-makers as well as common citizens.

Abstract
Engineering plays a key role in society today, influencing social behaviour, economic systems, (un)sustainability and future construction. Faced with this central and powerful role of engineering, it is urgent to recognise the need for professionals in this area to be culturally competent and sociopolitically committed in the collective ethical construction of the common good. Engineering course curricula generally focus on technical-scientific training - as is the case in Portugal - not on including or valuing other educational dimensions (namely, social, ethical, cultural or political responsibility). However, to promote an ethically responsible and sustainable future, it is imperative that these dimensions are included in engineers' training, namely through ethical education that promotes a responsible professional practice that contributes to a viable common future. Intending to contribute to a culturally responsive engineering education, and to the development of the pedagogical dimension of the ethical education of engineering students, this study aims to develop a framework of the ethical skills necessary for the professional practice of engineering. The methodology used included a systematic literature review and document analysis. The developed framework allows systematising and interconnecting ethical skills, which can promote and facilitate the inclusion of ethical education in engineering courses. The framework helped to design a curricular module in engineering. It is a useful tool for professors of ethics in engineering, for those responsible for structuring engineering curriculum plans and for anyone responsible for enhancing this field of engineering education.

Abstract
Abstract : Dropout from Higher Education (HE), that is, the number of students that totally leave a given HE institution is concerningly high, especially in times of crisis. Institutions struggle to minimize dropout, but limited data is available likely because gathering data from learners who dropped out is sensitive, likely involving private information. This paper presents a case study research on student dropout from a very large Portuguese engineering faculty. The main objectives of this research include to gain a better understanding about the reasons for dropout, from the former student’s point of view, and to build a profile for the dropout-at-risk student. The collected data was retrieved from institutional records and from 134 telephonic interviews with former students. The resulting data is analysed in both quantitative and qualitative ways. Results of all gathered dropout data are clustered into three profiles of students who dropout: those that “pull out”, those who were “pushed out” and those who “fall out”. Findings include that students do not decide to dropout by a simple single reason but rather a set of reasons. This research article includes 5 concrete improvement suggestions that are likely to reduce dropout. The two main suggestions are to better prepare the transition to HE and to make policies more flexible in times of crisis, example more flexible schedule. Keywords: dropout; Higher Education; reasons to dropout.