This opinion article intends to address the emergence of what will, potentially, be a central concept in a very near future, that of Society 5.0, and that emerges politically as a (con)sequence of the implementation of the concept of Industry 4.0. By proposing a deepening of the potential of the individual-technology relationship in fostering the improvement of the quality of life of all people through a super-intelligent society, Society 5.0 is an extremely recent concept as a guide for social development and that can have a profound impact on societies at all levels, such as in terms of the quality of life and sustainability. This presentation is based on very recent publications, but it also has a prospective component, which always generates some indeterminacy and uncertainty. Also for this reason, this contribution seeks, above all, to help in this very urgent and necessary discussion. Keywords: society 5.0; industry 4.0; social development; sustainable innovation 2. Industry 4.0 Industry 4.0 is very often regarded as somehow a fourth industrial revolution due to the profound effects it brings

Abstract:At a time when Sociology (either in its introductory or general dimension or in the form of specialised Sociologies) is acknowledged as a scientific discipline with important contributions in training at the higher education level, and not only for the future sociologist, there is a need to (re)think the problem of teaching Sociology in this context. This article seeks to contribute to this discussion on the teaching of Sociology in higher education, being a grounded reflection that is based on the authors' teaching experience in the Portuguese context. Sociology has specificities, which we put forward through four framing principles, namely the need to permanently mobilise sociological imagination, be multi-paradigmatic, the need to be receptive to a heuristic interdisciplinarity, and, finally, foster reflexivity at several levels. These principles should, from our standpoint, shape the teaching of Sociology, both delimiting what should be taught and fostering the way to teach while abiding by these principles. As a conclusion, this problem of teaching Sociology needs an in-depth investigation, in the search for a growing pedagogical quality in a context of increasing opportunities to reform the type of teaching provided in higher education, which is a permanent challenge.

Academic conferences have always been privileged spaces and moments for the dissemination of new scientific knowledge, as well as for social interaction and for the establishment and development of social networks among scientists. However, the virtual dimension of conferences, in which individuals are not physically present in the same place, begins to emerge as an increasingly used possibility, which implies a different framing of these scientific events. This paper seeks to comparatively analyse several models of academic conferences, putting forth their advantages, limitations and potentials. Furthermore, it also seeks to reasonably envision the importance and challenges to be faced in the near future. The analysis allows concluding that virtual conferences tend to take on an increasingly central role in this type of scientific dissemination, but without totally relegating the conference mode with face-to-face interaction. Moreover, there may be conferences that emerge as a hybrid between these two types of conferences, in an attempt to provide their main benefits to the various participants. However, the insufficient literature on this topic calls for the need to develop and deepen studies in this area that allow understanding this academic and social, but also economic phenomenon, in its broader implications.

Micro, meso and macro are levels or scales that can and may be mobilised in social analysis. This paper aims to contribute to the reflection and discussion, in particular, of the use of the meso level in the apprehension of social reality, in its potential advantages and disadvantages. For this purpose, a document collection and selection was carried out. Furthermore, the authors’ experience in teaching and research in social sciences, especially in the area of Sociology, was also used. This analytical exercise allows concluding that the meso-social level is mobilised in some perspectives, focusing in a privileged way on the group or the organisation as a structure and intermediate process between the other two levels. As for implications, it may be asserted that the meso level only has heuristic capabilities in the interpretation of a particular social context if the other two levels are not neglected in the analysis.

At a time when interdisciplinarity is encouraged, the aim of this article is to analyse some of its implications in contexts of teaching, research and professional practice. For this purpose, and through a literature review, the concept of interdisciplinarity is discussed. Subsequently, the paper discusses its importance and the implications of its promotion, focusing on the following aspects: scientific disciplinary identity, institutional consequences, and professional consequences. It is concluded that interdisciplinary collaboration, while being, in general, difficult to achi eve, can, provided that it is controlled, be both a source of recognition and scientific and/or professional opportunities for social sciences. However, there are also potential risks not to be overlooked, being important to be aware of them.