The present project aims to characterize the reading profile of higher education students, particularly those enrolled in initial teacher education programmes (undergraduate and master's degrees) at the Schools of Education of the Polytechnic Institutes of Porto (P.PORTO), Viana do Castelo (IPVC), and Coimbra (IPC). The project is based on the empirical observation, arising from teaching practice, of a progressive decline in students’ engagement with reading complete works of fiction for pleasure, as well as difficulties in the comprehension and analysis of extensive reading materials. In this context, the study seeks to examine the reading practices, perceptions of reading, and levels of reading engagement among this group of students. To obtain quantitative and qualitative evidence regarding the type or types of readers represented within the student population, data will be collected through research instruments specifically designed for this purpose.

The project falls within the field of educational and reading research, more specifically within the area of Teacher Education and Personal Development, one of the research strands of the Centre for Research and Innovation in Education (inED). It adopts a mixed-methods approach, combining quantitative and qualitative methodologies.

The quantitative component will involve administering a questionnaire to an estimated sample of approximately 1,200 students enrolled in initial teacher education programmes across the three participating institutions (seven programmes at P.PORTO, five at IPC, and four at IPVC). The questionnaire will collect data on reading habits, text genres, reading frequency, motivations, and perceptions of reading competence. The qualitative component will consist of semi-structured interviews with a subgroup of participants, enabling a deeper understanding of attitudes towards reading, personal reading experiences, and the meanings attributed to reading.

The project’s conceptual framework draws upon theoretical contributions concerning literacy, instrumental reading, and reading for pleasure, as well as recent studies on reading practices in higher education. It is based on the hypothesis that many students possess an inflated perception of their reading abilities, largely centred on functional and instrumental reading, to the detriment of reflective, critical, and pleasurable reading, which is essential for both personal and professional development.

The results will make it possible to establish the reading profile of future education professionals, a profile that remains insufficiently identified to date, by highlighting both the strengths and weaknesses of their reading practices. The findings will also provide a basis for the development of pedagogical interventions aimed at promoting reading within higher education contexts. In addition, the project foresees the publication of two scientific articles in indexed journals, as well as the dissemination of results in national and international academic and professional development settings.