ABSTRACT
Nowadays, in highly competitive calls, research funding agencies request evidence of the sustainability of the research as an indication that the funds will be well spent. In fact, research sustainability is an essential element in the assessment of the quality of projects, contributing to the continuity of the research outputs after the term of the funding period. When it comes to educational research, results that are only temporary, specifically those that do not become a regular common practice of the institution or individual (e.g., innovation of academic practices), are not sustainable. Studies on the sustainability of educational research, particularly in higher education, continue to be limited. Consequently, it is vital to understand if innovation developed through funded research is embedded in educational practices (e.g., implementation of educational resources) and long-lasting, particularly after the funding period. This chapter presents a review of the literature on the concept, as well as the factors and actions for its implementation. Its contribution will be to systematise produced knowledge in the field of research sustainability, revealing a relationship between funding support and policy directives, host institution involvement, and project dynamics. It is intended to critically reflect on the quality of research, its sustainability dimension, also integrating key-dimensions such as the actors (e.g., researchers, teachers, students, etc.) involved in funded projects.
