Special Issue, No. 31/2025

Abstract In light of societal diversity and the growing heterogeneity of educational environments, this paper examines the strategic integration of community engagement into teacher education. Drawing on theoretical frameworks of experiential learning, reflective practice, and authentic pedagogy, the paper reflects three complementary approaches to fostering future teachers’ societal connectedness: (a) place-based initiatives, (b) digitally networked environments, and (c) international perspectives. Building on these conceptual foundations, a qualitative study with teacher education students examines how community engagement experiences can influence the development of professional identity, responsiveness to diversity, and reflective practice. Data were collected through semi-structured interviews, project documentation, and participant observation and analyzed using thematic content analysis. The findings suggest that community engagement can foster the development of critical professional capacities, enhance students’ awareness of diversity, and promote reflective and participatory teaching dispositions. The study underscores the potential of systematically embedding local, digital, and international community engagement pathways into teacher education curricula. The paper argues that through carefully designed and ethically grounded engagement structures, higher education institutions can prepare future educators to take on the complexities of diverse, dynamic, and globally interconnected educational landscapes. >> Read the article

Abstract The European Commission states that all European citizens have the right to high-quality, inclusive education and lifelong learning. The EU Commission has defined key competencies that include the knowledge, skills, and attitudes everyone needs for personal development and fulfilment, employment, social cohesion, and active citizenship. Program planners in European countries are integrating key competencies into their school curricula. The Curriculum Reform was carried out in Türkiye in 2024. The Renewed Curriculum aims to raise individuals who are producers and managers of science and technology, and to have digital competence and a culture of lifelong learning. This study examines the skills in the renewed curriculum in Türkiye in the context of the European Commission's key competencies. For this purpose, the skills and learning outcomes in the renewed program were examined, and two program development experts evaluated their compatibility with key competencies. The study was conducted based on a document review. The results of the study showed that the renewed curriculum in Türkiye included many skills, dispositions, and learning outcomes regarding the eight key competences of the European Commission. At the end of the research, recommendations for program planners were presented. >> Read the article

Abstract Given the importance of outdoor educational practices for the psycho-physical development of young preschoolers, the question arises whether the interdisciplinary formative action would have other benefits, such as social inclusion, if it were carried out predominantly in free, open spaces. The present study investigates the perceptions of teachers on the dimension of outdoor education in an attempt to establish the benefits, the degree of efficiency in optimizing preschooler learning, as well as their holistic psycho-physical development. It is also of interest to identify constraints or disadvantages of this type of education, which has as its specificity the organization of the instructive-educational action outdoors. The interpretation of the data reveals the undeniable contribution that outdoor education has on the development of preschoolers as a whole. At the same time, difficulties in its implementation have been identified due to the unpredictability of the physical-geographical environment, resource management, especially on the child-child interrelational dimension. Thus, effective outdoor learning requires certain types of outdoor space, certain attitudes and practices on the part of adults, high levels of direct involvement of teachers in the work with children. Although effective pedagogy maintains a balance between structured games and unstructured activities, the current orientation is towards capitalizing on a dynamic interaction of children with their own learning experiences, including from the point of view of cognitive acquisitions. >> Read the article

Abstract This study investigates the implications of learning styles on the academic performance of second graders in the subject Mathematics and Environmental Exploration. The research was conducted on a sample of 97 students from four classes (2nd grades A, C, D and F) at the "Avram Iancu" Theoretical High School in Cluj-Napoca, aged 8-9 years old. The classes were randomly selected according to the availability of the students and teachers to participate in the study. We aimed to determine the dominant learning style of students, by class, by completing a free online questionnaire, available on www.twinkl.ro; to measure students' performance in Mathematics and Environmental Exploration, at the beginning of the study (through an initial written test) and at the end (through a final written test); to adapt the teaching activities carried out in the mentioned classes, in order to respond to the dominant learning styles in each class, namely the visual style (classes II A and II F) and the kinesthetic style (classes II C and II D); to plan and support lessons that promote visual learning (with the help of images, educational videos) - in classes II A and II F and motor learning (through movement and practical activities, puzzles) - in classes II C and II D. The results of the research, analyzed with the Chi-square test, showed that the visual and kinesthetic styles have positive effects on the performance of students in the subject of Mathematics and Environmental Exploration, through the activities carried out in the lessons, this test indicating a significant difference between the final and initial test (p< 0.05). In conclusion, learning styles influence the academic performance of second grade students in the subject of Mathematics and Environmental Exploration. >> Read the article

Abstract The article investigates the impact of the educational program RoboKids, implemented through blended learning activities, on the development of digital skills in preschool children. The research was based on an experimental approach, involving an experimental group and a control group, in order to assess the differences generated by the use of an innovative teaching-learning method. The intervention integrated ten educational digital applications into the daily kindergarten activities over a period of eight weeks, aiming to stimulate early digital skills through age-appropriate technological resources. The results, analyzed using both quantitative and qualitative methods, indicate a significant improvement among the children in the experimental group, highlighting the effectiveness of the blended learning model in the early development of skills required in today’s digital society. Furthermore, the study proposes directions for optimizing the integration of technology into early childhood education, emphasizing the essential role of the educator in mediating the child–technology relationship. >> Read the article

Abstract This research analyses the impact of the National Programme for Reducing School Dropout (NPRSD) on the academic performance of 8th form students, with emphasis on the results obtained in the subject of Romanian language and literature. The study is based on a pre-experimental design and was conducted in rural areas, involving two comparable educational units. The experimental group benefited from remedial and support activities within NPRSD, including additional preparation sessions, digital educational resources and a hot meal. The primary method of data collection was the analysis of school documents; the assessment tool was the National Evaluation mock exam, applied before and after the intervention. The results indicate a significant improvement in academic performance within the experimental group, reflected by an increase in the average marks and a reduction in the number of students with marks below the passing threshold. Statistical analysis highlighted a significant positive effect, supported by the t-test for paired groups and Cohen’s d-index. >> Read the article

Abstract This study examines the incidence of attention deficit hyperactivity disorder (ADHD), dyslexia, and emotional distress (depression, anxiety, and stress) in a group of educational sciences students and analyses their relationship with relevant indicators of academic engagement in university students. A mixed-methods approach was utilized, with mainly quantitative data collected from 233 undergraduate students in the educational sciences field, during the 2024–2025 academic year through a structured questionnaire. The current study uses a subset of data related to mentioned psychological variables, in the context of a larger study focused on exploring diverse group characteristics and factors of academic engagement and performance of undergraduate students in the field of educational sciences, in full-time [FT] and blended learning format [BL]. Aimed to identify the prevalence of these learning difficulties and explore their relations with five academic engagement indicators, the present study results revealed that 9.9% of participants reported a high risk for ADHD diagnostic, 1% reported considerable symptoms of dyslexia, and 53% showed varying levels of emotional distress, with anxiety being the most prevalent (53%), followed by stress (30%) and depression (27%). Also, students with higher depression symptoms demonstrated lower academic engagement overall, except for attendance to academic activities, and all psychological scores were negatively associated with the thorough study of courses. The findings suggest that ADHD, dyslexia, and emotional distress are prevalent among university students and have a notable negative impact on academic engagement and performance, emphasizing the need for targeted support interventions, including academic adaptations and mental health resources, to improve student outcomes. The study calls for further research into the complex interplay between these factors and the development of tailored academic strategies to assist affected students. >> Read the article

Abstract "Children with special educational needs are one of the most vulnerable sections of the community. In order to achieve the social inclusion of this category, we should focus on the education and rehabilitation of these children. In a perfect world it would be better and we really wished there were no sick children, no disabled children, no separation of children in mainstream schools and in schools for inclusive education. Inclusion, considered as an issue, has much deeper roots, however. We are not sure whether there have been other European projects addressing this issue, but the project which we have proposed aimed to make a comparison between the education systems of Romania and Greece, the effective integration strategies and methods used, the functioning of the integration process, the role of the responsible factors and the progress of this process, the way the education of children with SEN is supported (curriculum and teaching-learning strategies, specific evaluation), the way the inclusive education is promoted in the local community and last but not least, the problems encountered and the ways to solve them. " >> Read the article

Abstract The article examines the impact of cultural stories on meaningful learning in primary school students, with a focus on third and fourth grades. As part of the research, storytelling workshops were organized, in which students had the opportunity to explore stories from various cultures. The aim of the study was to analyze the effects of these activities on the understanding of cultural concepts and the development of children's cognitive and socio-emotional competences. Before and after the workshops, questionnaires were applied to assess students' perceptions of stories and learning through them. The results indicate a significant improvement in the understanding of cultural concepts and an increase in students' engagement in educational activities. The study suggests that cultural stories can become a valuable tool in the educational process, promoting meaningful learning and the development of cultural awareness at an early age. >> Read the article

Abstract The development of literacy skills among young school children is an important factor in achieving academic success, having a direct impact on their ability to understand and use information effectively. In the current educational context, digital storytelling is an innovative and engaging resource that can contribute to young school children’s development of literacy skills. This study analyzed the impact of digital stories use on the emergent literacy of primary school children, highlighting their benefits in the development of reading, comprehension and reflection on a written text skills. The study used a mixed-method research design, combining both quantitative (standardized tests) and qualitative (focus-group) methods to gain a detailed insight into the impact of digital stories on the development of literacy in young school children. The participants were 25 second graders who underwent an educational intervention using digital stories. The assessment of students' progress was carried out through the application of the Learning Strategies Assessment Questionnaire (SMALSI), the Reading Comprehension Strategies scale, the focus being placed on aspects such as reading, monitoring and re-reading texts, as well as self-testing to ensure content comprehension. The quantitative analysis followed the variations in scores obtained in the pre-experimental and post-experimental stages, and the qualitative component included parent and teacher focus groups on students’ literacy level. The results of the study highlighted that exposure to digital stories significantly increases literacy levels in the post-experimental stage compared to the pre-experimental stage. >> Read the article

Abstract This study offers an in-depth bibliometric analysis of current research on STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in preschool settings, using a dataset of 42 publications from the Web of Science Core Collection. By applying VOSviewer for co-occurrence network analysis (full counting, minimum of 3 keyword occurrences), we identified four main thematic clusters: (1) Innovative teaching practices and teacher training, highlighting the importance of educator preparedness and curriculum development; (2) Child development through STEAM, focusing on improvements in creativity, collaboration, and cognitive skills; (3) Technology and engineering integration, examining the use of robotics, coding, and design thinking with young learners; and (4) Cultural and environmental contexts, emphasizing localized, inclusive, and outdoor learning approaches. The findings show increasing international attention to early STEAM education, along with a clear need for better assessment tools and stronger support for teacher training. This analysis helps clarify where the field stands and where it might go next, offering valuable insights for educators, researchers, and policymakers interested in early childhood education. >> Read the article

Abstract This study explores the profile of students within the Pedagogy of Primary and Preschool Education (PPPE) study program by analysing the characteristics of the socio-demographic and educational background, their motivations for choosing the specialization, self-appreciated qualities and skills, and their career intentions. The study is based on a mixed approach, a questionnaire being applied primary to a sample of 124 students, and also using a secondary data set of 215 students from another study. Among the most common reasons for choosing the specialization are the love or desire to work with children (over 60%) and the contribution to their education (25%). Students consider that they have various qualities and skills that recommend them to be a teacher for primary or preschool education, or to work with children, such as patience and calm/gentleness (>60, respectively 30% of cases), empathy (>35% of cases), creativity (>30% of cases), ability to communicate effectively with children, organization and planning, etc.. Career intentions indicate a majority orientation towards positions of educator (56%) or teacher (30.4%). About 60% of respondents are employed, some of whom are already working in the educational field. >> Read the article

Abstract This study focuses on the issue of students’ attitudes on integrating Artificial Intelligence (AI) applications in the curriculum of the Preschool and Primary Education specialization from the University of Craiova, Faculty of Letters. Starting from our previous studies on curriculum preferences, we elaborated a special questionnaire, with the aim of identifying the sources of information on the use of AI in education, the ways in which the AI application are currently used by students, perceived utility and relevance in the curriculum, perceived advantages and disadvantages in the context of postmodern pedagogy. The results confirmed the relevance of the instruments used to analyze students’ curriculum preferences and highlighted several different research directions on the potential application of AI in higher education curriculum. >> Read the article

Abstract This article advocates for a reconceptualization of teacher development - one that centers emotional competence as a personal and pedagogical imperative. While pedagogical strategies and curricular design are widely recognized as foundational in teacher preparation, considerably less emphasis is placed on cultivating the internal resources teachers require to navigate the emotional demands of the profession. Addressing this gap, the present literature review investigates the role of mindfulness-based interventions (MBIs) in supporting the development of emotion regulation among in-service teachers. Rather than framing emotion regulation solely as an individual tool for stress reduction or professional composure, this review explores it as a dynamic, relational, and evolving competency essential to the emotional ecology of teaching. The central aim is to synthesize and evaluate the empirical evidence on the impact of MBIs on teachers’ emotion regulation skills, illuminating both the psychological mechanisms involved and their potential implications for classroom practice. A comprehensive literature search across three electronic databases (Scopus, PsychInfo, and Web of Science) was conducted. To be included in the review, studies had to: 1) be published in English, 2) discuss interventions for in-service teachers, 3) assess aspects of the emotional regulation process, and 4) evaluate both proximal and distal effects of mindfulness-based practices. The search identified 14 studies that met the inclusion criteria. The analysis revealed a significant shift in how emotion regulation is conceptualized: from a private, internal coping strategy to a public, embodied pedagogical practice that actively shapes classroom environments, teacher-student dynamics, and the professional identities of educators. Drawing on interdisciplinary research from psychology, education, and affective neuroscience, this review synthesizes current findings on mindfulness-based interventions (MBIs) designed to enhance teachers’ emotion regulation capacities. >> Read the article

Abstract This paper examines levels of job satisfaction, organisational commitment, and emotional intelligence among 269 K-12 teachers working in public schools and in Seventh-day Adventist schools in Romania during the 2024-2025 academic year. Emotional intelligence was evaluated using the Trait Emotional Intelligence Questionnaire – Short Form (Petrides, 2009), which uses a 7-point Likert Scale. Job satisfaction was measured using the Job Satisfaction Survey (Spector, 1985), using a 6-point Likert Scale. Organizational commitment was measured using the Three-Component Organizational Commitment Scale, Revised Version (Meyer, Allen & Smith, 1993), using a 7-point Likert Scale. In addition, demographic data were also collected. Of the 269 teachers in the study, 166 were from public schools and 103 from Adventist Schools. There was no statistically significant difference in the emotional intelligence of the teachers from public and from Adventist schools. However, job satisfaction and organisational commitment were significantly higher among teachers working in Adventist schools. The mean job satisfaction score was 4.194 for public school teachers and 4.653 for those working in Adventist schools. The mean organisational commitment score was 4.927 for teachers in public schools and 5.160 for teachers in Adventist schools. Future research could explore the reasons behind these differences, especially since pay in Adventist schools in Romania is equal to or lower than in public schools. >> Read the article

Abstract This study explores the psychological and existential challenges athletes face —with a particular focus on how counseling and phenomenological approaches can effectively support them —, in maintaining a balanced lifestyle that fosters long-term resilience in their career. As athletes face the inevitable physical decline and identity crises during their professional career, counseling becomes crucial in helping them navigate these transitions. Employing hermeneutic and phenomenological perspectives, our approach interprets athlete discomfort as a symbolic text, engaging deeply with bodily experiences and suffering. This method facilitates a critical yet compassionate self-dialogue, enabling athletes to view physical decline not as an end but as an opportunity for growth and personal development. Specific counseling techniques, such as phenomenological diary, body mapping, and narrative restructuring, are highlighted for their effectiveness in promoting a holistic understanding of the athlete's identity and self-value. These interventions are tailored to support athletes at all stages of their careers—preparing them for the challenges ahead, supporting them during peaks, and assisting in the transition post-career. By fostering a balanced and conscious approach to sports practice, counseling plays a pivotal role in building lifelong resilience education, ensuring athletes can adapt and thrive in all aspects of their professional and personal lives. >> Read the article

Abstract The paper reviews the possibilities of human-GenAI communication based on classical communication paradigms. It then investigates the attitude of university students towards GenAI by interviewing engineering and teacher training students using an online questionnaire. The responses show that 40% of the teacher training students attribute intent to GenAI, one third fear that it will take away their work, while they also responded in the majority, that there are human-specific activities, such as the arts or communicating God's word, that AI cannot convey. Engineering students are much less afraid that Gen AI will take away their work, they can look at GenAI with a more user-centric attitude. They consider music to be algorithmizable, they think therefore can be mediated by AI or a robot. Also a quarter of them acknowledge that in the interaction between humans and AI, the human is the ethical regulator who should monitor the machine's actions. >> Read the article

Abstract Mental health in students is a leading concern for psychology practitioners, as increasing numbers of young people are presenting with anxiety, depression, and study-related stress. The university environment, along with social pressure and life transitions to adulthood, has contributed to a significant rise in psychological distress among college students. Traditional approaches to mental health have been symptom-focused, but contemporary perspectives emphasize the need to build inner strengths and self-regulation skills. Self-compassion, or a warm and understanding attitude towards oneself during hard times, has been associated with substantial advantages in emotional regulation, resilience, and overall psychological well-being. As opposed to self-esteem, which relies on external sources of validation, self-compassion cultivates a secure and unconditional sense of worth, especially in the face of perceived failure or inadequacy. This theoretical article discusses the correlation between self-compassion and students' mental health within a review of the literature and also emphasizes the ability of self-compassion to counteract the harmful effects of perfectionism and self-criticism that are common among students. The article further offers practical implications for university counseling services in prevention, accessibility, and individualized care. >> Read the article

Abstract Transformational leadership has emerged as a vital force in fostering resilience within educational communities, particularly amid the growing challenges faced by educational institutions worldwide. This study explores the pivotal role of transformational leadership in cultivating adaptive, resilient educational environments capable of withstanding disruptions while maintaining positive learning outcomes. Through a qualitative analysis of leadership practices within diverse educational settings, the study examines how transformational leaders inspire collective vision, foster collaboration, and promote a culture of continuous improvement. Key elements such as vision articulation, individualized support, and the encouragement of innovation are highlighted as essential components that empower educational stakeholders to navigate change effectively. Additionally, the research underscores the importance of emotional intelligence and empathetic communication in building trust and solidarity among educators, students, and the broader community. By examining real-world case studies and synthesizing theoretical frameworks, this study contributes to a deeper understanding of how transformational leadership can enhance resilience, ultimately equipping educational communities to thrive in the face of adversity. The findings offer valuable insights for educational leaders, policymakers, and practitioners seeking to implement leadership strategies that support long-term sustainability and community well-being. >> Read the article

Abstract The current European policies in teacher education address two key-aspects nowadays: sustainability and digital innovation. Sustainability in education goes beyond environmental content and shapes the values, behaviours, and systems for a just and equitable future. Modern teacher education must go beyond basic ICT use and should equip teachers with digital pedagogical competence. An overview of EU Policy Landscape on the above-mentioned issues enhances that green skills, climate literacy, and environmental awareness need to be developed across all levels of education and that digital education should be strengthen by fostering a high-performing digital education ecosystem and enhancing digital skills and competences. Even dough environmental sustainability and digital transformation are approached separately, they can mutually reinforce each other. Our analysis shows how teacher education can contribute to empowering both eco-conscious and digitally skilled citizens. The integrated practices create powerful opportunities for transformative education, that respond to complex societal challenges (e.g., climate change, digitalization, inclusion), promote active engagement and critical thinking, and prepare students for intercultural and sustainable citizenship. Therefore, we conducted a mapping exercise to perform an audit of continuing education programs promoting lifelong learning opportunities in the green and digital areas. Our findings show that EU-Supported CPD Programmes provide a wide range of structured professional learning opportunities for teachers, especially those focusing on innovation, inclusion, and sustainability. Besides, we focused on Romanian national context and listed the challenges and opportunities regarding green and digital competences. >> Read the article

Abstract This article examines how professionals preparing to become trainers for Școala de Valori/The School of Values association engage in simulation-based learning. The study explores how trainees develop their skills by performing in simulated settings, focusing on the ways they adopt roles, coordinate interactions, and shift between natural and performative communication. Using examples from a training session held in January 2025, the analysis highlights how participants coordinate roles, manage interactional cues, and collaboratively construct meaning. The findings suggest that learning occurs through performance, as simulations foster role adoption, emotional engagement, and collaborative meaning-making. The article concludes with practical recommendations for designing simulations that strengthen professional identity, support peer learning, and enhance interactional competence in training contexts. >> Read the article

Abstract Outdoor learning has emerged as a dynamic educational strategy, particularly beneficial for students with special educational needs (SEN). This systematic review investigates the impact of outdoor learning on social and cognitive development in special needs education, synthesizing evidence from studies published over the past two decades. The review aims to assess how outdoor learning environments influence social interaction, cognitive skills, emotional regulation, and adaptive behaviour in students with diverse needs. The findings indicate that outdoor learning promotes social engagement by encouraging communication, cooperation, and peer interaction. Additionally, outdoor experiences enhance cognitive development through problem-solving activities, sensory stimulation, and experiential learning, fostering critical thinking and self-regulation. Immersive outdoor environments also support emotional well-being by reducing stress and building resilience, contributing to improved self-confidence and motivation. However, the review also highlights challenges related to program implementation, including resource availability, teacher training, and the need for structured, individualized approaches to accommodate diverse learners. Contextual factors, such as school support and environmental accessibility, significantly influence the success of outdoor learning interventions. This review underscores the potential of outdoor learning to complement traditional classroom instruction, offering a holistic approach to education that supports both social and cognitive growth. The study concludes by recommending further empirical research to optimize outdoor learning frameworks and integrate them more effectively within special needs education settings. >> Read the article

Abstract Student life is a dimension of the strategy of higher education institutions, complementary to academic learning. The social, cultural and civic aspects of student life are important for the well-being of students. This article focuses specifically on student life, which is an important part of their well-being. By “student life” we refer to activities that make up the daily life of students. This includes courses, social relationships, cultural activities, civic activities on their campus, student cafeteria, health services and other facilities. It is necessary for universities and student organizations to cooperate and act in order to improve the well-being of students. From this perspective, we aimed to evaluate the well-being of students at the UBB University Center in Reșița. Using the survey as a research method, we prepared a questionnaire structured on seven themes and a section for suggestions and comments aimed at improving the quality of their well-being. The results were analyzed taking into account the study program, and the findings were discussed in relation to ways to correlate student needs, as indicated in the dedicated section. This study completes the information regarding the well-being of students in higher education, in particular those in the Reșița education system, and offers suggestions for its improvement. >> Read the article

Abstract This study explores the role of Artificial Intelligence (AI) in enhancing academic performance and student experience within asynchronous learning environments in higher education. The research adopts an experimental design involving two groups of students: an experimental group assisted by an AI-based intelligent tutoring system and a control group that followed the same curriculum without technological assistance. Quantitative data were collected through standardized tests and validated questionnaires (SRL-Q and ASPS), while student satisfaction was assessed through thematic analysis of qualitative feedback. The results indicate that students who benefited from AI support achieved significantly higher academic scores (M = 8.5, SD = 1.2) than those in the control group (M = 7.0, SD = 1.5), with the difference being statistically significant (t(98) = 4.73, p < .001). Furthermore, 82% of students in the experimental group reported positive perceptions regarding the personalized feedback and flexibility provided by the AI system. The study emphasizes the importance of self-regulated learning in asynchronous education and highlights the pedagogical potential of AI technologies. It concludes with recommendations for the responsible integration of AI in educational settings, considering both opportunities and ethical implications. >> Read the article

Abstract This experimental research presented in the article investigates the effectiveness of an innovative outdoor learning intervention program designed to enhance cognitive abilities in middle-group preschool children (ages 4-5). The study addresses the insufficient utilization of natural environments in current early childhood education curricula and the concerning "nature deficit" phenomenon affecting contemporary children. The intervention program, grounded in experiential learning principles and Kolb's theory, was implemented to develop four key cognitive dimensions: logical thinking, problem-solving, understanding causal relationships, and observation and comparison skills. The research employed a comparative design with experimental and control groups to evaluate the program's effectiveness and reflects a transdisciplinary approach. >> Read the article

Abstract This study investigates the characteristics and implementation of extracurricular activities in Romanian preschool education, within the framework of national legislation and educational policy. Recognized for their critical role in fostering children's holistic development, these activities are shaped by legal provisions and operationalized through teacher planning, institutional coordination, and parental engagement. Using a descriptive-comparative methodology, data were collected from preschool educators in both urban and rural settings through surveys and interviews. The research aims to: (a) describe current practices across four thematic areas—frequency, implementation modalities and locations, activity diversity, and stakeholder partnerships; (b) compare these practices between urban and rural environments; and (c) develop unified criteria for planning and implementing extracurricular activities in preschool education. Findings indicate that while extracurricular activities are prevalent across settings, substantial variations exist in frequency, diversity, and implementation approaches, shaped by contextual factors such as educator experience, child age, and institutional resources. The study underscores the need for coherent, developmentally appropriate, and equitable criteria to guide extracurricular programming across Romania’s early childhood education system. >> Read the article

Abstract This paper aims to highlight several theoretical and practical guidelines for training students to develop and apply teaching strategies. The first part of the paper provides conceptual clarifications related to the strategies applied in class, referring to definitions, constituent elements of strategies, and parameters to be considered when developing teaching strategies. We believe that any student preparing to become a teacher needs a solid and clear theoretical foundation to be able to correctly apply specialized concepts. The practical model we propose in the second part of the paper focuses on undergraduate students majoring in Pedagogy and Primary and Preschool Education. Within the course and seminar activities, we create contexts for students to develop and apply original teaching strategies, encouraging them to propose innovative, alternative, and creative ways of carrying out the educational act. Being in the initial training stage, it is important for students to start investing early in the development of the professional skills necessary for a teaching career, with a particular emphasis on the applicability of knowledge. Thus, under the guidance of the teacher, students are familiarized with working structures and are oriented towards researching different possibilities for combining teaching methods, discovering different educational resources, and then sharing examples of good practices with their colleagues. >> Read the article

Abstract Sports fashion plays a growing role in the global fashion industry by merging performance-oriented apparel with everyday style. This study examines its social and educational significance, emphasizing its dual function of utility and aesthetic appeal. A key distinction is drawn between sportswear—clothing designed for athletic performance—and sports fashion, which incorporates athletic elements into modern casual attire. This differentiation reveals the versatility of sports apparel and its impact beyond sports contexts, influencing lifestyle and identity. Sports fashion is also associated with values such as health, well-being, and environmental respect, promoting sustainable and responsible living through clothing choices. These values resonate with both intrinsic and extrinsic principles of sports education, such as teamwork, respect, and social engagement. Our research investigates how university students in Italy and Romania perceive these values in sports clothing. Using a structured questionnaire, we investigated how young consumers perceive and prioritize the ethical and cultural meanings inherent in sports fashion. Preliminary findings highlight similarities and differences in attitudes toward brand loyalty, cultural identity, and social responsibility. These results suggest that sports fashion plays a significant role in shaping personal and collective identities, particularly within international student communities. The research highlights the significance of sports fashion in influencing social behaviours and promoting progressive values, providing new insights for future studies on the intersection of clothing, education, and lifestyle. >> Read the article

Abstract In a previous paper, we generalized the well-known Euler-Mascheroni constant c0, in both positive and negative senses. In this sense, for each (0,1), starting from two generalizations of the string cn which converges to c0, we obtained two sequences cn, and cn,-, which converge to c and cn,-, respectively. We called these limits, c - the positive generalized Euler-Mascheroni constant or the positive generalized Euler constant, respectively c- - the negative generalized Euler-Mascheroni constant or the negative generalized Euler constant. By calculating the limits of some sequences in two different ways, we obtained the integral form of these two constants c and c- and, then, we calculated these two constants for different rational values of the number . In this paper we will present other ways of determining these generalized constants, mentioned above, and we have extended the determination of these generalized constants to different values of 1 (integers or rational numbers). With all the values obtained for c, we have presented immediate applications to determining the limits of sequences of real numbers. At the end of this paper, I proposed, to the attentive reader interested in these issues, the solution of an interesting exercise. Of course, this paper is exclusively about Mathematics Didactics and can be used / recommended to all those interested in these issues: pupils, students or Mathematics teachers. >> Read the article

Abstract This article explores the importance of integrating early literacy strategies into the initial teacher education curriculum for preschool and primary education. In an educational context marked by the need to develop linguistic competencies from the earliest years of life, the research proposes an analysis of the teaching practices used in student training, with a focus on interactive, interdisciplinary, and child-centered methods. The study includes pedagogical reflections on the effectiveness of these strategies, as well as suggestions for improving university programs to support early functional literacy. Concrete examples of activities, teaching scenarios, and future educators’ perspectives are presented, accompanied by proposals for curricular adaptation and formative assessment. The conclusions highlight the necessity of a systemic and reflective approach in initial professional training that equips teachers with relevant tools to support literacy development in early childhood. >> Read the article

Abstract This study explores the influence of personality traits and vocational interests on students' financial well-being, specifically within the context of the transition from education to entering the labour market. The research utilizes the Big Five personality traits model and the RIASEC vocational interests’ model to assess through a cross-sectional regression the impact of these factors on the financial perceptions of young adults. Subjective financial well-being, measured through the MSFWBS (Multidimensional Subjective Financial Well-Being Scale), includes dimensions such as financial satisfaction, financial control, financial autonomy, and financial stress. The paper seeks to identify the relationships between career interests and personality traits on students' subjective financial well-being, focusing on how these factors shape students' perceptions of their financial resources and their ability to handle financial challenges. Additionally, vocational interests play a significant role in understanding the career and financial decisions of young adults, influencing their long-term economic stability and attitudes toward financial planning. This article aims to contribute to the broader understanding of how personality traits and vocational factors interact to influence subjective financial well-being. The findings will have important implications for the development of educational policies and financial counselling programs, designed to support students in effectively managing their financial resources and preparing for future financial independence. By examining these relationships, the study can guide efforts to improve financial literacy and well-being among emerging adults, facilitating a smoother transition into adulthood and financial autonomy. >> Read the article

Abstract The present study examines the impact of separation anxiety on school adjustment and academic performance in early primary education. Conducted on a cohort of 181 students aged 6 to 10, the research employed a mixed-methods design, integrating the SCARED (Screen for Child Anxiety Related Emotional Disorders) instrument with teacher- and parent-reported questionnaires. Findings revealed that 41 participants exceeded the clinical threshold on the separation anxiety subscale, indicating a considerable prevalence of this condition within the sample. Children exhibiting elevated levels of separation anxiety were found to encounter substantial difficulties in adapting to school demands, maintaining peer relationships, and sustaining academic engagement. Correlational analyses demonstrated significant associations between separation anxiety, social anxiety, and school avoidance behaviors, underscoring the comorbid and multifaceted nature of childhood anxiety. Qualitative data further highlighted regressive behaviors, somatic complaints, and heightened emotional distress, which collectively interfere with learning outcomes and socio-emotional development. The findings contribute to the growing body of literature emphasizing the detrimental effects of separation anxiety on early educational experiences. The implications highlight the urgent need for early detection, targeted psychoeducational interventions, and systematic collaboration among educators, parents, and school counselors. Such measures are essential to promote resilience, enhance academic performance, and ensure the long-term socio-emotional well-being of affected students. >> Read the article

Abstract This study investigates the regarding and willingness of in-service foreign language teachers in Romania to integrate artificial intelligence (AI) tools into their instructional practices. Participants were asked to assess their overall digital competencies, self-evaluate their willingness to integrate AI technologies, and reflect on the benefits and concerns of incorporating AI in the classroom. A mixed-methods approach was employed, and data were collected through a survey. A total of 85 respondents were included in the study. Findings reveal diverse attitudes toward AI, ranging from enthusiasm about its potential to enhance student engagement, reduce administrative workload, and personalize learning, to concerns over technical challenges, pedagogical value, and data privacy. This research contributes to ongoing discussions on foreign language teachers’ level of digital competence and readiness to include AI tools into foreign language education. >> Read the article

Abstract In a rapidly changing global context, education must evolve to meet the needs of modern society. Traditional and alternative education systems, such as the Waldorf approach, adopt different methods to shape students' learning experiences. While traditional education focuses on knowledge acquisition through memorization and standardized assessments, the Waldorf system promotes a holistic approach, emphasizing experiential learning, the development of creativity, and the integration of theory with practice. This comparative study analyzes the impact of both systems on the teaching of chemistry and physics, highlighting the differences between theoretical and experiential learning. The research was conducted on a sample of 100 students and evaluated each model’s effectiveness in developing critical thinking, scientific problem-solving, and creativity. Students in the traditional system followed a lecture-based approach with tests, while those in the Waldorf system actively participated in experiments, interdisciplinary projects, and hands-on activities. The results reveal significant differences between the two methods. Traditional education provides a structured and clear framework but may limit students' autonomy. On the other hand, the Waldorf method fosters innovation and the flexible application of knowledge, facilitating deeper and more adaptable learning. This study provides valuable insights into how educational strategies influence the development of essential competencies for the future. >> Read the article

Abstract Today's world is known to be in constant dynamics, and adolescents are the ones who adapt quickly to those social paradigms. Through this research we investigate the relationships between social network use, self-esteem, and school procrastination in adolescents, analyzing the Fear of Missing Out (FOMO) phenomenon as a mediating variable. FOMO refers to the fear of missing out on important experiences that others are living and is fueled by constant exposure to idealized media content on social networks. The study starts from the following hypotheses: (H1) heavy use of social networks is associated with low self-esteem; (H2) positive self-esteem correlates negatively with excessive use of social networks and the negative impact of FOMO; (H3) long time spent online leads to higher levels of school procrastination; (H4) high self-esteem is associated with a reduced tendency to procrastinate; (H5) girls exhibit higher levels of FOMO and procrastination compared to boys. The importance of this research is justified by the psycho-emotional impact of social networks on adolescents, particularly in contexts where upward social comparisons can lead to negative self-evaluations and the development of maladaptive behaviors, especially in the school environment and with academic performance. The results will contribute to the development of prevention and intervention strategies, supporting balanced and healthy adolescent development in the era of technology dominance. >> Read the article

Abstract This study aims to define the concept of logopedagogy and emphasize the necessity of introducing logotherapy into the educational system. Drawing from the foundational works of Viktor E. Frankl, along with contributions by Elisabeth Lukas and Vladimira Velicki, the paper explores potential applications of logotherapy in education and proposes a new approach to managing math anxiety. Specifically, it investigates math anxiety as a psychological phenomenon and suggests logotherapy as an intervention to reduce it. The study presents strategies for applying logotherapeutic principles to foster a sense of meaning and purpose in mathematics learning. Such an approach can help students understand the relevance of mathematics in their lives, discover their own capacity for problem-solving, and develop resilience in facing mathematical challenges. A case study is included, illustrating how a student overcame fear of mathematics with the support of a logotherapy-trained counselor-in-training. >> Read the article

Abstract This article examines the methodology and operational management involved in the planning and organization of the anniversary event “25 years since the establishment of UBB Extension in Târgu Mureș – 25 years of education and academic development,” held on April 3, 2025. We aim to provide, through this article, a replicable model that can be used by higher education professionals to organize academic events, with the active involvement of students in the process. The article highlights the importance of having a plan that includes the essential phases of the event: planning and organization, alongside implementing and evaluating outcomes. The article further presents the methodology used to execute the work plan through eight dedicated departments. This framework allowed first-year students enrolled in the Educational Marketing course to take an active role in key aspects of event management. This approach encouraged students to move beyond theoretical frameworks, work in a stimulating collaborative environment, and improve the quality of the event. To ensure applicability in other contexts, the article describes the digital resources and procedures used to enhance the efficiency of teaching, planning, communication, and data collection. In addition, we dedicated a section to analysing the project's lessons, which helped the organizers identify best practices worth standardizing in future academic events, along with the areas needing improvement. The article concludes by presenting measurable outcomes such as the number of participants, media exposure, feedback received, and the social media campaign’s performance. >> Read the article

Abstract This article explores the phenomenon of university dropout, a concerning issue present in universities worldwide, focusing on young people from Generation Z, who currently represent the largest group of students. Generation Z youth demonstrate distinctive educational behaviours that make the recruitment and retention approaches used for previous student generations less effective. Growing up in the digital age, they prefer flexible, personalized, online learning environments, show a strong orientation towards practical results, are attracted to the idea of entrepreneurship, and seek financial independence and fast professional growth. The research aims to identify the socioeconomic, institutional and individual factors that lead to the decision to drop out of university studies, as well as the specific behaviours that influence or determine withdrawal. Data were collected through a survey, applied to students from five faculties who voluntarily withdrew their enrolment files and abandoned their academic trajectories in the period of June-November 2024. Their analysis highlights a complex interaction between individual expectations, socioeconomic pressures, the perceived relevance of academic programs, and the quality of student counselling services. Based on the interpretation of the empirical results, the article proposes a series of strategic recommendations for improving student retention policies, mainly targeting support services adapted to the characteristics of Generation Z, offered through career counseling and guidance centers. >> Read the article

Abstract Transformative educational leadership is an emerging model with great potential for revitalizing schools in rural areas, where the education system frequently faces major challenges: poor infrastructure, limited financial and human resources, low levels of community involvement and high levels of social vulnerability among students. In this context, school leadership assumes an essential role not only administratively, but also as an inspirational catalyst for change and sustainable development. The present study aims to investigate the features and practices of transformative educational leadership, emphasizing its capacity to positively influence organizational culture, school performance and the degree of involvement of educational stakeholders. The key dimensions of this type of leadership - strategic vision, critical thinking, risk-taking, valuing collaboration and supporting teaching innovation - and how they are adapted to the specificities of rural communities are analyzed. The paper integrates a series of relevant case studies from Romanian rural schools, where principals, project coordinators or teacher leaders have managed to implement significant change through participatory, empathetic and inclusive leadership. Finally, recommendations are made on the development of transformative leadership skills through continuous training, professional mentoring and strengthening school-community partnerships in order to support equitable and quality education for all students, regardless of their background. >> Read the article

Abstract The present article presents a constative study that focuses on the socio-emotional development and social life in the school environment of children and the directions of professional training for teachers to build them. The main method used in conducting the study was the questionnaire-based survey. Data was collected using a structured questionnaire, distributed online via the Google Forms platform. The collected data was entered and processed using the statistical analysis software PSPP. Before analysis, data cleaning was performed to identify and eliminate incomplete responses or data entry errors. The population under investigation consisted of teachers employed in pre-university education, working in public educational institutions from both urban and rural areas. The sample was a non-probabilistic, convenience sample, including only those subjects who were available to participate in completing the questionnaire. The questionnaire was administered to a total of 325 subjects, of which only 173 responded. The purpose of the study was to identify the main components of socio-emotional development that, in the opinion of the teaching staff, influence the development of children's and students' social life in school. The conclusions of the study show that the field of socio-emotional development is of interest to teachers. They consider that empathy, social and relational skills and emotional self-regulation are the main components of socio-emotional development that most significantly influence the socio-emotional growth of children and students. >> Read the article

Abstract Mathematics plays an important role in the intellectual development of students by fostering logical, consistent and precise thinking. Despite its importance, many learners experience anxiety and avoidance, perceiving mathematics as a daunting subject. Motivation, however, can transform this perception into an engaging “game of logic and intelligence.” This study investigates the strategies and factors that enhance students’ motivation to learn mathematics through a questionnaire-based survey. Four objectives guide the research: (1) to identify teaching strategies and techniques perceived as effective for boosting motivation; (2) to assess students’ perceptions of the efficacy of various instructional approaches; (3) to analyze motivational levels according to contextual and individual factors; and (4) to investigate the principal determinants of motivation in mathematics learning. Corresponding research questions explore which methods students find most motivating, how they self-assess their motivation, and which factors most strongly influence their engagement. Independent variables include teaching strategies (e.g., real-world problem solving, educational games, technology integration, collaborative work, competitions), teacher characteristics (e.g., practical application explanations, feedback frequency, difficulty adaptation, varied examples, classroom atmosphere), contextual factors (e.g., teacher–student relationship, class climate, family support), and perceived utility of mathematics. Dependent variables encompass motivation level, attitude toward mathematics, mathematics self-efficacy, and self-reported performance. A structured questionnaire with 15 items, employing Likert scales and categorical choices, was administered to students across multiple grade levels. Data analysis—comprising descriptive statistics, correlation analyses, and factor exploration—will elucidate which strategies and contextual elements most effectively foster motivation, offering evidence-based recommendations for instructional practice in mathematics education. >> Read the article

Abstract The article proposes a theoretical analysis of the integration of comic-based activities-based activities into curriculum design, from the perspective of the literature in education and modern didactics. Starting from the premises of visual pedagogy and multimodal learning, it explores how comics can contribute to the diversification of teaching strategies, to the increase of students' motivation and to the development of transversal competences. The paper discusses multiple theoretical perspectives on the benefits of using comics in the educational process, with a focus on their potential to support contextualized learning, critical thinking and creative expression. It also analyzes examples of good practices and recommendations from the literature on the applicability of this method in different curricular areas. The aim of the article is to highlight the relevance of comics as a teaching tool in the context of the new demands of contemporary education, marked by digitalization, diversity and the need to personalize learning. The conclusions drawn on the basis of the analyzed studies support the integration of this technique in modern curriculum design, as a valuable resource for optimizing the educational act. >> Read the article

Abstract Any profession requiring continuous professional development, like teaching, should focus on reflective practice, as society expects new teachers to engage in this process. Dewey and Schön both emphasized reflection in education, with Schön introducing the action-reflection model, which involves identifying a problem and taking steps to improve. Reflective practice helps increase the likelihood of improvement in teaching. Professional burnout, caused by chronic stress, exhaustion, depersonalization, and reduced effectiveness, can be alleviated through reflective practice. Burnout often correlates with a lack of purpose in life, low job satisfaction, poor social interactions, and diminished work quality, negatively impacting students' motivation and classroom engagement. This highlights the importance of reflective practice for teacher well-being and its influence on students. This study explores how reflective practice affects the management of burnout in pre-university teachers, with data collected through self-administered interviews. A group of 20 teachers participated in the study, offering insights into the role of reflection in preventing burnout and improving professional satisfaction. By fostering reflection, educators can better manage stress and enhance both their personal and professional lives, ultimately benefiting the educational experience of their students. >> Read the article

Abstract We might assume psychologists prioritise helping others and understanding others in theirs work and personal life. Can we be sure there is a real trend in this? The current qualitative study examined psychotherapists, counsellors and psychology majors using their degree in their work, in different stages of their career. We recorded interviews in order to understand if there is a pattern in their speach about values, career choices, and how they navigate difficult tasks in their work. We also interviewed psychology majors with other career choices. The results are confirming a care for others, not for all the participants, but a general responsibility for their career choices and work with people. >> Read the article

Abstract It is a widely acknowledged fact that higher education students are required to manage a multitude of challenging situations, including emotionally charged scenarios, academic stress, and personal growth. However, it is equally important to recognise that these students often lack sufficient tools with which to regulate their emotions and cognitive processes. The concept of emotion regulation is broad, encompassing all extrinsic and intrinsic processes that are responsible for the monitoring, evaluation, and modification of emotional reactions. This theory posits that changes occur not only in the intensity or duration of primary emotions, but also in related psychological processes such as memory and social interaction. In addition, regulation can target secondary emotions that reflect an individual's reactions to primary emotional experiences. The field of emotional education research in higher education has identified emotional intelligence as a pivotal factor in attaining professional success, academic achievement, and self-knowledge. It is needed to note that emotional regulation strategies must be adapted to individuals' characteristics and motivations, with regulatory processes becoming more intrinsic and deliberate as individuals mature. Recent studies have indicated that students often experience a wide range of emotions in evaluative and feedback situations, including exams and performance reviews. The emotional episodes that characterise this condition necessitate regulatory strategies that are often unconscious but nevertheless essential for effective feedback processing. The present study posits the hypothesis that reflective journaling can facilitate purposeful, internal emotional regulation, thereby supporting emotional intelligence and academic well-being. The study further proposes that feedback and evaluation methods should be emotionally conscious, and regulation oriented. >> Read the article

Abstract The professional development of teachers is essential for ensuring educational quality and adapting to the demands of a globalized, diverse, and constantly evolving society. This article explores the concept of professional development through key definitions and models of continuing education applicable today, with emphasis on specialized courses, mentoring, communities of practice, and international programs on multicultural education. Strategies highlight collaboration between schools, universities, and training centers, as well as the transversal and relational competencies needed for empathy, respect, and equity in teacher–student relationships. Emotional intelligence is underscored for its role in conflict prevention, authentic inclusion, and positive learning environments. The intercultural dimension is addressed through curriculum adaptation to pluralistic realities, integrating equity, social justice, and mutual respect. Examples of good practices are drawn from Finland, France, Italy, Hungary, Japan, and Canada. Anchored in Romania’s normative framework and international research, the study proposes an integrated vision of professional development, centered on the teacher as a reflective agent of change and promoter of inclusive education. >> Read the article

Abstract In terms of professional development, teachers need to adopt a reflective, critical and constructive attitude, the image of a responsible person, aware of the need for continuous training and continuous updating of professional skills. Metacognition has a significant role in professional development, helping to monitor one's own progress and adjust lifelong learning strategies. This can lead to seeking professional development opportunities related to time management or setting goals and creating an action plan to improve professional skills. This article presents the results of an investigative study on the identification and analysis of teachers' training needs in the metacognitive field. The research was motivated by the increasingly recognized importance of metacognitive skills in the educational process for both students and teachers. The main instruments used were a structured questionnaire and a focus group designed to capture teachers' awareness, application and interest in metacognitive strategies. The sample was composed of teachers in pre-university and university education from diverse educational backgrounds. Data analysis was conducted through quantitative and qualitative methods, using descriptive statistics (frequencies, percentages, means) to identify general trends and content analysis for open-ended responses, in order to capture the nuances and motivations behind the options expressed. The results indicate significant gaps in initial and in-service metacognitive training, but also an increased willingness to participate in dedicated training programs. The findings highlight the need to develop coherent educational interventions tailored to the context and the real needs of teachers. >> Read the article

Abstract This article analyzes the role of the community in supporting the school education process from the perspective of the differences and similarities between rural and urban environments. Based on the premise that schools do not operate in isolation, but in interdependence with the social, economic and cultural realities of a community, the research explores how actors such as the family, the administration, economic agents contribute to or, on the contrary, limit the effectiveness of the educational approach. Using a qualitative approach, based on semi-structured interviews with teachers and community leaders from both backgrounds, the study highlights key factors such as social cohesion, civic involvement and access to resources. The results emphasize the need for differentiated and locally tailored strategies to strengthen the school-community partnership. The paper also proposes directions for intervention to develop relevant, equitable and sustainable education in both types of educational settings. >> Read the article