Issue, No. 32/2025

Abstract In the era of Education 4.0, characterized by digital learning and rapid changes in labor market requirements, the professional development of teachers becomes a strategic priority for education systems. This theoretical article explores the practices and strategies of teacher professional development in relation to the new requirements of Education 4.0, with a focus on continuous training, adaptability, collaboration and pedagogical innovation. Fundamental concepts such as educational coaching, pedagogical mentoring and professional learning communities are analyzed, in correlation with validated international models and relevant local implementations. The paper includes examples of good practices from Romania, such as the SMART-Edu Strategy, iTeach, EDIS-PED, Aspire Teachers, emphasizing their contribution to the continuous and sustainable training of teachers, supporting the priorities of the European Union. The conclusions highlight the need for a coherent and systemic approach to lifelong learning, considered essential for supporting a genuine transformation of education in the context of the fourth industrial revolution. >> Read the article

Abstract This article presents a comparative analysis of internationalization strategies at two leading higher education institutions (HEIs) in Central and Eastern Europe: Universitatea Babeș-Bolyai (UBB) in Romania and the University of Warsaw (UW) in Poland. Drawing on formal policy documents from the two institutions, the study employs content and discourse analysis to examine how institutional visions, goals, and actions articulate internationalization as a strategic imperative. Findings reveal both convergence and divergence in approach. UBB adopts a pragmatic, five-year operational strategy oriented toward measurable growth in international student recruitment, expansion of foreign-language programs, mobility diversification, and comprehensive student services. Its initiatives, such as the Françubb francophone project and alumni ambassador networks, underscore a market-driven, niche-focused model shaped by national legal constraints on joint degrees. By contrast, UW embeds internationalization structurally within its broader institutional strategy, envisioning joint and multiple-degree programs, multilingual curriculum expansion, and mobility as a permanent feature of study. Anchored in the 4EU+ European University Alliance, UW positions itself as a European trend-setter, aiming to integrate internationalization into its institutional culture through systemic reforms and cultural transformation. The comparison highlights shared emphases on alliances, mobility, curricular internationalization, and student integration, while also underscoring distinctive pathways shaped by national contexts and institutional ambitions. UBB exemplifies operational pragmatism within constraints, while UW embodies aspirational integration aligned with European higher education reforms. Together, the cases demonstrate the diversity of internationalization models in newer EU member states, illustrating how HEIs translate global imperatives into locally responsive strategies. >> Read the article

Abstract Every educational institution is expected to be a learning organization, since its mission is to produce learning and facilitate the learning of every learner. Structuring and measuring the extent to which each educational institution is a learning organization is less well developed for each level of schooling in pre-university education. This paper investigates the specificity of kindergartens as learning organizations by looking at differences in perceptions of internal evaluation among kindergarten employees compared to those in schools at all levels of pre-university education. Based on the "Schools as Learning Organizations" model, quantitative, non-experimental, comparative research was conducted using a questionnaire validated by OECD specialists, translated and validated for the Romanian context, on schools as learning organizations. The analysis of the responses of the 726 respondents in pre-university education, including 43 from kindergartens, revealed that there are statistically significant differences in favour of primary schools compared to kindergartens in terms of dimensions such as promoting team learning and collaboration among staff; adoption of systems for collecting and exchanging knowledge and learning. No significant differences were identified for the other dimensions. The conclusions highlight the need to adapt organizational development strategies for kindergartens to strengthen their learning culture. >> Read the article

Abstract This study investigates preschool teachers' perceptions and practices regarding child behavior monitoring, along with their openness to digital solutions, within an educational context characterized by technology integration and the need for enhanced parent-teacher partnerships. Employing a descriptive design, the study involved administering an online questionnaire to preschool teachers from kindergartens in Cluj County, Romania, representing a range of ages and professional experience levels. The findings indicate a prevalence of traditional observation methods, such as written forms and handwritten notes, over digital tools. The main challenges identified in the use of digital instruments include time constraints for teachers and the lack of applications tailored to the specific needs of the kindergarten setting. However, most of the respondents express interest in using digital applications that facilitate automated report generation, personalized recommendations, and direct, efficient communication with parents. The conclusions emphasize the potential of a dedicated digital tool to meet the real needs of teachers and support a systematic process of behavioral monitoring in education. >> Read the article

Abstract School dropout in Romanian mainstream education has become an increasingly concerning phenomenon, especially among ethnic minority groups such as Roma students. This paper examines the psychological and individual factors involved in students’ intention to drop out of secondary school in a rural area. The study investigates factors such as ethnic identity, school involvement, self-efficacy, resilience, and ethnic victimization. A cross-sectional correlational design was applied to a sample of 138 Romanian, Hungarian, and Roma adolescents enrolled in lower secondary schools in Mureș County, Romania. The results highlight that the intention to drop out of school is significantly associated with loneliness, lack of behavioral engagement, and experiences of victimization. Teacher support and resilience emerged as protective factors, mitigating dropout intention. Implications for educational policies and intervention programs are discussed, emphasizing the need for culturally responsive strategies in Romanian schools. >> Read the article

Abstract This study examines the prevalence and distribution of learning-related myths among teachers in Romania, exploring how misconceptions vary across teaching levels and curricular areas. A total of 1.625 teachers participated in an online survey assessing agreement with widely circulated educational myths and evidence-based learning principles. Results reveal that misconceptions remain pervasive, with 89.6% of respondents endorsing the “learning styles” myth and more than half agreeing that multitasking supports efficient learning. Nearly 45% believed that boys and girls possess different cognitive abilities. Conversely, most teachers accurately recognized validated principles such as the importance of socio-emotional well-being and adaptive teaching strategies. Statistical analyses indicated significant differences in misconception rates across teaching levels and subject areas, suggesting that disciplinary culture and initial teacher education shape cognitive-science literacy. Findings highlight the persistence of intuitive but scientifically unsupported beliefs in education and underscore the need to integrate cognitive-science content and myth-debunking approaches into both pre-service and in-service teacher training. The study contributes new empirical evidence to the European context and offers directions for designing professional development programs grounded in contemporary learning research. >> Read the article

Abstract This study explores the attitudes and practices of teachers regarding the teaching and learning of Social Education in fifth-grade classes in Romania. Introduced as a distinct subject in the national curriculum in 2017, Social Education promotes critical thinking, children's rights, democratic values, and civic engagement. Grounded in constructivist learning theory and a rights-based pedagogical framework, the subject aims to support students in becoming active and responsible citizens. Through a quantitative analysis based on a structured questionnaire applied to 162 teachers, the research investigates the frequency and perceived effectiveness of specific teaching methods such as debates, role-playing, group projects, and reflective activities. The findings reveal that while most educators favour participatory and experiential approaches, there is still a strong reliance on traditional resources such as textbooks. Teachers reported limited access to diverse educational resources and a moderate use of digital platforms. The study concludes with a call for ongoing professional development and curricular support to enhance pedagogical strategies and to strengthen the integration of children's rights and critical thinking in everyday teaching practice. >> Read the article

Abstract Teachers’ proficiency in content, pedagogy, and their approach to lesson delivery is an essential requirement for quality learning outcomes. This paper aims to examine whether teachers’ content knowledge, pedagogical skills, and teaching styles influence students’ attitudes towards and performance in Literature-in-English. The study employed a descriptive research design with both quantitative and qualitative methods. The sample consisted of 127 Literature-in-English teachers and 632 students in the Arts stream from government-owned secondary schools in Ekiti State, Nigeria. Seven research instruments were used for data collection. Data analysis was conducted using inferential statistics. The findings indicate that all three independent variables are crucial for effective teaching, with teachers’ content knowledge being the most significant factor affecting students’ performance in Literature-in-English, followed by pedagogical knowledge and then teaching style. Conversely, teachers’ pedagogical knowledge was statistically proven to have the greatest impact on students’ attitudes towards Literature-in-English, followed by content knowledge and teaching style. The findings and conclusions of this study provide valuable insights for stakeholders in education on how to formulate action plans for improved teaching and learning outcomes. >> Read the article

Abstract This paper explores the complexity of social exclusion among children in Romania, adopting an interdisciplinary and systemic perspective grounded in recent statistical data, theoretical frameworks from sociology and educational sciences, as well as an analysis of institutional and community-based best practices. The study highlights that childhood in Romania remains deeply exposed to a range of interdependent vulnerabilities - from monetary poverty and parental absence to health problems, domestic violence, and unequal access to education. The research findings confirm the strategic role of the school within the child’s social ecology, emphasizing its transition from a purely educational actor to a key pillar of social protection. Teachers, through their direct and continuous interaction with students, can identify forms of vulnerability that often remain invisible in official statistics, such as the effects of parental migration and the absence of family support. Thus, the school becomes both a reflection of social inequalities and a mediator between the child, the family, and public or community-based support systems. Positioned in this way, the school acquires significant transformative potential, emerging as a key space for preventing and addressing social exclusion, and for promoting inclusion and equity among children at risk. >> Read the article

Abstract The educational use of video games is increasingly promoted in the literature for all levels of education. Minecraft, one of the most popular video games of all time, has already found its place in classrooms around the world. Numerous studies and systematic literature reviews indicated that this video game can be effectively used to master curriculum content, develop skills, and increase students’ motivation and interest in learning. Also, Minecraft is perceived as a gender-neutral game that appeals to both boys and girls of various ages. However, research has shown that girls play this game less than boys and that gender is one of the factors influencing the educational experience when this video game is used for learning. Furthermore, the issue of gender differences remains under-researched, and gender is often inadequately analyzed in studies. This paper aims to examine the extent to which gender differences are present in the use and educational effects of Minecraft, as well as to highlight the need for gender-sensitive integration of this game into teaching practice. >> Read the article

Abstract This study examines the mediating role of special education preparedness in the relationship between attitudes toward individuals with special education needs (SEN) and attitudes toward inclusion. We worked with a total of N = 233 Hungarian teachers in Transylvania, from whom information was obtained through self-administered questionnaires. The research was based on a cross-sectional, correlational design. The results show that a higher level of special education preparedness was significantly and negatively correlated with negative attitudes toward individuals with SEN, while a positive correlation was found with more favorable attitudes toward inclusion. The mediation analysis indicates the partial mediating role of special education preparedness in the relationship between negative attitudes toward individuals with SEN and positive attitudes toward inclusion. The practical implications of the results highlight that, during teacher training, special attention should be paid to the integration of differentiated teaching methods, adapted educational practices and empathy development in relation to SEN students, which can foster more favorable attitudes toward inclusion. >> Read the article

Abstract This study centers on the implementation of a group intervention utilizing Rational Emotive Behavioral Therapy in two Romanian high schools. Rational Emotive Behavior Therapy (REBT) was formulated by psychologist Albert Ellis in the 1950s as a derivative of cognitive behavioral therapy. The fundamental aim of REBT treatment is to help clients understand and manage illogical ideas and unpleasant emotions that may be causing them psychological suffering. REBT treatment typically addresses anxiety, sadness, stress, aggressiveness, drug addiction, and other psychological disorders. This article's pragmatic and outcome-oriented approach attracts those aiming to improve their emotional and mental health. This project targets 10th grade students from the National College "Traian Lalescu" and the Theoretical High School "Traian Vuia," both located in Reșita, Romania. The intervention in this study comprises four group sessions, each with a duration of 50 minutes. The study incorporated a control group including 10th grade students participating in psychology courses within their academic curriculum. The experimental group consisted of students designated to participate in four group sessions centered on the concepts of Rational Emotive Behavioral Therapy. This study seeks to enhance psychological well-being and alleviate student stress within an academic setting through a psychological intervention using a personal development program grounded in Rational-Emotive and Behavioral Therapy. Rational Emotive Behavior Therapy (REBT) is a psychotherapy method that targets emotional and behavioral challenges to assist individuals in attaining pleasure and satisfaction. >> Read the article

Abstract Foster children in residential care centers encounter significant barriers to socio-educational integration. This study investigates these challenges, identifies the services and resources necessary to improve academic outcomes, and integrate insights from professionals with evidence from international best practices. Employing a qualitative design - including interviews with seven specialists, analysis using the Atlas.ti software, and a systematic literature review - the research examines the professionals’ perspective about educational experiences of students in foster care. Based on these findings, the study proposes targeted strategies to enhance their integration into the educational system and promote their long-term social inclusion. >> Read the article