Special Issue, No. 25/2023

Abstract The Tech-Savvy (TS) are teachers mastering Technology Enhance (TE) teaching. Empowered educators create personalized, interactive learning environments, enhancing student engagement, collaboration, and critical thinking. Assessing teachers as TS yields nuanced responses beyond a yes or no. This study aimed to define who is a TS teacher. Twenty-two science teachers in Israeli middle schools shared their perceptions in online focus group discussions aimed at defining who TS teacher is. Data-driven content analysis was performed to identify themes and map perceptions of TS teachers. There are three findings: The first finding is TS teachers are perceived as possessing a range of skills and qualities that set them apart. Their proficiency in TE teaching, adaptability, curiosity, innovation, and commitment to continuous learning enables them to create dynamic and engaging learning experiences. The second finding is that teachers assess their TE proficiency self-perceptions compared to their colleagues and their ability to use Digital Technology (DT) in the classroom effectively. The third finding is that innovation and DT are not always intertwined. There are other ways for teachers to be innovative. Some teachers may feel intimidated by TS colleagues' perceived superior and skill, therefore, shy away from integrating DT into their teaching strategies. However, some educators recognize they possess other essential skills and actively seek to incorporate TE methods alongside other effective teaching strategies. Due to the nature of qualitative research, extrapolating the conclusions to other cases should be done cautiously. >> Read the article

Abstract One of the 17 Sustainable Development Goals (SDGs), informally reunited under the name of Global Goals 2030, is Quality Education – Guaranteeing quality education and promoting lifelong learning opportunities for all. Our society has reached the stage where quality education is no longer a privilege of a few, but a fundamental right. Therefore, failure to achieve quality education is tantamount to not having had the opportunity to grow and develop as fully as in a free and just society, in an inclusive perspective. The objective of this study is to apply the tool "Inclusive leadership in schools" for the Romanian context. The methods used are the validity of the content by expert judgement; validity of construction through exploratory analysis and factorial confirmation; and reliability by Cronbach alpha coefficient and half-life method. The results show that both the school leadership and teacher version and the family version have optimal levels of validity and reliability for measuring inclusive leadership in Romanian schools. The results suggest that inclusive leadership is expected to work most closely through their influence on the development, improvement of the quality of teaching and learning, and on promoting an enabling school climate and culture with an emphasis on high opportunities and quality education. >> Read the article

Abstract In a rapidly changing world, preparing students for the challenges and opportunities this new world provides is crucial. This paper investigates the integration of futures-oriented education and the pedagogy of creativity as a comprehensive approach to equip students with the necessary skills and mindset for the 21st century and beyond. We emphasize the importance of translating theoretical frameworks into actionable strategies to foster adaptable, innovative, and forward-thinking individuals. Futures-oriented education aims to develop students' abilities to think critically, plan for the long term, and make decisions based on diverse scenarios. It focuses on nurturing an in-depth understanding of complex systems and global interdependencies, enabling students to navigate the uncertainties of an ever-evolving world. On the other hand, the pedagogy of creativity seeks to cultivate imagination, problem-solving, and innovation by encouraging students to explore new perspectives, ideas, and solutions. Drawing upon interdisciplinary research, pedagogical models, and best practices, we outline the fundamental principles and instructional strategies for effectively integrating futures-oriented education and the pedagogy of creativity. We also provide a practical toolkit for educators to design and implement innovative curricula that seamlessly blend these two approaches, ensuring a well-rounded learning experience for students. This paper highlights the significance of bridging the gap between theoretical frameworks and classroom practice to equip future generations with the skills and new attitudes required to tackle complex global challenges. By incorporating futures-oriented education and the pedagogy of creativity, we can cultivate a generation of leaders prepared to navigate and shape the world of tomorrow. >> Read the article

Abstract Mathematics is a key subject for building competencies of the future. Managing students’ attitude towards learning mathematics is an important challenge in the Romanian educational system. Thus, it is essential to bring new teaching practices into the class in order to reduce math anxiety, increase motivation and successfully develop students’ cognitive skills. Due to the increasing importance of technology in our lives, using educational robotics may be an effective strategy to meet those demands. The aim of the present study was to design and test 5 educational robots-based scenarios for teaching math competencies, as logical, spatial and computational thinking, in primary school setting. More specifically, we describe the scenarios for robot-supported teaching, the competencies aimed to be developed and the process of testing their effectiveness in class. Main challenges and further recommendations in promoting math learning with educational robots for primary school children are also discussed.. >> Read the article

Abstract The study Internet Use and Students Well-being aimed to investigate the relationship between Internet addiction (generated by excessive Internet use = more than 6 hours/day outside of compulsory activities, more than 3 consecutive months) (Tao R. and all, 2010) and student well-being, depression, and social anxiety in pandemic times when digital consumer behavior has changed due to the specific context. The correlational design was applied in the research carried out on a group of 35 students from years 2 and 3 of the Faculty of Political, Administrative, and Communication Sciences, Babeș Bolyai University, Cluj through a series of scientifically validated tests: Psychological Scale Well, Berlin Social Support Scales, Internet Addiction Test, Self-Reported Stress Questionnaire (PSS), Liebowitz Social Anxiety Scale, DASS21. The results obtained showed positive correlations between the consumption of digital products and well-being (.494), with a statistical significance of 0.003, (≤0.05), and digital consumption and social anxiety (.319) with a statistical significance of 0.002. (≤0.05). In the case of the correlation between digital product consumption and depression, the correlation was negative (-0.228), with no statistical significance188 (≥0.05). Social support / positive relationships with others have proven to be a mediator between well-being and internet consumption. The overall effect of well-being on Internet addiction was positive (0.296), but statistically insignificant (0.708, not ≤0.05). Internet consumption for students who have pursued their academic pursuit digitally is a challenge to maintain the mental or physical well-being of the moment or perspective. >> Read the article

Abstract The article represents the developing digital skills through blended learning activities.Bibliography was studied for the comparative analysis between blended learning and digital skills. I left the research questions: What is Digital ability? What is mixed learning? What digital application are useful for developing digital skills in preschoolers? How do we develop digital skills through blended learning? We have found that digital skills can be developed through blended learning activities. Blended learning is an educational paradigm, a new way of teaching through the use of digital applications. Digital ability is a necessary to develop through blended learning system, as it brings an additional benefit to the professions of the future. >> Read the article

Abstract The development of digital educational escape rooms (DEERs) by teachers presents many advantages for student learning and engagement. By developing DEERs, teachers have the opportunity to customize the learning experience and align it with specific curricular goals and with the students’ needs. Teachers can select the content that is relevant to the subject matter, and ensure that the puzzles and challenges within the DEERs promote the desired learning outcomes. Furthermore, a digital platform of DEERs enables a large group of students to play simultaneously, or to access the game remotely, and by this allows adjusting diverse learning environments to students’ needs. For these reasons, it is crucial to understand the necessary competencies teachers need to possess to develop a successful DEER. This paper highlights these competencies, in order to promote dedicated training programs for teachers and encourage the adoption of the DEER educational approach in teaching. >> Read the article

Abstract This paper focuses on the changes made to the design and delivery of course materials and lab sessions for an Engineering module in the post-pandemic period – aiming to keep a balance between hands-on experience and use of digital technology as part of the students’ socio-emotional learning (SEL) experience and development of emotional intelligence, employability skills required by Industry 4.0. The flipped classroom approach facilitated the students’ engagement in authentic and valuable learning experiences as active partners in the process of sustainable knowledge creation enabling the development of their growth mindset in constructive, active, intentional, cooperative, and authentic ways.  The practical lab sessions aimed to develop the students’ manual dexterity and soft skills while preparing the lab work technical reports enabled the improvement of their creative and critical thinking skills through inquiry and reflective writing.The problem-oriented project work (where students examined and provided creative and innovative solutions for real-life situations through collaboration and problem-solving experiences) has increased their motivation, engagement, performance, persistence, and their capacity to give and receive constructive feedback by positive engagement with online discussion forums. The continuous cumulative assessment encouraged students to reflect on their performance and refine their learning practices to become career-ready engineering practitioners. The efficiency of the proposed approach was evaluated by conducting semi-structured interviews with students, analysing student’s academic performance and lecturers’ observations while engaging in classroom-based research. In conclusion the weaving of academic grace into the fabric of hybrid engineering courses has increased the quality of collaborative learning experiences for students. >> Read the article

Abstract Research has shown that early childhood education can have a positive impact on individual career development and can reduce social problems, emphasizing the importance of investing in quality education for young children. Kindergarten teachers play a critical role in building a high-quality education. To achieve that, kindergarten teachers perform an increasing diversity of tasks, which can significantly affect their motivation to teach and their professional and personal well-being. Despite the assumed importance of the personal and professional well-being of kindergarten teachers, previous studies have focused on the school atmosphere and their mental health. The objective of this study is to evaluate the current state of research-informed knowledge regarding the well-being of kindergarten teachers. The methodological approach consists of a systematic literature review of the well-being dimensions of kindergarten teachers that can be found in the literature and the instruments that are most frequently used to assess the identified dimensions. The findings of this systematic review can have significant value in designing intervention programs aiming to foster the personal and professional well-being of kindergarten teachers. >> Read the article

Abstract This paper explores the multifaceted nature of the educational process, focusing on the complex connections between educational actions, the dynamic nature of education, and subsequent evaluations. With a primary focus on primary school settings, the current paper tries to acknowledge the pivotal role of teachers' approaches to education in shaping students' learning experiences. It recognizes the significant influence of teacher discourse and the classroom dynamic on students' academic progress. Through this review of the existing literature, we examine ongoing discussions surrounding how pupils are influenced by various teaching interactions. We tried to highlight the importance of understanding the complexity of the educational journey, recognizing that in a rapidly evolving world, the student remains at the heart of education and evaluation approaches. The paper emphasizes the need to consider the holistic educational experience, encompassing teaching techniques, classroom dynamics, and students' receptiveness to instruction. The paper presents an understanding of how teachers' instructional approaches and classroom dynamics shape students' learning outcomes and performance assessments. By recognizing the central role of the pupil in the educational journey, this study contributes to the ongoing discourse on effective teaching practices and student-centered evaluation approaches. >> Read the article

Abstract For students with intelectual disabilities, inclusion, seen as a process, is the most effective way to combat discriminatory attitudes towards this category of students, a proces that will help them become independent adults in the future. Also, inclusion among students with intellectual disability in a class in ordinary education is the best proof that education is accessible but also equal for each student, regardless of the particularities of its psycho-physical development. In order for these students to have access to a quality education, the class teacher must design a personalized intervention plan for each subject, but also some strategies to improve the inclusion process. Our paper contains a personalized intervention plan (P.I.P.) in the disciplines of Communication in Romanian and Mathematics and Environmental Exploration for a student with moderate intellectual disability in the first grade who is studying in mass education. Our personalized intervention plan also meets learning needs, pursues and promotes methods and strategies to improve the school inclusion process for the student with moderate intellectual disability. >> Read the article

Abstract Distributed leadership has emerged as a prominent approach in educational settings, emphasizing the collective and collaborative nature of leadership. This article provides a comprehensive overview of distributed leadership, exploring its theoretical foundations, models, and growing popularity, using PRISMA methodology. The benefits and positive aspects of distributed leadership are examined, including enhanced decision-making, increased creativity and innovation, empowerment of team members, development of leadership capacity, and shared responsibility. These benefits highlight the potential of distributed leadership to foster inclusive and effective leadership practices. However, it is essential to acknowledge the potential shortcomings and limitations associated with distributed leadership. Challenges such as role ambiguity, conflicting priorities, and power struggles can arise when multiple individuals share leadership responsibilities. Ensuring effective communication, coordination, and clarity in roles and decision-making processes is crucial to mitigate these challenges and maximize the effectiveness of distributed leadership. To navigate the potential pitfalls of distributed leadership, organizations must consider the contextual factors, organizational culture, and readiness for distributed leadership implementation. Additionally, ongoing support, professional development, and clear guidelines are essential for individuals involved in distributed leadership roles. By understanding both the benefits and shortcomings of distributed leadership, educational institutions can make informed decisions about its adoption and implementation. Balancing the positive aspects with the potential challenges allows for a more comprehensive and nuanced understanding of distributed leadership, enabling practitioners to harness its potential and mitigate its limitations in order to create effective and sustainable leadership practices. >> Read the article

Abstract It is generally acknowledged that today's most important means of communication is the image, with its various forms of representation. The new visual language that is continuously developing due to available technologies in everyday lives, creates new ways of expressing thoughts and emotions, especially among adolescents. In parallel, the Social-Emotional Learning model (SEL) has been gaining more and more momentum in the education system in terms of the skills that can be improved: self and social awareness, responsible decision-making, self-management, and relationship skills. Despite the potential of integrating the visual language with the SEL, especially in adolescents, few studies have addressed the development and implementation of integrative curricula. The aim of this study is to investigate through a systematic literature review approach the methods and outcomes of using photography-based pedagogy integrated with SEL in adolescents. The variables refer to the aim of the studies, the pedagogical approach, the assessments, and the effect of the photographic tools on various SEL skills. All the reviewed studies referred to the self and social awareness of the students, but not all were conclusive about the effects of the photographic tools as the main influencing elements on the SEL skills. >> Read the article

Abstract The objective of this experimental article is to demonstrate how creative thinking methods succeed instimulating the creative thinking process both in school and in everyday life. Theoretical information about creative thinking provided a brief introduction and familiarisation with the terms. This paper aims to study ways of cultivating creative thinking at a young school age (3rd grade), and the positive impact these methods have on the development of creative thinking. In this research we used the psycho-pedagogical experiment method, and in addition to this we also used systematic observation and product analysis. The experiment involved two groups of students from the 3rd grade, from the "IAR Pogoneanu" Technological High School, Pogoanele city, Buzău county, 8-9 year old students. The two experimental and control groups experienced an increase in the score. The experimental group had a considerable increase, as a result of the creative thinking games, unlike the control group which had an almost imperceptible increase. Therefore, this research achieved its objective, so it was able to achieve an increase and improvement in results as a result of the application of creative thinking games. Following the experiment, both we and the teachers in the educational unit where the experiment took place, noticed a positive change in the students' behaviour. >> Read the article

Abstract Environmental education plays a critical role in shaping sustainable behaviours and cultivating a deeper understanding of ecological systems. This paper presents a theoretical framework supporting the interdisciplinary design of an environmental educational program in primary schools, with a specific focus on insect conservation. Insects, as vital contributors to ecosystem functioning, require dedicated attention and conservation efforts, making them an ideal focal point for engaging young learners. The proposed framework integrates essential components necessary for the elaboration of activities and learning objectives of the program, such as: effective environmental education, encompassing knowledge acquisition, attitude formation, and behavioural change. It emphasizes the provision of comprehensive and accurate information about insects, including their ecological roles and the challenges they face. To encourage behavioural change and a sense of responsibility, the framework underscores the need for hands-on experiences and direct interaction with insects. Practical activities, such as observing living insects can enable primary school students to develop a personal connection with insects and foster a sense of responsibility for their conservation. Furthermore, the framework underscores the importance of fostering positive attitudes towards insects, challenging any pre-existing negative perceptions, and nurturing empathy towards these invaluable species. >> Read the article

Abstract The purpose of critical thinking is to enable a complex view of the world. Choices are part of the natural course of life. In order to ensure the best choices, it is necessary to procure the best information. The act of thinking is not difficult, people naturally use thinking without having to exert a great amount of effort or engage in deep intellectual work. Ease of thinking can manifest in very young children with little mental skills. The development of critical thinking is achieved through the instructive-educational process. Self-evaluation is an essential ability of the student in the training and development specific to the early school age, being fundamental for effective learning, professional training, and continuous learning from people's lives. Evaluation is an integral part of the educational process, thus forming the essential relationship between teaching-learning-evaluation. The teaching staff can form and develop the student’s critical thinking and self-evaluation capacity through the instructive-educational process. Using the right methods and techniques, critical thinking will be developed during the educational process, thus participating in the development of students’ self-evaluation. For this purpose, as a research methodology, we conducted a focus group with the teaching staff of the classes involved in the research, totaling four persons. We analyzed the methods and techniques used in the educational activities, their impact on the students' thinking, and how these methods are beneficial in developing critical thinking and self-evaluation. >> Read the article

Abstract This article is about English Vocabulary Acquisition for EFL Students with learning disabilities- LD- in Israel - A Review of Instructional Strategies for Teachers. In this paper I present a review of Instructional Strategies for Teachers who teach English as a Foreign language. I write about several strategies that are geared toward a successful process of vocabulary acquisition. Most of the former theories link vocabulary acquisition to the reading process. When it comes to EFL LD students’ reading capabilities, even on a very basic scale, it can impose a severe obstacle. In my study, many of the students are very poor EFL readers, or emergent readers. Still, I believe that within the use of the suitable instructional strategies that do not require fluent reading, we can teach vocabulary effectively. There is a major importance for my students, to be able to study English vocabulary within a meaningful context, and to learn by doing, by action. In this paper I state that The Eco social Context Instructional Strategy is the most effective strategy when it comes to vocabulary acquisition for my EFL LD students. I base my statement mainly on the social ecology study of Bookchin, in his book Social Ecology and Communalism, that elaborates on the relationship between individuals and the environment as all part of one ecosystem. When learning new words withing action in the open environment, the acquisition abilities will be greater. >> Read the article

Abstract In this paper, we propose to continue the steps started in the first two papers with the same generic title and symbolically denoted by (I) and (II), namely, the presentation of ways of achieving a systemic vision on a certain mathematical notional content, a vision that to motivate and mobilize the activity of those who teach in the classroom, thus facilitating both the teaching and the assimilation of notions, concepts, scientific theories approached by the educational disciplines that present phenomena and processes from nature. Thus, we will continue in the same systemic approach, solving some Diophantine equations of higher degree, more precisely some generalizations of the Pythagorean equation and some quadratic Diophantine equations, in the set of natural numbers, then of the whole numbers, in order to "submerge" a such an equation in a ring of matrices and try to find as many matrix solutions as possible. In this way we will solve 12 large classes of Diophantine quadratic or higher order equations. For attentive readers interested in these matters, at the end of the paper we will propose 6 open problems. The solution of each of these open problems represents, in fact, a vast research activity and that can open the way to solving such more complicated Diophantine and / or matrix equations. >> Read the article

Abstract In the information society, the concept of IL is at the center of educational research. In higher education, university teachers and students need to keep up with current research trends in the application of IL skills. The generation, processing and storage of information has never been more marked in any age, as Manuel Castel writes in his work The World of Knowledge. Information therefore determines all aspects of life, and it is therefore necessary for those who choose a career in the intellectual field to be equipped with information skills. An information literate individual is able to recognise when and where information is needed, to find it, analyse it and apply it successfully. To be considered information-literate a person must be able to recognize the need for information and assess its scope, to locate information quickly and efficiently from a variety of sources and databases. He/she must be able to evaluate information and sources, and be able to organise and process information or create new knowledge, recognise and solve problems. After reviewed the studies and research on information literacy, a questionnaire survey of a sample of 230 university students in Hungary was used to assess students' information literacy. This paper presents the main results of the survey. >> Read the article

Abstract A multicultural school is meant to promote inclusive politics and equitable learning opportunities and that in the framework of the winding quest for high educational outcomes for each and every student, regardless of ethnicity and socio-economic backgrounds. School success is not merely the salient knowledge span, it encompasses a set of life skills, parental support, brain power and a myriad of attitudes meant to allow the school leaver not only to avoid depletion, but also to achieve high performance goals and, what’s more, to ensure fair treatment to all. Equipped with fortitude, resilience and a team spirit, the school leaver finds thus attainment by taking different educational pathways, from the theoretical to the vocational one. School success is ultimately about finding fulfilment, about leading a quality life and feeling integrated wherever one may be. Taking on challenges in exchanges among the different ethnic groups, making practical use of soft sills to stay connected and agile in such a community, grappling with the link between the school curriculum and the practicalities of the world around, all these might be the tipping point to be analyzed and addressed by the present article. Yet, in a multicultural learning environment attachment to one’s cultural values with its spillover implications is far from enough, it must align with keeping all lines of communication open for cultural exchange, even to the point where the exchanges become goals and social and emotional learning go hand in hand with academic achievement. >> Read the article

Abstract Parenting approaches reflect the varied tactics and methodologies parents adopt while guiding and nurturing their offspring, including both behavioral and emotional tendencies in their relationship with their child as they mature. These approaches significantly mold children's self-worth, conduct, academic achievements, and interpersonal relations. How parents engage with their children and the way they assert their authority can leave lasting impressions on the emotional, social, and behavioral growth of the child. Thus, adopting a flexible parenting method that caters to the distinctive requirements of each child is essential for the wholesome evolution of their character, given that personality arises from a blend of genetic factors, social environments, and personal experiences. In Romania, these parenting methodologies might differ due to cultural traditions, educational histories, and familial values. There's a considerable amount of national research investigating how these parenting methods affect child development and welfare. This article intends to offer a comprehensive review of the literature that discusses parenting methodologies in a Romanian setting. This review will delve deep into the core theories of parenting approaches and pinpoint exemplary strategies. In summation, given the profound impact of parenting methods on a child's growth, it's crucial for parents to introspect and choose their child-rearing techniques thoughtfully. Employing a well-adjusted parenting approach that recognizes the individual necessities of each child is pivotal for their overall well-being and emotional stability. >> Read the article

Abstract In multi-grade classes, there are different versions of each type of lesson depending on the school subject, the manner of integrating the lesson contents and the content’s particularities, volume, and density, but also the age level of the students. From this point of view, the classification of lessons according to these criteria could be reconsidered as the teaching of the subjects is in a continuous dynamism marked by creativity and not by the usual rigors that would require different algorithms. This fact can also be supported by the integration within each lesson of recreational moments, lasting between five and fifteen minutes. Therefore, the stages of each lesson will be modified according to various factors related to the specifics of the activity in multi-grade education. The present study demonstrates how the organization and conduct of lessons differ from one case to another depending on the types of lessons that are combined; it also shows that, for the judicious distribution of time, it is necessary to carefully study the content of the lessons and compare the materials provided for each class. Less time can be allocated to direct activity in the younger class if the students are familiarized with certain concepts throughout previous lessons, which they can then deepen or expand through independent activity, while in the older class the material is entirely new and requires more in-depth explanation. >> Read the article

Abstract Inclusion of students with special educational needs (SEN) in mainstream schools and mainstream classes is a global mission. Together with cases of success in including students with SEN in the mainstream structures, various studies highlight a lot of criticism concerning policy and implications. The failure of inclusion is reflected both in academic achievements and well-being of the students with SEN. It also affects families and is of great concern to stakeholders, principals, and educational staff as well. The present article emphasizes Group-inclusion as a social intervention for improving educational inclusion. The authors describe principles of Positive Psychology Theory and positive education, as well as principles of the Generative Interactions Theory, as the basis for successful Group-inclusion, which may contribute to the social involvement of students with SEN with their peers. Description of Group-inclusion and examples of implementation are given, and the advantages and costs of Group-inclusion are discussed. Through Group-inclusion the social feelings and attitude of students with SEN in mainstream schools can be improved, as well as their subjective well-being. >> Read the article

Abstract Motivation and performance are key factors in the success and achievement of schools. If changes occur in the external environment, the organization must adopt this change, as it can motivate to gain a competitive and advantageous job. Therefore, the main thing public opinion expects about the profession of teacher is the employment of qualified and competent (Pânişoara&Pânișoara, 2017). The research's main purpose was to evaluate the efficiency of teachers' work performance through motivation from the public and private sectors. Finding the link between motivation and teachers' performance at work in public and private schools was one of the study's goals. The second objective was to identify motivational factors that affect the teacher's performance at work in both sectors. The third objective was to identify whether teacher motivation and workplace performance differ in the public and private sectors. For our study, we conducted quantitative research, and the data is collected and analyzed through SPSS using statistical tools like correlation and regression, the independent sample t test, and the One-Way ANOVA test. The results of this study showed a link between teachers' motivation and job performance. The motivation and performance of students at public and private schools varied significantly as well. Compared to public schools, private school teachers are more motivated.Additionally, it was discovered that public and private schools' motivation and performance varied significantly. Compared to public school teachers, private school teachers are more motivated. The potential number of teachers felt that educated and experienced teachers have more capabilities and confidence than others, and they also put the best effort into their work in terms of performance. >> Read the article

Abstract This article aims to present the construction and characteristics of social-emotional game-based learning (SEGBL) - an intervention program for teachers, which aims to promote teachers' socio-emotional learning (SEL). The program is supported by the positive effects of SEL on students and leans on research claiming a direct and significant correlation between teachers' socio-emotional competencies (SEC), and the advancement of students' SEL. The program method is game-based learning, which by its very nature calls for experience, social interaction and emotional reflection and is particularly suitable for promoting SEL. Teachers' role in developing lifelong learners corresponds to the infrastructure of education systems that have been able to place students' mental health as a primary goal contributing not only to their mental well-being but also to their academic achievements. The Collaborative for Academic, Social Emotional Learning (CASEL) has united these streams into a comprehensive definition of SEL including five domains constituting educational concepts and ways of working. Teachers, who are responsible for imparting SEL skills to their students, must have knowledge of SEL and develop personal SEL skills. Few studies target how to cultivate SEL for adults. This intervention program will try to bridge this gap. This program will be evaluated further in the frame of empirical research. >> Read the article

Abstract This study proposes a narrative analysis aiming at understanding through a personal experience of an Erasmus+ student hosted by a Higher Education Institution in Portugal how the principles stated by academic hospitality act as an enabler of positive behaviour leading to Service-Learning. The multicultural approach is also a key element for this study, the personal story will be used as a source for understanding how openness to integrate into a new welcoming cultural context could further develop the individual from an observer to an active benevolent participant into the new academic frame he is exposed to. The present article examines how openness for cultural and linguistic immersion is a key element in stimulating a reciprocally advantageous exchange of ideas leading to a better adjustment of the visitor and of the host in terms of contribution and scientific enrichment. >> Read the article

Abstract The Friendship Bridge project is an educational project born from the desire to remove some existing barriers between children, especially between children with special educational requirements and other children, from the desire to achieve the socialization of children with special educational requirements and the development of the associative capacities that determine the children to be able to live in permanent association with others, to be capable of friendly relations and, in particular, to want to maintain connections with their peers. The ongoing project since the fall of 2009 was initiated by the School Center for Inclusive Education No. 3 Oradea in the period 2009-2010, then by the School Center for Inclusive Education Orizont Oradea, in the period 2010-2013, the Teachers Training House of Bihor County in the school year 2013-2014, and the School Center for Inclusive Education No. 1 Oradea in the period 2014-2023. In this paper, we will make a retrospective of the activities carried out within the Friendship Bridge educational project identifying the role and importance of the projects in the integration and socialization of students with special educational requirements. >> Read the article

Abstract The conditions created by Covid-19 in the world and in Latvia have promoted the transition from traditional teaching and learning practices (contact lectures study form) to remote study form into the study process. The preparation of prospective teachers (University of Latvia) and coaches (Latvian Academy of Sport Education) is related to the need to develop various competencies. The purpose of the article is to analyse the opinions of 1st-year students, prospective preschool teachers and coaches about the benefits and difficulties of students in remote studies in the Covid 19 pandemic situation. We used theoretical method - analysis of scientific literature, and empirical methods - observation, negotiation (the total number of 1st year students in the 2021/2022 academic year in UL preschool teacher programs and LASE coaches’ programs was 590), content analysis, survey of selected 240 students (200 UL and 40 LASE) was conducted in the period from October 2021 to April 2022. The results of the empirical study show that the benefits and difficulties of distance learning have become more relevant, increasing the willingness to take responsibility for a self-directed learning process. Students are becoming more pragmatic, and goal oriented. They learn new skills and find operational solutions in various unusual situations. The research revealed that remote studies have promoted students' self-directed participation and initiative in improving the study process, self-management, and responsibility for the personal significance of their activities. >> Read the article

Abstract Extracurricular activities serve as a valuable complement to the formal educational system in terms of their goals, content, and practical execution. These activities adopt a student-centric approach, tailoring their content, methodologies, and tools to individual students' abilities and interests. They offer flexibility, remain optional, and rely on voluntary participation, augmenting the formal educational process while nurturing the development of individual personalities, creativity, and essential competencies (Bocoș, 2017). Technical-scientific activities place a strong emphasis on the formative aspect of learning by identifying effective methods to structure and guide students' engagements (Albulescu, 2008). Through these activities, students amass knowledge, cultivate skills and abilities, and foster attitudes that bridge the gap between theoretical knowledge and its practical application. This questionnaire seeks to investigate the role and significance of technical-scientific activities in skill development. By analyzing the responses, we aim to establish a correlation between students' performance in national assessments and the practical knowledge acquired through extracurricular pursuits. These activities also aid in nurturing students' creativity, problem-solving capabilities, and offer insights into their perspectives on the interactive methodologies employed in organizing extracurricular events. This study was conducted among a cohort of high school students who completed an online questionnaire (N=445). The findings underscore the complementary nature of technical-scientific activities, which, in conjunction with formal education, contribute significantly to the enhancement of competencies in science and technology. The study affords an opportunity to scrutinize the strengths and weaknesses of specialized extracurricular programs, shedding light on students' demands within the realm of science and technology activities and the extent to which these supplementary initiatives can mitigate school dropout rates. >> Read the article

Abstract Written, audio or audiovisual documents that were not designed to be used for pedagogical purposes, authentic documents are used by teachers in the teaching activity of different subjects, at different moments/stages of the lesson, aiming at the achievement of the proposed operational objectives, the interaction between pupils, the formulation and expression by them of their own points of view, the teaching staff being the mediator of the discussions. The use of this type of documents gives pupils an authentic picture of the subject in question, contributing to the development of a favorable attitude towards it, positively motivating them to search for similar information, helping them to overcome the limits of the textbook, making them become autonomous in learning. At the same time, the presence of authentic documents makes the lessons more dynamic, encouraging horizontal communication, presupposing on the part of the teaching staff the identification and use of the most effective activities in order to make full use of them. In this article we aim to present to what extent authentic documents are integrated into the didactic activity, which are these, how they are exploited in the primary cycle both by primary cycle teachers/teachers and by physical education teachers and sport, information obtained from the answers formulated by them to the questions in the applied questionnaire. >> Read the article

Abstract The adaptation of modern man to the demands of globalization, to economic and social needs, has led to the accentuation of some social phenomena (migration and remigration) in terms of the exodus of part of the population. The latter are seeking economic and social stability for their families. Migration is a sensitive issue of interest to both countries of origin and destination. Remigration of Romanian citizens is a phenomenon that produces more or less predictable social, educational, economic and, especially, individual effects. Many migrants do not achieve their goals, many have negative experiences of migration so that their physical and mental state is affected, but even more return home disillusioned and sometimes traumatized by this experience, many of them being children. The phenomenon of remigration (returning to the country of origin after a failed migration experience) has a strong impact on the well-being and development of the student. The social and school adaptation of the pupil and his/her reintegration into social activities presents, in most cases, major difficulties: low self-esteem, school failure, hyperactivity/attention deficit, social isolation. >> Read the article

Abstract The educational environment is an active and decisive factor in the preschoolers’ educational process. The quality of the educational environment influences the children’s progress in all areas of development. So, recognizing the indisputable value of nature in human life, one can say that, in addition to the activities realized in the classroom, the outdoor activities also contribute to the preschoolers’ global and harmonious development. Starting from the premise that outdoor activities contribute to the preschoolers’ development of the cognitive skills, through the conducted study the intent was to identify the ways in which these are integrated into the daily program of preschoolers (within personal development activities, in freely chosen games and activities or in carrying out activities in experiential fields). The results of the study should also offer examples of good practices regarding the organization of learning situations in the outdoor environment. Another objective set is to find out what are the facilitating factors and what are the hindering factors preventing the good performance of these types of activities. In order to find out the answer questions proposed, the survey method based on the questionnaire was used and applied to a number of 100 preschool teachers working in the Caras-Severin county. The conclusions emphasize the major contribution of outdoor activities to the development of the children’s cognitive skills, but the ways in which these activities are carried out differ, being characterized by a great thematic variety. >> Read the article

Abstract Learning motivation is the main segment of success in what we call the educational process. The motivation for learning is influenced and determined by the intrinsic factors, as well as the extrinsic factors. Learning motivation can be described by a simplistic idea in which we observe a set of internal elements of conduct such as values, motives, intentions and aspirations that organize, challenge and guide learning efforts. Throughout the research we carried out, a series of essential elements had been investigated that refer to the studentsʼ motivation of learning. The method of investigating the issue of studentsʼ motivation in learning was the survey, conducted using the questionnaire as a tool. In this respect, the article presents a number of essential elements such as learning motivation, the reason for accumulating knowledge, the reason for obtaining a diploma, the reason for self-accomplishment, but also professional reasons of the students from the study program Pedagogy of Primary and Preschool Education. >> Read the article

Abstract Centering on the student in the context of the instructional-educational action is achieved by generating both interactive/collaborative and differentiated/individualized learning situations, all the more so as the appropriate technological resources can be exploited to provide the feedback necessary for adjustment in learning. The present study presents an investigative analysis to decipher the understanding of the concepts of didactic and exploitative individualization, differentiation and interactivity, with the aim of identifying the contribution of differentiation/individualization and interactivity in achieving effective learning. The study revealed a common perception of the concepts of individualization, differentiation and interactivity at the level of teachers for preschool, primary and secondary education. Also, the academic performance of students in pre-university education (preschool, primary and secondary school) was influenced by interactive strategies and learning tasks based on individualization and differentiation to a comparative extent with their contribution to the development of the degree of socialization and positive interaction, of increasing the level social-emotional skills. >> Read the article

Abstract Mentorship in education plays a crucial role in facilitating the smooth integration of beginning teachers into the Romanian education system. Specifically designed for beginning teachers, this form of mentorship focuses on addressing their training needs through specific goals and implementation strategies. This study aims to identify the training needs of primary school beginning teachers across eight counties in Romania, including the municipality of Bucharest. The goal is to propose improvement measures to maximize the effectiveness of the mentorship program in which beginning teachers participate. The research methodology employed an online survey-based questionnaire administered in June 2023. Throughout the study, the authors shed light on various training needs relating to the teaching competencies of beginning teachers, including self-analysis of teaching activities, teaching methods, and satisfaction levels regarding the mentorship program. The findings highlight the diverse training needs of primary school beginning teachers from Romania and emphasize the importance of a coherent implementation of the mentoring programmes to address these needs effectively. This paper serves as a guiding resource for the development of mentorship and training programmes, as well as education policies aimed at enhancing the integration of beginning teachers into the Romanian education system. >> Read the article

Abstract The continuous professional training of didactic personnel at the level of the pre-university education system is coordinated at the level of the Ministry of Education, in accordance with national strategies and policies. This includes professional development and career development according to art. 242, para. (1) the National Education Law no. 1/1011, with subsequent amendments and additions. Continuous training is both a RIGHT and an OBLIGATION, according to the legislation in force (https://www.edu.ro/formare-continua). Involving the school in providing professional development opportunities for teachers helps them develop their skills, improve their teaching practices and feel supported in their professional development. A collaborative school culture, based on mutual support, between teachers and between teachers and the school principal positively influences the teachers’ motivation, teaching quality and job satisfaction (Eurydice, 2015). The present paper presents the results of a quantitative study (a sociological survey based on a questionnaire), with the aim of identifying the perception of didactic personnel regarding the contribution of the educational institution to their career development. It starts from the following premise: the more the educational institution gets involved in the professional training activities of its didactic personnel, the more teachers will be motivated for career development. >> Read the article

Abstract Teacher well-being is a critical factor in the overall success of educational institutions and plays a significant role in student outcomes. This paper delves into the intersection of counseling and resilience pedagogy as a comprehensive approach to support and enhance teacher well-being. By fostering resilience and providing professional counseling, we can address educators' challenges and promote a healthier, more supportive working environment. The study examines teachers' unique stressors and challenges, including high workload, emotional demands, and the pressure to meet performance standards. We then explore the potential benefits of counselling to provide emotional support, promote self-awareness, and equip teachers with coping strategies to manage stress and prevent burnout. Resilience pedagogy, however, focuses on cultivating the ability to adapt to and recover from adversities. This paper investigates the application of resilience pedagogy in the context of teacher well-being, outlining methods for enhancing resilience through professional development, self-reflection, and the establishment of supportive networks. We provide evidence-based recommendations for integrating counseling and resilience pedagogy in educational settings by drawing on empirical research, best practices, and case studies. We also propose a practical framework for schools and policymakers to develop and implement targeted interventions to promote teacher well-being. In conclusion, this paper has emphasized the importance of a dual approach that combines counseling and resilience pedagogy to address the well-being of educators. Investing in teacher well-being can create a more supportive environment that ultimately leads to improved educational outcomes for students and the long-term success of the education system. >> Read the article

Abstract Over the years Artificial Intelligence (AI) has revolutionised not only industries but also education worldwide. With the 2020 pandemic, teachers around the world have had to reconfigure their teaching process, so AI products are becoming more and more prevalent in early childhood settings to enhance the learning and development of pre-schoolers. Although robotic toys (Bee-Bot, Robot Mouse, Robotbloq Qobo, Ozobot) have been used for several years as modern teaching tools, teachers in Romania face some difficulties in integrating them into the teaching process, either because of lack of adequate training in handling these tools or because of the infrastructure needed for this purpose. The use of robotic toys in kindergarten activities is a matter of teachers' perceptions, so they decide on the use of robotic toys in the teaching process and the types of activities that would allow their use for teaching purposes. In our study, we aimed to measure teachers' perceptions of children's use of robotic toys and their incidence of using them appropriately, in the teaching process, integrated into Experiential Domain Activities. In this way, we will be able to make correlations between the use of these tools and teachers' perceptions, highlighting the benefits they bring to the teaching process and consequently to the development of children in early education. >> Read the article

Abstract Currently, in contemporary cognitive science, embodied cognition is a controversial research topic. This article draws a parallel between how early childhood teachers conduct early language education activities involving embodied cognition and how they conduct traditional language education activities. Language education activities involving embodied cognition are empirically supported, engage the motor system, the perceptual system and make use of elements of the proximal environment. Traditional language teaching activities are purely theoretical and do not lead preschoolers to deepen and extend connections so that they can make connections between sound perception and word meaning. Our interest in the current approach was to collect descriptive data from preschool teachers in Romania in order to identify strengths and weaknesses of language education activities involving embodied cognition and traditional language education activities. It also aimed to identify, for the teachers involved in the research, the difficulties that young preschoolers encounter in the process of comprehension of new words and pronunciation. We believe that understanding word meaning and pronunciation are processes that underpin effective language teaching. The method used was the survey and the research instrument applied, the questionnaire. The study involved 224 pre-school teachers from eight counties in the country, namely Alba, Arad, Bihor, Caraș-Severin, Cluj, Gorj, Hunedoara and Timiș. >> Read the article

Abstract The following thesis aims to discover how the language acquisition process develops in preschoolers when learning two languages, in the immersion context, as early bilinguals. This article applies and combines knowledge and theories from education, linguistics, psycholinguistics, and the study of bilingualism. Throughout the paper, basic notions about bilingualism and the development of early bilingualism in the case of immersion preschoolers and dominant theories were presented. The methods used to discover this thesis's specific responses were a questionnaire and an interview. Those methods were used on three children, born in the country of immersion and learning both the minority and majority language. The respondents were the parents and preschool teachers of these children. >> Read the article

Abstract This paper presents findings from research that aimed to see how a mindfulness-based intervention program in an EFL high school classroom can enhance student’s foreign language enjoyment and well-being. Students from a 10th grade EFL class in a high school in Israel, participated in a mindfulness-based intervention program held during a ninety-minute EFL lesson each week over a period of thirteen weeks. The research employed qualitative methodology to collect and analyze student’s perception of their English studies, their feeling of well-being in the classroom and their foreign language enjoyment. Semi-structured interviews were used for fourteen participants in the program who were interviewed at two points in time: during the program and a week after the program had ended.  Additionally, insights emerging from my teacher’s log, which documented the process of the mindfulness program at the end of each lesson are also discussed and shed light on future pedagogical implications. All of the participants interviewed reported on an increased level of enjoyment and well-being as well as perceiving an improvement in their EFL learning. >> Read the article

Abstract The development of students' personality, in personally plan, socially and professionally, for a favorable social integration, is achieved by accessing the diversity of school activities. But the discipline called Personal Development occupies a primordial place, focusing on the concepts: self-knowledge, emotional intelligence and self-regulated learning. The didactic approach takes into account the purpose for which it is learned and the way of action to form the student's personality. Creativity has a special importance, both for the teacher in teaching, but also for students, giving them harmony, critical thinking, novelty, flexibility in thinking and especially originality. When it comes to creativity, the student has the right to free expression without being criticized or receiving indications regarding the shortcomings of the products made. With the help of creative strategies, the development in the reflective, anticipatory and evaluative capacity can be highlighted, but also in the student's motivational plan. Also, the development of learning autonomy, for the daily decisions of each individual, the facilitation of access to counseling offered by specialists in educational institutions and more, underlines the important role of this field. The major interest in personal development, which starts at an early age, develops children's personality and later acquires an important role in social, emotional and cognitive development. >> Read the article

Abstract Teachers’ resilience has a crucial impact in building effective educational practices and developing sustainable learning environments all over the world. Moreover, effective teacher education programs incorporate practices aiming to develop teachers’ resilience. In order to gain this objective, it is important to better understand the mechanisms underlying resilience. In this study, we investigated the relations between fear of negative evaluations, emotion regulation strategies, teaching self-efficacy and resilience on a sample of 1365 Romanian teachers. More, we examined the differences among teachers in terms of age, organizational level, educational cycle on the variables mentioned above. The results of the regressions analysis showed 3 significant predictors of resilience: fear of negative evaluation, emotion self-regulation strategies and teaching self-efficacy. The ANOVA tests also displayed that teaching experience and employment status (tenured/temporary) partially affect teachers’ resilience. Practical implications for teacher education programs are discussed. >> Read the article

Abstract The development of the digital competence is a lifelong learning goal, which will remain stable, taking into account the digitization of societies and global economies. In this context and unlike the other European states, in the Romanian curriculum, the digital competence can not be found among the acquisitions of learning at the primary education level. In the absence of some clearly formulated learning objectives, which could be integrated into the development of digital competence, the teaching staff has the option to adapt the learning activities or to propose some new ones, so that the projection of the lessons ensures a teaching approach adequate to the acquisition of digital knowledge and skills. This paper highlights the possibilities of developing the specific competences of the objects in the current education framework plan for primary education, in a prototype approach to support the premise of their integration in the development of digital competence. >> Read the article