Special Issue, No. 28/2024

Abstract This theoretical article examines the crucial role school-based research and development (R&D) teams can play in systematically fostering innovation and cultivating adaptive learning environments within educational institutions. R&D teams are diverse groups of skilled professionals focused on driving complex innovation projects through an iterative, user-focused development process. They research, develop, and implement new educational strategies, tools, curricula, and practices in collaboration with educators, administrators, students, and external partners. By synthesizing literature on innovation theories like Disruptive Innovation (Christensen, 1995), Diffusion of Innovations (Rogers, 1962), Open Innovation (Chesbrough, 2003), and innovation culture in education, the article develops a comprehensive framework for embedding innovation in schools. The aim is to provide insights and actionable recommendations for educational leaders, policymakers, and researchers on leveraging these teams as catalysts for transformative change. In this vein, fostering supportive organizational structures, internal/external partnerships, capacity building for innovation and free-flow of knowledge enables these teams to drive the development and implementation of innovative pedagogies and organizational practices. Furthermore, visionary leadership nurturing an innovation-friendly climate and teacher empowerment are highlighted as vital for sustaining innovation (Fullan, 2001; Hargreaves & Shirley, 2009). Additionally, the article emphasizes the need for government policies incentivizing educational innovation. It provides a framework for harnessing R&D teams' potential in cultivating adaptive learning environments. The article concludes with a call for further research to validate and refine the proposed model, offering educational stakeholders concrete strategies to unlock the transformative capacity of R&D teams. This article will be researched as part of a doctorate work. >> Read the article

Abstract Fashion pedagogy, an emerging field within fashion studies, plays a critical role in contemporary culture by integrating elements of body education, expression, and socio-economic values. This paper explores the epistemological foundations of fashion pedagogy through a comprehensive review of the current scientific literature. We address the multifaceted relationship between fashion pedagogy and body education, highlighting how this discipline influences and reshapes people's perceptions of body image and self-expression within informal education. The interplay between fashion pedagogy and capitalist values is also examined, revealing how fashion education reflects and critiques prevailing economic ideologies, promoting a more conscious engagement with fashion as a form of cultural production. Furthermore, this study delves into the interdisciplinary nature of fashion pedagogy, which draws upon diverse fields such as art, aesthetics, psychology, anthropology, sociology, and business to enrich learning experiences and outcomes. The paper also reviews how fashion pedagogy can be implemented within the curricula of higher education institutions, emphasizing innovative teaching methods that foster critical thinking and creativity. Through an analysis of various educational models and practices, we identify key trends and challenges that influence the effectiveness and relevance of fashion pedagogy in today’s educational landscape. This paper argues that fashion pedagogy is significant in educating about fashion and fostering critical awareness among students about its broader social, cultural, aesthetic, and economic implications. It is a pivotal tool for empowering students to navigate and influence the evolving dynamics of contemporary culture through informed and thoughtful fashion practice. >> Read the article

Abstract In contemporary education, teacher training from an inclusive perspective must address various factors, including educational policies and theoretical frameworks. As the significance of inclusion in education grows, the number of training programs focused on this perspective is expected to rise, a trend supported by studies in Romania over the past decade. This study aims to determine changes in the number, formats, and content of inclusive education training programs organized between 2017 and 2022, proposed for 2022-2023, and accredited nationally. We analyzed documents comprising approved/accredited training programs for teachers. Using broad inclusion criteria, 41 data were requested, and we received 21 completed, which were eligible for analysis, covering 48 accredited and 5 complementary training programs. Our findings indicate no positive percentage variation in the number of inclusive education training programs, the average number of participants, or the number of programs including subjects adjacent to inclusive education, despite the diverse profile of trainers. The national offering is consistent, and many teachers have already completed such programs. In the first stage, information was collected on both the formal (name, accreditation order, type of program, number of hours) and practical (regional or national, complementary or accredited). Documents from national and international organizations involved in this field were also consulted. The results suggest that, despite the consistent offering of inclusive education training programs, there has been no significant increase in the number of these programs or participants, indicating the need for further improvements to more effectively achieve the goal of training teachers in inclusive competencies. >> Read the article

Abstract This article seeks to shed light on various inclusive education (IE) aspects within the current educational policy landscape. IE stands as a beacon of progress, aiming to provide equal opportunities for quality education to all pupils, accommodating diverse and adapted responses to each learner's needs and unique abilities while eliminating discrimination and exclusion. Despite being considered a key educational goal in the Western world, implementation challenges arise owing to confusion between 'integration', 'inclusion', and IE. To clarify this confusion, the article examines IE's roots and developmental stages, considering societal perceptions that shaped them. The goal is to establish clear boundaries for the concept, facilitating a unified educational discourse. Special attention will be given to an examination of IE in Israel in 2024, as a test case of a society coping with broad societal heterogeneity, reflected in its education system. The article claims that to promote IE, the existing separation between regular and special education, which currently operates as two parallel and separate tracks, should be abolished. As long as a fragmented educational discourse persists, IE will continue to face conflicting voices of inclusiveness in theory and exclusion in practice. Hence, it is necessary to create a single educational heterogeneous inclusive system to address all pupils' diverse needs without separating between types of learners. This change will enable the development of an exemplary society that promotes values of equity, diversity, choice, and social justice. >> Read the article

Abstract This paper presents the outcomes of an innovative induction program designed to support beginner teachers during their first year of teaching. It emphasizes the mentoring strategy and the effectiveness of utilizing genuine pedagogical tools that were specifically developed to address the professional needs of new teachers. The induction program tailored for beginner teachers utilized a pedagogical intervention strategy and differentiated approach to develop a new toolkit for lesson analysis and for individual and group reflective activities developed in the classroom. The induction program provided reflects the professional perspective of a group of mentor trainers involved in the first systemic project that trained the teacher mentors at national level. These trainers developed a pedagogical toolkit that is beneficial for both beginner teachers and mentor teachers. Additionally, the program incorporates a remote mentoring model, which has a significant influence on new teachers’ continuing development. >> Read the article

Abstract While the integration of space science within the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) assessments has revealed promising trends, a notable research gap has also emerged with respect to the lack of longitudinal studies exploring how this integration affects educational outcomes over time. To address this gap, this study delves into the complexity and educational impacts of space-related questions across various assessment cycles, with the aim of uncovering certain patterns in the integration of space content and their effects on fostering interdisciplinary and cognitive skill development among students. This research is essential for promoting the development of effective educational strategies that not only enhance scientific literacy but also prepare students for future technological challenges. >> Read the article

Abstract This study addresses the issue of maintenance and career advancement of teachers from the pre-university education system. The research direction represents the perspective of the needs experienced by teachers during the first 10-15 years of their teaching career. These differ according to their professional experience, creating distinct professional approaches and goals. During the first five years of professional activity, the aim is to acquire stability in the teaching career and to obtain a consolidated professional status. The focus is on the emotional approach, counselling/psychological support and career guidance (good career prospects) also being required. After the first 5 years, efforts to promote career development stages are complemented by ongoing concerns to improve teaching practice. At this stage, teachers must benefit from career guidance (managing and planning their progress in the teaching profession) and support in improving professional practice. For teachers with more than 10 years of experience, the main aim is to achieve a high level of competence, expertise and professional maturity, which involves career guidance (development of new skills related to the profession; opportunities to build on and broaden their experience; new professional roles and responsibilities) and support in enriching professional practice. >> Read the article

Abstract The social dynamics visible at the national level compel the educational system to prioritize investment in human resources, specifically in the continuous development of teaching staff. To meet contemporary educational challenges, teachers are increasingly opting for lifelong learning. Over the past 30 years—and particularly in the most recent decade—the concept of lifelong learning has been strategically and functionally enriched in educational debates. Our empirical research investigated principals' perspectives on the contribution of lifelong learning to strengthening the competence profile of teachers. In the study, 9 principals from pre-university education were interviewed, with professional experience (seniority as principals) ranging from 2 to 13 years; 67% were from urban schools and 33% from rural schools. >> Read the article

Abstract Augmented reality is an innovative way to enhance learning, transforming the way students access and assimilate knowledge. This technology has the potential to make education more accessible, attractive and effective. The purpose of this study is to identify the opinions of teachers / future teachers who teach / will teach at primary school, regarding the use of augmented reality applications in environmental education in primary school. Environmental issues in Romania, at all levels of education, are insufficiently explored, despite the growing need and efforts made by the Ministry of Education. Educational activities that contribute to preventing climate change, combating biodiversity loss, illegal deforestation, environmental pollution should be introduced from the earliest ages, and the ways of presentation should be as attractive, closer to the digital generation. Research data was collected via an online questionnaire with 24 questions, using the 5-point Likert scale. The sample consists of 133 participants selected by the non-probability sampling method. According to the survey results, most participants believe that the use of augmented reality applications has the potential to provide immersive and interactive experiences in environmental education classes for primary school students. However, the participants identified challenges and limitations that need to be considered before they can be fully accepted in the education sector. In conclusion, further research and development is needed to highlight the potential of augmented reality in primary school environmental education. >> Read the article

Abstract Digital technologies are increasingly present in the daily lives of adults and children, which increases the need to better understand this digital world. Given today's society, the premises of the key competencies that early childhood education must provide future students based on the Curriculum for Early Childhood Education and supported by constructivist theory (of Vygotsky's zone of proximal development), this study aims to investigate the development of computational thinking for the child in preschool education. Using as a method for the case study, the observation of children's behavior during nine weeks in which we carried out specific activities, we tested three hypotheses regarding the development of computational thinking, using both connected and non-connected tools, the levels of communication and collaboration between the participating children. The results show that the use of educational robots in different stages of teaching, learning and evaluation helps in the development process of children by understanding the cause-effect relationship, acquiring spatial and temporal orientation skills, developing communication skills and supporting socio-emotional interactions with children of the same age. Decomposition, abstraction, pattern recognition and algorithms were the four components of computational thinking analyzed and all obtained a score above the mean of the Likert scale used. Future research is needed to study the more in-depth effects of STEAM activities on children's cognitive acquisitions and social-emotional skills. >> Read the article

Abstract The interest in AI technologies in education it is not exactly new. The AI technologies supported individualized and personalized learning from content delivery to feedback provision and progress supervision since the beginning of the 21st century. The pedagogical potential of AI was explored in relation to teaching assistance and personalized learning. Nevertheless, the evolution of generative AI opens the way for misinformation and mystification in the field of education. According to the definition of artificial intelligence, “AI systems are designed to simulate or replicate human cognitive functions and adapt to new information and situations”. Simulating and replicating does not mean replacing. If a few years ago, the biggest fear of a teacher was that the students would take fragments available on the internet, once with the evolution of AI, the biggest threat becomes that the cognitive abilities of the students would not be trained at all. Our study shows how students were challenged to use AI to produce scientific content related to curriculum theories. The results are in line with the international trend that depicts AI as a learning instrument, as an assistant for teaching and learning processes. The prospective teachers enhance that the content provided by an AI generative soft might impress a novice, but not an experienced person. However, they appreciated the design of the delivered content and the speed with which it was proposed.. >> Read the article

Abstract The rate of development of educational technologies has implications not only for the technical capacity of an educational institution to provide hardware and software solutions for the existing learning environment, but also for pedagogical practices that are influenced by stakeholders' acceptance of new technologies. Effective use of emerging technologies requires training future and actual teachers with professional digital literacy skills that provide pathways for connecting best educational practices with modern digital technology-based enhancements to increase the quality of learning environment through the integration of educational technologies, especially in terms of educational agents' perceptions of the effectiveness of technology in delivering educational content and acquiring knowledge. In studies on technology acceptance, the theory of reasoned action (TRA) and the technology acceptance model (TAM) are commonly used to explore the factors that affect users’ intentions to adopt educational technology and less so to study the motivations of pre-service or/and in-service teachers for accepting and integrating emerging technologies into pedagogical practices. This study addresses TRA and TAM to design a framework built on constructs as perceived usefulness, perceived ease of use, subjective norms, attitude toward use, behavioral intention, intention to use for explaining or predicting students and teachers' intentions to adopt and use emerging technologies. >> Read the article

Abstract There has been a growing concern for developing children's social-emotional abilities recently. Studies that address the importance of music in children's lives have concluded that it is closely related to emotional regulation and social interactions. Emotional development reflects children's ability to identify and express their own emotions and also those of others. Social development refers to children's abilities to relate effectively and appropriately to adults and children of a similar age in different social situations. Our research aimed to verify the influence of musical activities on the development of social-emotional skills of 4- and 5-year-old preschoolers. The research design was an experimental one, examining the oscillation of the dependent variable (level of social-emotional skills) concerning the independent variable (musical activity-based choice) and the oscillation of the dependent variable when the independent variable did not intervene. The study was conducted over 15 weeks and the participants were 46 preschool children from an urban extended-day kindergarten. The instrument used within the research was the Preschool Behaviour Observation Form, developed and adapted based on the dimensions of the domain Social Emotional Development from the Early Childhood Curriculum, 2019. Analysing the results, the development level of social-emotional skills increased by 61% in the experimental sample due to the introduction of the independent variable. Summarising, the implementation of optional activities based on musical activities in the kindergarten educational process significantly impacted the children's socio-emotional development. >> Read the article

Abstract Digital literacy has been a major theme in both public and higher education over the past 15 years. The information age demands new digital skills from citizens, which educational institutions need to develop. Keeping up with the challenges is becoming increasingly difficult and the effectiveness of digital and information activities often falls under of expectations. Research has shown that digital competences alone do not guarantee effective digital activity and that, in addition to competences, individuals may need to believe in the effectiveness of their own digital activity, to believe in their own skills and competences. This paper presents the results of a study conducted in 2023 to explore the possible connections between digital self-efficacy and digital competence. >> Read the article

Abstract S.T.E.A.M educational model is a new educational concept and reduced implemented in kindergartens in our country, Romania, but the examples of good practices developed within the eTwinning action carried out under the umbrella of the Erasmus+ program from different European countries, brought to our attention the fact, this educational model stimulates the growth of S.T.E.A.M skills (observation skills, communication skills, cooperation skills, mathematical and digital skills) at preschoolers. The article presents the eTwinning/Erasmus+ project "S-TEAM in kindergarten", a project carried out in collaboration with six European kindergartens participating in the program (Bulgaria, Poland, Romania, Turkey, Slovakia), the activities conducted in project, the research methods and tools used within the project to measure the level of development of S.T.E.A.M skills, the results obtained within the project. The project was realized on the ESEP digital platform in eTwinning section, collaboration digital tools offered by the platform, a learning space for the participating kindergarten teachers and for preschoolers. The research methods within the project were the observation method through the Evaluation Scale, and Observation Grid of S.T.E.A.M activities and psycho-pedagogical experiment method, applied in ,,S.T.E.A.M in kindergarten”, educational program. The study included 255 preschoolers from six European kindergartens (Arabella Kindergarten Vidin, Bulgaria, Zespol Skol Publicznych v Szewnie, Szewna, Poland, Kindergarten No.2, Bistrita, Romania, Vocational School ,,Tiberiu Morariu” Salva, Romania, Huseyn Ak Anaokulu, Antalya,Turkey, Základná škola s materskou školou, Pod Vinbargom 1, Bardejov, Slovakia) and 22 teaching staff. >> Read the article

Abstract This article presents the responses of pre-primary teachers regarding the development of digital skills in preschoolers. A questionnaire was administered to gather their insights on effective methods for fostering these skills. In today's digital age, cultivating digital skills in children is increasingly important. The questions in the survey were meticulously crafted based on a thorough review of existing literature. Some sample questions from the questionnaire include: "How do you define the concept of digital ability?" and " Consider that the use of digital applications can effectively support the development of digital skills in preschoolers?" Additionally, teachers were asked, "What are the most effective strategies for enhancing digital skills in young children?". The importance of developing digital abilities through the use of digital applications cannot be overstated, as these skills provide significant advantages for future career opportunities. Integrating digital tools in early education not only engages young learners, but also prepares them for the technological demands of the future workplace. This study highlights that early childhood educators succeed in introducing and cultivating digital skills, thus laying a solid foundation for lifelong learning and adaptability in a digital world. >> Read the article

Abstract This study explores an experimental approach to developing and assessing the STEAM-type behaviors in kindergarten children through extracurricular activities. STEAM education, encompassing the disciplines of science, technology, engineering, arts, and mathematics, is increasingly recognized for its potential to foster creativity, problem-solving and critical thinking, specific to preschool stage. The research was conducted with a middle group of 5-6-year-olds from a kindergarten in Arad, Romania. The experimental group consisting of 24 preschoolers and the control group of 24 preschoolers were evaluated. A STEAM behavior assessment grid was developed, encompassing five dimensions, each with five items. Twenty-four students used this evaluation grid to assess two children each, one from experimental class and one from control class, during both pretest and posttest stages. The STEAM behavior assessment grid focused on key areas such as curiosity, creativity, collaboration, critical thinking, and problem-solving. The study's methodology ensured a comprehensive evaluation by involving pre-service teachers in the assessment process, thereby also contributing to their professional development. The innovative activities were structured to encourage active engagement and foster a deeper understanding of STEAM concepts. The results of the experimental research reveal that children in the experimental group exhibited a notable enhancement in STEAM-related behaviors compared to those in the control group. More specific, the experimental class showed increased abilities in creativity, problemsolving, and collaboration. These findings suggest that the integration of STEAM-focused extracurricular activities can significantly impact the developmental trajectories of young children. >> Read the article

Abstract The study realizes a theoretical approach that reviews the literature by bringing key arguments and concepts that support the introduction of multimodal text in the school curriculum as a support in learning and understanding texts for students in the developmental curriculum cycle. Definitions of key concepts regarding multimodal text, comics, literacy, literacy are highlighted. From a conceptual point of view we are trying to formulate certain concepts and to emphasize the need to introduce multimodal text in the primary school curriculum, thus helping teachers and students through recreational activities that will lead to the development of literacy. With the help of multimodal text you develop: the ability to interpret a text, improve critical thinking, lifelong learning, effective communication and last but not least adaptability. A multimodal text is characterized by the fact that it is a literary narrative text in which two or more modes of communication (written, read, spoken) are combined in order to convey information through spoken or written language in combination with images, sounds, gestures and lights. We believe that multimodal text plays a significant role in the development of literacy, contributing to the formation of competent and critical readers and communicators. The interaction between literacy and multimodal text promotes a deeper and more nuanced understanding of information, essential for active and informed participation in contemporary society. >> Read the article

Abstract Today, stakeholder participation is seen as a key element for higher education quality assurance systems. The European Union emphasizes the importance of designing the educational programs of higher education institutions to meet the needs and expectations of stakeholders. The roles of stakeholders are important for the quality of education in higher education. In this study, the roles of stakeholders in curriculum designing, implementation, and evaluation process were investigated. The self-evaluation reports of five universities accredited by the Turkish Higher Education Quality Council (THEQC) were examined in the context of the roles of stakeholders in the program planning, implementation, and evaluation process. The results revealed that internal and external stakeholders are involved in the program planning, implementation, and evaluation processes of universities. Also, it was found that stakeholders have roles in determining needs of society and defining program competencies, making formative evaluations, and analysing program effectiveness. The implications of the study were presented to improve the quality of education in higher education. >> Read the article

Abstract This article presents recent research on life skills for secondary school students, the European educational framework of the Erasmus+ program, the products and results obtained within the “E+ Skills for Life” school education accreditation project (reference number 2023-1-RO01-KA121-SCH-000134608), implemented at “Petru Rareș” National College for a period of 15 months between 01/06/2023 and 31/08/2024, both dates included. In addition to analyzing students' collaborative and individual work, a questionnaire prepared for the purpose of this study was distributed to 25 participants, all of whom were secondary school students participating in short term mobilities of groups of students (between January and June 2024). According to the poll results, there is a greater need in the classroom to build lifeskills and 21st century abilities. The essay explores the significance of Erasmus projects and European mobility in creating lifeskills for secondary school students participating in the project, offering examples and testimonials from students` learning diaries, both in eTwinning and Erasmus+ context. >> Read the article

Abstract In an increasingly digitised society, the development of computational thinking has become essential for everyone. Computational thinking is defined as a process of breaking down a problem into steps that are simple enough to understand, identifying solutions that can lead to automation. New generations should have the opportunity to develop this skill from early childhood, so future teachers need to develop the skills to create innovative learning contexts. This study explores the need for initial training of students majoring in elementary and early childhood education to create learning contexts that facilitate the development of students' computational thinking. Both quantitative and qualitative data collection methods were used to identify future teachers' perceptions of the need for initial student training to build the skills required to design learning settings that aid the advancement of computational thinking in toddlers and students. In terms of qualitative methods, the focus group method was used, discussing with students based on the questions How would you describe the concept of computational thinking? Can computational thinking be included in the teaching process? What types of activities could be carried out? As quantitative methods of data collection, a questionnaire survey was used, applying a questionnaire consisting of 24 items. The results showed that the introduction of a course based on computational thinking can significantly influence the way future teachers teach. >> Read the article

Abstract The use of films in teacher education is both an educational practice and a research direction with significant potential, offering diverse perspectives, numerous benefits, and high relevance for future teachers. This study aims to explore the potential of “school films” in the pedagogical training of pre-service teachers. Our analysis relies on four case studies of films such as Dead Poets Society (Weir, 1989), The Ron Clark Story (Haines, 2006), Freedom Writers (LaGravenese, 2007), Entre les murs [The Class] (Cantet, 2008) that have become classics within the “school films” cinematic sub-genre. The selected films illustrate concepts, theories, or educational practices pertinent to students in the process of their training as future teachers. They also reveal the dynamics of the teacher-student relationship in different contexts, aspects of school life, and the challenges of the teaching profession. Based on these four films, we developed a training project for final-year students in Level I of the Psycho-Pedagogical Training Programme. The project includes activities such as film viewing, debates, and reflective learning strategies. The concept of this project, along with the accompanying tools – primarily worksheets with reflection tasks – can inspire other teacher educators to provide engaging and interesting learning experiences for future educators based on films. >> Read the article

Abstract In the context of an increasingly dynamic and competitive job market, the cultivation of professional relationships between academia (professors and students) and different professional fields has emerged as an extremely important factor in addressing contemporary industry demands. Our study examines the critical role of fostering professional interactions in educational settings to align with the current market requirements, namely with some specialized fields (multilingual professional communication, general and specialized translation, and interpreting). Our paper aims to emphasize the role of professors in extending their roles beyond traditional pedagogy to include mentorship, guidance that integrates industry insights, tailored career advice, and practical applications. This research utilizes a “mock” service-learning project to demonstrate the positive outcomes of proactive professor-student engagements on career readiness and adaptability to market shifts. The most important findings of our project are reflected on the pedagogical approach that bridged the gap between academic theory and practical application by enhancing learning (academic concepts were applied to real-world scenarios), impacting the business community (significant and positive impact on addressing immediate needs and long-term collaborations between higher education institutions and business communities), contributing to personal growth, and preparing for future careers. >> Read the article

Abstract Historically multicultural European areas display a tendency towards openness and sociability that transcends mere geographics. In ensuring that the youth of diversified ethnic populations attain life skills, the school community ought to provide the means for such social capital to build networks of interethnic school and social relationships by designing guidelines to help relate and work together on school and community projects. Hence, the necessity arose for soft skills in the respective teams working towards shared goals and transferrable objectives in the framework of set task. The present article not only develops on the key concepts, but as practical application project work, it can serve as incentive for extended use in later years, a conducive toolkit along the adulthood pathway. Furthermore, the research conducted as follow-up project validation consists of a 1-5 Likert scale conducted among 81 highschoolers in West Romania. Were such multiethnic teamwork as good practice example applied in blended learning contexts, repeatedly and purposefully, interpersonal skills and effective communication, not only within the school community, but also in non-formal contexts would be acquired and attained with increased levels of trust. Thus, highschoolers would be equipped for achieving the ends set within the school educational environment, as well as for fulfilling the lifelong occupational and personal development agenda. Such project-based work, easily extensive to interschool similar multiethnic student team structures, might trigger similar proactive future attitudes for the students on the brim of maturity, whereas meaningful insights into the validated pattern will undoubtedly trigger societal active participation. >> Read the article

Abstract Language teachers in grades 4-6 seek diverse ways to work with pupils and various text types to promote reading comprehension skills, written and oral expression, vocabulary and idioms, and understanding of linguistic components. They use textbooks and lesson plans, including different text types, stories, and poems. However, language teachers often struggle to integrate current, relevant, and age-appropriate social issues. Teachers strive to enrich pupils' knowledge and develop their independent critical thinking, engaging in respectful discussions, expressing opinions, listening to others, and formulating social values. This can be done by arousing curiosity and interest and increasing motivation for independent exploratory learning. Developed by the author and implemented in this research, ""Promoting language skills and reducing gaps through learning based on current newspaper articles,"" teacher training program presents a unique way to reach these goals simply, accessibly, and creatively, based on age-appropriate topical newspaper articles to boost learners' language skills and narrow gaps that widened during the Corona period among primary school pupils. The program seeks to equip language teachers with practical work tools, thus allowing them to choose current articles and use them in planning and leading meaningful language lessons. Its uniqueness lies in a teacher's ability to choose a recent newspaper article and build a relevant lesson plan rather than adhere to given texts and activities. Doctoral research will accompany the program, examining its contribution to teachers' ability to plan lessons independently and increase their sense of language teaching self-efficacy. >> Read the article

Abstract This article is a theoretical review of critical thinking by analyzing multiple approaches to the topic. Critical thinking is also called "perfect thinking", being fair and objective thinking. Right thinking involves treating all points of view equally, without reference to one's feelings or interests, or those of a friend, company, community, or nation. It implies adherence to intellectual, uninfluenced standards. Elementary school is the one that provides the foundations of learning, developing students with the skills and abilities needed both for the accumulation of new knowledge and for everyday life. That is why it is important that from an early age, the capacity for self-evaluation is developed to help the student understand his capabilities and to be able to evaluate his knowledge and achievements. This research considers the importance of developing critical thinking from an early age. People who possess critical thinking take information and process it through the filter of their opinions, communicate openly with the people around them, and argue their point of view being certain of their own opinions. >> Read the article

Abstract This study focuses on the perspective of fourth grade students concerning the specific experiences of starting lower secondary school. We chose an inductive approach, the study relying on a qualitative analysis of the written answers of 94 fourth grade students from a school in Cluj county. Participants answered a questionnaire with 5 open-ended questions about their expectations and needs regarding the future school transition, as well as the sources of information they generally refer to. The aim of the investigation was to identify the actual educational needs of the students during the transition from one educational cycle to another, directly starting from their perspective, opinions and expectations. After classifying the responses according to the positive or negative nature of the expectations, as well as the aspects referred to by the pupils, we observed that the same features of the transition to lower secondary school were considered by some as positive and desirable, and by others as negative and undesirable, fears. For example, changing classmates is perceived by some as an opportunity to make new friends (positive emotions), while for others it causes negative emotions because of separation from old classmates or fear of being rejected by new classmates. Therefore, the challenge felt by students is not the change itself, but is the meaning the student attaches to the changes they perceive during their transition to lower secondary school, thus the influence of older peers becomes more significant. >> Read the article

Abstract This study explores the characteristics of authentic school leaders in rural Romania and their impact on teacher efficacy. Rural schools in Romania face distinct challenges, including limited resources, socio-economic constraints, and difficulties in attracting and retaining qualified staff. Understanding how leaders navigate these obstacles to create a supportive educational environment is critical. The research addresses key questions: How do rural school leaders exhibit qualities such as transparency, ethics, efficacy, and self-awareness? What impact do these qualities have on teacher efficacy and professional growth? Data was gathered through surveys assessing leadership practices from the perspectives of both school leaders and their evaluators, considering different stages of teachers' professional practice (PP) and professional development (PD). The analysis revealed notable patterns, such as higher self-awareness among entry-level teachers and significant efficacy reported by mid-level teachers and those with 'gradul II' certification. These findings indicate a complex relationship between leadership practices and stages of teacher development. A significant observation was the disparity in transparency scores between 'gradul I' teachers and those with over 25 years of experience, suggesting areas for further research. Additionally, lower scores in ethics and efficacy among entry-level teachers point to the need for targeted support and development initiatives. The study highlights the critical role of authentic leadership in rural schools and offers insights into how effective leadership practices can strengthen teacher efficacy. By identifying strategic areas for improvement, the research provides valuable guidance for policymakers and educators working in challenging educational contexts. >> Read the article

Abstract The main caregivers and each child’s first teachers are represented by parents, which greatly influence their development, educational path, and behaviour. Parental competence represents a fundamental coordination in raising and educating children. This research investigates the impact of parental self-efficacy, parental competence, and on children's academic results and development. The present study is based on 609 participants who fulfill the role of parent. A psychometric analysis was made to measure the influence of these concepts on the children's level of education. Correlations were calculated, and the results indicate empirical evidence that the level of parental competence is correlated negatively with the level of parental stress (r = -.371, p<.01). Also, a low level of parental self-efficacy was associated with a higher level of parental stress (r =.05, p<.214) was found as well. In this study, the importance of the influence of parental stress was highlighted, impacting the psychological health of parents and children. Reducing the negative effects of stress can be achieved by using some coping strategies, such as requesting social support, which can lead to the selection of appropriate strategies for the harmonious development of the child and ensuring a quality education. >> Read the article

Abstract This article posits care as a fundamental paradigm for understanding medicine and pedagogy, highlighting its deep roots in human existence. Rich in philosophical insights, care is seen as the very essence of human communication, nurturing, and education. This study examines the complex interplay of care within these fields, advocating for a hermeneutic approach to illness. Drawing on philosophical perspectives, historical legal frameworks, and contemporary epistemological shifts, it explores how care has become central in various disciplines, transcending traditional boundaries. The traditional view of care, initially focused on disabilities and rights, has expanded to include holistic well-being and individualized attention. This shift recognizes each individual's unique needs and potential, emphasizing their value in the care process. With a holistic understanding of illness, contemporary medicine integrates care as crucial to healing. Similarly, pedagogy moves towards a "pedagogy of the person," acknowledging individual needs and ensuring they feel valued and respected. This article underscores the ethical dimension of caregiving, highlighting the responsibility and anxiety of physicians and educators. It calls for a shift from "curing" to "caring," focusing on the person rather than symptoms. By adopting a hermeneutic lens, physicians and educators interpret signs of competence and potential, fostering a collaborative and interdisciplinary understanding of human complexity. Ultimately, the article advocates reconceptualizing care as fundamental in medicine and pedagogy, emphasizing holistic care for effective well-being education. >> Read the article

Abstract In the context of training and developing the skills of teachers, students and children to solve exercises and problems in Mathematics, in this paper we propose to continue the steps started in the first three papers with the same generic title and marked symbolically with (I), (II), respectively with (III) namely, the presentation of some ways of achieving a systemic vision on a certain notional mathematical content, a vision that motivates and mobilizes the activity of those who teach in the classroom, thus facilitating both the teaching and the assimilation of the concepts, concepts, and scientific theories addressed of 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. The methods used, in this work, in solving the Diophantine equations, are diversified and different, for the most part, from those used in previous works of this type. It will result, then, that the methods of solving matrix equations related to these equations will follow the same direction. To facilitate the reader's understanding of the solutions of these matrix equations, in some cases we have also presented examples. >> Read the article

Abstract Although a unanimously accepted definition is not found in the literature, most researchers argue that forgiveness involves decreasing negative emotions towards the transgressor, i.e. the person who has broken a norm, decreasing the motivation to hurt them and increasing positive emotions towards them. Our research aimed to investigate the extent to which school children can distinguish between an intentional violation of a classroom norm and an unintentional violation generated by physiological limitations specific to a disability. According to our results, children in the preparatory class understand that certain undesirable behaviors are caused by a disability, in our case, hearing disability, while other behaviors are not. Furthermore, children's decision to play with a transgressor depends on the intentionality of the rule violation, but according to our data, the transgressor's intention to violate a rule did not influence the number of resources that participants provided. We explain these findings through the theoretical framework proposed by McCullough et al. (2013) on the adaptive role of forgiveness and revenge and we analyze the implications that the present research has for the inclusion process of children with special educational needs. >> Read the article

Abstract Higher education has become much more accessible to people from disadvantaged groups due to advocacy and legislative changes. But even with this support, students from disadvantaged groups still face barriers at all stages of their academic and professional careers. Higher education institutions continue to view students from disadvantaged groups as less academically prepared, less interested, and with high dropout potential, providing financial rather than academic support services. Student ambassadors are a widely used outreach and support intervention in some higher education institutions. Furthermore, researchers consider it an effective strategy for expanding access, placing considerable emphasis on analyzing its effects on the individuals receiving support. This work illustrates a model of inclusive higher education (IHE), successfully implemented at the University of Bucharest, through a student ambassador program. Student Ambassadors offers university students from disadvantaged groups the opportunity to learn and develop alongside peers in an accessible and diverse academic environment. This paper provides an insight into inclusion in higher education and strategies that can be applied on a university campus to ensure access to non-traditional learners or students from disadvantaged groups. Also, suggestions for implementing inclusive university practices are presented. This article, conceived and co-written with the student ambassadors, is their reflective account of their experience as student ambassadors in supporting students from disadvantaged groups, as well as their fellow undergraduate peers who are considered underrepresented students. Their reflections remind us that they have huge potential for supporting inclusion in higher education and facilitating access to the labour market. >> Read the article

Abstract This article refers to the topic of psychological (mental/emotional) and social pain in the prediction of suicidality (suicide and its associated behaviors) as an extraordinarily complex and pressing societal and adult educational challenge. The aim of this review article is to present a literature review of the current picture of the evidence regarding the impact of psychological and social pain on suicidal behavior as a societal and adult educational problem. Currently known biological factors are weak predictors of future suicidal behaviors. Psychological pain is a transdiagnostic significant predictive factor of suicidality, even in the absence of a diagnosed depression. Psychological pain has been rarely evaluated or examined in routine practice for suicide reduction. A valid tool to measure social pain is a necessary step in decreasing and minimizing rates of suicidal behavior in an at risk population of socially excluded adults. Additional practical implications for the impact of psychological and social pain on suicidality prediction in the settings of adult education are highly and urgently recommended. The hypothetical impact of different social factors (e.g., immigration status, gender, multiple psychoactive substance use as social norms, general self-efficacy) on the experience of psychological pain will be studied by mixed methods research in the field of sociology in an at risk population of socially excluded adults. >> Read the article

Abstract Today, social inclusion and exclusion are becoming increasingly important issues in society. The concept of social exclusion focuses on the process whereby certain disadvantages and risk factors prevent individuals from successfully integrating. The risk of social exclusion in Ibrány, the location of the research, is significant. Education especially early education is very important in catching up. So, kindergartens in disadvantaged areas play a key role in inclusion. An important question is what motivates teachers and childcare professionals in these areas? What keeps them in the field and how can they motivate children? And what problems they face every day and how they solve them? During the research, interviews were conducted with nine staff members at the Baptist Charity Nursery School, including the head of the nursery, five nursery teachers and three nursery nannies. Most of the children in this nursery are from a multiply disadvantaged background and most of them are also Roma. The kindergarten has a total of 64 children in three groups: small, medium and large. The data was collected in March 2024. The interview texts were analyzed using the content analysis method. The survey provides feedback on how teachers feel about a kindergarten where children from a disadvantaged background are most likely to attend, and the role of pre-school education in overcoming disadvantage which can serve as a lesson for the training of future pre-school teachers. >> Read the article

Abstract The deficiency of chemistry and physics laboratories in schools has profound implications for scientific education, as illuminated by a study conducted in Covasna County. Deprived of laboratory access, students lack the opportunity to experiment with chemical and physical phenomena, limiting the application of theoretical knowledge. This shortfall may foster a superficial understanding of the subjects and potentially dampen enthusiasm for science. Moreover, the absence of exposure to laboratory equipment and techniques stunts the cultivation of practical and critical skills crucial for scientific or technical careers, hindering students’ preparation for future pursuits in these fields. Practical skills and a deep comprehension of scientific principles are indispensable for success in such careers. The absence of laboratory experience may place students at a disadvantage in university admissions or job competitions. It is imperative to implement viable solutions - investments in laboratory infrastructure, additional training for educators, and the development of interactive learning programs compensating for the dearth of practical experience. Integrating modern technology into the educational framework offers alternative avenues for experimentation and practical learning, mitigating the absence of physical laboratories. The study, conducted via an online questionnaire involving 61 school respondents, underscores the adverse impact of lacking chemistry and physics laboratories on students’ learning and development. However, by implementing solutions, the situation can improve, ensuring students receive comprehensive and equitable science education. Addressing this deficit is pivotal in nurturing the next generation of scientists and innovators, equipping them with the skills needed to tackle real-world challenges and contribute to scientific progress. >> Read the article

Abstract It is known that the Euler-Mascheroni constant, which we will denote here by c0, plays a very important role in Mathematics. It is the limit of a decreasing sequence of real numbers, which we will denote here by cn or cn,0, a sequence that belongs to the interval (0,1), but which does not converge to 0. In this paper we propose to generalize this known constant c0 of Euler-Mascheroni, in positive and negative sense. In this sense, for each (0,1), starting from two generalizations of the sequence cn that converges to c0, we will obtain two sequences cn, and cn,-, which converge to c and c- respectively. We will call these limits, c - the positive generalized Euler-Mascheroni constant or the positive generalized Euler constant, respectively c- - the negatively generalized Euler-Mascheroni constant or the negatively generalized Euler constant. By calculating in two different ways the limits of some sequences, we will obtain the integral form of these two constants c and c-, and then we will calculate these two constants for different rational values of the number (0,1). Determining these generalized constants will allow one to easily compute many limits of sequences of real numbers that are otherwise much more difficult to compute. The present paper is meant to be one of Mathematics Didactics and comes to the support of teachers, students and pupils who want to train new skills and develop their competences for solving exercises and problems in Mathematics. >> Read the article

Abstract This study explores the application of the Photovoice method to capitalize on cultural activities in the education of rural children at early school age. Photovoice, a participatory research-action methodology, empowers children to capture and reflect on their cultural experiences through photography. >> Read the article

Abstract Focusing on time management is essential to making student learning worthwhile. Rigorous time management allows students to discover more controlled than task and activities or activities or daily. Our study aims to investigate teachers' perceptions of managing students' learning time, both in and out of the classroom. Knowing that time management is based on three pillars, namely: planning, organization, and the results of the study highlight the need for students to learn time management with an emphasis on: learning to set priorities, self-monitoring/self-responsibility. management according to a set schedule, the daily distribution of learning times and free time according to one's own needs. At the same time, it is necessary to involve teachers in the formation of effective time management skills and abilities in their students, in order to avoid procrastination. At the same time, the counseling of parents by teachers on the proper management of their children's learning and leisure time is a necessity to make learning more efficient for school-age children. >> Read the article

Abstract Promoting social and moral learning experiences in schools is an important aim for building strong, ethical, responsible and empathetic future generations. Digital natives will be more and more immersed in a volatile, complex and unpredictable world where responsible, ethical and socially sustainable decisions are a key component of resilient individuals and societies. Building teachers’ awareness related to the present topic will contribute to adopting more effective learning design strategies strongly connected to Alpha Generation learning needs. The main objective of this study is to review recently published papers on the most effective strategies and instructional formats to develop prosocial and moral attitudes and behaviors in educational settings. More specifically, using a narrative review approach, we discuss: a. the benefits of enhancing prosocial and moral education skills; b. the effectiveness of using video games and digital tools in prosocial and moral education; c. different strategies to use games and digital tools in design-learning for moral and prosocial education. The present article also aimed to design a specific instructional work-model using video-games for teaching the subject Religion based on supporting and enhancing prosocial attitudes, humanistic values and promoting self-efficacy, responsibility and ethical decision making. Implications for interdisciplinary research and practices for moral and social development are discussed. >> Read the article

Abstract The socio-pedagogical environment is defined by the general atmosphere in a class of students/educational institution, being measured from the perspective of six components: the relational climate, the pedagogical climate, the security climate, the justice climate, the evaluative climate and the belonging climate. The general well-being of each student, the positive management of behaviors, collaboration, the school-family-society partnership are just some of the principles of action for the quality of the school climate. A broad, multidimensional construct, school climate indicates, among other things, the quality and character of school life, being the generator of the feeling of safety, of students' school success or failure, when it turns out to be negative. In this context, the role of the teacher, from the perspective of the one who organizes the learning situations, is a particularly important one, as he determines the classroom climate according to decisions, style, practices and interaction with students. At the same time, researchers agree that a school climate characterized by positive interpersonal relationships contributes to increasing the level of student performance and reducing the number of students with adjustment problems. The article aims to present the results obtained following the application of a questionnaire targeting the socio-pedagogical environment among primary school pupils. The obtained data offer the possibility of identifying the positive aspects, which aim to improve the quality of school life, but also the negative ones, the possible problems, for which proposed and implemented actions are required to improve the school climate. >> Read the article

Abstract Conduct, the systematic way a person behaves, has profound and varied consequences on our lives, influencing personal, professional and social aspects. These consequences can be both positive and negative, depending on the person's reactions to different endogenous and exogenous variables. Appropriate behaviour enhances empathic communication, facilitates the development of healthy interpersonal relationships and can contribute to creating a harmonious environment where individuals feel respected, valued and safe to express themselves freely and unhindered. This is essential not only for the emotional well-being of individuals but also for the cohesion of (micro)communities and social cohesion in society. Through this study, we explored primary school teachers' perceptions and interest in teaching the optional subject Education for Society in the context of developing personal, social and learning to learn key competence. In the micro research, we used a nonexperimental design and the research method was a questionnaire survey. Sampling was non-probability, voluntarily, the only criterion considered for the selection of teachers participating in the micro-survey was their willingness to answer the questionnaire questions. The questionnaire was distributed and disseminated online on discussion forums and social networks. >> Read the article

Abstract This theoretical article addresses the fraud triangle and fraud diamond as explanations for fraudulent crimes. In the 1930s, Sutherland defined Sutherland fraud as a unique act, committed for personal gain, and called it “white-collar crime”. The most famous theory on this crime is Cressy’s model of the 1950s, 'the fraud triangle, with three vertexes influenced by the psychology of fraud: the first two include the opportunity to obtain personal incentives and low chances of being caught and perceived pressure, both motivating behavior and rationalization - the moral justification of fraud. When all three meet, fraud may occur. Opportunity, pressure, and justification derive from educational methods and beliefs developed over time and ingrained in the minds of fraud offenders. In 2004, researchers Wolfe and Hermanson realized that the 'fraud triangle' failed to address the important factors that motivated the fraud and introduced the 'diamond fraud,' adding the fourth vertexcapability, defining the ability and skills needed to perform a fraud offense, without which the act could not take place. These theories are universally significant in various countries and societies. >> Read the article

Abstract Glince about The Outdoor Professional Teacher provides a comprehensive overview of the skills and competencies required to be an outdoor teacher. It emphasizes the diverse skills essential for effective outdoor teaching, including technical, interpersonal, and decision-making abilities. The document also discusses the Outdoor Leader Career Development Model (OLCDM) by Mark Wagstaff, which offers a structured framework for understanding outdoor educators' career progression and professional growth. The profile of an outdoor teacher encompasses a wide range of competencies, from environmental understanding and risk management to instructional skills and coaching techniques. The document also highlights the challenges and benefits faced by outdoor educators, emphasizing the need for ongoing professional development and supportive policies. This emphasis is designed to motivate and inspire the audience, underlining the importance of institutionalizing outdoor teaching approaches. Overall, it provides valuable insights into the multifaceted nature of outdoor education and the career development of outdoor educators. >> Read the article