Abstract: In 2017, civic competences were placed at the center of curriculum policies in Romania, with the approval of the graduate profile and the development of the new curriculum for social education for grades 5-8. Five years later, the International Civic and Citizenship Education Study (ICCS 2022) showed us that the new curriculum policies are being applied unevenly, with some teachers feeling unsure about teaching certain civic topics, and a significant proportion of Romanian eighth-grade students being insufficiently prepared to fulfill their role as active citizens, not wanting to get involved in politics, and/ or having discriminatory views toward women. These results reveal the limited impact of the 2017 curriculum changes, but cannot be attributed exclusively to them. The improvement of the position of civic education in the national curriculum and the innovations brought about by the new curriculum have not been supported by specialized training for the diverse teachers who teach this subject. The uneven implementation of the curriculum and the insecurities of some teachers suggest that teaching staff recruitment policies and practices may limit the potential of curriculum innovations and keep the subject in a marginal position. In addition, our analysis shows that no particular aspect/ form of civic education is significantly or more strongly associated with both civic knowledge and civic attitudes or intentions. The civic development of students results from the interaction among various forms of civic education in and out of school, each with its own important and unique contribution.

Keywords: civic competencies, civic education, democratic citizenship, ICCS 2022, Social education

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Abstract: Integrated into recent research pathways (Armstrong-Heimsoth et al., 2021; García-Alba et al., 2021, 2022; Gerber & Sinha, 2025), our study continues longstanding concerns about adulthood life skills (Eftimie & Mărgăriţoiu, 2017). This study investigates the interrelationships between school and professional integration, vocational and educational planning, financial and household management, and daily life skills among female students from the Education Sciences where women represent the majority of enrolments. Using a cross-sectional design, we collected quantitative data from 50 female students, aged between 20 and 48 years, through the Casey Life Skills Assessment (Casey, 2000). Data were analysed using Jamovi software. The results indicate a moderate, statistically significant correlation between school and professional integration and educational and vocational planning (r = 0.378, p = 0.007), suggesting that students who feel more integrated into academic and professional settings are more likely to engage in effective academic and career planning. Similarly, a significant moderate correlation was found between school and professional integration and financial and household management (r = 0.370, p = 0.008), indicating a potential link between perceived integration and the development of functional competencies and autonomy in managing financial and domestic responsibilities. Conversely, daily life skills did not show significant correlation with any of the other variables examined (e.g., financial and household management and vocational planning). These findings suggest the potential influence of additional, unexamined factors that may account for the observed patterns. Overall, the results offer a preliminary foundation for the design of evidence-based interventions to enhance the students’ integration and autonomy in adult life through integrated academic and financial skill development.

Keywords: female students, life skills, money and household activity management, school and professional life, school and vocational planning

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Abstract: School inequalities often originate in the early years of life, particularly affecting children from disadvantaged backgrounds or with special educational needs. Quality preschool education is internationally recognized as an effective solution for reducing these disparities, having a positive impact on educational outcomes, social integration, and economic mobility. In Romania, programs such as “Every Child in Kindergarten” and summer kindergartens have contributed to the vulnerable children’s increasing access to early education. Inclusion initiatives targeting children with special educational needs have focused on adapting the educational environment and teacher training. International examples, such as Head Start (USA), écoles maternelles (France), or the Perry and Abecedarian programs, confirm the effectiveness of early intervention, especially when combined with support for families and communities. The conclusion is clear: equity in education begins in kindergarten. To reduce inequalities, it is essential to expand access, ensure quality, and support inclusion through well-funded and well-monitored intersectoral policies.

Keywords: early intervention, inclusion, preschool education, school inequalities, vulnerable children

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Abstract: During the complex process of learning how to be a teacher, the interactions that future teachers have had throughout their lives with other teachers profoundly influence how students who are enrolled in psycho-pedagogical training programs construct their own professional identity.

This research explores the meaningful interactions and role models of students in their final stage of teacher training from 14 master’s specializations within the West University of Timişoara. The research design is qualitative and is based on grounded theory analysis that was carried out over the last five years. The analysis looks into the autobiographical essays written by 204 students in their second year of their master’s degree who were enrolled in the psycho-pedagogical education level 2 within the Teacher Training Department.

The thematic and comparative analysis of the future teachers’ autobiographical essays shows that they chose to highlight those teaching interactions that reinforce the professional ideal to which they relate when they develop their professional self-image: providing support, encouragement, and confidence in the student’s capabilities, demonstrating a passion for teaching, using a student-centered approach are some of the main categories of the teacher’s traits that influenced future teachers in choosing a teaching career.

 Keywords: anticipatory socialization, autobiographic narratives, role models, teacher training

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Abstract: The act of reflection has become the subject of increasing scholarly attention, with researchers exploring its various aspects and implications. For this reason, the present study looks into the pre-service teachers’ perspectives on reflective journaling during their final-year, one-semester practicum within a teacher education program, focusing on how the prospective teachers perceive the purpose of reflective journaling and the level of reflection they demonstrate in their journal entries. The study makes use of a phenomenological approach and draws on two data sources – reflective journals and focus groups with 16 pre-service teachers.

Findings show that most participants initially viewed journaling as a helpful tool for understanding teaching practices, making decisions, and linking theory to practice. They reported that it enhanced self-awareness, highlighted areas for improvement, and supported their developing teacher identity. However, some challenges emerged. Some pre-service teachers lacked confidence in their reflective abilities and expressed a need for clearer guidance and mentorship. Others found journaling repetitive, time-consuming, or burdensome, especially amid final-year academic demands. Analysis using the 5R framework revealed that most entries remained at the Responding and Relating levels, indicating predominantly descriptive reflections with limited analytical depth. Only a small proportion demonstrated higher-order reasoning or reconstruction.

These findings suggest that reflective journaling alone may be insufficient to cultivate deep reflective skills without explicit instruction, modelling, and structured support. Strengthening reflective practice within teacher preparation requires clearer frameworks, scaffolding activities, and constructive feedback to help future educators critically examine their assumptions and enhance their professional growth.

Keywords: phenomenological approach, pre-service teachers, reflective journaling, reflective practice, teacher education

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Abstract: The educational paradigm of experiential learning, theoretically and methodologically grounded in the works of John Dewey and David Kolb, promotes direct experience as the foundation of cognitive and formative processes. It proposes a teaching methodology centered on the active participation of students in constructing their own learning paths.

The Center for Experiential Learning at the University of Leuven (CEGO), coordinated by Ferre Laevers, has developed a theoretical-applied model that positions emotional well-being and student engagement as fundamental indicators of educational quality. This perspective conceptualizes the teaching-learning process through seven engagement factors (a positive emotional climate, collaborative learning, closeness to reality, intense mental activity, expression, student initiative, and adaptation to individual capacities), forming the methodological framework for optimizing teaching strategies in various curricular contexts, which also serves as a basis for the present study.

The current research analyzes the impact of interactive, experiential learning-based teaching strategies on the engagement of middle school students at a private school in Timişoara that applies the CEGO approach.

Through a quasi-experimental design carried out during the 2024-2025 school year, the engagement of 36 students was measured using the Leuven scale. By means of pre- and post-intervention assessments, and through the systematic application of experiential strategies aligned with each engagement factor, the results highlight a significant increase in engagement scores: from 47.2% of students with maximum scores in October 2024, to 66.7% in May 2025. Thus, the efficiency of the experiential strategies described in this study is confirmed, showing their capacity to stimulate students’ intrinsic motivation and active participation, as well as the transformative potential of experiential learning for the teaching of history. This facilitates the shift from factual memorization to the understanding of complex historical processes and the development of contextualized critical thinking.

Keywords: engagement factors, experiential learning, experimental design, history teaching

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Abstract: In recent years, micro-credentials have emerged as one of the most significant innovations in European higher education, responding to increasing demands for flexible learning, lifelong upskilling, and stronger links between universities, the labour market, and societal needs. Understanding how these new learning formats are implemented is crucial for advancing both educational innovation and sustainable development. This study analyses how the 65 European Universities Alliances integrate micro-credentials to enhance curriculum flexibility, employability, and sustainability in higher education, while also exploring their alignment with SDG 4 and SDG 8 and addressing challenges in recognition, governance, and policy coherence. A comparative analysis is conducted using document analysis and systematic mapping of institutional frameworks, models, and strategic priorities. A structured evaluation matrix assesses micro-credential adoption based on modular learning pathways, cross-institutional recognition, and labour market integration across alliances. Micro-credentials are here to stay and are increasingly embedded in the strategic and educational approaches of alliances. They play a significant role in lifelong learning, student mobility, and workforce adaptability, yet implementation still face challenges due to regulatory misalignment, quality assurance gaps, and employer scepticism. The study relies on publicly available documents and information within a specific timeframe, which may not capture the most recent institutional developments. The findings indicate that micro-credentials are becoming an increasingly clear priority within the strategies and initiatives of the European Universities Alliances, being integrated in diverse forms and institutional approaches. A major strength of the study is that it represents one of the first comparative analyses across all 65 alliances, providing a comprehensive overview of how micro-credentials are conceptualised and implemented, as well as a strategic roadmap for institutional and policy innovation within the European Higher Education Area (EHEA). Nevertheless, standardisation and cross-border recognition remain critical challenges, alongside the study’s reliance on publicly available documents within a specific timeframe, which limits the capture of more recent institutional developments. Future research should integrate empirical data from institutional leaders, policymakers, and employers to assess long-term adoption and impact, and further explore how micro-credentials may expand access to education and support digital and sustainability transitions.

Keywords: European Universities Alliances, higher education, micro-credentials, sustainable development goals, transnational education

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Abstract: This article traces the figure of the visible scientists across Romanian history and examines how such figures have shaped, and been shaped by, shifting relationships among science, society, and education. Drawing on historical analysis, science communication literature, and pedagogical theory, the paper first situates visible scientists in global contexts, then focuses on Romania’s distinctive trajectory from the twentieth century to the present. It shows how Communist era propaganda instrumentalised science to legitimise ideology, fostering both public fascination and deep seated mistrust that still colours attitudes toward STEM careers. Post 1989 reforms, while dismantling overt ideological control, largely retained top down, lecture centred pedagogies that discourage dialogic learning and public engagement. Case sketches of pre and postCommunist Romanian exemplars (e.g., Grigore Moisil, Solomon Marcus, Magda Stavinschi, Cristian Presură) illustrate the catalytic role they can play in inspiring youth and normalising the two way science–society interaction. Synthesising these insights, the paper argues that increasing the visibility and engagement of early career researchers can shift social norms, stimulate STEM enrolment, enlarge the pipeline of qualified teachers, and strengthen democratic deliberation on science linked issues.

Keywords: communist propaganda science, science communication, STEM education, visible scientists

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Abstract: Amid the influence of fashion trends promoted online and the increasingly frequent use of social media, the specialized literature highlights that fashion and appearance-based bullying is among the most widespread forms of aggression among preadolescents and has long-lasting effects on mental health and social inclusion. In Romania, there is limited research on this topic, with the most detailed data showing that physical appearance is the primary reason for bullying among Romanian students, while clothing style represents an important pretext for aggressors.

The present study investigates the spread of the phenomenon of fashion bullying (teasing, exclusion, or aggression related to clothing and appearance) among lower-secondary students, depending on the presence or absence of school uniforms, aiming to address the need for empirical studies to support data-driven debates on school dress codes. The comparative design focused on two urban schools – one with a mandatory uniform, the other without – and employed a mixed methodology on a sample of 80 students and 20 teachers. According to the results, in the school with a mandatory uniform, the frequency of fashion bullying behaviors and clothing-related social pressure are significantly lower. Students and teachers associate the uniform with reducing socioeconomic disparities and increasing inclusion.

In line with international literature, our data suggest that uniforms can ease identity and fashion-related pressure, but the optimal effect depends on a whole-school approach (clear yet flexible rules, media and social-emotional education, student participation in defining the dress code).

Keywords: appearance-based bullying, fashion bullying, school dress code policy, school inclusion, school uniform

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Abstract: High-stakes examinations like the baccalaureate represent critical junctures in students’ academic and life trajectories, yet current assessment preparation and evaluation often fail to provide actionable insights for educational improvement. Today, digital learning and assessment platforms are able to capture rich behavioural data such as response times and answer revision patterns, providing insights beyond traditional analyses. However, the existing practices typically focus on isolated aspects of the examination process, not yet leveraging AI comprehensively across preparation, implementation, and post-exam analysis phases.

This paper introduces the APIA framework (Assessment Preparation, Implementation, and Analysis), which takes into account the possibilities offered by AI. The framework connects three critical phases through systematic AI integration. It operates across three dimensions: processual (distinguishing preparation, implementation, and analysis), stakeholder (mapping roles from students to policymakers), and cognitive-taxonomic (aligning AI capabilities with Bloom’s taxonomy levels). Phase one leverages AI for personalized student preparation through adaptive learning systems. Phase two employs predictive modelling using longitudinal data to enable proactive interventions at individual, institutional, and systemic levels. Phase three transforms examination results into actionable intelligence for curriculum development, teacher training, and policy improvement.

AI-enhanced APIA model prioritizes pedagogical coherence, addressing implementation challenges through explicit stakeholder role definition and cognitive-taxonomic alignment that prevents AI clustering at basic or advanced levels, while neglecting intermediate thinking processes. This represents an initial attempt to bridge the gap between isolated AI applications and comprehensive educational improvement, offering practitioners a structured approach to systematic AI integration in assessment contexts.

Keywords: artificial intelligence in education, baccalaureate, digital pedagogy, evidence-based education, high-stakes exams

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Abstract: Social-emotional competencies are increasingly being investigated in the current educational context. This growing interest has led to the development of numerous Social-Emotional Learning (SEL) programs through which skills, attitudes, and values necessary for acquiring these social-emotional competencies can be developed. This study aimed to synthesize the essential characteristics (methods, techniques, and activities) of SEL programs based on the CASEL model, particularly for middle school students, to improve their competencies. The CASEL model focuses on five areas of competence: self-awareness, self-management, social awareness, relationship management, and responsible decision-making. It is considered the most representative framework for designing SEL programs. The databases explored were ERIC, ProQuest, and Google Scholar. The systematic search identified 1897 articles published between 2010 and 2024 and indexed in these databases. After applying the inclusion criteria, the final quantitative synthesis included 25 articles. The review identified various methods, techniques, and activities employed in SEL programs, including mindfulness, technology-based interventions (virtual reality), behavioral experiments, and arts-based approaches (e.g., melo-therapy, Forum Theater). The best results in developing socio-emotional competencies are achieved through programs incorporating art-based methods, such as Forum Theatre.

Keywords: secondary school, socio-emotional competencies, socio-emotional learning programs

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Abstract: During the pandemic, the dynamics of interpersonal relationships among students, as well as between students and teachers, underwent a significant transformation due to the imposed restrictions, social distancing measures, and learning through technology. In that context, the development of socio-emotional skills was a priority in the training of students, in addition to ensuring the continuity of the educational process. Based on the collaborative learning paradigm, the proposed program sought to develop the students’ social-emotional skills during a crisis situation. In addition, it examined the role of teachers in improving student relationships and preventing negative behavior. This quasi-experimental approach, involving initial and final measurements, was implemented between October 2021 and May 2022 on a group of 30 fourth-grade students. The thorough analysis of the data, conducted after three years of collection, is justified by our decision to use it in a broader academic study. We aimed to identify practices related to students’ social-emotional education in atypical contexts that could be applied to similar situations in the future, thereby ensuring the resilience of the educational process. Building on the theories of emotional intelligence formulated by Goleman and the social learning theories of Bandura, various techniques were developed and applied to enhance the capacity for self-knowledge, mutual knowledge, and interrelationships, such as role-playing, discussion circles, and collective feedback. The main objective of the program was to support students in adapting to the new educational and social realities, while also fostering a healthy group dynamic based on empathy and peer support. The tools we used to assess group dynamics included sociograms and sociometric tests. The results of this pedagogical quasi-experiment showed an increase in the group cohesion index between the initial phase and the final phase (C_gri = 0,036, compared to C_grf = 0,062), reflected in better collaboration in group activities and an improved school climate. The involvement of the teaching staff as a facilitator of change proved that teachers play an important role in developing the students’ socio-emotional skills and enhancing group dynamics, even under conditions of limited social interaction.

Keywords: group dynamics, interpersonal relationships, social-emotional competence

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Abstract: Computational thinking is a structured, cognitive process centered on decomposition, pattern recognition, and algorithm development, which is used for problem solving in a logical and organized manner. This approach offers a perfect environment for developing logical thinking and interdisciplinary competencies, while helping children scaffold their social and emotional skills through activities that promote collaboration and reflection.

In this context, the Computational Thinking in Enhancing Primary Students’ Social-Emotional Learning Skills Erasmus project developed a methodology for solving socio-emotional problems that are often encountered in primary school.

The results of the project include an adapted curriculum for primary school, especially for grade 4, accompanied by a teacher’s guide and digital stories, which provide students with contexts for events awareness that can influence their socio-emotional development. Practical application is facilitated by the workbook, which contains detailed examples that explain the working methodology and the interpretation of critical situations from the digital stories.

The article includes the results obtained from the pilot implementation of the project methodology, conducted within School No. 1 Buftea in Ilfov County. It features a detailed example of the working methodology and interpretations of critical situations in digital stories using the computational thinking method – a complete model that can be replicated in a similar educational context.

Keywords: computational thinking, digital stories, piloting, primary education, socio-emotional learning

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Abstract: Inclusive education promotes equitable learning for all students (Ainscow et al., 2006; UNESCO, 2009), transitioning from segregated to integrated systems guided by international policies. Effective teacher training is crucial, and training programs enhance educators’ skills and attitudes toward inclusion, though ongoing support is needed for sustained impact (Burke & Sutherland, 2004). This shift reflects a broader change in school values, prioritizing diversity, equity, and social justice. Schools with inclusive cultures emphasize respect and collaboration, vital for successful implementation (Avramidis & Norwich, 2002; Forlin et al., 2008). Training programs help embed these values into school practices, fostering a collective commitment to inclusion. Sustainable positive outcomes depend on continuous professional development and the integration of inclusive principles into everyday practices (Sharma, 2018). This study explores the impact of a training program focused on promoting inclusive education values among educators. The training was provided within the Erasmus project “Co-Creating inclusive school communities” (Project no. 2021-1-LI01-KA220-SCH-000027667). The primary objective was to assess the effectiveness of this initiative in enhancing teachers’ understanding and commitment to inclusion. To achieve this, interviews were conducted with participating educators to gather insights into their experiences and learning outcomes following the training. The interviews aimed to identify key takeaways, including new knowledge and perspectives gained, particularly concerning the integration of children from diverse backgrounds within the school environment. Our findings indicate that participants not only acquired new insights into inclusive practices but also developed a deeper appreciation for the intrinsic value of integrating all students into the school community. This study underscores the importance of continuous professional development in fostering inclusive educational environments and reflects on the changing values within schools that support this ideal.

Keywords: educational values, inclusive education, professional development, school integration, teacher training

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Abstract: The transition from high school to university presents significant challenges, particularly in adapting to new academic expectations and knowledge paradigms. This shift often leads to difficulties in managing the discrepancy between expected and actual academic demands. Despite its importance, the lived experience of this transition remains under-researched, particularly regarding how students engage with different forms of knowledge. This qualitative exploratory study investigates first-year students’ perspectives on the types of knowledge they encounter during their transition to university. The aim is to conceptualize the transition as a lived experience and understand the role of knowledge in shaping the necessary competencies for success. The study focuses on two primary research questions: What types of knowledge do students refer to when discussing their transition from high school to university? and How do students describe their engagement with different types of knowledge, both explicit and implicit? The data were gathered through an online questionnaire consisting of five open-ended questions, administered between November and December 2023 to 437 first-year social science students at the University of Bucharest. Using reflexive thematic analysis, three key themes emerged: (1) knowledge management and learning strategies, (2) the value and utility of knowledge, and (3) knowledge as a process of personal growth. These findings contribute to a deeper understanding of how students perceive and engage with knowledge during their transition and how these perceptions align with the competencies necessary for academic success in higher education.

Keywords: competencies, epistemic aims of education, first-year students, reflexive thematic analysis, university transition

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Abstract: The assessment is an essential component of the teaching process, alongside teaching and learning. This component aims to improve the results of students, either individually or in groups, and to determine progress in their personal development. In multigrade teaching, where classes of students present different stages of skill development, the assessment is a challenge for teachers. The multigrade classroom is characterized by a specific organization of activity, tasks, and working times. Alongside the varied use of assessment strategies, the aim is to develop self-assessment and continuous assessment, as these enable students to reflect on their individual results, identify ways to improve them in the short term, and teachers receive information about each student individually. This article is based on the analysis of data collected in a research study conducted during the 2021-2022 school year, on a sample of 175 primary school teachers. The research aimed to identify the particularities of the teaching process in multigrade classes, in general, and the assessment, in particular. The data obtained were ordered according to the following criteria: a) frequently used assessment methods, b) the context in which certain assessment methods are applied, and c) the concrete ways of involving students in order to train and develop self-assessment skills. The ordering of the data takes into account the socio-professional criteria of the teachers involved in the research: location of school, professional experience, teaching degree, and age. The results of the study have implications for the methodological particularities regarding the multigrade teaching.

Keywords: alternative methods of assessment, assessment, multigrade classroom, self-assessment, traditional methods of assessment

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Abstract: Globalization and technological progress require the adaptation of education to the needs of society and the economy. This paper examines the need for a curricular reform in the field of industrial chemistry at high school level. Its main goal is to modernize and streamline the educational process. The study identifies gaps in the current curriculum through document analysis, questionnaires and interviews with teachers, as well as consultations with specialists in the industry. The results emphasize the need to update the school subject content and teaching methods to include scientific discoveries and new technologies. The paper highlights the importance of developing critical skills such as analytical thinking and problem solving. Also, collaboration between education and industry is essential for the practical relevance of the competences to be acquired by the students. The proposed reform integrates application modules, digital technologies and project-based learning. This has the potential to improve student performance, to stimulate interest in chemistry and prepare graduates for industry and research-oriented careers. The conclusions provide recommendations for a holistic and sustained implementation of such curricular reform.

Keywords: competencies, content, curriculum reform, industrial chemistry, teaching methods

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