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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: This paper of philosophy of education sketches the modern concept of ideal of life as main vector of construction of man, and thus, of education. It is a humanistic and Western Enlightenment concept, and for this reason the introduction deals with Kant’s substantiation of the concept of ideal as such. Then, after a note about some philosophical ideas showing the openness and differentia specifica of the ideal, the concept of ideal of life as manifestation of the concept of ideal is decomposed: following the pedagogical, thus multidisciplinary outlook of D. Bazac’s book published in 1983 about the adolescents’ ideal of life.

The ideal of life is individual, and its dialectical relations with social ideals and with educational ideals shed light on a complex in which all these types of ideal condition each other and involve equally complex relations with different social values. The role of models towards the ideal is showed, as well as the constitution of the ideal of life following a “de-idealisation” of the models: ultimately, the concretisation of the educative ideal in models concerns and strengthens the awareness of the different, divergent or convergent relations between ideals and reality. Just this capacity to mirror reality and induce the humans’ power to transform it and themselves according to the moral that underline the uniqueness of their species gives to the ideal of life the importance that only the educative process can emphasise. Thus, the ideal of life highlights the reason-to-be/telos/“what for” of the human beings as such.

Keywords: adolescence, ideal of life, models, philosophy of education, values.

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract:. Approaches to strengthening educational values, such as human dignity, equality, and respect for human rights, are increasingly common in modern pedagogy and are reflected in the United Nations Sustainable Development Goals for ensuring inclusive and equitable education for all. In this regard, we aimed to examine the psychological and value-based dimensions of education and behaviours manifested in interpersonal relationships, focusing on the issue of (non)aggression. We administered a questionnaire to 427 students to identify intervention models in education. The questionnaire assessed emotional and attitudinal characteristics related to experiences within the educational system, including students’ approaches to vulnerable situations and their suggestions for implementing best practices in education. To examine more deeply the psychological resources of students – such as hope, self-efficacy, resilience, and optimism, which are essential for understanding their responses and attitudes towards nonaggression – we used the Psychological Capital Questionnaire (PCQ). The majority of participants consider aggression in educational institutions to be a significant issue that negatively affects both the victims and the community as a whole. The analysis of the questionnaire results confirmed the significative contribution of the psychological capital to the formation of a constructive educational environment, important in the development of educational values. Proposed suggestions from the participants mentioned the need for monitoring and reporting incidents, implementing an educational program for aggression prevention and an active involvement of school counsellors, parents, teachers, and authorities in preventing and combating school aggression.

Keywords: educational values, educational environment, non-aggression, psychological resources, resilience.

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: Centering students’ voices in primary school settings has gained increased importance in recent years with the rise in the significance of children’s rights. Existing studies investigated students’ classroom climate perceptions via a qualitative (e.g., interviews or classroom observations) or a quantitative approach (e.g., self-reported questionnaires). However, in the case of international and national literature, a study discriminating the perspective differences produced by each approach to classroom climate is still lacking. Hence, following a mixed-method approach, our endeavour aims to fill this gap. In total, 68 fourth-grade primary school students from Romania (28 girls and 40 boys, aged 9-12 years old) answered the golden standard instrument in the field (i.e., Classroom Climate Questionnaire Primary – CCQ-P). Complementary, all the students made free-hand drawings of their classroom (i.e., the approach adopted following that of Kuzle and Gracin, 2021), which they further explained to the first author in a semi-structured interview. We noticed both similarities and differences in how the two approaches revealed different aspects of children’s perspectives on classroom climate. In general, research participants understood their classroom climate in positive terms, a point shared across methodological approaches. Moreover, task orientation seemed to be the most pronounced dimension across approaches, since related CCQ-P scores were high, and students represented themselves as paying attention and working on specific tasks. However, regarding collaboration and involvement, whereas the CCQ-P revealed relatively high levels, drawings of children collaborating or actively engaging in communication with the teachers and other students were extremely rare, and the frontal organization of the teaching process dominated the sample. The current paper can contribute to a better understanding of the integration of qualitative and quantitative approaches to classroom climate and consequentially to a more nuanced understanding of the minutiae of classroom climate in Romania and beyond.

Keywords: child friendly research, classroom climate, drawing as a research method, primary school, students’ perspectives.

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: Education is the fundamental element that contributes to transmitting values from a very early age. Education based on the promotion of values at an early age is essential because this is when the most significant changes in a child’s life occur, especially regarding character formation and socioemotional development.

Axiological education involves the transmission of ethical principles through daily activities, interactions with others and the organisation of the educational environment. Early childhood practitioners can adjust children’s values and behaviours in a desired direction based on their principles and values. Both parents and teachers have a significant role in transmitting the values and shaping children’s sociomoral skills and developing them. It is well-known that axiological guidance begins in family, from the child’s earliest years, and continues in school and social environments into which the child will be integrated.

The axiological approach facilitates children’s understanding and appreciation of concepts such as respect, truth, responsibility, kindness and empathy, providing the foundation for long-term harmonious development and well-balanced interpersonal relationships. Through active involvement in various axiologically oriented games and activities, children will be able to differentiate truth from lies, right from wrong, beautiful from ugly, acquiring sociomoral norms, principles and behaviours. The values nurtured in childhood will shape the character and provide the basis for later adult personality.

This study highlights the importance of addressing core values at an early age and provides examples of good practices in implementing axiological education in kindergarten.

Keywords: axiological education, character, early childhood education, personality, values.

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: One of the principles that governs education in Romania is the principle of assuming, promoting and preserving national identity and cultural values. History is an identity binding. Specific to teachers for primary education is a professional identity, conferred by common elements such as social behaviors, dominant beliefs and ideologies, elements imprinted in the professional phenotype. The paper presents a chronological analysis of the most important historical moments, political and social contexts, testimonies and legislative frameworks of the professional training of teachers in Romania. The crucial historical moments for our nation and culture are recounted, in connection with testimonies about the activity of teachers, the first teacher training courses, the first normal schools, the political and social contexts and the measures to legislate the professional training of teachers for primary education. The historical knowledge of the professional training of teachers in Romania is part of the general preparation and culture of teachers for primary education.

Keywords: general culture of teachers for primary education, history of teacher training, professional identity.

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: The article presents a theoretical and comparative approach based on primary sources, including press articles and educational publications of the time, as well as secondary sources such as pedagogical works and compendiums. The research method encompasses a historical study, that involves analysing, contrasting and comparing sources. The research premise is that although the Romanian cultural environment was peripheral during the interwar period, there was nevertheless good readiness for pedagogical innovations from Europe and America. We chose to test this hypothesis through the pedagogical contributions of Steiner, Freinet, and Helen Parkhurst. Due to the increased influence and popularity of Maria Montessori, reflected in the large number of appearances in specialized publications and in the Romanian interwar press, she was not included in this study. Future studies will address the impact of Montessori in interwar Romania. The study shows that there was a desire in the interwar specialized publications to evolve beyond the rigidity and formality of traditional Herbartian approaches. The discussions included not only laudatory, but also critical and pragmatic assessments of Pestalozzi, Rein, Dewey, Piaget, Parkhurst, Montessori, and Freinet. The research premise is partially confirmed because, among the three modern educational alternatives specified in the title, Rudolf Steiner’s contributions were the least mentioned and appreciated in the Romanian literature during the interwar period. Steiner was more commonly known for his “anthroposophy” concerns rather than his pedagogical views. Upon Steiner’s death, Lucian Blaga wrote a laudatory article that briefly mentioned the Austrian educator’s educational views.

Keywords: Célestin Freinet, Helen Parkhurst, history of pedagogy, Interwar period, Rudolf Steiner.

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: The study aims to present the current reform and alternative education situation in Hungary. Hungarian reform pedagogy has a long history, and between the two world wars, the reception of European reform trends became a significant part of the pedagogical culture. The New School movement, the Child Study movement and experimental pedagogy became an integral part of Hungarian pedagogy. Reform pedagogical institutions were established mainly in the capital, the most important being Waldorf, Montessori pedagogy, the Family School, the New School, and in the countryside, the most significant were the School of Action and the Garden School (Szeged).

The information sources for the study were the results of research on reform pedagogy and life reform in Hungary, studies about alternative pedagogical schools, and pedagogical websites. The outline and overview analysis cover the conceptual definitions, the historical traditions and the main features of the current situation. The research group of Eötvös University (led by Prof. András Németh), the Jena-Plan working group, has played a prominent role in researching (over 30 years) and promoting the Hungarian reform pedagogical movement.

Keywords: alternative and reform schools, alternative education, reform pedagogy.

Această operă este pusă la dispoziție sub Licenţa Creative Commons Atribuire-Necomercial-Distribuire în Condiţii Identice 4.0 Internațional .

Abstract: The Jena Plan is a pedagogical model developed by the German professor Peter Petersen at the University of Jena in Germany. The model was known by some Romanian teachers already in the period between the two World Wars, and after 1990 it was popularized again, serving as a source of innovation and inspiration during the reformation and democratization of the education system in Romania. The Jena Plan appears at the level of preschool education in four counties and it is one of the six educational alternatives recognized and approved by the Ministry of Education after 1990. This article makes a retrospective of the development of the Jena Plan in Romania, in the context of the development of the education system in the last three and a half decades. The program dedicated to the continuous training of teachers who choose to follow the principles of this educational alternative is briefly presented, as well as the position of some preschool teachers who have experience in applying the Jena Plan in kindergartens. Finally, a possible future evolution in Romania of this alternative model is outlined. The article is a translation and adaptation of the article “Jenaplan-Pädagogik in Rumänien” (Cuciureanu & Pfützner, 2024), which recently appeared in “Pädagogische Rundschau”.

Keywords: continuous teachers’ training program, educational alternatives, Jena Plan, preschool education.

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: The use of games or playful activities in the educational process has recently attracted the interest of researchers, who aim to include them as specific ways of teaching, learning, and assessment, in order to make learning more engaging and impactful. The benefits of game-based instructional interactions have been shown by several studies and promoted by UNICEF and the Lego Foundation. Learning through play or playful learning is essential in quality education. Numerous studies have highlighted the need to include playful pedagogy in initial teacher education and this article systematically analyzes those that are published between 2014-2024 and are included in Scopus. A total of 20 articles met the inclusion criteria that aimed to identify the characteristics of effective teacher training programs in promoting playful pedagogy, while arguing the need for their implementation. The results display a variety of formats and solutions through which the teachers’ abilities can be empowered in this direction, from dedicated courses, or modules, to virtual simulation. The participation in playful pedagogy courses significantly contributes to a positive attitude and the successful integration of this approach into teaching-learning-assessment activities. The analysis argues for the need to introduce such training programs in the pre-service teacher education and highlights the implications for the measures to be adopted.

Keywords: educational programs, initial teacher education, playful pedagogy, systematic literature review.

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: Reflection contributes substantially to the development of one’s personality, professional growth, and the enrichment of knowledge. By incorporating reflective practices, individuals and institutions make better informed, impactful contributions to their specific areas, as well as improve their overall wellbeing.

This research study employs qualitative methodology to investigate and describe the perceptions of 14 final-year student teachers of pre-primary education regarding the reflective journal writing as an educational tool and a means to fostering reflective thinking skills within the context of their practicum. In order to gain a comprehensive understanding of the phenomenon in question, we employed a qualitative, contextual, explorative, and descriptive research design.

While the study served as a platform to begin reflective practices, the findings of our research indicate that the study participants had positive and negative perceptions on reflective journal writing. Data show us that they perceived reflective journal writing to be a beneficial practice, with many citing its value in facilitating personal growth and self-awareness, as well as in promoting intellectual development.

We argue that explicit, strategic pedagogical intervention, accompanied by dynamic resources, is indispensable for the successful, widespread adoption of reflective practices in higher education, primarily for student teachers.

Keywords: pre-primary student teachers, reflection, reflective journal, reflective practices, student perceptions

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: The current meta-analysis evaluated the impact of teacher professional development programs (TPDP) on student reading skills for non-struggling readers and struggling readers from the preparatory grade to the fourth grade in general education. We analyzed 15 randomized controlled trials and quasi-experimental studies that focused on professional development of primary school teachers and measured code-focused, meaning-focused, or general reading skills at primary school students level. We also explored if the elements of study design, characteristics of the participants, features of the TPDP, outcomes measured, or context of the study are potential moderators of the effects. Results indicate that TPDP have a statistically non-significant general effect size (k = 15, d = 0.068, SE = 0.049, Z = 1.394, p = .162) but a significantly small effect size (d = 0.201, SE = 0.078, Z = 2.574, p = .010) in the case of fourth grade students. We did not identify publication bias. Classical programs rather than hybrid programs (that also include coaching, mentoring, or feedback sessions) as well as a smaller number of program sessions seem to be more effective. Future research is necessary to identify effective features of TPDP and the impact on the teachers’ teaching skills.

Keywords: meta-analysis, primary school, reading skills, systematic review, teacher professional development programs (TPDP)

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: When PISA results are publicly disclosed there is some media frenzy, with a focus on hierarchies worldwide, in the EU, and in the region, as well as various emotions, that range from sensationalism to utter denial. This paper aims to offer deeper insight into the field of text comprehension. Beyond the rankings and based on the PISA results, we explore gaps in learning reading, within the context of the evolution of contemporary texts and the youth’s interaction with these.

The first part reviews the new trends in reading comprehension – as they are highlighted in the PIRLS and PISA respective frameworks and the European framework for the study of literature in secondary education – as well as the renewed reading competencies that are stipulated in the official curriculum for the Romanian language and literature (middle school). This section aims to clarify the components of the reading process that should be learned (and assessed) in school.

The second part attempts to answer the question: how is reading assessed within PISA and the National Assessment Exam? The two assessments are being examined considering focus, item specificity, contextualization of evaluation, typology of texts and their format support, as well as the responses appraisal and the results reporting.

The ensuing comparison offers explanations for the distance between the results obtained at PISA and the National Assessment Exam, as well as the weaknesses in optimizing and assessing reading competence in the Romanian school.

The last part concerns the need to innovate reading practices, by overcoming the backwash effect of the National Assessment, and the strategies that teachers could use to improve reading skills, using the PISA framework and the released items.

Keywords: assessment, National Assessment, PISA, reading practices

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract:). This article investigates the significance of incorporating humour as a pedagogical tool in teaching foreign languages, with a specific focus on English language instruction. The study aims to explore the impact of humour on students’ motivation, engagement, and overall language acquisition process. To gather empirical data, an online survey was conducted among a diverse group of language learners, consisting of individuals from various linguistic backgrounds and proficiency levels.

For this study, a survey of 34 questions was designed (multiple choice and Likert scale) and anonymous answers were collected online. The survey assessed participants’ perceptions regarding the use of humour in language classrooms, their experiences with humorous teaching techniques, and the perceived effects of humour on language learning outcomes. Quantitative and qualitative analyses were employed to evaluate the collected data and draw meaningful conclusions.

Findings from the survey highlight the significant role of humour in language pedagogy. The results demonstrate that using humour in English language instruction not only enhances students’ motivation and engagement, but also provides a positive classroom atmosphere. Furthermore, humour was found to promote vocabulary retention, improve pronunciation skills, and facilitate cultural understanding.

Overall, this research emphasises the importance of humour as a valuable tool in foreign language classrooms, particularly in English language instruction. By employing humour strategically, language instructors can create a lively and conducive learning environment that promotes effective language acquisition, boosts students’ confidence, and cultivates a positive attitude towards language learning.

Keywords: English language learning, foreign language instruction, humour as a pedagogical tool, humour in language teaching, motivation

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: This article explores the interrelationships between young people’s transitions from adolescence to adulthood and from the educational environment to the professional one, while focusing on social maturity and the integration of personal values into professional identity development. The study uses an exploratory design and statistical methods as it investigates how social maturity and personal values influence the professional choices of young people in the Republic of Moldova. The research aims to identify the interconnections between these elements and their impact on the transition from school to work. The hypotheses suggest significant correlations between social maturity and professional identification, between personal values and professional identity, as well as the specific differences of gender and educational context.

Participants, coming from the university environment and post-secondary vocational technical education, have been assessed with respect to social maturity, personal values, and professional identity by making use of validated tools. The results indicate that social maturity and the values of education and professional life are essential for the formation of professional identity. Additionally, the study highlights the role of educational and counselling interventions in promoting a well-founded professional identity.

Recommendations include the integration of personal and professional development programs in educational institutions, counselling improvement, and the facilitaton of practical experiences. The article emphasizes the importance of understanding the complex factors that influence young people’s success during the critical transition stages. The study’s limitations, such as its cross-sectional nature and the insufficient representativeness for data generalization, suggest the need for further research to deepen the understanding of the transition dynamics from education to career.

Keywords: professional identity, school-to-work transition, social maturity, values, young people’s transition to adulthood

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: An important aspect of learning refers to the fact that the student is not only a cognitive entity, but manifests affective states, motivations, attitudes that influence learning both directly and indirectly. A prerequisite for the success of learning consists in the determination of the students’ state of readiness, assimilated as the level of psychoeducational development. The results of school learning must be viewed under two dimensions: one is informative and refers to understanding some useful information, some intellectual algorithms; the other is formative, and triggers, both the transformation of the student’s cognitive apparatus, and the formation and development of his/her personality.

Social anxiety is a factor that can strongly condition success in learning, being the effect of personal, motivational factors, as well as external factors such as: group values, social representations, the richness, and variety of individual experiences allowed by the social environment (Negovan, 2007).

In the present study, we have investigated whether there are significant correlations between the level of social anxiety and the students’ school results. 382 students between the ages of 11 and 14, of which 157 boys and 225 girls, from a secondary school in Bucharest answered questionnaires between April and May 2023. The school is located in the urban area, in Sector 3 of Bucharest, and the secondary school includes 17 classes. The students who attend this school come from the areas that are close to the school, making it a “neighborhood school”. The teachers are concerned with the students’ education that goes beyond the school routine, since the interest is not only in intellectual training, but also in socio-emotional development.

The results demonstrate that there is a significant inverse correlation between the level of social anxiety and the students’ academic performance. The results of the present research reflect a concern of the community of teachers that seek to create optimal conditions for students to develop their innate potential for learning.

Keywords: psychoeducational development, school achievement, social anxiety

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: The teacher’s social-emotional competence is a fundamental coordinate across the student’s educational path, where it leaves a specific mark. The teacher who possesses this competence has an increased level of social awareness, uses conflict mitigation strategies, manages to motivate students to learn, and translates positive emotions such as enthusiasm and joy into the classroom. Within the present study, we use the Salovey-Mayer model as a starting point, where the personal emotional awareness leads to emotional regulation (ER) which enables personality development at an optimal level. Our aim was to test the relationship between the social-emotional competence, understood as emotional regulation (ER), and the acceptance of others (AO). To identify the existing differences between the discussed parameters, the study also included variables such as teacher gender. The type of relationship between ER and AO was explained by means of simple linear regressions; correlation analyses were conducted to investigate the strength of the relationship. The data were collected through an online survey completed by 121 respondents (M = 40.52, SD = 8.08), primary and secondary teachers. The results showed that there is a statistically significant relationship between AO and ER (r =.30, p < .001), between AO and expressive suppression (r = .40, p < .001), and a lack of one between AC and cognitive reappraisal (r = -.12, p =.175). Statistically, there were no significant differences between female and male teachers’ responses. The results of the study have an impact on the psychosocial climate of the classroom, the teaching-learning-evaluation process, the students’ academic results and teacher-student relationship.

Keywords: acceptance of others, cognitive reappraisal, emotional regulation, expressive suppression, social-emotional competence

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: The literature review shows a growing interest in investigating teacher education in an inclusive perspective, given the number of children with special educational needs in mainstream schools as well as the studies that focus on the value of this approach. The purpose of this article is to analyze the training needs from the perspective of an inclusive education of the students with special educational needs, in the context of the Romanian school staff.

In the current study, teachers provided their experience and opinions for the development of in-service training programs in the field of inclusion. They presented the number of children with special educational needs in their classes, the training they received, the implementation capacity, and the school support, as well as the teachers’ expectations and the barriers they encountered. 1132 teachers from pre-university education from 40 counties participated. The methodology is quantitative and qualitative and the data was collected through online questionnaires. Data was analysed using an inductive system of categories and codes. The results addressed the following themes: the teachers’ level of competencies they acquired from previous training, the importance they give to continuous training, their motivation for professional development, the contents they considered necessary from an inclusive perspective, and the framework for exploring the development of collaborative practice in training. The conclusions section addressed the need for schools to design and implement training policies for their communities.

Keywords: inclusive education, SEN (special educational needs), teacher needs, training teachers

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Abstract: The analysis looks at the policy documents of the Centres for Resources and Educational Support regarding the use of digital technology in school counselling, as they were enacted at the beginning of the Covid-19 pandemic. For this task, I employed a framework provided by socio-material theories (Cooren, 2010; Latour, 2005). Policy documents are designed to be obligatory points of passage (Callon, 1986) for human and non-human actors to bind them together for common goals. They take on a life of their own, beyond what their authors intended, in what is termed textual agency (Cooren, 2004). Using controversies (Venturini, 2010) as a means of retracing agencies, I analyse the references to digital technology within two types of documents: the institutional development plan and the managerial plan. The results point towards the existence of a state of incontrovertibility regarding the use of digital technology within the school counselling system, which precludes human and non-human actors from entering a negotiation process led by service managers and sets the stage for subversive actions (Callon, 1986). The failure of the policy documents to set themselves as obligatory points of passage opens up the school counselling system to being governed through obligatory points of passage designed by other actors with non-transparent and divergent agendas.

Keywords: actor-network theory, controversies, digital technology, school counselling, textual agency

 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .