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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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)

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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

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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

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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

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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

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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

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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

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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

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Abstract: Creative thinking, identifying new solutions, taking risks, the proactive attitude, initiative, self-esteem, social and innovative intentions to contribute to societal well-being are competencies listed down in the Learning Compass (OECD, 2019a). Such abilities can be connected with social entrepreneurial competence. Meaningful constructs for the social entrepreneurial competence are: risk taking, self-esteem, personal creativity (Scale of Konakli & Göğüş, 2013), as well as personal traits, social characteristics, and characteristics of social initiative (Scale of Capella-Peris et al., 2019), scales used also in this article.
The teachers, as role models for their students, have to demonstrate this competence in order to scaffold it effectively in their students’ minds. We aim to identify to what extent the students in educational sciences in Romania, who will become teachers, demonstrate abilities on this dimension during their BA initial teacher education. Thus, we investigated elements of social entrepreneurial competence in groups of students from Pedagogy, Pedagogy of Primary and Pre-school Education, and Special Needs Education. 509 respondents, students in the first and third year of the BA program, from nine public universities, answered the online questionnaire.
The results of the study highlight possible correlations between risk taking and elements of personal creativity, or personal traits, but it could not identify statistically significant differences between the 1st and 3rd year students regarding social entrepreneurial competence.
To identify to what extent the social entrepreneurial competence can be noticed at the level of the student teachers, represents a reference for possible curriculum revision of the academic offers.

Keywords: Education for social entrepreneurship, social entrepreneurial competence of teachers, social entrepreneurship in education

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Abstract: The Covid-19 pandemic brought about changes both at the socio-economic level and in our private life. The measures that were taken by governments worldwide have generated a model of action, subsequently customized by each nation. Although the implemented measures aimed at proactively reducing the risk of infection, their consequences were multiple. In this context, the education system was forced to rethink the way of carrying out teaching-learning-assessing activities. Our analysis looks into the feeling of emotional security experienced by students during the online courses.
In this context, we conducted a qualitative research, based on the use of the focus group method. The participants in the investigation were students belonging to the 11 departments with a technical profile within the “Gheorghe Asachi” University in Iaşi. We organized three focus groups per year of study – respectively years I, II and III. The aim was to understand the effects of online education on students in the pandemic context from the perspective of “the emotional security feeling”. The objectives focused on identifying the individual difficulties experienced by students and on analyzing the coping strategies they applied. The results highlighted feelings such as fear, anxiety, sadness, insecurity, that worsened with the distance from college and friends. Understanding how the pandemic has affected students is important for teachers in order to identify appropriate ways to come to their support later.

Keywords: Coping strategies, emotional security, online education

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Abstract: As a result of the closure of higher education institutions, students and teachers had to swiftly adapt to online teaching and learning. The need to design learning environments for students implies choices, adjustments and decisions in order to meet not only students’ expectations but also the conditions in which universities had to operate. Our study seeks to explore the innovative practices used by educators that allowed them to form engaging classrooms in a pre-service teacher education programme during the Covid-19 pandemic. The participants of the present study were educators (n=9) from the teacher training department. By making use of a qualitative inquiry, data was collected through participating at semi-structured interviews via ZOOM videotelephony software.
The key findings suggest that the digital instructional setting has been a distinctively challenging experience for university teachers. The sudden shift in institutional teaching activities and conditions reshaped pedagogical practices and challenged the academics to identify and creatively respond to the students’ needs with ingenuity and speed. Therefore, it is paramount that educators retain the advantages of working from home in ways that transform their practice.

Keywords: Covid-19, innovative practices, teacher education, technology

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Abstract: The article presents the conclusions of a research carried out in 2021, in Iaşi County, in order to identify the managerial steps used by disadvantaged school principals in order to ensure access to education for all children. The data collection strategy aimed at a mixed design (quantitative and qualitative) and took place in six disadvantaged schools in Iaşi County, three in urban areas and three in rural areas. Approximately 5,000 children study in these schools, from preschool to high school. 18 databases were analyzed on students’ school results, the remedial programs implemented and the digital technological resources used by schools to ensure equal access to education. The quantitative data were correlated with the qualitative data obtained from the six interviews conducted with school principals. The research findings illustrate that the COVID-19 pandemic has exacerbated problems with access to education. Thus, a quarter of students studying in the six schools included in the research (1167 children out of a total of 4714) studied in the first semester of the 2020-2021 school year only through educational packages and did not benefit from online courses, interaction with colleagues and teachers for an entire semester. Educational projects have been initiated to reduce the negative effects, but the problem remains with lasting consequences.

Keywords: Access to education, educational crisis, managerial strategy

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Abstract: The theory of instructional design has progressively developed, marking the transition from a traditional prescriptive, normative meaning to a modern one, based on various approaches that are opposed to unique recipes and rigid specifications. The knowledge technology which is strictly applied, the rigorous control of the learning stages are no longer the center of attention today, but the way and level of involvement in building knowledge, collaborating through the use of the new information technologies. Technology shapes the way we teach, learn, evaluate, as well as the way we plan and design these activities. As technology does not make teaching better or worse, simpler or more complex, but entirely changes it, teachers are sometimes confused in choosing an adequate instructional planning. During the process of identifying the new tendencies in the field of didactic planning, we focused on the instructional design models that encourage teachers to be creative. We started from some of the explanatory models of technology-based instruction and, in the second part of the study, we designed a didactic activity. The design method is based on the Learning Designer tool, developed by a team led by D. Laurillard. This is a tool that supports the design process, whether learning is mixed or fully online. The tool is web-based and allows designing and sharing learning experiences, supporting the integration of technology in the instructional process.

Keywords: Design, learning, models, technology

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Abstract: School and family are considered to be basic pillars of education, the child moves, as the object and subject of education between them and the community. If these educational environments complement and support each other, then they will influence the efficient integration of the child in school activities and later in social life.
The education system is a space of social interaction, a space in which teachers interact on the one hand with students, and on the other hand establish cooperative relationships with students’ families and other stakeholders in the society. Through every relational contact with students or parents, teachers carry out activities of growth and development, leadership and direction. On class level, the communication relations, the management of the class activity, the socio-affective relations that are established between teachers and students determine the establishment of a psycho-social climate that can favor or disfavor the optimization of the teaching process.
The family-school relationship is important for the student’s school success. Lately, there has been a more consistent involvement of parents in the children’s school activity and a multiplication of personal interactions between school representatives and family members.
This article explores the importance of the relationships between teachers and students, as well as the relationships between school and students’ families due to their role in streamlining learning and developing students’ personalities. The study conducted in a primary school outlines the importance of relational strategies in the school space.

Keywords: Education, family, relationship strategy, school, student

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Abstract: Educational policy is, in a broad sense, the process of driving change and/or introducing innovations into the education system (Haddad & Demsky, 1995; Haheu-Munteanu, 2019). In the work of government, the ministries in charge usually aim to manage this process, starting from the assumed political programs. These imply strategic objectives, action directions or implementation strategies. Sometimes, however, the various crises affecting social systems, and therefore also the education system, require the implementation of contextual solutions, decisions taken under conditions of uncertainty. Given the context of the Covid-19 pandemic and the need to implement measures that meet the need to protect the health of students and teachers, we aim, through this study, to capture the range of attitudes and perceptions related to the policies implemented, as well as the various changes in the professional training of teachers, training “forced” by the need to use technology in online teaching. By means of a sociological survey based on an online questionnaire to Romanian pre-university teachers, we aim to inventory teachers’ reports on some aspects related to the pandemic context: the beginning of the pandemic and the frustration associated with this moment, the pandemic and the development of different digital skills, but also future projections about the desirability of using different tools and digital skills developed during the pandemic in “post-pandemic” teaching activity.

Keywords: Attitudes, Covid-19 pandemic, pre-university education, Romania

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Abstract: Teaching is a social activity with a formative impact on learners, an activity in which communication plays a pivotal role. To aid the delivery of the information, a teacher can rely on both verbal and non-verbal elements. These are useful tools to provide feedback to the students and some can be used in a virtual teaching and learning environment. While distance education may have various limits in ensuring effective communication between the learners and their instructor, there are ways of combating the lack of elements that can lead to ineffective communication. Our mixed methodbased literature review will try to identify the ways in which successful and constructive communication can be established between the learners and the teachers.

Keywords: Effective communication, interaction, literature review, non-verbal communication, verbal communication

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