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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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