Full article\u00a0<\/a>|\u00a0Abstract&Keywords<\/span> Abstract: <\/strong>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.<\/p>\n Keywords: <\/strong>civic competencies, civic education, democratic citizenship, ICCS 2022, Social education<\/p>\n BRIDGING THE GAP BETWEEN EDUCATION AND LIFE SKILLS IN ADULTHOOD: AN EXPLORATORY STUDY OF FEMALE STUDENTS IN EDUCATION SCIENCES| <\/strong>Iulia Adelina GHI\u0162\u0102, Simona Georgiana EFTIMIE<\/em><\/p>\n Full article<\/a>\u00a0|<\/strong>\u00a0Abstract&Keywords<\/span> Abstract: <\/strong>Integrated into recent research pathways (Armstrong-Heimsoth et al., 2021; Garc\u00eda-Alba et al., 2021, 2022; Gerber & Sinha, 2025), our study continues longstanding concerns about adulthood life skills (Eftimie & M\u0103rg\u0103ri\u0163oiu, 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\u2019 integration and autonomy in adult life through integrated academic and financial skill development.<\/p>\n Keywords<\/strong>: female students, life skills, money and household activity management, school and professional life, school and vocational planning<\/p>\n EDUCATIONAL INTERVENTIONS FOR REDUCING SCHOOL INEQUALITIES IN PRESCHOOL EDUCATION| <\/strong>Andreea Roxana BURDUJOC<\/em><\/p>\n Full article\u00a0<\/a>|\u00a0Abstract&Keywords<\/span> Abstract: <\/strong>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 \u201cEvery Child in Kindergarten\u201d and summer kindergartens have contributed to the vulnerable children\u2019s 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), \u00e9coles 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.<\/p>\n Keywords<\/strong>: early intervention, inclusion, preschool education, school inequalities, vulnerable children<\/p>\n THE FUTURE TEACHERS\u2019 MEANINGFUL INTERACTIONS AND ROLE MODELS| <\/strong>Simona ADAM<\/em><\/p>\n Full article<\/a>\u00a0|\u00a0Abstract&Keywords<\/span> Abstract: <\/strong>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.<\/p>\n This research explores the meaningful interactions and role models of students in their final stage of teacher training from 14 master\u2019s specializations within the West University of Timi\u015foara. 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\u2019s degree who were enrolled in the psycho-pedagogical education level 2 within the Teacher Training Department.<\/p>\n The thematic and comparative analysis of the future teachers\u2019 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\u2019s capabilities, demonstrating a passion for teaching, using a student-centered approach are some of the main categories of the teacher\u2019s traits that influenced future teachers in choosing a teaching career.<\/p>\n \u00a0Keywords<\/strong>: anticipatory socialization, autobiographic narratives, role models, teacher training<\/p>\n FROM DESCRIPTION TO CRITICAL REFLECTION: A PHENOMENOLOGICAL STUDY OF PRE-SERVICE TEACHERS\u2019 JOURNALING| <\/strong>Miruna-Luana MIULESCU, Antoaneta-Firu\u0163a TACEA<\/em><\/p>\n Full article<\/a>\u00a0|\u00a0Abstract&Keywords<\/span> Abstract:<\/strong> 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\u2019 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 \u2013 reflective journals and focus groups with 16 pre-service teachers.<\/p>\n 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<\/em> and Relating<\/em> levels, indicating predominantly descriptive reflections with limited analytical depth. Only a small proportion demonstrated higher-order reasoning or reconstruction.<\/p>\n 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.<\/p>\n Keywords<\/strong>: phenomenological approach, pre-service teachers, reflective journaling, reflective practice, teacher education<\/p>\n STRATEGIES TO INCREASE STUDENT ENGAGEMENT IN HISTORY EDUCATION. AN EXPERIENTIAL LEARNING PERSPECTIVE| <\/strong>Adriana Iuliana B\u0102LAJ, Simona Lidia SAVA<\/em><\/p>\n Full article<\/a>\u00a0|\u00a0Abstract&Keywords<\/span> Abstract: <\/strong>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.<\/p>\n 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.<\/p>\n 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 Timi\u015foara that applies the CEGO approach.<\/p>\n 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\u2019 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.<\/p>\n Keywords<\/strong>: engagement factors, experiential learning, experimental design, history teaching<\/p>\n EMPOWERING MICRO-CREDENTIALS THROUGH EUROPEAN UNIVERSITIES ALLIANCES: A SYSTEMATIC MAPPING AND CASE STUDY APPROACH| <\/strong>Alexandru CAR\u0162I\u015e, Romi\u0163\u0103 IUCU<\/em><\/p>\n Full article<\/a>\u00a0|\u00a0Abstract&Keywords<\/span> Abstract: <\/strong>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\u2019s 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.<\/p>\n Keywords<\/strong>: European Universities Alliances, higher education, micro-credentials, sustainable development goals, transnational education<\/p>\n TRACING VISIBLE SCIENTISTS\u2019 ENGAGEMENT WITH THE ROMANIAN SOCIETY| <\/strong>Alexandra ANGHELESCU (\u0162IG\u0102NA\u015e)<\/em><\/p>\n Full article<\/a>\u00a0|\u00a0Abstract&Keywords<\/span> Abstract: <\/strong>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\u2019s 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 Presur\u0103) illustrate the catalytic role they can play in inspiring youth and normalising the two way science\u2013society 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.<\/p>\n Keywords<\/strong>: communist propaganda science, science communication, STEM education, visible scientists<\/p>\n PREVALENCE OF FASHION BULLYING IN LOWER SECONDARY EDUCATION: EVIDENCE FROM TWO URBAN ROMANIAN SCHOOLS| <\/strong>Alexandra-M\u0103d\u0103lina POPA, Adela Mihaela \u0162\u0102RANU<\/em><\/p>\n Full article<\/a>\u00a0|\u00a0Abstract&Keywords<\/span> Abstract: <\/strong>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.<\/p>\n The present study investigates the spread of the phenomenon of fashion bullying<\/em> (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 \u2013 one with a mandatory uniform, the other without \u2013 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.<\/p>\n 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).<\/p>\n Keywords<\/strong>: appearance-based bullying, fashion bullying, school dress code policy, school inclusion, school uniform<\/p>\n THE USE OF AI TO OPTIMISE BACCALAUREATE OUTCOMES AND EDUCATIONAL DECISION-MAKING: TOWARDS AN INTEGRATIVE PEDAGOGICAL FRAMEWORK FOR HIGH-STAKES EXAMS| <\/strong>Olimpius ISTRATE, Bogdan CRISTESCU<\/em><\/p>\n Full article<\/a>\u00a0|\u00a0Abstract&Keywords<\/span> Abstract: <\/strong>High-stakes examinations like the baccalaureate represent critical junctures in students\u2019 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.<\/p>\n 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\u2019s 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.<\/p>\n 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.<\/p>\n Keywords<\/strong>: artificial intelligence in education, baccalaureate, digital pedagogy, evidence-based education, high-stakes exams<\/p>\n PHIL BEADLE, HOW TO TEACH. TEACHING STRATEGIES. <\/strong>Bucharest, Didactica Publishing House, 2020, 239 pages, ISBN 978-606-683-979-2 | <\/strong>Cristina Simona SCURTU<\/em><\/p>\n Full review<\/strong><\/a><\/p>\n OLIMPIUS ISTRATE, SIMONA VELEA, CIPRIAN CEOBANU. DIGITAL PEDAGOGY. <\/strong>Ia\u015fi, Polirom Publishing House, 2025, 312 pages, ISBN 978-630-344-115-3 | <\/strong>Cristina VOICU<\/em><\/p>\n Full review<\/strong><\/a><\/p>\n FULL ISSUE<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":" STUDIES THE ROMANIAN STUDENTS\u2019 CIVIC COMPETENCES 5 YEARS AFTER SOCIAL EDUCATION BECAME MANDATORY IN THE NATIONAL CURRICULUM| Octavia BOR\u015e-GEORGESCU, C\u0103t\u0103lina ULRICH HYGUM Full article\u00a0|\u00a0 BRIDGING THE GAP BETWEEN EDUCATION AND LIFE SKILLS IN ADULTHOOD: AN EXPLORATORY STUDY OF FEMALE STUDENTS IN EDUCATION SCIENCES| Iulia Adelina GHI\u0162\u0102, Simona Georgiana EFTIMIE Full article\u00a0|\u00a0 EDUCATIONAL INTERVENTIONS FOR REDUCING … Continue reading REVISTA DE PEDAGOGIE (JOURNAL OF PEDAGOGY) 2025 (2) \u2013 LXXIII<\/span> ![\"\"](\"http:\/\/revped.ise.ro\/wp-content\/uploads\/2019\/08\/creative-commons.png\")
<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\n<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\n<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\n<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\n<\/a>\u00a0This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\n<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\n<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\n<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\n<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\n<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.<\/div><\/span><\/p>\n
\nREVIEWS<\/u><\/strong><\/h2>\n
<\/a>\u00a0This work is licensed under a\u00a0Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>\u00a0<\/a>.[\/expand]<\/span><\/p>\n
\n
\n