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Abstract: <\/strong>European and national policies aimed at the development and modernization of education systems promote innovation across all their components. In response to these requirements, managers of educational institutions in Romania have made, and continue to make, efforts to align their missions with the demands of contemporary society, where digitalization and internationalization represent major challenges.<\/p>\n This study aims to diagnose the process of innovation in education by addressing several key research questions: How is innovation understood within the management of educational institutions? How has the innovation process been implemented, what factors support it, and what challenges does it face? What solutions could enhance the effectiveness of innovative measures in schools?<\/p>\n The study, conducted through a questionnaire containing both closed-ended questions (with predefined or Likert-scale response options) and open-ended questions, gathered the opinions of 46 teachers holding management positions in schools (principals, deputy principals, and board members) from the South-East region of Romania, which was selected for practical and logistical reasons.<\/p>\n The qualitative and quantitative analysis of the collected data yielded several important findings regarding the effectiveness of the innovation process in education. Innovation represents an important dimension of institutional management, and teachers are generally receptive to innovative practices, with most of them participating in continuous professional development in this area. However, not all schools have a coherent strategy for innovation in the educational process based on a clear and objective analysis of the school\u2019s context, available resources, and opportunities for change.<\/p>\n Keywords: <\/strong>educational research, responsible innovation, school management, strategy of innovation<\/p>\n THE DIGITAL ABC: A SYSTEMATIC ANALYSIS OF TEACHER PRACTICE IN REFRAMING PRIMARY INSTRUCTION | <\/strong>Cristina MASGRAS (CHIRCU), Ecaterina VR\u0102SMA\u015e Abstract: <\/strong>The integration of technology into the educational process led to changes in educational goals by emphasizing the development of key competences necessary for integration into the labor market, including digital competence. The changes targeted both the school curriculum and the reforms needed to update it, as well as teaching practices aligned with a student-centered paradigm. This research aims to investigate, through a systematic analysis of the specialized literature, effective teaching practices for developing digital competence in primary school students, as well as the factors that influence these practices. We analyzed the following aspects: types of professional development programs for teachers which have proven effective in the long term, determinants that influence the teachers\u2019 digital competence level, the teaching practices used to develop digital competence in young students and their impact on the learning process. We also analyzed the barriers encountered in integrating technology and ensuring digital equity. The 29 included studies were selected from international databases (WoS, ProQuest, ScienceDirect), and the review process followed the PRISMA reporting guidelines. The results of the research highlighted that training programs that included applied activities, mentoring, collaborative learning, or those leading to the formation of the practice communities were the most effective. The level of development of teachers\u2019 digital competence is influenced by both personal characteristics and institutional factors. The development of digital competence in primary school students is a complex process that involves educational policy, teacher professional development, institutional factors, and teaching practices tailored to specific age levels.<\/p>\n Keywords<\/strong>: curriculum reforms, digital competence, digital equity, teacher professional development, teaching practices<\/p>\n STUDENTS\u2019 PERCEPTIONS ON THE USE OF ARTIFICIAL INTELLIGENCE IN THE EDUCATIONAL PROCESS: BENEFITS AND CHALLENGES | <\/strong>R\u00e9ka KUTASI Abstract: <\/strong>In recent decades, the evolution of digital technologies, along with the emergence of artificial intelligence, has brought significant changes to the education system. In a world where artificial intelligence (AI) has revolutionised the educational process by offering students round-the-clock support \u2013 through its ability to generate content, solve assignments, or draft essays rapidly \u2013 teachers are constantly seeking solutions to provide learners with the most effective learning resources, to develop authentic competencies tailored to everyone\u2019s needs.<\/p>\n The present study, primarily quantitative with a complementary qualitative component, investigates the perceptions of first-, second-, and third-year students enrolled in the Primary and Preschool Education Pedagogy study program at George Emil Palade University of Medicine, Pharmacy, Science, and Technology of T\u00e2rgu Mure\u015f. The study aims to identify how students use AI in their educational activities. Data were collected through an online questionnaire created in Google Forms, which consisted of both closed- and open-ended questions, and was administered in December 2025. The findings revealed that students primarily use artificial intelligence to write essays and presentations, solve assignments\/projects, perform translations, and prepare for exams. Furthermore, participants stated that AI helps them save time during their studies, better understand difficult content, and develop critical thinking. Additionally, the study highlights students\u2019 attitudes toward academic integrity and notes their need for a clear guide on the use of AI in the academic environment.<\/p>\n Overall, the study pinpoints the benefits and risks of using Generative AI tools among higher education students. While most respondents use GenAI tools for academic purposes weekly to save time while learning, a small number of students reported using them only 1-2 times per week. Regarding ethical issues and academic integrity, 54% of students understand the proper use of GenAI tools, while 25% report a partial understanding of the regulations. Further investigation is needed to accurately understand the effect of Gen AI tools on students\u2019 long-term learning.<\/p>\n Keywords<\/strong>: academic integrity, AI effect, artificial intelligence, digital technology, educational process<\/p>\n THE KAHOOT! PLATFORM \u2013 A BRIDGE FOR THE DEVELOPMENT OF SOCIO-EMOTIONAL AND COGNITIVE COMPETENCES | <\/strong>Marilena PAVELESCU Abstract: <\/strong>The study investigates the impact of integrating the Kahoot! platform into the educational process, analyzing its potential to facilitate interaction between digital immigrants (teachers) and digital natives (students). The analysis adopts a triadic perspective (thesis\u2013antithesis\u2013synthesis), highlighting both the platform\u2019s educational potential and the risk of superficial learning in the absence of adequate pedagogical mediation.<\/p>\n The exploratory research employs a mixed-methods approach structured around four complementary levels to provide an integrated perspective on the phenomenon under investigation: a qualitative review of the relevant literature, direct observation, semi-structured interviews, and descriptive research based on opinion surveys. The first level establishes the conceptual framework and explores cognitive theories (Mayer, Dehaene, and Piaget) that support the use of gamification in education. Direct observation, conducted over a period of three years and encompassing more than 100 Kahoot! sessions at the lower secondary level, provides an empirical basis for assessing students\u2019 active engagement, their spontaneous reactions, and their perceptions of game-based learning. Semi-structured interviews conducted with ten teachers explored the subjective barriers and motivations influencing the adoption of the platform, helping to clarify teachers\u2019 reluctance toward its systematic use. The quantitative component is based on opinion surveys administered to teachers through the iTeach platform. The sample, comprising a total of 166 respondents, enabled the investigation of teachers\u2019 perceptions, attitudes, and psycho-pedagogical barriers related to technology adoption.<\/p>\n The findings suggest that carefully planned integration of gamification can transcend its entertainment function and anxiety-reduction benefits, becoming a valuable educational tool. By leveraging natural learning mechanisms, it can support higher-order cognitive development through strategies such as immediate feedback, mental micro-breaks, and structured debriefing sessions.<\/p>\n Keywords<\/strong>: digital natives, feedback, Kahoot!, mental breaks, socio-emotional skills<\/p>\n THE ENGAGEMENT OF HIGH SCHOOL STUDENTS IN URBAN AVIFAUNA MONITORING ACTIVITIES FOR THE DEVELOPMENT OF ECOLOGICAL BEHAVIOUR | <\/strong>Anna-Maria-Iulia DUMITRU, Ruxandra CHIRCA, Andrea-Cristina STAICU Abstract:<\/strong> The study analyzes how urban bird monitoring assists in learning ecological behaviour amongst 121 tenth-grade high schoolers from Giurgiu. It started from the premise that direct engagement by youths in observing local biodiversity affects their attitudes toward the environment and their practices of engagement with a wildlife source. The research implies a study on ornithofauna and an educational experiment conducted in the 2024\u20132025 school year. The students were part of an experimental group participating in monitoring activities or of a control group. Evaluation through validated questionnaires measured ecological behaviours and environmental attitudes before and after the intervention. The results proved that despite no significant differences between groups after completing the study, there is a strong correlation between pro-ecological attitude and observed behaviour. Students may show a greater willingness to engage in basic tasks like recycling yet have little interest in activities that involve longer-term dedication. Research is limited by the short duration of the intervention and the limitations of the present educational system which do not endorse nature-based activities.<\/p>\n The research provides insightful thoughts on the multi-dimensionality of ecological consciousness. It suggests the need for change via a long-term comprehensive education program as a component of the curriculum. The key finding of this study is that successful ecological education does not simply involve imparting information, it requires direct and continuous experience in nature, ongoing contemplation of nature as well as taking part in conservation activities to create an environmentally caring citizen.<\/p>\n Keywords<\/strong>: ecological behaviour, environmental education, urban bird monitoring<\/p>\n EXPLORING THE LINK BETWEEN PARENTAL INVOLVEMENT AND PUPIL MOTIVATION IN READING, WRITING AND MATHEMATICS IN ROMANIAN PRIMARY EDUCATION | <\/strong>Ilinca SAS, Mariana CRA\u015eOVAN, Paula Ioana CAZAN Abstract: <\/strong>Family-school partnerships play a significant role in shaping pupils\u2019 school motivation, particularly in primary education. In the present non-experimental, correlational, cross-sectional study, associations between parental involvement and students\u2019 motivation to learn in different subjects were investigated. The study presents a dyad sample of 79 primary school students and one parent for each child, during the school year 2022\u20132023. Student motivation was assessed in reading, writing, and mathematics, distinguishing among three dimensions of motivation according to the self-determination theory. The parents also responded to a questionnaire measuring their involvement in school activities, communication with teachers, and involvement at home. Significant associations were identified only between parental involvement in school activities and student motivation for reading (r<\/em> = .25, p<\/em> < .02, r<\/em>\u00b2 = .063) and writing (r<\/em> = .21, p<\/em> < .05, r<\/em>\u00b2 = .043). These results suggest that parental involvement in school activities is associated with higher literacy-related motivation, although the cross-sectional nature of the data does not allow causal conclusions. The study has potential implications for identifying school-based parental involvement as a promising correlate of students\u2019 motivation for reading and writing. Future research should evaluate these relationships using longitudinal designs and more diverse samples to clarify directionality and generalizability.<\/p>\n Keywords<\/strong>: family-school partnership, parental involvement, primary education, pupil motivation<\/p>\n THE MEDIATING ROLE OF SELF-CONTROL IN THE RELATIONSHIP BETWEEN INTERNET ADDICTION AND ACADEMIC PROCRASTINATION AMONG HIGH SCHOOL STUDENTS | <\/strong>Alexandra-Andreea BERINCEANU, Andrei-Marian CICEU Abstract: <\/strong>During adolescence, high school students face numerous academic, social, and personal challenges that can significantly influence learning behaviors. A frequently encountered phenomenon in this context is academic procrastination, defined as the tendency to repeatedly delay the completion of school tasks despite being aware of the negative consequences. Academic procrastination is not merely a problem of time management; rather, it is associated with deeper psychological factors, such as difficulties in behavioral self-regulation and the influence of the digital environment.<\/p>\n In this regard, self-control is considered an essential ability for maintaining behaviors oriented toward long-term goals. A low level of self-control can lead to difficulties in managing impulses and to the postponement of academic tasks. At the same time, excessive internet use has become a defining characteristic of adolescents\u2019 lives. Internet addiction is associated with decreased academic engagement, concentration difficulties, and inefficient use of time \u2013 factors that may contribute to the emergence of procrastination.<\/p>\n The aim of the present study is to analyze the relationship between academic procrastination, self-control, and internet addiction among high school students, as well as the role of self-control and internet addiction in explaining academic procrastination behavior. The instruments used are the Internet Addiction Test (IAT), the Brief Self-Control Scale (BSCS) and the Academic Procrastination Scale (APS). It is expected that the results obtained will provide a better understanding of the relationship between internet addiction, self-control, and academic procrastination among high school students.<\/p>\n Keywords<\/strong>: addiction, adolescents, internet, procrastination, self-control<\/p>\n PREDICTORS OF ACADEMIC WORK ENGAGEMENT IN HIGHER EDUCATION: A HIERARCHICAL MULTIPLE LINEAR REGRESSION ANALYSIS |<\/strong> Paula Ioana CAZAN, Lauren\u0163iu Paul MARICU\u0162OIU, Ilinca SAS Abstract: <\/strong>A student\u2019s level of academic work engagement is a key predictor of their retention in higher education (HE) and their commitment to lifelong learning. While existing research frequently identifies motivation as the main driver of this engagement, other factors \u2013 such as students\u2019 specific learning strategies and situational interests \u2013 have received limited empirical attention. Using a non-experimental two-wave longitudinal design, we examined the extent to which academic motivation, situational interest, and learning approaches predict students\u2019 academic work engagement over the course of a semester. Data were collected across two waves from a volunteer sample of 129 bachelor\u2019s students, comprising 86.8% females with an average age of 21.36 years. For the data analysis, we used a hierarchical multiple linear regression analysis. Our results indicated that prior engagement (step 1) was the strongest predictor of future academic work engagement. While early stages of the model (steps 2 and 3) showed intrinsic motivation for stimulation as a significant factor, the final model (step 4) revealed the deep learning approach as the dominant predictor, largely diminishing the impact of motivation. Also, situational interest (step 3) did not significantly predict engagement outcomes. Present findings indicate that, while motivation is important, how a student processes information (i.e., a deep learning approach) might be a stronger predictor for learning engagement in HE than students\u2019 initial levels of learning motivation. Therefore, teachers might benefit more from integrating deep learning strategies, rather than relying solely on motivational interventions. Practical implications for HE teachers and research directions are further detailed in the manuscript.<\/p>\n Keywords<\/strong>: academic motivation, academic work engagement, learning approach, situational interest<\/p>\n THE ROLE OF THE REFLECTIVE JOURNAL IN THE INITIAL TRAINING OF TEACHERS: A SYSTEMATIC REVIEW OF THE LITERATURE | <\/strong>Miruna-Luana MIULESCU, Antoaneta-Firu\u0163a TACEA Abstract: <\/strong>This systematic literature review explores the role and impact of reflective journals in initial teacher training, within an educational context marked by complexity and academic pressures. Utilizing the PRISMA methodology, four digital databases were searched: Taylor & Francis, EBSCO Education Research Complete, Elsevier (by Scopus), and Education Resources Information Centre (ERIC). Through this review, 13 articles published between 2013 and 2025 were selected, coded, and analyzed based on the research questions, which targeted the benefits, levels of reflectivity, identified barriers, and effective support strategies during pedagogical practicum stages.<\/p>\n The results indicate that the reflective journal acts as an essential element in the construction of professional identity, facilitating the transition from student to practitioner by transforming raw experience into structured pedagogical knowledge. Although benefits include the development of metacognitive awareness, emotional self-regulation, and increased self-efficacy, the analysis reveals a paradox: most students tend to remain at a descriptive level, facing difficulties in achieving critical reflectivity.<\/p>\n The findings highlight the need for a \u201creflective pedagogy\u201d that prioritizes authentic dialogue and formative assessment, providing future teachers with a secure space for managing uncertainties and grounding a career based on continuous learning and autonomy. The analysis highlights unexplored areas that may open new research horizons for this field. Future studies should target the impact of new technologies and digital environments on the reflective process. Furthermore, regarding the optimization of practice, it is recommended to prioritize specific training for mentors, aiming to transform them into dialogue partners capable of providing adequate support.<\/p>\n Keywords<\/strong>: initial teacher education, reflective journal, pedagogical practicum, PRISMA, systematic literature review<\/p>\n MOTIVATIONAL DETERMINANTS OF TEACHERS\u2019 INVOLVEMENT IN EUROPEAN EDUCATIONAL PROJECTS | <\/strong>Adriana Silvica LEFTER Abstract: <\/strong>The involvement of teachers in European educational projects has experienced remarkable development in recent years at both international and national levels, as these projects represent an effective means of professional development and pedagogical innovation. The successful implementation of educational projects requires the mobilization of complex professional competences, particularly the strategic competence, which includes planning, forecasting, decision-making, and the ability to adapt to diverse educational contexts. In this framework, teachers\u2019 motivation to engage in European educational projects represents a determining factor of professional commitment and of effectively capitalizing on learning experiences.<\/p>\n This article aims to analyze the relationship between teachers\u2019 level of motivation and their involvement in European educational projects. The research adopts a quantitative design and is based on the application of a professional motivation assessment questionnaire, structured around dimensions of intrinsic and extrinsic motivation. The sample consists of 57 pre-university teachers from Romania who are interested in initiating and implementing international educational projects. The collected data were statistically processed to verify the hypothesis concerning the existence of a meaningful relationship between the level of motivation and the degree of involvement in European educational projects.<\/p>\n The results of the study indicate a predominance of intrinsic motivation, driven by the desire for professional development, pedagogical innovation, and international collaboration, compared to extrinsic motivational factors. The conclusions emphasize the role of European educational projects as strategic tools for teacher training and provide benchmarks for optimizing continuing professional development programs.<\/p>\n Keywords<\/strong>: European educational projects, professional development, professional motivation, strategic competence<\/p>\n DANIEL T. WILLINGHAM. WHY DON\u2019T STUDENTS LIKE SCHOOL?? <\/strong>Pite\u015fti, Editura Paralela 45, 2025, 413 pagini, ISBN 978-973-47-4233-2 | <\/strong>Andreea-Diana SCODA NUM\u0102R \u00ceNTREG<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":" STUDIES RESPONSIBILITY IN SCHOOL INNOVATION THROUGH A RESEARCH-BASED MANAGEMENT STRATEGY | Daniela C\u0102PRIOAR\u0102 Full article THE DIGITAL ABC: A SYSTEMATIC ANALYSIS OF TEACHER PRACTICE IN REFRAMING PRIMARY INSTRUCTION | Cristina MASGRAS (CHIRCU), Ecaterina VR\u0102SMA\u015e Full article STUDENTS\u2019 PERCEPTIONS ON THE USE OF ARTIFICIAL INTELLIGENCE IN THE EDUCATIONAL PROCESS: BENEFITS AND CHALLENGES | R\u00e9ka KUTASI Full … Continue reading REVISTA DE PEDAGOGIE (JOURNAL OF PEDAGOGY) 2026 (1) \u2013 LXXIV<\/span> ![\"\"](\"http:\/\/revped.ise.ro\/wp-content\/uploads\/2019\/08\/creative-commons.png\")
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