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Values, Education and Change. Global Perspectives and Local Realities Cover Image

Values, Education and Change. Global Perspectives and Local Realities
Values, Education and Change. Global Perspectives and Local Realities

Contributor(s): Ioan Scheau (Editor), Dorin Opriş (Editor), Andrian Aleksandrov (Editor)
Subject(s): Social Sciences, Education, School education, Vocational Education, Higher Education , Educational Psychology, Sociology of Education, Pedagogy
Published by: Editura Eikon
Keywords: Education; Values; Human Rights; Dialogue; Innovation; Didactics; Tradition; Development; International Conference; Moldova State University;
Summary/Abstract: This volume includes a selection of the papers presented at the International Conference Education in the Perspective of Values, 17th edition, held at Moldova State University, Republic of Moldova, on November 10–11, 2025. The organizers of this edition included: 1 December 1918 University of Alba Iulia (Romania), Saint Clement of Ohrid University of Sofia (Bulgaria), University of Belgrade (Serbia), University of Helsinki, UNESCO Chair on Values, Dialogue and Human Rights (Finland), Babeș-Bolyai University of Cluj-Napoca, the Doctoral School Didactics. Tradition. Development. Innovation (Romania) and Moldova State University (Republic of Moldova).

  • E-ISBN-13: 978-606-49-1557-3
  • Page Count: 327
  • Publication Year: 2025
  • Language: English
Identity and Civic Formation Through Cultural Education: A Pedagogical and Semantic Analysis for a High School Elective Course

Identity and Civic Formation Through Cultural Education: A Pedagogical and Semantic Analysis for a High School Elective Course
(Identity and Civic Formation Through Cultural Education: A Pedagogical and Semantic Analysis for a High School Elective Course)

  • Author(s):Dorin Opriş, Monica Opriş
  • Language:English
  • Subject(s):Social Sciences, Education, School education, Sociology of Education, Pedagogy
  • Page Range:7-28
  • No. of Pages:22
  • Keywords:culture; traditions; heritage; identity; adolescents; history; past;
  • Summary/Abstract:In an educational context marked by the need to cultivate reflective citizens, the elective course “Culture and Traditions of the Romanian People” aims to provide an interdisciplinary framework for exploring the intangible cultural heritage, with formative potential for students’ identity and civic development. This pilot study examines the impact of this elective course on high school students through qualitative research based on semi- structured interviews, supplemented by lexical analysis conducted using the KH Coder software. The results of the semantic analysis highlight a network of concepts centered on “identity,” “values,” “culture,” and “civic,” suggesting a cognitive and reflective reception of the educational content. Students perceive Romanian culture as a dynamic process, relevant to their own development, while traditions are valued as defining elements of both personal and collective identity. The civic dimension is integrated through the assumption of responsibility toward heritage and active participation in community life. From a pedagogical perspective, the elective course seeks to contribute to the development of the general competencies outlined in the curriculum, facilitating the understanding of the Romanian cultural specificity, the exploration of relevant sources, and the recognition of traditions in diverse contexts. The study’s findings support the integration of this elective course into the high school curriculum as a means of promoting intercultural education and active citizenship.
Values and Traditions in Romanian Rural Education in the Second Half of the 19th Century – the Beginning of the 20th Century

Values and Traditions in Romanian Rural Education in the Second Half of the 19th Century – the Beginning of the 20th Century
(Values and Traditions in Romanian Rural Education in the Second Half of the 19th Century – the Beginning of the 20th Century)

  • Author(s):Lucia Sava, Emilia Gogu
  • Language:English
  • Subject(s):Social Sciences, Education, History of Education, Sociology of Education
  • Page Range:29-43
  • No. of Pages:15
  • Keywords:Education; rural; values; traditions; Romania; Bessarabia;
  • Summary/Abstract:The study analyzes the evolution of the Romanian education in the rural area starting with the second half of the 19 th century the beginning of 20 th century. The authors carried out a comparative analysis of the particularities of development of education in rural areas of Bessarabia, a Romanian province under Russian domination for more than a century, and those of the Romania. The favorable context of the Great Union of 1918 allowed the "smoothing" of the differences between the two Romanian regions, and the active educational policies of the Romanian authorities for promoting the science of books in rural Bessarabia allowed the most spectacular progress to be recorded during the interwar period. The authors will undertake a focused analysis of the educational, cultural, and national values promoted in the Romanian school system during this period, as well as examining their impact on the development of the new generations.
Values and Ethical Principles in the Neurological Doctor–Patient Relationship: Guidelines for Medical Students

Values and Ethical Principles in the Neurological Doctor–Patient Relationship: Guidelines for Medical Students
(Values and Ethical Principles in the Neurological Doctor–Patient Relationship: Guidelines for Medical Students)

  • Author(s):Stela Spînu
  • Language:English
  • Subject(s):Social Sciences, Education, Sociology, Higher Education , Health and medicine and law, Sociology of Education
  • Page Range:44-49
  • No. of Pages:6
  • Keywords:Values; Ethical Principles; Doctor–Patient Relationship;
  • Summary/Abstract:Doctor–patient relationships are particularly important in the neurological context, having a significant impact not only on the effectiveness of medical services but also on the patient’s health status. At the foundation of these collaborative relationships lie principles and values that guide the behavior and communication of medical professionals. In this context, it is essential for young medical students to identify their own axiological system, which would help them not only improve their skills, abilities, and professional competencies, but also achieve personal and professional fulfillment, thereby obtaining the expected results. In line with these considerations, in the present study we have identified and analyzed the fundamental values and ethical principles that guide the neurological doctor–patient relationship, with emphasis on their applicability in the training of future physicians. Indeed, sound ethical and professional preparation of young doctors would facilitate their integration into the workforce and the successful achievement of their objectives.
International Students’ Language Anxiety in the Acquisition of Romanian as a Foreign Language. A Case Study

International Students’ Language Anxiety in the Acquisition of Romanian as a Foreign Language. A Case Study
(International Students’ Language Anxiety in the Acquisition of Romanian as a Foreign Language. A Case Study)

  • Author(s):Mihaela Badea, Cristina Iridon
  • Language:English
  • Subject(s):Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Higher Education
  • Page Range:50-59
  • No. of Pages:10
  • Keywords:language anxiety; preparatory year; Romanian as Foreign Language; strenghts; weaknesses;
  • Summary/Abstract:In a globalized world, learning a foreign language becomes an opportunity for self-development. However, the process of learning a foreign language is not without its challenges. One of the most common barriers faced by students is language anxiety – a form of stress associated with using or learning a new language. For students who learn Romanian, this phenomenon can be amplified by factors such as grammatical complexity, cultural differences, and limited opportunities for practicing the language in external contexts. The article will combine a theoretical analysis with practical observations. It will also analyze the curricula and teaching methods within Romanian as a Foreign Language (RFL) course, with the aim of identifying strengths and weaknesses, as the authors consider that language anxiety represents a significant, but manageable, obstacle in the process of learning. By understanding this phenomenon and adapting pedagogical approaches, teachers can facilitate a more efficient educational process for students.
Social-Political Conceptions in the Transition From the Modern Age to the Contemporary Period

Social-Political Conceptions in the Transition From the Modern Age to the Contemporary Period
(Social-Political Conceptions in the Transition From the Modern Age to the Contemporary Period)

  • Author(s):Ioan Scheau
  • Language:English
  • Subject(s):Politics / Political Sciences, Political Theory, Political economy, Politics and law, Politics and society
  • Page Range:60-65
  • No. of Pages:6
  • Keywords:society; state; politics; modern age; law; contemporary period;
  • Summary/Abstract:This paper presents the most important socio-political conceptions in the period of transition from the Modern Age to the contemporary period: Rousseau, Leibniz, Marx and Weber. Rousseau presents his socio-political conception in the form of a logical thread: freedom – society – inequality – politics – education. The society he built is based on private property, a functional economy and quality education. Leibniz is one of the founders of the modern state, his social-political conception being a revolutionary one, long before his era. The modern state is part of a larger federation, a European one, and therefore it is a follower of international politics whose ultimate goal must be peace, seen as a world order. Starting from the economic idea that everything is a market and preoccupied with work as the center of economic life, Marx will be a fighter against inequality and poverty. Hence his struggle against capitalism and private property. The revolution will lead to the emergence of a society without private property and without social classes. Weber takes an ethical approach to the economics of modern society on a religious basis. For him, capitalism is based on ethical, religious foundations, which is actually an extension of the Protestant mentality. Basically, the basic idea of capitalism is to make as much money as possible.
Applications of a Theorem of Mathematical Analysis

Applications of a Theorem of Mathematical Analysis
(Applications of a Theorem of Mathematical Analysis)

  • Author(s):Teodor Dumitru Vălcan
  • Language:English
  • Subject(s):Social Sciences, Education, School education
  • Page Range:66-76
  • No. of Pages:11
  • Keywords:function; continuity; period; limit; integral;
  • Summary/Abstract:Solving exercises with integrable functions, calculating limits of sequences with integrals and proving integral inequalities are quite little known to pupils, students or teachers, despite the fact that they all have numerous properties and applications. In this paper we will present two properties of some integrable functions and immediate applications of these properties. Thus, we will present here two main results regarding certain continuous (hence, integrable) functions, after which we will present a series of very interesting applications of these results, to the calculation of limits of definite integrals or to the calculation of limits of series with definite integrals. Also, with the idea of training and developing the creative capacity of attentive readers interested in these issues, I launched the idea of obtaining a series of very interesting inequalities (using the results from the paper), inequalities that would otherwise be very difficult to prove.
Character Education Through Literature: Literary Character in Primary School Textbooks - Typology, Contexts and Questions

Character Education Through Literature: Literary Character in Primary School Textbooks - Typology, Contexts and Questions
(Character Education Through Literature: Literary Character in Primary School Textbooks - Typology, Contexts and Questions)

  • Author(s):Angelica Hobjilă
  • Language:English
  • Subject(s):Social Sciences, Education, School education, Pedagogy
  • Page Range:77-83
  • No. of Pages:7
  • Keywords:literary character; children’s literature; typology; educational contexts; textbooks; primary school;
  • Summary/Abstract:The world in which primary school children grow up is one in which influences from the family environment, school, peer group, media and technology interact in proportions that are difficult to detect. Examples and counterexamples of behaviour, values and non-values, real and artificial landmarks reach the children's universe, with potential positive and negative consequences alike. In this context, it becomes appropriate to analyse the literary characters found in primary school textbooks in Romania, with the following objectives: (a) identifying the types of characters in children's literature represented in the textbooks; (b) differentiating the literary, educational, cultural, social, etc. contexts that justify the analysis, at this age level, of certain types of literary characters (by reporting to what the curriculum for the primary school in Romania provides, at the level of content, specific skills, examples of learning activities, didactic recommendations); (c) formulating questions for further research in the field.
Public Debates in Bulgaria and the Ministry of Education’s Concept “Virtues and Religions” in Educational Policy

Public Debates in Bulgaria and the Ministry of Education’s Concept “Virtues and Religions” in Educational Policy
(Public Debates in Bulgaria and the Ministry of Education’s Concept “Virtues and Religions” in Educational Policy)

  • Author(s):Andrian Aleksandrov
  • Language:English
  • Subject(s):Social Sciences, Education, School education, State/Government and Education, Pedagogy
  • Page Range:84-93
  • No. of Pages:10
  • Keywords:Bulgaria; religious education; educational policy; secularism; values formation; “Virtues and Religions”;
  • Summary/Abstract:This paper studies the current public debates in Bulgaria concerning the role of religion in education, with a specific focus on the Ministry of Education’s concept “Virtues and Religions” as a proposed element in national educational policy. The study analyses the tension between the secular character of public schooling and the increasing demand for moral and spiritual formation, situating the Bulgarian discourse within broader European conceptual models of religious education (confessional, cultural-historical, and virtue-based). The concept “Virtues and Religions” is explored not as a finalized curriculum, but as a marker of state-level value repositioning. The paper discusses the normative, pedagogical, and identity-related challenges that the implementation of such a model may entail, as well as the potential for a theologically grounded and civically responsible integration of religious education within a secular educational framework.
Romanian Language From the Perspective of a Homo Ludens. A Personalized Didactics of Teaching Romanian as a Foreign Language: Premises, Concepts, Methods, Didactic Scenarios

Romanian Language From the Perspective of a Homo Ludens. A Personalized Didactics of Teaching Romanian as a Foreign Language: Premises, Concepts, Methods, Didactic Scenarios
(Romanian Language From the Perspective of a Homo Ludens. A Personalized Didactics of Teaching Romanian as a Foreign Language: Premises, Concepts, Methods, Didactic Scenarios)

  • Author(s):Silviu Mihăilă
  • Language:English
  • Subject(s):Philosophy, Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Special Branches of Philosophy, School education, Philosophy of Education, Pedagogy
  • Page Range:94-99
  • No. of Pages:6
  • Keywords:The Preparatory Year of Romanian Language for Foreign Citizens; Romanian as a Foreign Language; Teaching Romanian Verbal Tenses; Personal Didactical Philosophy;
  • Summary/Abstract:The present research is grounded in the premise that, on more than one occasion throughout my 11-year academic career – culminating in the autumn of 2025 at the Bucharest University of Economic Studies – I have found myself asking: Why do I teach, and to what end? Teaching the Romanian language as a foreign language at ASE, specifically to international students enrolled in the Romanian Language Preparatory Year, has represented an intellectually enriching and deeply rewarding challenge, one characterized by a diverse and at times unexpected range of satisfactions. This paper is, in fact, part of a broader ongoing research project (a practical grammar of the Romanian language for foreign students), which I began upon my appointment as a Romanian as a Foreign Language (LRLS) instructor at ASE, starting with the 2014-2015 academic year. In other words, I am convinced that the educator "awakens," "inspires," "constructs," and "unites" within the context of the classroom and seminar. As such, the educator operates on a delicate, fragile, yet complex pedagogical terrain that must be navigated with intelligence and efficacy to maintain a true balance in the educational process – an equilibrium that lies at the intersection of "savoir" ("to know"), "savoir-être" ("to know how to be"), and "savoir-devenir" ("to know how to become"). This synthesis of the verb "to know" with "to know how to be" and "to know how to become" is encapsulated in four fundamental teaching, learning, and assessment principles that I adhere to firmly and will briefly outline in the next section. Subsequently, these principles will be exemplified by three applied, customizable contexts derived from my own experiences in the classroom and seminar, alongside foreign students enrolled in the Romanian Language Preparatory Year for Foreign Citizens at ASE. These contexts will serve to substantiate our hypothesis: that a text or discourse must be memorable, animated, and capable of reaching both the intellect and the soul of the student as the recipient.
Modalities of Assimilating and Facilitating Acces to the Content of the Psychology Discipline Trough Literature (Fiction)

Modalities of Assimilating and Facilitating Acces to the Content of the Psychology Discipline Trough Literature (Fiction)
(Modalities of Assimilating and Facilitating Acces to the Content of the Psychology Discipline Trough Literature (Fiction))

  • Author(s):Monica Moraru, Maria Carali, Dan-Cristian Dobre, Miruna-Ioana Spătaru
  • Language:English
  • Subject(s):Social Sciences, Education, School education, Educational Psychology, Pedagogy
  • Page Range:100-107
  • No. of Pages:8
  • Keywords:fiction literature; content reception; content accessibility; the Psychology discipline;
  • Summary/Abstract:The general aim of this paper is to theorize, based on the specialized literature, the main ways in which fiction literature can be used in the teaching-learning process of Psychology, both as a means of reception and accessibility of the specific language of this discipline, through the descriptive and expressive support it offers in the process of receiving, understanding, and deepening the concepts, paradigms, and laws of Psychology, and also as a way to develop the transversal/professional competences targeted by the study of Psychology. Following these aspects throughout the paper, we highlighted the informative-formative and motivational contribution of fiction literature in the educational act of teaching and learning the Psychology subject. Moreover, we proposed a series of methodological recommendations to facilitate the objective, scientific understanding of the vast field of Psychology. The paper is structured according to the following outline: introduction; study objectives; aspects regarding literature and the development of professional/transversal competences; conclusions and recommendations; bibliography.
From External Rituals to Inner Transformation: Purity as a Core Principle in Christian Education

From External Rituals to Inner Transformation: Purity as a Core Principle in Christian Education
(From External Rituals to Inner Transformation: Purity as a Core Principle in Christian Education)

  • Author(s):Gavril Trifa
  • Language:English
  • Subject(s):Social Sciences, Education, Theology and Religion, Sociology of Education, Sociology of Religion
  • Page Range:108-116
  • No. of Pages:9
  • Keywords:Orthodox spirituality; purity; moral formation; theological anthropology; Christian education; value-based pedagogy;
  • Summary/Abstract:This paper examines the theological and educational dimensions of the concept of purity within Orthodox spirituality, tracing its evolution from external, ritualistic practices in the Old Testament to the interior moral and spiritual transformation emphasized in the New Testament through Christ’s sacrifice and Baptism. Drawing on scriptural exegesis, patristic sources, and Philokalic literature, the study shows that purity is not merely a matter of external observance but a formative principle that shapes the human person – body and soul – toward moral integrity, spiritual discernment, and communion with God. The analysis highlights the pedagogical relevance of purity as a central axis in Christian education, offering a framework for value-based formation in schools, families, and communities. By reclaiming purity as both a spiritual and educational principle, Orthodox spirituality provides a holistic model for inner formation, ethical development, and personal transformation. Implications are discussed for religious curricula, teacher formation, and the cultivation of ethical and spiritual discernment in contemporary society.
Changing the Parental Paradigm: From Permissivity to Responsibility in Child Development. A Case Study

Changing the Parental Paradigm: From Permissivity to Responsibility in Child Development. A Case Study
(Changing the Parental Paradigm: From Permissivity to Responsibility in Child Development. A Case Study)

  • Author(s):Gina Florentina Tudorache, Mihaela Badea
  • Language:English
  • Subject(s):Social Sciences, Education, Psychology, Preschool education, Developmental Psychology, Behaviorism
  • Page Range:117-124
  • No. of Pages:8
  • Keywords:educational style; child’s development; educational strategies; parent-child relationship; school adaptation;
  • Summary/Abstract:The study analyzes the influence of permissive parenting style on child development and highlights the positive effects of the transition to a responsible educational style, based on the balance between affection and control. According to the literature in the field, parenting is the foundation of personality formation, influencing cognitive, emotional and social development. The permissive style, defined by increased affective warmth and reduced control, favors free expression, but can lead, over time, to adaptation difficulties and inappropriate behaviors. The research, conducted as a longitudinal case study over a period of three and a half years, followed the evolution of a primary school student, using research methods, such as questionnaires, interviews, systematic observations, analysis of school products, personality tests and projective techniques. The intervention, carried out over the course of a school year, included parental counseling for the adoption of a balanced educational style, based on clear boundaries and emotional support. The parents became more assertive, and the child improved his behavior, respect and motivation for learning.
Montessorian Roles and the Use of Specific Materials in Traditional Early Childhood Education: A Quantitative Prospective Study

Montessorian Roles and the Use of Specific Materials in Traditional Early Childhood Education: A Quantitative Prospective Study
(Montessorian Roles and the Use of Specific Materials in Traditional Early Childhood Education: A Quantitative Prospective Study)

  • Author(s):Monica Opriş, Dorin Opriş, Mădălina Bogdan
  • Language:English
  • Subject(s):Social Sciences, Education, Preschool education, School education, Pedagogy
  • Page Range:125-134
  • No. of Pages:10
  • Keywords:Montessori pedagogy; preschool education; teacher role; Montessori teaching materials; traditional educational practices;
  • Summary/Abstract:The article presents a prospective study aimed at investigating the extent to which preschool teachers working in traditional early childhood education settings in Romania assume roles valued within Montessori pedagogy in their interactions with children, as well as exploring the relationship between the frequency of using Montessori materials and various socio-demographic and professional variables. The study was conducted on a sample of 63 preschool teachers from the Transylvania region, selected through convenience sampling. Data were collected via an online questionnaire and analyzed using SPSS, employing nonparametric tests. The results indicate a significant preference for roles associated with Montessori pedagogy over traditional ones, as well as a moderately high frequency of using Montessori materials in traditional kindergartens. Moreover, a significant negative correlation was found between teaching rank and the use of these materials, highlighting a stronger tendency among beginning teachers. Other variables – such as age, background, level of education, or the type of kindergarten program – did not produce statistically significant differences. The research provides a relevant contribution to understanding how the values of Montessori pedagogy can be integrated into the traditional educational system.
Teacher Professionalism and Well-Being: Strategies for Sustainable Development in Education

Teacher Professionalism and Well-Being: Strategies for Sustainable Development in Education
(Teacher Professionalism and Well-Being: Strategies for Sustainable Development in Education)

  • Author(s):Georgiana Dumitru
  • Language:English
  • Subject(s):Social Sciences, Education, School education, Pedagogy
  • Page Range:135-147
  • No. of Pages:13
  • Keywords:teacher well-being; professionalism; sustainable education; mentoring; educational policy; burnout; professional development;
  • Summary/Abstract:Teacher professionalism and well-being are pivotal to the quality and sustainability of education systems. This mixed-methods study explores the relationship between teacher professionalism- conceptualized through human, social, and decisional capital-and teacher well- being, examined across physical, emotional, psychological, and professional dimensions. Quantitative data were collected from 350 Romanian public school teachers using a standardized questionnaire with Likert-scale items, and analyzed through correlational and regression techniques. The results reveal significant positive associations between social and decisional capital and various aspects of well-being. Complementary qualitative data were obtained through semi-structured interviews with 20 teachers and analyzed thematically using an inductive approach. The narratives highlight emotional labor, institutional support, and professional identity as key themes. Findings suggest that fostering collegial support and professional autonomy is essential for enhancing teacher resilience and job satisfaction. Policy implications emphasize the need for integrated professional development strategies that embed well-being components. Limitations include the cross-sectional design and geographic specificity, pointing to future directions for longitudinal and cross-cultural research. This study contributes to the discourse on sustainable teacher development by underscoring the interdependent nature of professionalism and well-being.
Educational Milestones in Primary School: When “Telling” Becomes More Important Than the “Story”

Educational Milestones in Primary School: When “Telling” Becomes More Important Than the “Story”
(Educational Milestones in Primary School: When “Telling” Becomes More Important Than the “Story”)

  • Author(s):Angelica Hobjilă
  • Language:English
  • Subject(s):Social Sciences, Education, Communication studies, Theory of Communication, School education, Pedagogy
  • Page Range:148-153
  • No. of Pages:6
  • Keywords:storytelling; primary school; oral communication; story; individual variables;
  • Summary/Abstract:Storytelling, in its classic and digital forms, is a constant presence in the communicative reality of various fields, including the educational environment. Beyond the general coordinates of this issue, this paper proposes a synthesis of ideas from the specialized literature regarding the role of storytelling in the primary school, in different education systems. The emphasis will be placed, in this context, on the importance of the “telling” - subordinate to oral communication (narration, description, dialogue, etc.) and adapted to the individual variables detectable at this age level - more than on the actual content of the “story”, given that this is not a datum / a predetermined sequence of events, with typical characters, but is built by relating precisely to these individual variables (age challenges, relationships - including conflict - between children / between children and adults, emotions, aspirations, questions, etc.).
The Impact of Cooperative Games on Preschool Children’s Self-Perception

The Impact of Cooperative Games on Preschool Children’s Self-Perception
(The Impact of Cooperative Games on Preschool Children’s Self-Perception)

  • Author(s):Mădălina Buțerchi, Daniela Muntele-Hendres
  • Language:English
  • Subject(s):Social Sciences, Education, Psychology, Preschool education, Educational Psychology, Cognitive Psychology, Pedagogy
  • Page Range:154-161
  • No. of Pages:8
  • Keywords:cooperative games; self-perception; cognitive competence; physical competence; social acceptance; maternal acceptance; preschool children'
  • Summary/Abstract:The present study highlights the particular value of cooperative experiences, implemented through cooperative games, for preschool children. Using a quasi-experimental design (2×2 mixed), which included two measurement points (pretest and posttest), we investigated the impact of cooperative games on preschoolers’ self-perception. With the help of the Harter–Pike Scale (1984), self-perception was analyzed across four dimensions: cognitive competence, physical competence, social acceptance, and maternal acceptance. The research involved a sample of 104 children (aged 4 to 6 years), who were divided into an experimental group (48 children) and a control group (53 children). The findings indicate that cooperative experiences contributed to the development of a positive self-image, strengthening confidence in personal abilities and the sense of acceptance from peers and family. Moreover, they support the socio-emotional adjustment of preschool children.
Fostering Positive Attitudes of Teachers Towards the School Inclusion of Students With Special Educational Needs

Fostering Positive Attitudes of Teachers Towards the School Inclusion of Students With Special Educational Needs
(Fostering Positive Attitudes of Teachers Towards the School Inclusion of Students With Special Educational Needs)

  • Author(s):Nadejda Butnari
  • Language:English
  • Subject(s):Social Sciences, Education, School education, Inclusive Education / Inclusion, Pedagogy
  • Page Range:162-168
  • No. of Pages:7
  • Keywords:inclusive education; special educational needs; teachers’ attitudes; school inclusion; support services;
  • Summary/Abstract:In recent decades, inclusive education for students with special educational needs (SEN) has become a priority in mainstream schools, aiming to support their adaptation and active participation. Its success depends on teachers’ positive attitudes, the presence of support staff, adequate psycho-pedagogical services, and available material and spatial resources. Challenges remain, including prejudice, stigmatization, and a lack of adapted pedagogical approaches. Inclusive education requires continuous school improvement and optimal use of human resources to meet individual needs. Teachers with favorable attitudes are more responsive to adapting teaching methods, promoting the social and educational integration of SEN students. The absence of a clear theoretical and practical framework for developing such attitudes highlights the need for further research.
Preschool Group Management, Current Theoretical- Applicative Approaches

Preschool Group Management, Current Theoretical- Applicative Approaches
(Preschool Group Management, Current Theoretical- Applicative Approaches)

  • Author(s):Ramona-Iulia Herman
  • Language:English
  • Subject(s):Social Sciences, Education, School education, Sociology of Education, Pedagogy
  • Page Range:169-180
  • No. of Pages:12
  • Keywords:preschool group management; centers of interest; routines and rules; socio- emotional learning; individualization;
  • Summary/Abstract:The article explores the management of preschool groups from an interdisciplinary perspective, integrating pedagogical, psychological and organizational approaches. The conceptual delimitations and major theoretical foundations are analyzed, including ecological theory, attachment theory, constructivist perspective and socio-emotional learning programs. Relevant educational practices are also presented, such as organizing the environment into thematic centers, establishing positive rules and routines, proactive teaching of behavior and the use of logical consequences. The article highlights the importance of continuous observation and evaluation, individualization of education and collaboration with the family and community, demonstrating through empirical evidence the significant impact on the socio-emotional, cognitive and academic development of children. The critical analysis emphasizes the need for an integrative, culturally adapted approach that combines structure and freedom, prevention and inclusion. The general conclusion is that effective preschool group management is a central element of early education, playing a decisive role in preparing children for academic and social success.
Religious Education Between Tradition and Modernity. Contemporary Dilemmas and Perspectives

Religious Education Between Tradition and Modernity. Contemporary Dilemmas and Perspectives
(Religious Education Between Tradition and Modernity. Contemporary Dilemmas and Perspectives)

  • Author(s):Anton Savelovici
  • Language:English
  • Subject(s):Social Sciences, Education, Theology and Religion, School education, Sociology of Religion, Pedagogy
  • Page Range:181-192
  • No. of Pages:12
  • Keywords:religious education; tradition; modernity; secularization; intercultural dialogue; pedagogy;
  • Summary/Abstract:The present paper explores the theme of religious education at the crossroads between tradition and modernity, a subject of increasing relevance in today’s globalized and pluralistic societies. While religious education has historically provided a framework for moral formation, cultural identity, and spiritual growth, contemporary contexts challenge its methods, content, and objectives. The paper examines the tension between the preservation of traditional values and the adaptation to modern pedagogical paradigms, with a focus on theoretical dilemmas and contemporary perspectives. Through a critical review of relevant literature, the study analyzes how Orthodox, Catholic, and Protestant traditions respond to secularization, intercultural dialogue, and the digital transformation of education. The findings suggest that religious education must maintain fidelity to its theological foundations while engaging with current socio-cultural realities, thereby offering a renewed vision that bridges faith, reason, and contemporary educational challenges.
Student Participation in Higher Education: A Pedagogical and Statistical Perspective

Student Participation in Higher Education: A Pedagogical and Statistical Perspective
(Student Participation in Higher Education: A Pedagogical and Statistical Perspective)

  • Author(s):Anamaria Popescu
  • Language:English
  • Subject(s):Social Sciences, Education, Sociology, Higher Education , Evaluation research
  • Page Range:193-199
  • No. of Pages:7
  • Keywords:Student attendance; Academic motivation; University absenteeism; Higher education engagement; Interactive teaching; Pedagogical strategies;
  • Summary/Abstract:This article presents the findings of a quantitative study on student attendance in university courses, based on data collected through an online questionnaire. The sample includes 63 undergraduate students from economics and sociology programs. The study aims to identify key factors that influence attendance and to explore the conditions that may encourage more consistent participation. Descriptive statistical analysis and thematic coding of open-ended responses reveal that intrinsic motivation, interactive teaching methods, flexible scheduling, and classroom conditions significantly impact student engagement. In addition, external constraints such as employment and family responsibilities play an important role. The findings support the need for pedagogical and institutional adjustments to increase student presence and involvement in academic activities. The article concludes with practical recommendations for instructors and higher education institutions focused on improving course relevance, delivery methods, and learning environments in order to foster meaningful student participation.
Artificial Intelligence Literacy in Teacher Education: Towards a Pedagogical Framework for Responsible Integration

Artificial Intelligence Literacy in Teacher Education: Towards a Pedagogical Framework for Responsible Integration
(Artificial Intelligence Literacy in Teacher Education: Towards a Pedagogical Framework for Responsible Integration)

  • Author(s):Carmen-Mihaela Băiceanu, Mona Bădoi-Hammami, Claudia-Simona Popa
  • Language:English
  • Subject(s):Social Sciences, Economy, Education, Adult Education, ICT Information and Communications Technologies, Pedagogy
  • Page Range:200-218
  • No. of Pages:19
  • Keywords:Artificial intelligence; AI literacy; teacher education; ethics; pedagogical framework; responsible integration; professional competence; digital skills; ethical skills;
  • Summary/Abstract:The rapid emergence of Artificial Intelligence (AI) has transformed educational ecosystems, challenged traditional models of teacher education, and demanded new frameworks for pedagogical innovation. This conceptual–theoretical study proposes a Pedagogical AI Literacy Framework designed to guide the responsible and human-centered integration of AI in teacher preparation. The study addresses the following guiding research question: How can teacher education programs integrate AI literacy in pedagogically sound and ethically responsible ways? Drawing on evidence from recent case studies, including institutional models of ethical AI disclosure (Kalaidos University of Applied Sciences), preservice teacher reflections on generative AI use in Turkey, and AI-assisted learning platforms in Chinese schools, this study demonstrates how AI literacy encompasses technical proficiency, ethical discernment, and reflective practice. These cases illustrate that effective teacher education must engage candidates in modeling ethical AI use, critically evaluating algorithmic bias, and designing AI-enhanced instructional activities. Exemplar pedagogical scenarios, such as AI-assisted lesson planning, prompt-based inquiry tasks, and critical verification of AI-generated bibliographies, reveal how AI tools can promote higher-order thinking and professional judgment when guided by sound pedagogical principles. The framework contributes to contemporary debates on the ethical and pedagogical implications of AI by positioning educators as” humans in the loop” agents of moral and instructional mediation in technology-rich contexts. It further argues that responsible AI integration requires alignment across three interrelated dimensions: pedagogical design, ethical governance and institutional policy. Ultimately, this study provides a conceptual foundation for advancing teacher education to empower future educators to navigate, evaluate, and shape AI technologies in ways that uphold integrity, inclusivity, and human agency.
Innovative Teaching Methods in Religious Education- a Balance Between Pedagogical Tradition and Digital Transformation

Innovative Teaching Methods in Religious Education- a Balance Between Pedagogical Tradition and Digital Transformation
(Innovative Teaching Methods in Religious Education- a Balance Between Pedagogical Tradition and Digital Transformation)

  • Author(s):Mihaela-Nicoleta Oros
  • Language:English
  • Subject(s):Social Sciences, Economy, Education, Theology and Religion, School education, ICT Information and Communications Technologies, Sociology of Religion, Pedagogy
  • Page Range:219-225
  • No. of Pages:7
  • Keywords:religious education; teaching religion; interactive methods; teaching innovations; digitization; gamification;
  • Summary/Abstract:Investigating the integration of innovative teaching methodologies in religious education, while preserving the fundamental elements of religious tradition and content, leads to a more relevant and effective religious education that stimulates student engagement and contributes to their religious, moral, spiritual, and social development. The research is qualitative in nature, aiming to highlight the impact of innovative methods on capturing students' interest in religious education. It was conducted on the basis of semi-structured interviews with five mentor religion teachers (with between 12 and 25 years of experience) and 30 students training to be future religion teachers. The aim of the research is to analyze how pedagogical tradition and modern technology can be integrated to make religious education more attractive and transformative for the digital generation. It will also look at how religious education will manage to maintain a balance between fidelity to the Gospel message and the adoption of modern teaching methods capable of arousing interest and encouraging the active involvement of students in education and training. The research confirms the hypothesis that methodological and didactic innovations increase the attractiveness and effectiveness of religious education, contributing to a better understanding of moral values, as well as to the active and motivated participation of students.
Thoughts on the Phenomenon of Musical Interpretation

Thoughts on the Phenomenon of Musical Interpretation
(Thoughts on the Phenomenon of Musical Interpretation)

  • Author(s):Raluca Dobre-Ioniță
  • Language:English
  • Subject(s):Philosophy, Fine Arts / Performing Arts, Music, Aesthetics
  • Page Range:226-232
  • No. of Pages:7
  • Keywords:music; phenomenon; art; performance; solutions;
  • Summary/Abstract:The subject related to the phenomenon of the musical interpretative act has been approached, over time, by numerous musicians (performers, composers, musicologists, conductors and pedagogues), each trying to capture the essence of this ephemeral art, but essential for musical life. The art of musical interpretation is an extremely complex process, in which numerous interdependent dimensions converge. It is often analyzed from two fundamental perspectives: an objective one, which refers to the technical aspects, the accuracy of the execution and the fidelity to the musical text, and a subjective one, which involves the emotional side, the expressiveness and the artistic imagination of the performer. These two dimensions cannot be dissociated, but must be constantly harmonized. A technically perfect execution, but lacking expressiveness, remains sterile, just as an emotionally charged interpretation, but not supported by a solid technical mastery, risks becoming incoherent or even superficial.
Neverschool–or About an (In)formal Dichotomy

Neverschool–or About an (In)formal Dichotomy
(Neverschool–or About an (In)formal Dichotomy)

  • Author(s):Constantin Petrea
  • Language:English
  • Subject(s):Social Sciences, Education, School education, Pedagogy
  • Page Range:233-240
  • No. of Pages:8
  • Keywords:education; "the street generation"; "generation Z"; formal/informal; influencers; festival;
  • Summary/Abstract:The new cultural paradigm in which we find ourselves forces us to carefully analyze the situation in which the school, in particular the Romanian education system, finds itself today. Beyond stereotypes and, more or less informed opinions, we are concerned with the way in which the school, a formal environment par excellence, responds to the challenges of today's world, which are increasingly profound and contested. By force of circumstances, the majority of teachers, from the pre-university and university system, come from the generation that we will call generically "the street generation", without consistent access to the digital universe, present in teaching activities. To the same extent, the students we educate today are representatives of a generation officially called "generation Z", digital natives, with new perspectives on existence and little willing to accept the formal constraints of the school. In this context, a tension/conflict is created, that needs to be resolved as quickly as possible. A solution to solve this dichotomy could be the adaptation of the first generation to the demands of the second. More specifically, this paper will analyze how the education system relates to the avalanche of challenges of the informal social environment. How can school values still respond to the publicized questions, pertinent or not, of adolescents? To what extent do they still seek what the school offers them through education and what are the arguments that "generation Z" can accept it to convince themselves of the validity of current education, given that the beneficiaries of the system claim an increasingly accentuated inadequacy of the school in their education? From the messages received by young people in online environments through so-called influencers to those validated by festival stars, a series of "fractures" could be identified that school representatives should not hide or, worse, treat with contempt, but on the contrary, improve them.
Beyond the Textual Paradigm: Didactic and Literary Anchors of Fantasy Literature in Primary School Textbooks

Beyond the Textual Paradigm: Didactic and Literary Anchors of Fantasy Literature in Primary School Textbooks
(Beyond the Textual Paradigm: Didactic and Literary Anchors of Fantasy Literature in Primary School Textbooks)

  • Author(s):Smărăndița-Elena Costin
  • Language:English
  • Subject(s):Social Sciences, Language and Literature Studies, Education, School education, Educational Psychology, Pedagogy, Sociology of Literature
  • Page Range:241-249
  • No. of Pages:9
  • Keywords:fantasy literature; J.R.R. Tolkien; Romanian textbooks; canonical vs. contemporary texts; digital textbooks; multimodal learning;
  • Summary/Abstract:This paper investigates the presence and pedagogical use of fantasy literature in Romanian Language and Literature digital textbooks, framed by J.R.R. Tolkien’s seminal conceptualization of the genre. Grounded in Tolkien’s theoretical insights, the study aims to highlight how fantasy narratives – both canonical and contemporary – are integrated into curricular materials and mobilized in classroom practice. The first objective (O1) focuses on identifying the types of fantasy texts selected, with particular attention to their temporal dimension, distinguishing between canonical works, often part of the national literary heritage, and contemporary creations that reflect modern cultural sensibilities. The second objective (O2) addresses the range and diversity of proposed didactic activities based on these texts, examining their capacity to foster interpretative skills, creativity, and critical thinking. The findings contribute to understanding the role of fantasy literature in supporting multimodal learning and motivating students within Romanian educational contexts.
The Role of Multi-Grade Schools in Sustaining Rural Identity and Community Viability

The Role of Multi-Grade Schools in Sustaining Rural Identity and Community Viability
(The Role of Multi-Grade Schools in Sustaining Rural Identity and Community Viability)

  • Author(s):Irina-Roxana Acatrinei
  • Language:English
  • Subject(s):Social Sciences, Education, Sociology, School education, Rural and urban sociology, Sociology of Education
  • Page Range:250-256
  • No. of Pages:7
  • Keywords:multigrade; small schools; rural; community; viability;
  • Summary/Abstract:In all rural community, the school is regarded as its cultural and civic center, around which the entire social life gravitates. The decline in the school-age population inevitably leads to the organization and functioning of multi-grade classes. From an educational perspective, multi-grade teaching provides equal opportunities for students in disadvantaged areas to learn and develop, while from a social perspective, it represents an opportunity for these communities to preserve their identity and maintain their viability. Unfortunately, rural schools have limited access to the resources needed to ensure their improvement and the enhancement of the educational process. Insufficient funding and the small number of students often lead to the reorganization of the local school network, a situation that constantly threatens this type of school with closure. Inevitably, this reality diminishes the quality of life of families and reshapes the entire social fabric of the community. This article aims to highlight the role of the school in preserving the identity and sustaining the viability of small rural communities, as well as the impact of school closures on the lives of all community members, drawing on studies that address this type of education in European countries.
Liturgical Education Through the Senses

Liturgical Education Through the Senses
(Liturgical Education Through the Senses)

  • Author(s):Cvetelina Sapundzhieva
  • Language:English
  • Subject(s):Social Sciences, Education, Theology and Religion, Adult Education, Sociology of Education, Sociology of Religion
  • Page Range:257-269
  • No. of Pages:13
  • Keywords:Christian education; Holy Liturgy; Holy Eucharist; Holy Fathers; senses of the body; senses of the soul;
  • Summary/Abstract:The Orthodox Church attaches great importance to human senses which should be engaged by the Divine Service. The present paper is meant to examine the influence that the Holy Liturgy exerts on believers in an educational way through their senses. The first chapter points out to the impact on the senses of the body, which are namely: sight, hearing, smell, taste and touch. The second chapter presents the opinions of some Holy Fathers about the five senses of the soul and what influence the Holy Liturgy exerts on them. Through Eucharistic Thanksgiving, Christians can achieve union in which their bodies and souls interact, that is, the five senses of the body interact with the five senses of the soul, acting like a ten-stringed psalter praising the Lord (Psalm 143).
Family Education and New Psycho-Pedagogical Paradigms

Family Education and New Psycho-Pedagogical Paradigms
(Family Education and New Psycho-Pedagogical Paradigms)

  • Author(s):Daniela-Iulia Stroescu
  • Language:English
  • Subject(s):Social Sciences, Education, Psychology, Sociology, Educational Psychology, Cognitive Psychology, Family and social welfare, Pedagogy
  • Page Range:270-278
  • No. of Pages:9
  • Keywords:psychopedagogical paradigms; educational strategies; parenting style;
  • Summary/Abstract:The paper explores the essential role of family education in supporting the development of preschool children diagnosed with autism spectrum disorder (ASD), from the perspective of modern psychopedagogical paradigms. The emphasis is on the involvement of parents as active partners in the educational and therapeutic process, in accordance with constructivist, family-centered and humanistic models. The study uses a mixed methodology, combining questionnaires, observation grids and semi-structured interviews applied to a sample of 12 families. The results indicate a significant increase in parental involvement and progress in children's functional communication after an 8-week intervention carried out in the family environment. The conclusions emphasize the importance of parental training and interdisciplinary collaboration for effective early intervention. The paper offers relevant theoretical and practical contributions to the field of special psychopedagogy, proposing concrete directions for inclusive educational policies and supporting families in the context of ASD.
The Role of Emotional Intelligence in Reducing Students’ Social Anxiety

The Role of Emotional Intelligence in Reducing Students’ Social Anxiety
(The Role of Emotional Intelligence in Reducing Students’ Social Anxiety)

  • Author(s):Adina Mihai (Călugăru)
  • Language:English
  • Subject(s):Social Sciences, Psychology, Social psychology and group interaction, Cognitive Psychology, Behaviorism
  • Page Range:279-287
  • No. of Pages:9
  • Keywords:social anxiety; emotional balance; emotional intelligence;
  • Summary/Abstract:This article highlights the importance of developing socio-emotional and social skills in students and awareness of their role in reducing social anxiety. The process of education is more than the transmission of knowledge and the formation of skills, but also the development of social and emotional skills. Emotional competences influence students' cognitive development and adaptation to the school environment. Stressful emotions such as anxiety interfere with cognitive ability and positive emotions increase the ability to cope with difficulties. Also, the teacher's teaching style can contribute to the students' well-being, favoring the installation of a favorable climate in the classroom. The present study investigated whether there are significant correlations between the level of emotional intelligence and the level of social anxiety. To test the hypotheses of this first study, two tests were applied: Multidimensional Anxiety Scale for Children (March, 2010) to assess the level of social anxiety and The Trait Emotional Intelligence Questionnaire (Petrides & Furnham, 2001), the short version for adolescents – to assess the level of emotional intelligence of students. The results of the study, conducted on a sample of 532 secondary school students showed a significant inverse correlation between the emotional intelligence variable and the social anxiety variable, r = - 0.53, p<0.0001. Socio-emotional skills facilitate relationships and promote emotional balance, developing students' ability to recognize, understand and manage their emotions, having the role of reducing their social anxiety. Social-emotional development, such as children's ability to have socially appropriate reactions and the ability to regulate their emotions during social situations, play an important role in diminishing social anxiety, which has several negative outcomes including physical symptoms, reduced cognitive functioning, and poorer academic performance.
Curricular Contexts and Practices Suporting Language Development in Preschoolers

Curricular Contexts and Practices Suporting Language Development in Preschoolers
(Curricular Contexts and Practices Suporting Language Development in Preschoolers)

  • Author(s):Victoria Tira
  • Language:English
  • Subject(s):Social Sciences, Education, Preschool education, Pedagogy
  • Page Range:288-295
  • No. of Pages:8
  • Keywords:curriculum; practices; support; development; language; preschoolers;
  • Summary/Abstract:Language and communication, as well as the skills that come before reading and writing, are part of a big and complex process that starts right from birth. Even so, official national curriculum documents and specialist books outline the essential components of language development in children and identify the main indicators with the necessary supporting practices associated with them, for clear age ranges. The document Fundamental milestones in early childhood learning and development from birth to age 7 organizes the support practices needed by children in the early stages of development, with a view to improving and practicing their language and communication skills. On the other hand, these necessary acquisitions for children by age group in the field of language development are transparent and accessible to both teachers and parents of kindergarten children, with a view to practicing support practices based on identified needs. Language development skills develop gradually and progressively from situational to contextual language in children with normal development and become indispensable for the harmonious development of children, in relation to their age level and interindividual particularities.
Educational Means in Preschool Religious Education: A Theoretical Analysis

Educational Means in Preschool Religious Education: A Theoretical Analysis
(Educational Means in Preschool Religious Education: A Theoretical Analysis)

  • Author(s):Anca Cristina Ivașcu
  • Language:English
  • Subject(s):Social Sciences, Education, Theology and Religion, Preschool education, Sociology of Education, Sociology of Religion
  • Page Range:296-304
  • No. of Pages:9
  • Keywords:religious education; preschool; teaching aids; digital tools; moral development;
  • Summary/Abstract:This study explores theoretical data on the role of educational means in achieving religious education at the pre-primary level. Specialized literature supports the need for religious education to begin at an early age, as it benefits the religious, moral, emotional and social development of children. The analysis of the reference works in the field highlights the fact that there is a wide range of didactic means and that these are resources that support the educational activities carried out with children. Teachers have different preferences regarding the choice of teaching aids to carry out activities, such as: digital media, biblical text, stories, lectures, modelling, songs, role plays, video supports, icons, etc. In recent years, a more frequent use of digital means is observed, which is determined by the fact that a teacher must also take into account the transformations of the society that obliges the kindergarten to prepare preschoolers, in accordance with the requirements of a modern society that brings technologies to the forefront and choose modern teaching means, besides traditional ones. The most used digital means by teachers in kindergarten are: WORLDWALL, learning apps, Google Classroom, EDU Apps Platform, MEET Live Meetings App, Google Forms etc. The conclusions underline the importance of carefully choosing the teaching aids so that they can capture children and help to successfully carry out religious education at the pre-school level.
Special Features of the Use of Teaching Aids in the Inclusive Approach to Children With Special Educational Needs

Special Features of the Use of Teaching Aids in the Inclusive Approach to Children With Special Educational Needs
(Special Features of the Use of Teaching Aids in the Inclusive Approach to Children With Special Educational Needs)

  • Author(s):Alina-Mihaela Corici
  • Language:English
  • Subject(s):Social Sciences, Education, School education, Inclusive Education / Inclusion, Pedagogy
  • Page Range:305-313
  • No. of Pages:9
  • Keywords:inclusive education; special educational needs; teaching aids; curriculum adaptation; differentiated learning; school inclusion; educational diversity;
  • Summary/Abstract:In the context of inclusive education, adapting and diversifying teaching methods is essential to ensure equal access to learning for children with Special Educational Needs (SEN). This paper analyzes the particularities of using active, interactive, and individualized teaching methods in the instructional-educational process, with the aim of highlighting strategies that facilitate the participation and progress of all students. Through a theoretical and applied approach, the paper examines how teachers organize their pedagogical approach in an adaptable manner to individual needs, capitalizing on each child's potential. It emphasizes the importance of interdisciplinary collaboration, a positive educational climate, and the use of adapted educational resources. The results indicate that the application of student-centered teaching methods—such as external/adapted resources, personal resources, and student-created resources—contributes significantly to the development of the social, cognitive, and emotional skills of children with Special Educational Needs.
Perspectives on University-Level Theological Education in the Republic of Moldova: The Chișinău Extension of the “St. Dumitru Stăniloae” Faculty of Orthodox Theology of Iași (2023–2025)

Perspectives on University-Level Theological Education in the Republic of Moldova: The Chișinău Extension of the “St. Dumitru Stăniloae” Faculty of Orthodox Theology of Iași (2023–2025)
(Perspectives on University-Level Theological Education in the Republic of Moldova: The Chișinău Extension of the “St. Dumitru Stăniloae” Faculty of Orthodox Theology of Iași (2023–2025))

  • Author(s):Octavian Moșin
  • Language:English
  • Subject(s):Social Sciences, Education, Theology and Religion, Vocational Education, Higher Education
  • Page Range:314-320
  • No. of Pages:7
  • Keywords:theology; Chișinău extension; faculty; priority; vocation;
  • Summary/Abstract:In the last three years, university-level educational projects in the field of theology have been implemented in the Republic of Moldova. In this context, we conducted a quantitative research study using a questionnaire-based survey among students of the Chișinău Extension of the “St. Dumitru Stăniloae” Faculty of Orthodox Theology of Iași, through which we collected and analyzed data in relation to age categories, social status, priorities, and the benefits of this study program. The findings highlight the need to adapt the academic approach to personal, group, and local particularities.
Teaching Stream in the Primary Cycle. Experiences of Students Who Participated in Summer Camp "Discover the Hero in You"

Teaching Stream in the Primary Cycle. Experiences of Students Who Participated in Summer Camp "Discover the Hero in You"
(Teaching Stream in the Primary Cycle. Experiences of Students Who Participated in Summer Camp "Discover the Hero in You")

  • Author(s):Ioana-Aurelia Sabou-Baboș
  • Language:English
  • Subject(s):Social Sciences, Education, School education, Pedagogy
  • Page Range:321-327
  • No. of Pages:7
  • Keywords:STEM; STREAM approaches; summer camp; science science skills; primary school;
  • Summary/Abstract:STEM education is the integrated approach of specific disciplines, namely, Science, Technology, Engineering and Mathematics. Analyzing the literature, the STEM approach referred to a monodisciplinary approach to the four fields. Subsequently, there was a need for their integration, so as to prepare students in any of these areas. They will be able to solve problems that arise in everyday life and last but not least to guide them towards future STEM careers. Over time, it has been found that STEM education does not cover all the areas necessary for integration into today's society, as a result new concepts have emerged. The introduction of arts and reading alongside exact subjects aimed to increase interest in STEM subjects, thus providing a different, collaborative and interesting perspective of observing the world, avoiding possible ruptures between exact sciences and the applications of the world we live in. The purpose of this study is to present the experiences of the students participating in the Summer Camp, "Discover the Hero in You". Activities carried out within the camp focused on the integrated STREAM activities.
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