Educaţia incluzivă: dimensiuni, provocări, soluţii : Culegere de articole ale Conferinţei ştiinţifice internaţionale, Ediţia a 8-a, 23-24 octombrie 2025

Incluziunea educațională a studenților cu tulburări specifice de învățare în învățământul superior

Incluziunea educațională a studenților cu tulburări specifice de învățare în învățământul superior
(Educational inclusion of students with specific learning disabilities in higher education)

Author(s):Cristina Dumitru, Maria Magdalena STAN
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:6-11
No. of Pages:6
Keywords:specific learning disorders; inclusive higher education; adaptive learning systems; educational accessibility; student support strategies
Summary/Abstract:The global increase in students with specific learning disorders (SLDs) entering higher education has drawn attention to the academic and research challenges they face. In response, universities have begun implementing strategies that enhance accessibility, provide targeted support, and address diverse learning needs. These developments reflect broader institutional shifts toward reducing educational disparities and promoting inclusive pedagogical practices. This article synthesizes current knowledge on inclusive environments in higher education for students with SLDs, emphasizing the importance of evidence-based adaptive learning systems that remove barriers and foster equitable participation. Key interventions identified in recent research are outlined as practical guidance for faculty, administrative staff, and policymakers seeking to improve support structures for this student population. The article concludes by discussing emerging trends in inclusive higher education and proposing future directions to strengthen institutional responsiveness to students with SLDs.

Practici instituţionale de educaţie incluzivă în universităţile europene: o analiză comparativă

Practici instituţionale de educaţie incluzivă în universităţile europene: o analiză comparativă
(Institutional practices of inclusive education in European universities: a comparative analysis)

Author(s):Tatiana Şova, Veronica Rusov
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:12-20
No. of Pages:9
Keywords:inclusive education; university policies; european practices; inclusive organizational culture
Summary/Abstract:The article presents a comparative analysis of institutional practices of inclusive education in European universities, highlighting the strategic directions, policies, and support mechanisms that facilitate the equitable participation of students with diverse needs. The study reflects both the variety of institutional approaches and the persistent barriers that hinder the implementation of genuine inclusion. The analyzed examples show that many universities provide specialized support centers, integrated counseling services, flexible curricula, assistive technologies, and effective pedagogical practices. The findings indicate that institutions with advanced levels of inclusion are those in which organizational culture, strategic policies, and investments in human resources and infrastructure mutually reinforce one another. The analysis underscores the need to develop coherent policies in the Republic of Moldova by adapting European standards and strengthening support services. The central argument of the article is that inclusion constitutes a fundamental element for academic excellence, social cohesion, and innovation in contemporary higher education.

Dezvoltarea competențelor de proiectare constructivistă: o nouă abordare a educației

Dezvoltarea competențelor de proiectare constructivistă: o nouă abordare a educației
(Developing constructivist design skills: a new approach to education)

Author(s):Elena Bîrsan
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:21-28
No. of Pages:8
Keywords:constructivism; constructivist design; education, teacher; student
Summary/Abstract:Taking into account the demands imposed by social changes, the education system is forced to adapt to the new needs and proposals of the labor market. These demands require schools to prepare students for a complex, dynamic, and technologically advanced world. To succeed in this direction, it is necessary to develop teachers' constructivist design skills, which will give students the opportunity to be the main actors in their own learning process. This article reveals the specifics and importance of constructivist design as a necessity for education in postmodernity. This investigation also elucidates the attributes of the constructivist teacher, the phases and principles of constructivist knowledge.

Incluziunea educațională a elevilor cu CES în contextul noilor reglementări educaționale

Incluziunea educațională a elevilor cu CES în contextul noilor reglementări educaționale
(Educational inclusion of students with SEN in the context of new educational regulations)

Author(s):Cristina Buzila
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:29-35
No. of Pages:7
Keywords:educational inclusion; special educational needs; educational policies 2025; individualized educational plan; multidisciplinary team; curriculum
Summary/Abstract:This paper examines the educational inclusion of students with special educational needs (SEN) in light of the new regulations adopted in the Republic of Moldova in 2025. It explores theoretical foundations, the evolution from integration to inclusion, and the updated legal framework that defines school responsibilities. The study outlines pedagogical principles underpinning authentic inclusive practice and describes the role of multidisciplinary teams and Individualized Educational Plans (IEPs). Key challenges such as human and material resources, attitudes, and organizational barriers are discussed, with practical recommendations offered to strengthen support mechanisms. Conclusions emphasize the need for coherent action, continuous teacher training, meaningful parent partnership, and ongoing evaluation of intervention effectiveness.

Clarificări terminologice privind disciplinarea emoţională

Clarificări terminologice privind disciplinarea emoţională
(Terminological clarifications regarding emotional discipline)

Author(s):Natalia Cazacu
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:35-41
No. of Pages:7
Keywords:emotional discipline; socio-emotional development; emotional self-regulation
Summary/Abstract:The article examines the concept of emotional discipline within the context of primary education, arguing for the necessity of clarifying its terminology in relation to connected notions such as emotional self-regulation, emotional competence, and socio-emotional development. The analysis of the normative and curricular documents of the Republic of Moldova highlights the integration of the emotional dimension into educational policies and the importance of creating a psychologically safe climate for pupils. The specialized literature shows that emotional discipline goes beyond the traditional paradigm of behavioral control, being oriented toward the recognition, expression, and adequate management of emotions. The article presents the contributions of representative authors who conceptualize emotional discipline as a process of developing self-control, personal responsibility, and prosocial behaviors, closely linked to the influences of the educational environment and the role of the teacher. The study outlines a coherent theoretical framework for understanding emotional discipline as an essential dimension of socio-emotional formation in primary education.

Abordări inovative în formarea competențelor de cercetare pedagogică ale profesorilor

Abordări inovative în formarea competențelor de cercetare pedagogică ale profesorilor
(Innovative approaches in training teachers' pedagogical research skills)

Author(s):Cristina Gligor
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:42-47
No. of Pages:6
Keywords:educational reform; quality of education; pedagogical research; research competence, pedagogical innovation
Summary/Abstract:The article argues for the necessity of developing pedagogical research competencies in the context of major transformations occurring within the educational system of the Republic of Moldova. Competitive pressures, European integration, and the increasing complexity of new social demands compel educational institutions to continuously adapt their practices, making the professional development of teaching staff a strategic priority. The paper highlights the importance of the interdependence between methodological and scientific dimensions in continuous professional training, as well as the essential role of research in strengthening the professional capacities of teachers and managers. Additionally, it underscores the need for an education management approach oriented toward quality and innovation, aligned with European standards.

Școala prietenoasă elevului – model de educație incluzivă pentru reducerea anxietății și promovarea diversității

Școala prietenoasă elevului – model de educație incluzivă pentru reducerea anxietății și promovarea diversității
(Student-friendly school – an inclusive education model to reduce anxiety and promote diversity)

Author(s):Elena Matasă
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:47-52
No. of Pages:6
Keywords:child-friendly school; inclusive education; anxiety; diversity; community integration
Summary/Abstract:This article addresses the issue of reducing anxiety and promoting diversity in schools. The fundamental principles of a friendly school are based on respect for each individual as a unique and valuable being, emotional and physical safety, the involvement of individuals in the decision-making process, and active collaboration between the school, family, and community

Carisma cadrelor didactice ca factor definitoriu a profesionalismului pedagogic

Carisma cadrelor didactice ca factor definitoriu a profesionalismului pedagogic
(Teaching staff charisma as a defining factor of pedagogical professionalism)

Author(s):Olga MUNTEANU
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:53-58
No. of Pages:6
Keywords:charisma; pedagogical charisma; pedagogical professionalism; teachers
Summary/Abstract:The article examines the charisma of teachers and its influence on pedagogical professionalism, integrating sociological, psychological, and educational perspectives. Theoretical viewpoints are synthesized, presenting charisma as the result of expressive behaviors, personality traits, and competencies developed through educational practice. The paper highlights contributions from contemporary authors who emphasize the importance of expressiveness, empathy, confidence, enthusiasm, and coherent communication in shaping the teacher–student relationship. Models describing the dimensions of charismatic teaching are presented, including professional knowledge, positive character attributes, and instructional techniques oriented toward student engagement. The content also incorporates contributions regarding pedagogical professionalism, analyzed through criteria related to continuous professional development, responsibility, methodological quality, and stable pedagogical orientation. The article underlines the connection between the charismatic dimension and teacher professionalism, emphasizing the impact of this relationship on the effective functioning of the educational process.

Dezvoltarea rezilienţei cadrelor didactice de sprijin în contextul educaţiei incluzive

Dezvoltarea rezilienţei cadrelor didactice de sprijin în contextul educaţiei incluzive
(Developing the resilience of support teachers in the context of inclusive education)

Author(s):Lilia Nacai
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:58-63
No. of Pages:6
Keywords:resilience; support teachers; inclusive education; professional development; social support
Summary/Abstract:The development of resilience among support teachers is essential for maintaining professional and emotional balance in inclusive education. This study examines the evolution of the resilience concept, from risk- and protection-focused approaches to contemporary dynamic and systemic models, highlighting the role of personal resources and social and institutional support. In practice, resilience involves emotional self-regulation, cognitive flexibility, social support, goal-oriented engagement, and transforming challenging experiences into opportunities for professional growth. Donders’ approach provides a practical framework for identifying internal resources, understanding risk and protective factors, and developing personalized coping strategies. Emotional resilience, as a learned and cultivated process, is a central condition for the efficiency and sustainability of support teachers’ work in inclusive settings.

Sistem de exerciții la limba română pentru valorificarea manualului de limba română în scopul dezvoltării inteligenței emoționale la elevii din clasa a IV-a

Sistem de exerciții la limba română pentru valorificarea manualului de limba română în scopul dezvoltării inteligenței emoționale la elevii din clasa a IV-a
(Romanian language exercise system for capitalizing on the Romanian language textbook in order to develop emotional intelligence in 4th grade students)

Author(s):Carmen-Daniela OLARIU
Language:Romanian
Subject(s):Social Sciences
Page Range:64-74
No. of Pages:11
Keywords:emotional intelligence; language education; didactic exercises; school textbook; empathy; affective expression
Summary/Abstract:The article aims to highlight the importance of intentionally integrating the emotional dimension into the teaching and learning process of the Romanian language in primary education, by capitalizing on the content of school textbooks. Starting from the role of linguistic and literary education in shaping the pupil’s personality, the study argues for the need of a coherent system of exercises designed to stimulate empathy, emotional self-regulation, self-awareness, and socio-emotional skills. Thus, the paper proposes a methodological model based on representative texts from fourth-grade textbooks and on interactive activities that foster reflection on emotions, assertive communication, and affective language expression.

Educația incluzivă în contextul condițiilor pedagogice moderne de învățare

Educația incluzivă în contextul condițiilor pedagogice moderne de învățare
(Inclusive education in the context of modern pedagogical learning conditions)

Author(s):Oana-Miruna Oprea
Language:Romanian
Subject(s):Social Sciences
Page Range:74-81
No. of Pages:8
Keywords:inclusive education; pedagogical conditions; flexible curriculum; teaching methods; formative assessment; diversity
Summary/Abstract:The article examines the relationship between inclusive education and modern pedagogical learning conditions, emphasizing the importance of adapting teaching strategies to the diverse needs of students. In the current context, characterized by cultural, social, and cognitive diversity, inclusion is no longer merely a social policy but a pedagogical necessity essential for ensuring equity and active participation. The study analyzes key pedagogical conditions that promote inclusion: positive learning climate, flexible curriculum, diverse teaching methods, formative assessment, and collaboration among teachers. It also highlights systemic, pedagogical, and cultural challenges, offering development directions for an effective and sustainable inclusive school environment.

Incluziunea educaţională a copiilor cu deficienţe de auz în instituţiile de educaţie timpurie

Incluziunea educaţională a copiilor cu deficienţe de auz în instituţiile de educaţie timpurie
(Educational inclusion of children with hearing impairments in early childhood education institutions)

Author(s):Maria Pereteatcu
Language:Romanian
Subject(s):Social Sciences
Page Range:81-90
No. of Pages:10
Keywords:inclusive education; peculiarities of psycho-physical development; hearing impairments; deaf and hard-of-hearing children
Summary/Abstract:The article analyzes a series of researches that mention the transition from the unique model of the special school to the model based on the alternative of integration and inclusion of children with hearing impairments. The integration of the child with hearing impairments into the educational environment of the mainstream school is one of the most complicated and little studied problems in national special psycho-pedagogy. The material presented in the article is particularly current because it capitalizes on these studies, emphasizing certain results, but we focus on the field of educational integration of children with hearing impairments in kindergartens. The article highlights the peculiarities in the development of children with hearing impairments and proposes some materials for organizing recovery activities with children with mild hearing loss.

Educaţia incluzivă – necesitate socială şi pedagogică

Educaţia incluzivă – necesitate socială şi pedagogică
(Inclusive education – social and pedagogical necessity)

Author(s):Iulia Postolachi
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:91-97
No. of Pages:7
Keywords:inclusive education; approach; strategies; teachers
Summary/Abstract:Inclusive education is a central paradigm in current educational policies, aimed at ensuring equal access to education for all children, regardless of their individual characteristics. This article analyzes the theoretical foundations of inclusive education, the challenges faced in the implementation process, as well as the teaching strategies necessary to create an inclusive school environment.

Predarea reflexivă ca instrument al dezvoltării profesionale continue a cadrelor didactice

Predarea reflexivă ca instrument al dezvoltării profesionale continue a cadrelor didactice
(Reflective teaching as a tool for teachers' continuous professional development)

Author(s):Veronica Rusov
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:98-103
No. of Pages:6
Keywords:reflective teaching, professional development; continuing education
Summary/Abstract:The article explores reflective teaching as a strategic tool in the continuous professional development of teachers, highlighting its role in strengthening metacognitive skills and in building professional identity. It is argued that reflection is not just an individual process of self-assessment, but a complex, contextual and social approach, influenced by the normative framework, professional standards and institutional practices. The analysis of the specialized literature (Brookfield, Gibbs, Bain, Reiman, Genor, Tripp) demonstrates that reflective teaching involves the combination of self-analysis, feedback from students and colleagues, as well as the integration of theoretical substantiation and problematization of pedagogical situations. Through reflection, teachers develop professional judgment, the ability to adapt to various contexts and didactic innovation skills, transforming daily experiences into sources of learning and professional progress. Thus, reflective teaching contributes to the creation of an educational culture open to change, collaboration and continuous learning.

Repere etice şi deontologice în integrarea copiilor cu CES

Repere etice şi deontologice în integrarea copiilor cu CES
(Ethical and deontological benchmarks in the integration of children with SEN)

Author(s):Nina Sacaliuc
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:104-108
No. of Pages:5
Keywords:integration; inclusive education; children with special educational needs; diversity; individual characteristics
Summary/Abstract:This article addresses the issue of integrating children with special educational needs. The concept of special educational needs corresponds to an approach that promotes the idea that every child is unique and values the diversity and uniqueness of learning styles determined by individual characteristics, giving everyone equal opportunities.

Incursiune în evoluția conceptului de autoreglare emoțională

Incursiune în evoluția conceptului de autoreglare emoțională
(Foray into the evolution of the concept of emotional self-regulation)

Author(s):Nicoleta Adriana SCHIPOR
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:109-116
No. of Pages:8
Keywords:emotional self-regulation; emotional intelligence; socio-emotional education; adolescence; educational environment
Summary/Abstract:The present article explores the concept of emotional self-regulation and its crucial importance in the holistic development of adolescents within the current educational context. Starting from the psycho-pedagogical definitions of self-regulation – seen as a set of processes through which an individual monitors, evaluates, and modifies their emotional reactions – the text highlights the essential nature of this competence for socio-emotional adaptation and maintaining inner balance. The article analyzes the model of emotional intelligence proposed by Mayer and Salovey, popularized by Goleman, emphasizing its key components: self-awareness, emotional control, motivation, and empathy. National and international research, including PISA 2018 and Romanian studies, are cited to demonstrate the direct correlation between a high level of emotional intelligence and improved academic performance, reduced risky behaviors, and lower stress. The article emphasizes the central role of teachers and a democratic school environment in supporting emotional development, concluding that the integration of socio-emotional education into the curriculum is a fundamental necessity of modern education, essential for forming solid characters and for the personal and professional success of young people.

Motivarea familiei elevilor cu CES pentru implicare la activitățile din școala incluzivă

Motivarea familiei elevilor cu CES pentru implicare la activitățile din școala incluzivă
(Motivating the families of students with SEN to get involved in inclusive school activities)

Author(s):Valentina Stratan
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:117-129
No. of Pages:13
Summary/Abstract:Inclusive education represents a fundamental approach to ensuring equal opportunities within the contemporary educational system. In this context, parental involvement in school activities emerges as one of the major priorities of current education. The active participation of parents in the learning process of children with special educational needs (SEN) is an essential dimension, with a direct impact on their complex and harmonious development. The article highlights the importance of the families’ constant involvement in the education of children with SEN, emphasizing the decisive role of the school– family partnership in their successful educational and social integration. It also analyzes strategies for motivating parents to effectively participate in school activities, stressing the need to implement specially designed educational programs that directly engage families. It is argued that motivating parents to actively participate in the educational process can be facilitated by developing structured educational programs and projects oriented towards cooperation and partnership – programs that generate both immediate and lasting benefits not only for students with SEN but also for the entire school community.

Clarificarea teoriilor privind agresivitatea elevilor în contextul educației prin dans

Clarificarea teoriilor privind agresivitatea elevilor în contextul educației prin dans
(Clarifying theories regarding student aggression in the context of dance education)

Author(s):Svetlana Talpă
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:124-129
No. of Pages:6
Keywords:aggression; students; dance; school
Summary/Abstract:The concept of aggression is complex and multidimensional. The specialized literature emphasizes that aggression is not to be confused with attack. If aggression designates the internal predisposition to respond hostilely or to use behaviors with potential harm, attack refers to the concrete, observable act, directed towards a target. In the case of students, aggression can take the form of impulsivity, verbal hostility, intimidating behaviors, social exclusion or physical attacks. At the same time, important differences are observed depending on age, gender and socio-educational context. In this article we review some conceptual delimitations, criteria, causes of aggressive behavior in children of young school age.

Mentoratul în educaţie – prioritate a şcolii moderne

Mentoratul în educaţie – prioritate a şcolii moderne
(Mentoring in education – a priority of the modern school)

Author(s):Tatiana Şova, Aurelia Balan
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:130-138
No. of Pages:9
Keywords:mentor; mentee; mentoring activity; modern school
Summary/Abstract:The article presents scientific and practical arguments regarding the necessity and value of mentoring activities within educational institutions. These arguments are substantiated through references to relevant normative provisions. The study highlights the barriers commonly encountered in mentoring practices across various general education institutions and proposes pertinent solutions for their mitigation. The qualities of the mentor, the values promoted through mentoring, and the requirements for effective mentoring activities reinforce the idea that mentorship should be prioritized in modern schools.

Parteneriatul educațional școală-familie – instrument psihologic de sprijin al incluziunii și dezvoltării socio-emoționale a elevilor

Parteneriatul educațional școală-familie – instrument psihologic de sprijin al incluziunii și dezvoltării socio-emoționale a elevilor
(School-family educational partnership – psychological tool to support inclusion and socio-emotional development of students)

Author(s):Inga Baciu
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:139-147
No. of Pages:9
Keywords:educational partnership; family; inclusion; socio-emotional development; school psychologist
Summary/Abstract:The school-family educational partnership represents a key psychological instrument in supporting inclusion and students’ socio-emotional development. The study, conducted in primary education, highlights the role of school-family collaboration in preventing adaptation difficulties and strengthening students’ well-being. From the school psychologist’s perspective, the relationship with the family has both formative and protective functions, facilitating early intervention and educational community cohesion. The research proposes several strategies for strengthening the partnership-teacher training in relational competencies, empathetic dialogue, and joint activities focused on inclusion. Thus, the partnership becomes a framework of emotional support and equity for every child.

Ontogeneza raportului dintre limbă şi gândire

Ontogeneza raportului dintre limbă şi gândire
(The ontogenesis of the relationship between language and thought)

Author(s):Angela Bejan
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:148-152
No. of Pages:5
Keywords:language; thought; ontogenesis; co-evolution; cognitive development
Summary/Abstract:The ontogenesis of the relationship between language and thought represents a complex process, examined interdisciplinarity across pedagogy, psychology, linguistics, and neuroscience. Language and thought evolve dynamically in an interdependent relationship, marked by moments of convergence, overlap, or divergence throughout the child’s development. Studies show that certain ontogenetic stages reflect phylogenetic adaptations, evident both in the maturation of the phonatory apparatus and in the emergence of early cognitive mechanisms. Piaget considers thought to be primary, with language functioning as an instrument derived from intellectual development; Vygotsky, on the contrary, emphasizes the role of language as an essential mediator of thought, shaping higher cognitive processes through the internalization of social speech. Chomsky complements these perspectives by proposing an innate biological predisposition for language, supported by neuroscience, which highlights the early organization of the brain for linguistic acquisition. Overall, language and thought develop within a „genetic circle”, mutually influencing one another and evolving in a unified manner throughout childhood.

Modalități de sprijin pentru dezvoltarea autonomiei și a abilităților de autodeservire la copiii cu CES

Modalități de sprijin pentru dezvoltarea autonomiei și a abilităților de autodeservire la copiii cu CES
(Ways to support the development of autonomy and self-service skills in children with SEN)

Author(s):Valeria Cozma
Language:Romanian
Subject(s):Philosophy, Social Sciences
Page Range:153-160
No. of Pages:8
Keywords:autonomy; self-care skills; integration; development; methods; strategies
Summary/Abstract:Autonomy and self-care skills are fundamental for children’s social and educational integration, especially for those with special educational needs (SEN). Developing these abilities helps reduce dependence on adults, increases self-confidence, and facilitates active participation in daily life. Effective strategies include modelling, task analysis learning, positive reinforcement, and the use of visual or digital resources. Collaboration between families, teaching institutions, and specialists is essential to ensure consistent support across different environments. Ultimately, promoting autonomy in children with SEN is not only an educational goal but also a social and moral responsibility, preparing them for independent and dignified adult life.

Dezvoltarea empatiei la elevi în clasele primare faţă de copii cu cerinţe educaţionale speciale

Dezvoltarea empatiei la elevi în clasele primare faţă de copii cu cerinţe educaţionale speciale
(Developing empathy in primary school students towards children with special educational needs)

Author(s):Tatiana Gînju
Language:Romanian
Subject(s):Social Sciences
Page Range:161-167
No. of Pages:7
Keywords:empathy; inclusive education; special educational needs; diversity; acceptance; methods
Summary/Abstract:In an increasingly diverse educational context, developing empathy in primary school students towards peers with special educational needs is becoming a priority. This article explores the role of empathy, highlighting the stages of formation, the factors that influence it and its impact on school inclusion. Methods of working with students that can stimulate acceptance of difference and mutual support are presented. Through the interventions of teachers, empathy can be developed in primary school students towards peers with special educational needs.

Rolul proiectelor educaționale în facilitarea integrării copiilor cu ADHD în grădiniță

Rolul proiectelor educaționale în facilitarea integrării copiilor cu ADHD în grădiniță
(The role of educational projects in facilitating the integration of children with ADHD into kindergarten)

Author(s):Mihaela GURLUI
Language:Romanian
Subject(s):Social Sciences
Page Range:167-173
No. of Pages:7
Keywords:ADHD; early childhood education; educational projects; inclusion; kindergarten
Summary/Abstract:This paper examines how educational projects support the integration of children with ADHD in kindergarten. Considering the challenges posed by inattention, impulsivity, and hyperactivity, the inclusion of these children in group activities requires flexible and adaptive methods. Educational projects, through their interdisciplinary structure and focus on experiential learning, provide opportunities to value individual potential and foster the development of social skills. Examples of good practices are presented – from thematic projects based on cooperation to interactive reading or health education activities – showing how active participation reduces the risk of isolation and facilitates positive peer relationships. A central element is the collaboration between teachers, parents, and specialists, which enables the personalization of interventions and the creation of an inclusive educational climate. The conclusions highlight the need for continuous teacher training and the implementation of projects adapted to diversity, in order to ensure the real participation of children with ADHD in kindergarten life.

Factorul lingvistic în formarea biasurilor cognitive (implicaţii pentru educaţie)

Factorul lingvistic în formarea biasurilor cognitive (implicaţii pentru educaţie)
(The linguistic factor in the formation of cognitive biases (implications for education))

Author(s):Elena Lacusta
Language:Romanian
Subject(s):Social Sciences, Language and Literature Studies
Page Range:174-180
No. of Pages:7
Keywords:cognitive bias; language; reference; (educational) communication; fast/slow thinking; scepticism
Summary/Abstract:Faced with an overwhelming volume of information, the human brain naturally resorts to efficient cognitive shortcuts that, at the same time, can trigger systematic distortions known as cognitive biases. One of the sources of these biases is language itself (the “idol of the marketplace” in Bacon’s terminology). The paper examines, through this lens, a series of linguistic phenomena based on ambiguities and/or semantic gaps that can generate various types of cognitive errors. When processing a linguistic message, Kahneman’s System 1 (fast thinking) is activated and instantly fills referential gaps with the most emotionally, experientially, and culturally available content. The solution for reducing language-induced biases lies in the deliberate activation of System 2 (slow, deliberate thinking). As early as the 17th century, Francis Bacon (1620) warned that the intellect “draws all things” to support its initial conclusion, while David Hume (1748) showed that habit, not reason, is the great guide of human life. Contemporary cognitive psychology merely confirms these ancient observations through rigorous experiments: confirmation bias, anchoring, availability, and labelling effects are not isolated flaws, but inevitable consequences of the fast cognitive architecture that we inherit. The philosophical counterpart of this process is methodical scepticism. In educational communication and intercultural interaction, the conscious shift from System 1 to System 2 and the moderate practice of methodical scepticism – by reducing prejudices and preferences, paying attention to vague referents, and avoiding oversimplifying labels – are not mere exercises in rigour, but essential conditions for clearer thinking and less distorted communication.

Neurolimbaj – strategii inovatoare pentru dezvoltarea vorbirii la copii

Neurolimbaj – strategii inovatoare pentru dezvoltarea vorbirii la copii
(Neuro Language – innovative strategies for speech development in children)

Author(s):Natalia MACIURA
Language:Romanian
Subject(s):Social Sciences, Language and Literature Studies
Page Range:180-186
No. of Pages:7
Keywords:neurologopedics; neurolanguage; brain plasticity; neuro-therapeutic games; sensory integration; bioenergoplasty; cognitive function; therapeutic intervention
Summary/Abstract:Neurologopedics is a discipline that combines speech therapy with neuroscience to stimulate language and cognitive functions in children and adults with communication disorders. Methods include neuro-therapeutic games, logorhythmic exercises, bioenergoplasty, sensory integration, and digital technologies. Interventions aim to develop receptive and expressive language, attention, memory, and coordination, contributing to educational progress and social integration.

Impactul semioticii cromatice asupra procesului educațional

Impactul semioticii cromatice asupra procesului educațional
(The impact of chromatic semiotics on the educational process)

Author(s):Cristina MOROZANU
Language:Romanian
Subject(s):Social Sciences, Language and Literature Studies
Page Range:187-193
No. of Pages:7
Keywords:chromatic semiotics; educational design; synesthetic teaching; learning processes
Summary/Abstract:The article addresses the significance of chromatic semiotics in education, highlighting the influence of color signs on students' perception, understanding, and learning processes. It explores the role of colors in teaching materials, the design of educational environments, and the ethical implications of using color signs. Through a multidisciplinary approach, it demonstrates how colors ffect the psychophysical state, such as activating creativity and improving concentration. The article proposes the use of a synesthetic teaching method, applying the Learning Pyramid to analyze color names in poetic texts. This involves various activities adapted to the special needs of students. Ultimately, it emphasizes the importance of being aware of the effects of color signs in education and the necessity of integrating this knowledge into teaching practices.

Personalizarea activităților didactice pentru o educație incluzivă

Personalizarea activităților didactice pentru o educație incluzivă
(Personalizing teaching activities for inclusive education)

Author(s):Tatiana PAVLOV
Language:Romanian
Subject(s):Social Sciences
Page Range:194-201
No. of Pages:8
Keywords:inclusive education; personalization; differentiation; individualization; skills
Summary/Abstract:Inclusive education represents both a pedagogical philosophy and a professional responsibility, aimed at valuing diversity and ensuring equitable access to learning. This paper explores the theoretical foundations and practical applications of activity personalization in the teaching of Romanian language and literature, focusing on the specific competencies of the discipline. Through a comparative analysis of traditional and inclusive strategies, complemented by models based on Howard Gardner’s theory of multiple intelligences, the study demonstrates how inclusive approaches can enhance learning outcomes and foster a climate of equity and respect in schools. The practical section includes comparative tables and examples of student-created products, highlighting the potential of personalization as a means of integrating all learners into the educational process.

Aspecte de recuperare a disgrafiei la elevii din clasele primare

Aspecte de recuperare a disgrafiei la elevii din clasele primare
(Aspects of dysgraphia recovery in primary school students)

Author(s):Maria Pereteatcu
Language:Romanian
Subject(s):Social Sciences
Page Range:202-216
No. of Pages:15
Summary/Abstract:Aspects of dysgraphia recovery in primary school studentsThe article provides a synthesis of the main relevant studies and theories in the field of language, and the psycho-pedagogical bases of the process of recovery of written language disorders have been determined. The article analyzes the theoretical models of the cognitive mechanisms of writing-reading and the psycho-pedagogical aspects of writing in children. In more detail, the methods of training reading-writing skills in primary school and the program for the recovery of reading-writing disorders in primary school students are presented.

Impactul activităților Outdoor asupra dezvoltării cognitive la copiii preșcolari

Impactul activităților Outdoor asupra dezvoltării cognitive la copiii preșcolari
(The impact of outdoor activities on cognitive development in preschool children)

Author(s):Tatiana Procopciuc
Language:Romanian
Subject(s):Social Sciences
Page Range:216-222
No. of Pages:7
Keywords:knowledge; Outdoor environment; cognitive development
Summary/Abstract:The article proposes strategies fordeveloping cognitive education in preschoolers through Outdoor activities. A series of practical activities aimed at enhancing cognitive practical skills is described, with the goal of fostering more effective and engaging learning exleriences for preschoolers.

Evaluarea formativă ca mecanism de susţinere a practicilor educaţionale incluzive la debutul profesional

Evaluarea formativă ca mecanism de susţinere a practicilor educaţionale incluzive la debutul profesional
(Formative assessment as a mechanism to support inclusive educational practices at the beginning of professional life)

Author(s):Dorina Putină
Language:Romanian
Subject(s):Social Sciences
Page Range:222-226
No. of Pages:5
Keywords:formative assessment; inclusion; professional debut; SEN; descriptive feedback; instructional adaptation
Summary/Abstract:The professional debut of teachers represents a decisive stage in which their professional identity takes shape and their capacity to respond effectively to learners’ diversity is progressively developed. Within this context, formative assessment becomes a key instrument that guides beginning teachers toward inclusive and effective instructional practices. This article examines the ways in which formative assessment supports the regulation of the teaching process, the identification of learning difficulties, the valorization of students’ progress, and the support of learners with special educational needs. The comparative analysis between traditional formative assessment and formative assessment adapted for students with SEN highlights the main dimensions and actions required from teachers to ensure inclusive practices during the induction phase.

Educația incluzivă – studiu

Educația incluzivă – studiu
(Inclusive education – study)

Author(s):Maricica RADU
Language:Romanian
Subject(s):Social Sciences
Page Range:226-231
No. of Pages:6
Keywords:inclusion; inclusive education; special educational needs; barriers; pupil progress
Summary/Abstract:This article addresses the issue of inclusive education, which is an ongoing process that involves the schooling of children with special educational needs, adapting schools to their needs, and their participation in formal and informal educational activities that ensure their learning and development. Inclusion involves identifying and removing barriers, which may be related to how schools are organized, how students are taught, and how their progress is assessed.

Rolul intervenției personalizate în asigurarea educației copiilor cu cerințe educaționale speciale

Rolul intervenției personalizate în asigurarea educației copiilor cu cerințe educaționale speciale
(The role of personalized intervention in ensuring the education of children with special educational needs)

Author(s):Ecaterina Scoartă
Language:Romanian
Subject(s):Social Sciences
Page Range:231-237
No. of Pages:7
Keywords:inclusive education; children with special educational needs; Individualized Education Plan (IEP); personalized intervention; individualized approach for childrens with special educational needs
Summary/Abstract:Personalized interventions are recognized as a recommended standard for the education of children with special educational needs, an approach supported by research findings and practical experience. Customizing interventions is not a rigid process, but rather one that remains adaptable and focused on the actual needs of each child, guided by scientific evidence. Scholarly studies and expert literature consistently confirm the clear benefits of personalized approaches in enhancing educational effectiveness and improving long-term outcomes for children with special educational needs. Recent research and reports indicate that individualized education plans (IEPs) and tailored interventions increase both access and success for students with special needs in mainstream education. Approaches that combine curriculum adaptation, interactive methods, and interdisciplinary collaboration significantly enhance the inclusion of students with special needs, supporting the development of their cognitive and social skills.

Исследовательский дискурс об инклюзивном музыкальном образовании

Исследовательский дискурс об инклюзивном музыкальном образовании
(Research discourse on inclusive music education)

Author(s):Svetlana Jeliaskova
Language:Russian
Subject(s):Social Sciences, Fine Arts / Performing Arts
Page Range:237-244
No. of Pages:8
Keywords:inclusive education; music therapy; music schools; students with special educational needs
Summary/Abstract:The article is devoted to the analysis of modern research in the field of inclusive music education in the world and in the Republic of Moldova. The article examines the trends of international publications covering the issues of adaptation of music pedagogy, application of music therapy, integration of music and movement practices and use of digital technologies to create an accessible educational environment. Special attention is paid to the scientific experience of Moldova, represented by the works of domestic researchers and methodological materials for lyceums and art schools. Comparison of international and national data shows that music is considered as a powerful tool for social integration of development of cognitive and emotional skills of students with special educational needs.

Нейроигры и упражнения как средство стимуляции речевой активности младших школьников

Нейроигры и упражнения как средство стимуляции речевой активности младших школьников
(Neurogames and exercises as a means of stimulating speech activity in primary school children)

Author(s):Ilona MAIDACHENKO
Language:Russian
Subject(s):Social Sciences
Page Range:245-252
No. of Pages:8
Keywords:neurogames; neuroexercises; speech development; interhemispheric interaction; neuropsychology; speech therapy; cognitive stimulation; primary school children
Summary/Abstract:The article examines the use of neurogames and neuroexercises to stimulate speech activity in primary school children. Based on neuropsychological principles, these methods activate both brain hemispheres through movement and sensory tasks. Regular practice improves attention, memory, coordination, and verbal skills. The integration of neurogames into speech therapy enhances motivation and accelerates the correction of speech disorders.

Managementul culturii inovării în organizațiile educaționale incluzive

Managementul culturii inovării în organizațiile educaționale incluzive
(Managing the culture of innovation in inclusive educational organizations)

Author(s):Alina Marilena BUDULEANU
Language:Romanian
Subject(s):Social Sciences
Page Range:253-260
No. of Pages:8
Keywords:inclusive education; innovation culture; school management; Design Thinking; equity; diversity
Summary/Abstract:Inclusive education requires addressing the challenge of ensuring equity and participation for all learners. This goal depends on cultivating an innovation culture rooted in diversity, accessibility, and collaboration. Educational innovation goes beyond adopting new methods or technologies; it involves strategically redesigning teaching practices, chool climate, and community relations. Defined by Huberman as deliberate and durable improvement and by the OECD’s Oslo Manual as a strategic process, innovationhas become central to school development. In inclusive schools, it acquires an ethical dimension, focused on removing barriers and reducing inequalities so every learner can achieve their potential. Design Thinking provides a human-centered framework for inclusive innovation, emphasizing empathy, collaboration, optimism, and experimentation. Through this approach, schools can generate flexible, relevant solutions to meet diverse student needs. Leadership is essential in aligning mission, vision, and values with these principles, building ecosystems that develop autonomous, creative, and resilient graduates ready to contribute to democratic societies.

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale
(Techniques and methods for effective communication with parents of children with special educational needs)

Author(s):Natalia CECHINA
Language:Romanian
Subject(s):Social Sciences
Page Range:260-266
No. of Pages:7
Keywords:communication; empathy; relationship; parents; inclusion; collaboration; special educational needs
Summary/Abstract:Effective communication between psychologists, support teachers, and parents of children with special educational needs (SEN) is the cornerstone of inclusive education. This article explores the theoretical, methodological, and applied foundations of relational communication, emphasizing empathy, authenticity, and reflective dialogue as essential factors in developing trust-based partnerships. Drawing on international practices from the UK, Finland, and the US, as well as national frameworks such as the Moldovan Education Code (2014) and Government Decision no. 950/2023, the paper provides practical strategies, applied exercises, and extended case studies. The relational approach promotes cooperation between schools and families, ensuring children’s emotional well-being and sustained academic progress within inclusive environments.

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale
(Techniques and methods for effective communication with parents of children with special educational needs)

Author(s):Natalia CECHINA
Language:Romanian
Subject(s):Social Sciences
Page Range:260-266
No. of Pages:7
Keywords:communication; empathy; relationship; parents; inclusion; collaboration; special educational needs
Summary/Abstract:Effective communication between psychologists, support teachers, and parents of children with special educational needs (SEN) is the cornerstone of inclusive education. This article explores the theoretical, methodological, and applied foundations of relational communication, emphasizing empathy, authenticity, and reflective dialogue as essential factors in developing trust-based partnerships. Drawing on international practices from the UK, Finland, and the US, as well as national frameworks such as the Moldovan Education Code (2014) and Government Decision no. 950/2023, the paper provides practical strategies, applied exercises, and extended case studies. The relational approach promotes cooperation between schools and families, ensuring children’s emotional well-being and sustained academic progress within inclusive environments.

Acceptarea diversității – factor-cheie în managementul educației incluzive

Acceptarea diversității – factor-cheie în managementul educației incluzive
(Accepting diversity – a key factor in the management of inclusive education)

Author(s):Tatiana Cernomoriț
Language:Romanian
Subject(s):Social Sciences
Page Range:267-272
No. of Pages:6
Keywords:diversity; acceptance; inclusive education; children with disabilities
Summary/Abstract:Inclusive education is a fundamental human right to which each individuals, including children with disabilities, are entitled. It ensures that all children, regardless of their abilities, background, ethnicity, gender, origin, as well as disability learn together in the same classroom and school. For ensuring the right to education of children with disabilities in inclusive environment, the persistent biases should be understood and addressed. This entails elimination of discrimination that limits the acceptance of children with diverse backgrounds. The paper examines the perspective of international human rights standards, mainly the UN Convention on the Rights of Persons with Disabilities, with regards to inclusive education and creating an educational environment opened to diversity. The author also presents the opinion of parents of children with disabilities, of teachers and experts in inclusive education with regards to acceptance of diversity in the school environment. This allowed the development of recommendations for improved acceptance of diversity in educational institutions in the Republic of Moldova.

De la tensiune la coeziune: fenomenologia conflictului în contextul educației incluzive

De la tensiune la coeziune: fenomenologia conflictului în contextul educației incluzive
(From tension to cohesion: the phenomenology of conflict in the context of inclusive education)

Author(s):Angela CHIROȘCĂ
Language:Romanian
Subject(s):Social Sciences
Page Range:272-277
No. of Pages:6
Keywords:inclusive education; educational conflict; phenomenology; culture of diversity; reflective management; empathetic leadership
Summary/Abstract:The article explores the connection between the phenomenology of conflict and inclusive education, analyzing how diversity in schools generates tensions, but also opportunities for cohesion. In phenomenological logic, conflict is not just a problem to be solved, but a lived experience that gains meaning through the interpretations of educational actors. Inclusiveeducation, aimed at integrating all students, brings to the fore managerial, pedagogical, and relational challenges: from differences in perceptions and expectations to difficulties in communication and curricular adaptation. At the same time, it offers the possibility of developing a reflexive organizational culture, where diversity becomes a factor of pedagogical innovation and solidarity. The paper proposes a phenomenological reading of conflict in inclusive schools and identifies managerial solutions capable of transforming tensions into formative resources.

Crearea mediului academic incluziv

Crearea mediului academic incluziv
(Creating an inclusive academic environment)

Author(s):Ludmila Cotos
Language:Romanian
Subject(s):Social Sciences
Page Range:277-281
No. of Pages:4
Keywords:environment; inclusion; inclusive environment; inclusive academic environment
Summary/Abstract:Creating an inclusive environment in a modern educational institution is one of the priorities included in the European integration process calendar, but it is also the main goal of the process of democratizing education by connecting it to the demands of society. Teachers often face a lack of resources, personal prejudices and external pressures. However, there are effective strategies to overcome these challenges: participating in professional training courses, collaborating with parents and the community, writing a reflection journal.

Managementul învăţării prin cooperare în clasele incluzive

Managementul învăţării prin cooperare în clasele incluzive
(Managing cooperative learning in inclusive classrooms)

Author(s):Maria Pereteatcu
Language:Romanian
Subject(s):Social Sciences
Page Range:281-289
No. of Pages:9
Keywords:collaborative learning; cooperative learning; positive interdependence; group communication; collective interaction
Summary/Abstract:The article argues the need and importance of the student's active involvement in the learning process by applying participatory methods. It also presents studies by several authors on the terms used for a variety of educational approaches that involve combining the intellectual efforts of students and teachers. The benefits of cooperative learning and the positive and negative behaviors that can occur in group communication are highlighted. The article presents a series of games and activities that can be organized and carried out with children in inclusive classes.

Construirea relațiilor pentru o școala incluzivă

Construirea relațiilor pentru o școala incluzivă
(Building relationships for an inclusive school)

Author(s):Elena Petre
Language:Romanian
Subject(s):Social Sciences
Page Range:289-295
No. of Pages:7
Keywords:inclusive school; empathy; relationship, school segregation; integration
Summary/Abstract:The article explores the importance of emotional connection and peer relationships in building an inclusive school environment. Drawing on Lev Vygotsky’s theories, it emphasizes that learning and social development are deeply rooted in interaction and trust. The author shares practical strategies for integrating a child who recently arrived from abroad and for supporting atypical students in mainstream education. Key approaches ncluded building emotional bonds, normalizing diversity through inclusive materials, and promoting collaboration between students. Using English and the child’s native language reduced anxiety and fostered connection, while highlighting the strengths of atypical students (such as talent in music or art) encouraged peer acceptance. The article concludes that authentic relationships between teachers and students, as well as between peers, are essential foundations for learning and emotional well-being in an inclusive classroom.

Educația incluzivă și importanța activităților extracurriculare

Educația incluzivă și importanța activităților extracurriculare
(Inclusive education and the importance of extracurricular activities)

Author(s):Emilia SÎRBESCU
Language:Romanian
Subject(s):Social Sciences
Page Range:295-297
No. of Pages:3
Keywords:inclusive education; extracurricular activities; critical thinking; empathy; social responsibility
Summary/Abstract:This paper addresses a major current issue in the field of educational sciences – inclusive education – while also analyzing the importance of extracurricular activities as tools for strengthening the process of school inclusion. In an educational context that is constantly changing, the integration of all students into the learning process, regardless of their individual characteristics, is an essential condition for ensuring equity and quality in education. The article emphasizes that extracurricular activities are not mere additions to the instructional-formative process, but rather genuine contexts for personal, emotional, and social development that support inclusion and contribute to the formation of a school culture based on cooperation, respect, and solidarity.

Структурирование и гибкость в недельном планировании деятельности вспомогательного педагога в условиях инклюзивного образования

Структурирование и гибкость в недельном планировании деятельности вспомогательного педагога в условиях инклюзивного образования
(Structuring and flexibility in weekly planning of activities of a support teacher in an inclusive education setting)

Author(s):Alla Filippovskaya
Language:Russian
Subject(s):Social Sciences
Page Range:297-303
No. of Pages:7
Keywords:inclusive education; support teacher; adaptive environment; pupil with special educational needs
Summary/Abstract:Structuring and flexibility in weekly planning of activities of a support teacher in an inclusive education settingThe article examines the principles of structuring and flexibility in the weekly planning of the activities of an auxiliary teacher in inclusive education in the Republic of Moldova. It analyzes the normative framework, the organization of support activities, and the importance of individualized and structured planning in ensuring quality educational inclusion.

Educația interculturală și noile educații

Educația interculturală și noile educații
(Intercultural education and new educations)

Author(s):Ana-Maria ANDRIOAIE
Language:Romanian
Subject(s):Social Sciences
Page Range:304-310
No. of Pages:7
Keywords:intercultural education; new educations, globalisation; intercultural competence
Summary/Abstract:Intercultural education has become a central dimension of contemporary pedagogical discourse, responding to the growing interconnectedness of societies in the twenty-first century. It emphasizes the recognition, appreciation, and integration of cultural diversity within educational contexts, aiming to promote mutual respect, democratic values, and social cohesion. As globalisation reshapes social structures, schools are expected not only to transmit knowledge but also to cultivate learners’ capacity to interact constructively across cultural boundaries. In this context, the so-called “new educations” highlight transversal and future-oriented dimensions of learning, such as education for sustainable development, digital literacy, citizenship, peace, and human rights. These perspectives broaden the scope of traditional schooling by addressing global challenges that require holistic, inclusive, and participatory approaches.

From defining the notion of competence to communicative abilities and distance learning in the 21st century

From defining the notion of competence to communicative abilities and distance learning in the 21st century
(From defining the notion of competence to communicative abilities and distance learning in the 21st century)

Author(s):Ionuţ Avram
Language:English
Subject(s):Social Sciences
Page Range:311-321
No. of Pages:11
Keywords:competence; remote; learning, teaching; interaction
Summary/Abstract:In the context of accelerated digitalization and globalization, communicative competence has become a fundamental prerequisite for personal, educational, and professional success. This research aims to analyze the multidimensional nature of communicative competence and its role in contemporary society, with a focus on its relevance in technology-mediated learning environments. Building on the theoretical model proposed by Canale and Swain (1980), and supported by studies such as those of Cucoș (2014), Mândruț (2012), and Ilicciev (2020), the paper explores the integration of linguistic, socio-cultural, and strategic components necessary for effective communication. The research adopts a conceptual and theoretical approach, synthesizing key perspectives from the literature to examine how communicative competence functions across educational and digital contexts. The results highlight that beyond grammatical knowledge, successful communication requires adaptability, cultural awareness, and interactional strategies – skills increasingly critical in distance education. The findings underscore the importance of incorporating communicative competence development into curricula and teacher training programs. This study provides valuable insights for educators, researchers, and administrators by emphasizing the need to align communication education with the demands of a society based on IT skills. Its contribution lies in redefining communicative competence as a central educational priority in the era of digital transformation

Matematică și magie

Matematică și magie
(Mathematics and magic)

Author(s):Simona BUCURENCIU
Language:Romanian
Subject(s):Social Sciences
Page Range:322-327
No. of Pages:6
Keywords:algebra; algorithm; magic; mathematics; trick
Summary/Abstract:At first glance, mathematics and magic have nothing in common, could be considered quite opposite fields. Mathematics are governed by strict rules, logic and demonstrations, whereas magic is dominated by mystery and illusion. Going beyond appearances, many magic tricks, especially those involving playing cards, are based on solid mathematical principles: modular arithmetic, probability, permutations, and symmetries. This article explores the connections between mathematics and magic, showing how scientific rigor can become artistic spectacle and how illusion can facilitate the understanding of mathematical concepts. Moreover, we accentuate the pedagogical value of mathematics in magic, resulting in enhancing students’ interest in studying mathematics and logical reasoning.

Dimensiunea interculturală a educației incluzive în contextul contemporan

Dimensiunea interculturală a educației incluzive în contextul contemporan
(The intercultural dimension of inclusive education in the contemporary context)

Author(s):Maria Diana CĂLIN
Language:Romanian
Subject(s):Social Sciences
Page Range:327-334
No. of Pages:8
Keywords:inclusive education; interculturality; cultural diversity; educational policies; educational counseling
Summary/Abstract:Inclusive education has emerged in recent decades as one of the fundamental pillars of contemporary schooling, being associated with the principles of democratization, equity, and the universal right to education. Its aim is to ensure equal access to learning for all students, regardless of individual characteristics, cultural, ethnic, or religious affiliation, socio-economic background, or special educational needs. In a rapidly changing world, marked by globalization, migration, and increased human mobility, the intercultural dimension has become an essential component of inclusive education. Cultural, linguistic, and religious diversity requires schools not only to implement administrative and curricular adjustments but also to undergo a shift in mindset, where differences are viewed as opportunities for growth and resources for collaborative learning. The article particularly emphasizes the role of teachers and educational counseling in the process of intercultural mediation, as they hold the responsibility of fostering a school climate based on mutual respect, valuing differences, and supporting the integration of all students. It is therefore concluded that truly inclusive and intercultural education goes beyond the mere integration of students from diverse backgrounds; it requires a profound transformation of school culture so that it becomes a space for dialogue, social cohesion, and the development of competences for democratic coexistence.

Traducerea literară ca spaţiu al dialogului intercultura

Traducerea literară ca spaţiu al dialogului intercultura
(Literary translation as a space for intercultural dialogue)

Author(s):Oxana Chira
Language:Romanian
Subject(s):Social Sciences, Language and Literature Studies, Literary Texts
Page Range:334-339
No. of Pages:6
Keywords:literary translation; intercultural dialogue; romanian literature; translator visibility; cultural mediation; imagology; discourse analysis
Summary/Abstract:This article explores literary translation as a key site of intercultural dialogue, focusing on the reception of Romanian literature in the German-speaking world. Drawing on intercultural literary theory, imagology, and discourse analysis, it argues that translation operates not merely as linguistic transfer but as artistic re-creation and cultural mediation. Translators such as Gerhardt Csejka, Ernest Wichner, Eva Ruth Wemme, Jan Cornelius, Anke Pfeifer, and Sevghin Mayr have significantly shaped the visibility of Romanian literature in Germany, Austria, and Switzerland. The analysis of German reviews and translator interviews highlights the increasing recognition of translators as co-authors and cultural agents. Critics consistently emphasize that translations of writers such as Tatiana Ţîbuleac, Liliana Corobcă, and Oleg Serebrian are not perceived as secondary texts but as autonomous literary events.

De la definiții clasice la concepte emergente: abordări ale competenței interculturale

De la definiții clasice la concepte emergente: abordări ale competenței interculturale
(From classical definitions to emerging concepts: approaches to intercultural competence)

Author(s):Olga DICUSARĂ
Language:Romanian
Subject(s):Social Sciences
Page Range:340-348
No. of Pages:9
Keywords:intercultural competence; cultural diversity; intercultural learning; cultural intelligence; intercultural communication
Summary/Abstract:Globalization, migration, and the increasing interdependence of contemporary societies have created a context in which intercultural competence becomes an essential dimension of education and human development. Within this framework, perspectives on intercultural competence have evolved significantly, shifting from classical approaches focused on adapting to diversity and avoiding cultural conflicts to emerging concepts that emphasize creativity, critical thinking, and dialogue among multiple perspectives. These developments highlight the multifaceted nature of intercultural competence, encompassing cognitive, affective, and behavioral dimensions that enable individuals to interact effectively and ethically in diverse social and professional contexts.

Atelierul intercultural „Pâinea – simbol identitar”: demers educaţional

Atelierul intercultural „Pâinea – simbol identitar”: demers educaţional
(Intercultural workshop "Bread - a symbol of identity": educational approach)

Author(s):Aurelia Codreanu, Svetlana Stanţieru
Language:Romanian
Subject(s):Social Sciences, Language and Literature Studies
Page Range:349-360
No. of Pages:12
Keywords:intercultural workshop; teaching strategies; national curriculum; intercultural education; cultural diversity; active learning
Summary/Abstract:The article presents the educational approach of an intercultural workshop within the Romanian Language and Literature course for institutions teaching in the languages of national minorities at the high school level. The emphasis is placed on the role of the workshop as a space for interaction, reciprocity, and appreciation of cultural diversity, contributing to the development of key linguistic and intercultural competences. Starting from the national curriculum framework, the stages of the lesson – evocation, construction of meaning, reflection, and extension – include various teaching strategies, as well as their practical applicability through the case study „Bread – an identity symbol.”

Educația interculturală între teorie și practică: Perspective asupra incluziunii școlare în societatea contemporană

Educația interculturală între teorie și practică: Perspective asupra incluziunii școlare în societatea contemporană
(Intercultural education between theory and practice: Perspectives on school inclusion in contemporary society)

Author(s):Nicoleta Gabriela COLȚAN (STOICA)
Language:Romanian
Subject(s):Social Sciences
Page Range:360-368
No. of Pages:9
Keywords:intercultural education; inclusion, cultural diversity; critical pedagogy; migrant students; global citizenship
Summary/Abstract:Intercultural education between theory and practice: Perspectives on school inclusion in contemporary societyIntercultural education has become a vital component of contemporary schooling, as global mobility, demographic shifts and socio-economic transformations reshape educational environments. This article provides a comprehensive analysis of the theoretical foundations of intercultural education, emphasizing critical pedagogy, social constructivism and cultural capital theory as essential frameworks for understanding how cultural interaction shapes learning. The study explores the impact of these conceptual perspectives on teaching practices, educational policies and school culture. It also examines the challenges faced by Romanian schools, including teacher training gaps,persistent stereotypes, the reintegration difficulties of returning migrant students and the lack of institutional resources. At the same time, the article highlights the opportunities emerging from digital innovation, community partnerships and global citizenship education. The conclusions argue for a systemic reform inwhich interculturality becomes a central organizing principle of democratic schooling, enabling diversity to serve as an educational and social asset.

Formarea identității personale a elevilor din învățământul primar prin educația emoțională – de la autocunoaștere la autoreglare și relaționare empatică

Formarea identității personale a elevilor din învățământul primar prin educația emoțională – de la autocunoaștere la autoreglare și relaționare empatică
(Forming the personal identity of primary school students through emotional education – from self-knowledge to self-regulation and empathetic relationships)

Author(s):Laura-Monica MORĂRAȘU
Language:Romanian
Subject(s):Social Sciences
Page Range:369-375
No. of Pages:7
Keywords:personal identity; emotional education; self-knowledge; emotional self-regulation; empathetic relationships
Summary/Abstract:The formation of personal identity during early school years is an essential process for the harmonious development of the child. At this stage, students outline their first representations of themselves, develop their self-esteem, understand their emotions and build models of relating to others. Emotional education plays a central role in facilitating these processes, contributing to the child's transition from self-knowledge to self-regulation and, subsequently, to empathetic relating. Through activities structured on the recognition and expression of emotions, students develop an adequate emotional vocabulary and the ability to correctly identify experienced states. Self-regulation is progressively developed through exercises in managing difficult emotions, problem solving, calming strategies and taking responsibility for behavior.

Morfologia basmului – punte între creativitate, incluziune și interculturalitate în educația timpurie

Morfologia basmului – punte între creativitate, incluziune și interculturalitate în educația timpurie
(Fairy tale morphology – a bridge between creativity, inclusion and interculturality in early education)

Author(s):Adelina OLTEANU-STURZA
Language:Romanian
Subject(s):Social Sciences, Language and Literature Studies, Literary Texts
Page Range:375-383
No. of Pages:9
Keywords:inclusive education; intercultural education; creativity; morphology of the folktale; digital storytelling
Summary/Abstract:In today’s early childhood education, marked by cultural diversity and the increasing presence of children with special educational needs, flexible teaching methods are essential to support both inclusion and intercultural dialogue. This paper explores the use of Vladimir Propp’s morphology of the folktale as an innovative strategy in multicultural and bilingual kindergartens. By adapting narrative functions to children’s developmental levels and integrating dramatization, visualization, and collaborative storytelling, the fairy tale becomes accessible to all learners. Inclusive educational technologies such as digital storytelling, interactive comics, and collaborative platforms further enhance participation and engagement.

Abordarea transdisciplinară în educația nonformală

Abordarea transdisciplinară în educația nonformală
(Transdisciplinary approach in non-formal education)

Author(s):Ana SAVA-CHISTOL
Language:Romanian
Subject(s):Social Sciences
Page Range:383-389
No. of Pages:7
Keywords:transdisciplinarity; non-formal education; complexity; transferable competences; integrated pedagogy
Summary/Abstract:Contemporary society, characterized by an unprecedented information explosion and the emergence of increasingly complex issues, demands a profound reconceptualization of the educational process. Transdisciplinarity provides a theoretical and methodological framework that enables the overcoming of disciplinary fragmentation by promoting integrated and contextualized learning. Non-formal education represents an ideal environment for applying transdisciplinary principles, as it values personal experience, flexibility, and cooperation. This paper explores the epistemological foundations of transdisciplinarity, its complementary relationship with non-formal education, and the methodological implications of developing transdisciplinary competencies.

L'importance du comportement non-verbale dans une relation pédagogique

L'importance du comportement non-verbale dans une relation pédagogique
(The importance of non-verbal behavior in a teaching relationship)

Author(s):Luminiţa Secrieru
Language:French
Subject(s):Social Sciences
Page Range:389-394
No. of Pages:6
Keywords:nonverbal behavior; social relationships; motivation, touch; school performance
Summary/Abstract:A teacher's wish is to induce spontaneous motivation to issue positive behaviors, such as the involvement in a task, applying recommendations, participating in class etc. The experimental results showed that the tactile, being a strong behavior influence mechanism, can be a privileged tool to those that want to change the behavior of their peers.

Învățarea fără frontiere: transdisciplinaritate și diversitate culturală

Învățarea fără frontiere: transdisciplinaritate și diversitate culturală
(Learning without borders: transdisciplinarity and cultural diversity)

Author(s):Daniela SIMOIU
Language:Romanian
Subject(s):Social Sciences, Language and Literature Studies
Page Range:395-399
No. of Pages:5
Keywords:global learning; transdisciplinarity; cultural diversity; educational innovation, inclusive education
Summary/Abstract:The article addresses the concept of „borderless learning” in contemporary education, emphasizing the importance of „transdisciplinarity” and „cultural diversity.” In a globalized world, this educational approach promotes the integration of knowledge from various fields and cultivates an inclusive environment in which students can learn from each other, respecting and understanding diverse cultural perspectives. „Cultural diversity” is considered essential in education, contributing to the development of intercultural competences and preparing students for the challenges of a global society. The article discusses the benefits of this diversity, such as increasing empathy and enriching the educational experience, but also the challenges related to language barriers and differences in learning styles. In this context, technology plays an important role, facilitating intercultural communication and access to diverse educational resources. Another central point of the paper is the integration of „transdisciplinary approaches", which combine knowledge from various disciplines to address complex problems from a holistic perspective.

Alfabetizarea ca punte între culturi: pași spre o educație interculturală incluzivă

Alfabetizarea ca punte între culturi: pași spre o educație interculturală incluzivă
(Literacy as a bridge between cultures: steps towards inclusive intercultural education)

Author(s):Elena-Bianca STELEA
Language:Romanian
Subject(s):Social Sciences
Page Range:400-405
No. of Pages:6
Keywords:literacy; intercultural education; inclusion; multilingualism; diversity
Summary/Abstract:The article explores the concept of education and its essential role in training the individual for an active and responsible life in the community. Education is defined not only as the transmission of knowledge, but as a complex process of personality development, including intellectual, moral and physical dimensions. Johann Amos Comenius emphasizes that education is crucial for man to truly become a "man", and the ultimate goal of education is the formation of civilized behavior and harmonious integration into social life. In the context of globalization and multiculturalism, education adapts by promoting intercultural education, which aims at mutual understanding and respect between different cultures. Intercultural education helps individuals to interact effectively in a diverse world, developing intercultural competences necessary to face the challenges and capitalize on the opportunities of diversity. In addition, multicultural education supports the integration of ethnocultural minority groups and promotes equal opportunities, while combating racism and discrimination. The article emphasizes the importance of intercultural literacy, which is not imited to linguistic skills, but includes the development of social and cultural competencies essential for understanding and respecting diversity. Intercultural literacy contributes to the social integration of individualsfrom different ethnocultural groups and facilitates intercultural dialogue, reducing stereotypes and prejudices.

Educația pentru toleranță – fundament axiologic de prevenire a agresivității la elevi

Educația pentru toleranță – fundament axiologic de prevenire a agresivității la elevi
(Education for tolerance – axiological foundation for preventing aggression in students)

Author(s):Lilia ȚURCAN
Language:Romanian
Subject(s):Social Sciences
Page Range:405-411
No. of Pages:7
Keywords:tolerance; educational values; school aggression; educational climate; socio-emotional skills; axiological education
Summary/Abstract:Tolerance, understood as a moral and behavioral value, forms the basis of balanced interpersonal relationships and a positive educational climate. This study aims to analyze the role of education for tolerance as a mechanism for preventing aggression in the school environment, from a psychopedagogical and axiological perspective. The low level of axiological education and the lack of positive behavioral models contribute to the accentuation of aggressive tendencies, while the integration of tolerance values into the curriculum and educational practices leads to a reduction in interpersonal conflicts and a strengthening of the socio-emotional climate of the classroom.

Межкультурное воспитание дошкольников и важность участия детей в международных и национальных конкурсах

Межкультурное воспитание дошкольников и важность участия детей в международных и национальных конкурсах
(Intercultural education of preschoolers and the importance of children's participation in international and national competitions)

Author(s):Marina MANZIUK
Language:Russian
Subject(s):Social Sciences
Page Range:411-417
No. of Pages:7
Keywords:intercultural education; humane education; empathy; integration; morality
Summary/Abstract:Drawing on an analysis of pedagogical practice and specific examples of the participation of children from Kindergarten No.89 in various competitions, the paper illustrates how such initiatives contribute to the strengthening of national identity, the development of preschoolers’ creative potential, and the cultivation of a sense of belonging to global culture. The research addresses both theoretical and practical dimensions of intercultural education for preschool children within the context of a globalizing society. Special attention is devoted to the role of international and national competitions as effective instruments for fostering respect for cultural diversity, tolerance, and the advancement of personal and communicative competencies in early childhood.

Роль критического мышления и эмпатии в формировании межкультурной компетентности педагогов

Роль критического мышления и эмпатии в формировании межкультурной компетентности педагогов
(Rolul gândirii critice și al empatiei în dezvoltarea competenței interculturale în rândul profesorilor)

Author(s):Tatiana Panco
Language:Russian
Subject(s):Social Sciences
Page Range:417-424
No. of Pages:8
Keywords:intercultural competence; empathy; tolerance; teacher education; cultural diversity; inclusive education
Summary/Abstract:The article examines the role of empathy and tolerance in the development of teachers’ intercultural competence. Empathy is interpreted as an emotional-cognitive mechanism enabling teachers to understand the perspectives of others, while tolerance provides the behavioral foundation for accepting cultural diversity without prejudice. The study argues that the integration of empathy and tolerance into teacher training and professional practice ensures the creation of inclusive educational environments and contributes to the professional identity of teachers in multicultural societies.

Повышение уровня эмоциональной культуры воспитателей в работе с особыми детьми

Повышение уровня эмоциональной культуры воспитателей в работе с особыми детьми
(Increasing the level of emotional culture of educators in working with special children)

Author(s):Angela POHILA
Language:Russian
Subject(s):Social Sciences
Page Range:424-433
No. of Pages:10
Keywords:culture; emotional culture; emotional self-regulation; values; special children
Summary/Abstract:This article examines the problem of improving the emotional culture of educators in working with preschoolers with special educational needs. It presents an analysis of the views of Moldovan researchers on the problem of forming the emotional culture of teachers, substantiates the need to improve this work, and summarizes the experience of an early education institution in the city of Briceni.

Incluziunea educațională a studenților cu tulburări specifice de învățare în învățământul superior

Incluziunea educațională a studenților cu tulburări specifice de învățare în învățământul superior (Educational inclusion of students with specific learning disabilities in higher education)

Practici instituţionale de educaţie incluzivă în universităţile europene: o analiză comparativă

Practici instituţionale de educaţie incluzivă în universităţile europene: o analiză comparativă (Institutional practices of inclusive education in European universities: a comparative analysis)

Dezvoltarea competențelor de proiectare constructivistă: o nouă abordare a educației

Dezvoltarea competențelor de proiectare constructivistă: o nouă abordare a educației (Developing constructivist design skills: a new approach to education)

Incluziunea educațională a elevilor cu CES în contextul noilor reglementări educaționale

Incluziunea educațională a elevilor cu CES în contextul noilor reglementări educaționale (Educational inclusion of students with SEN in the context of new educational regulations)

Clarificări terminologice privind disciplinarea emoţională

Clarificări terminologice privind disciplinarea emoţională (Terminological clarifications regarding emotional discipline)

Abordări inovative în formarea competențelor de cercetare pedagogică ale profesorilor

Abordări inovative în formarea competențelor de cercetare pedagogică ale profesorilor (Innovative approaches in training teachers' pedagogical research skills)

Școala prietenoasă elevului – model de educație incluzivă pentru reducerea anxietății și promovarea diversității

Școala prietenoasă elevului – model de educație incluzivă pentru reducerea anxietății și promovarea diversității (Student-friendly school – an inclusive education model to reduce anxiety and promote diversity)

Carisma cadrelor didactice ca factor definitoriu a profesionalismului pedagogic

Carisma cadrelor didactice ca factor definitoriu a profesionalismului pedagogic (Teaching staff charisma as a defining factor of pedagogical professionalism)

Dezvoltarea rezilienţei cadrelor didactice de sprijin în contextul educaţiei incluzive

Dezvoltarea rezilienţei cadrelor didactice de sprijin în contextul educaţiei incluzive (Developing the resilience of support teachers in the context of inclusive education)

Sistem de exerciții la limba română pentru valorificarea manualului de limba română în scopul dezvoltării inteligenței emoționale la elevii din clasa a IV-a

Educația incluzivă în contextul condițiilor pedagogice moderne de învățare

Educația incluzivă în contextul condițiilor pedagogice moderne de învățare (Inclusive education in the context of modern pedagogical learning conditions)

Incluziunea educaţională a copiilor cu deficienţe de auz în instituţiile de educaţie timpurie

Incluziunea educaţională a copiilor cu deficienţe de auz în instituţiile de educaţie timpurie (Educational inclusion of children with hearing impairments in early childhood education institutions)

Educaţia incluzivă – necesitate socială şi pedagogică

Educaţia incluzivă – necesitate socială şi pedagogică (Inclusive education – social and pedagogical necessity)

Predarea reflexivă ca instrument al dezvoltării profesionale continue a cadrelor didactice

Predarea reflexivă ca instrument al dezvoltării profesionale continue a cadrelor didactice (Reflective teaching as a tool for teachers' continuous professional development)

Repere etice şi deontologice în integrarea copiilor cu CES

Repere etice şi deontologice în integrarea copiilor cu CES (Ethical and deontological benchmarks in the integration of children with SEN)

Incursiune în evoluția conceptului de autoreglare emoțională

Incursiune în evoluția conceptului de autoreglare emoțională (Foray into the evolution of the concept of emotional self-regulation)

Motivarea familiei elevilor cu CES pentru implicare la activitățile din școala incluzivă

Motivarea familiei elevilor cu CES pentru implicare la activitățile din școala incluzivă (Motivating the families of students with SEN to get involved in inclusive school activities)

Clarificarea teoriilor privind agresivitatea elevilor în contextul educației prin dans

Clarificarea teoriilor privind agresivitatea elevilor în contextul educației prin dans (Clarifying theories regarding student aggression in the context of dance education)

Mentoratul în educaţie – prioritate a şcolii moderne

Mentoratul în educaţie – prioritate a şcolii moderne (Mentoring in education – a priority of the modern school)

Parteneriatul educațional școală-familie – instrument psihologic de sprijin al incluziunii și dezvoltării socio-emoționale a elevilor

Parteneriatul educațional școală-familie – instrument psihologic de sprijin al incluziunii și dezvoltării socio-emoționale a elevilor (School-family educational partnership – psychological tool to support inclusion and socio-emotional development of students)

Ontogeneza raportului dintre limbă şi gândire

Ontogeneza raportului dintre limbă şi gândire (The ontogenesis of the relationship between language and thought)

Modalități de sprijin pentru dezvoltarea autonomiei și a abilităților de autodeservire la copiii cu CES

Modalități de sprijin pentru dezvoltarea autonomiei și a abilităților de autodeservire la copiii cu CES (Ways to support the development of autonomy and self-service skills in children with SEN)

Dezvoltarea empatiei la elevi în clasele primare faţă de copii cu cerinţe educaţionale speciale

Dezvoltarea empatiei la elevi în clasele primare faţă de copii cu cerinţe educaţionale speciale (Developing empathy in primary school students towards children with special educational needs)

Rolul proiectelor educaționale în facilitarea integrării copiilor cu ADHD în grădiniță

Rolul proiectelor educaționale în facilitarea integrării copiilor cu ADHD în grădiniță (The role of educational projects in facilitating the integration of children with ADHD into kindergarten)

Factorul lingvistic în formarea biasurilor cognitive (implicaţii pentru educaţie)

Factorul lingvistic în formarea biasurilor cognitive (implicaţii pentru educaţie) (The linguistic factor in the formation of cognitive biases (implications for education))

Neurolimbaj – strategii inovatoare pentru dezvoltarea vorbirii la copii

Neurolimbaj – strategii inovatoare pentru dezvoltarea vorbirii la copii (Neuro Language – innovative strategies for speech development in children)

Impactul semioticii cromatice asupra procesului educațional

Impactul semioticii cromatice asupra procesului educațional (The impact of chromatic semiotics on the educational process)

Personalizarea activităților didactice pentru o educație incluzivă

Personalizarea activităților didactice pentru o educație incluzivă (Personalizing teaching activities for inclusive education)

Aspecte de recuperare a disgrafiei la elevii din clasele primare

Aspecte de recuperare a disgrafiei la elevii din clasele primare (Aspects of dysgraphia recovery in primary school students)

Impactul activităților Outdoor asupra dezvoltării cognitive la copiii preșcolari

Impactul activităților Outdoor asupra dezvoltării cognitive la copiii preșcolari (The impact of outdoor activities on cognitive development in preschool children)

Evaluarea formativă ca mecanism de susţinere a practicilor educaţionale incluzive la debutul profesional

Evaluarea formativă ca mecanism de susţinere a practicilor educaţionale incluzive la debutul profesional (Formative assessment as a mechanism to support inclusive educational practices at the beginning of professional life)

Educația incluzivă – studiu

Educația incluzivă – studiu (Inclusive education – study)

Rolul intervenției personalizate în asigurarea educației copiilor cu cerințe educaționale speciale

Rolul intervenției personalizate în asigurarea educației copiilor cu cerințe educaționale speciale (The role of personalized intervention in ensuring the education of children with special educational needs)

Исследовательский дискурс об инклюзивном музыкальном образовании

Исследовательский дискурс об инклюзивном музыкальном образовании (Research discourse on inclusive music education)

Нейроигры и упражнения как средство стимуляции речевой активности младших школьников

Нейроигры и упражнения как средство стимуляции речевой активности младших школьников (Neurogames and exercises as a means of stimulating speech activity in primary school children)

Managementul culturii inovării în organizațiile educaționale incluzive

Managementul culturii inovării în organizațiile educaționale incluzive (Managing the culture of innovation in inclusive educational organizations)

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale (Techniques and methods for effective communication with parents of children with special educational needs)

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale (Techniques and methods for effective communication with parents of children with special educational needs)

Acceptarea diversității – factor-cheie în managementul educației incluzive

Acceptarea diversității – factor-cheie în managementul educației incluzive (Accepting diversity – a key factor in the management of inclusive education)

De la tensiune la coeziune: fenomenologia conflictului în contextul educației incluzive

De la tensiune la coeziune: fenomenologia conflictului în contextul educației incluzive (From tension to cohesion: the phenomenology of conflict in the context of inclusive education)

Crearea mediului academic incluziv

Incluziunea educațională a studenților cu tulburări specifice de învățare în învățământul superior
(Educational inclusion of students with specific learning disabilities in higher education)

Practici instituţionale de educaţie incluzivă în universităţile europene: o analiză comparativă
(Institutional practices of inclusive education in European universities: a comparative analysis)

Dezvoltarea competențelor de proiectare constructivistă: o nouă abordare a educației
(Developing constructivist design skills: a new approach to education)

Incluziunea educațională a elevilor cu CES în contextul noilor reglementări educaționale
(Educational inclusion of students with SEN in the context of new educational regulations)

Clarificări terminologice privind disciplinarea emoţională
(Terminological clarifications regarding emotional discipline)

Abordări inovative în formarea competențelor de cercetare pedagogică ale profesorilor
(Innovative approaches in training teachers' pedagogical research skills)

Școala prietenoasă elevului – model de educație incluzivă pentru reducerea anxietății și promovarea diversității
(Student-friendly school – an inclusive education model to reduce anxiety and promote diversity)

Carisma cadrelor didactice ca factor definitoriu a profesionalismului pedagogic
(Teaching staff charisma as a defining factor of pedagogical professionalism)

Dezvoltarea rezilienţei cadrelor didactice de sprijin în contextul educaţiei incluzive
(Developing the resilience of support teachers in the context of inclusive education)

Educația incluzivă în contextul condițiilor pedagogice moderne de învățare
(Inclusive education in the context of modern pedagogical learning conditions)

Incluziunea educaţională a copiilor cu deficienţe de auz în instituţiile de educaţie timpurie
(Educational inclusion of children with hearing impairments in early childhood education institutions)

Educaţia incluzivă – necesitate socială şi pedagogică
(Inclusive education – social and pedagogical necessity)

Predarea reflexivă ca instrument al dezvoltării profesionale continue a cadrelor didactice
(Reflective teaching as a tool for teachers' continuous professional development)

Repere etice şi deontologice în integrarea copiilor cu CES
(Ethical and deontological benchmarks in the integration of children with SEN)

Incursiune în evoluția conceptului de autoreglare emoțională
(Foray into the evolution of the concept of emotional self-regulation)

Motivarea familiei elevilor cu CES pentru implicare la activitățile din școala incluzivă
(Motivating the families of students with SEN to get involved in inclusive school activities)

Clarificarea teoriilor privind agresivitatea elevilor în contextul educației prin dans
(Clarifying theories regarding student aggression in the context of dance education)

Mentoratul în educaţie – prioritate a şcolii moderne
(Mentoring in education – a priority of the modern school)

Parteneriatul educațional școală-familie – instrument psihologic de sprijin al incluziunii și dezvoltării socio-emoționale a elevilor
(School-family educational partnership – psychological tool to support inclusion and socio-emotional development of students)

Ontogeneza raportului dintre limbă şi gândire
(The ontogenesis of the relationship between language and thought)

Modalități de sprijin pentru dezvoltarea autonomiei și a abilităților de autodeservire la copiii cu CES
(Ways to support the development of autonomy and self-service skills in children with SEN)

Dezvoltarea empatiei la elevi în clasele primare faţă de copii cu cerinţe educaţionale speciale
(Developing empathy in primary school students towards children with special educational needs)

Rolul proiectelor educaționale în facilitarea integrării copiilor cu ADHD în grădiniță
(The role of educational projects in facilitating the integration of children with ADHD into kindergarten)

Factorul lingvistic în formarea biasurilor cognitive (implicaţii pentru educaţie)
(The linguistic factor in the formation of cognitive biases (implications for education))

Neurolimbaj – strategii inovatoare pentru dezvoltarea vorbirii la copii
(Neuro Language – innovative strategies for speech development in children)

Impactul semioticii cromatice asupra procesului educațional
(The impact of chromatic semiotics on the educational process)

Personalizarea activităților didactice pentru o educație incluzivă
(Personalizing teaching activities for inclusive education)

Aspecte de recuperare a disgrafiei la elevii din clasele primare
(Aspects of dysgraphia recovery in primary school students)

Impactul activităților Outdoor asupra dezvoltării cognitive la copiii preșcolari
(The impact of outdoor activities on cognitive development in preschool children)

Evaluarea formativă ca mecanism de susţinere a practicilor educaţionale incluzive la debutul profesional
(Formative assessment as a mechanism to support inclusive educational practices at the beginning of professional life)

Educația incluzivă – studiu
(Inclusive education – study)

Rolul intervenției personalizate în asigurarea educației copiilor cu cerințe educaționale speciale
(The role of personalized intervention in ensuring the education of children with special educational needs)

Исследовательский дискурс об инклюзивном музыкальном образовании
(Research discourse on inclusive music education)

Нейроигры и упражнения как средство стимуляции речевой активности младших школьников
(Neurogames and exercises as a means of stimulating speech activity in primary school children)

Managementul culturii inovării în organizațiile educaționale incluzive
(Managing the culture of innovation in inclusive educational organizations)

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale
(Techniques and methods for effective communication with parents of children with special educational needs)

Tehnici și metode de comunicare eficientă cu părinții copiilor cu cerințe educaționale speciale
(Techniques and methods for effective communication with parents of children with special educational needs)

Acceptarea diversității – factor-cheie în managementul educației incluzive
(Accepting diversity – a key factor in the management of inclusive education)

De la tensiune la coeziune: fenomenologia conflictului în contextul educației incluzive
(From tension to cohesion: the phenomenology of conflict in the context of inclusive education)

Crearea mediului academic incluziv
(Creating an inclusive academic environment)

Managementul învăţării prin cooperare în clasele incluzive
(Managing cooperative learning in inclusive classrooms)

Construirea relațiilor pentru o școala incluzivă
(Building relationships for an inclusive school)

Educația incluzivă și importanța activităților extracurriculare
(Inclusive education and the importance of extracurricular activities)

Educația interculturală și noile educații
(Intercultural education and new educations)

From defining the notion of competence to communicative abilities and distance learning in the 21st century
(From defining the notion of competence to communicative abilities and distance learning in the 21st century)

Matematică și magie
(Mathematics and magic)

Dimensiunea interculturală a educației incluzive în contextul contemporan
(The intercultural dimension of inclusive education in the contemporary context)

Traducerea literară ca spaţiu al dialogului intercultura
(Literary translation as a space for intercultural dialogue)

De la definiții clasice la concepte emergente: abordări ale competenței interculturale
(From classical definitions to emerging concepts: approaches to intercultural competence)

Atelierul intercultural „Pâinea – simbol identitar”: demers educaţional
(Intercultural workshop "Bread - a symbol of identity": educational approach)

Educația interculturală între teorie și practică: Perspective asupra incluziunii școlare în societatea contemporană
(Intercultural education between theory and practice: Perspectives on school inclusion in contemporary society)

Morfologia basmului – punte între creativitate, incluziune și interculturalitate în educația timpurie
(Fairy tale morphology – a bridge between creativity, inclusion and interculturality in early education)

Abordarea transdisciplinară în educația nonformală
(Transdisciplinary approach in non-formal education)

L'importance du comportement non-verbale dans une relation pédagogique
(The importance of non-verbal behavior in a teaching relationship)

Învățarea fără frontiere: transdisciplinaritate și diversitate culturală
(Learning without borders: transdisciplinarity and cultural diversity)

Alfabetizarea ca punte între culturi: pași spre o educație interculturală incluzivă
(Literacy as a bridge between cultures: steps towards inclusive intercultural education)

Educația pentru toleranță – fundament axiologic de prevenire a agresivității la elevi
(Education for tolerance – axiological foundation for preventing aggression in students)

Роль критического мышления и эмпатии в формировании межкультурной компетентности педагогов
(Rolul gândirii critice și al empatiei în dezvoltarea competenței interculturale în rândul profesorilor)

Повышение уровня эмоциональной культуры воспитателей в работе с особыми детьми
(Increasing the level of emotional culture of educators in working with special children)