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Predictors of Teacher Burnout Across Career Stages: Evidence from the Romanian Educational Context
The emergence of burnout among teachers represents a major international concern, being associated with reduced teacher well-being, lower levels of engagement, and poorer educational outcomes among students. Although extensive research has examined the phenomenon of burnout, relatively few studies have addressed the relationship between its predictors and teachers’ stages of professional development. In this context, the present study investigates the extent to which burnout predictors vary across stages of the teaching career within the Romanian pre-university education system. The study adopts a quantitative design based on a sociological survey using a questionnaire, administered to a sample of 194 teachers. The variables analyzed include organizational factors (role overload, learning opportunities, and development opportunities), transactional factors (satisfaction of basic psychological needs for autonomy, competence, and relatedness), and individual factors (distress reactivity and stress mindset). These variables are examined in relation to the dimensions of burnout. Data were analyzed using multiple regression analysis, conducted separately for each career stage. The results indicate that burnout predictors vary depending on professional stage, with certain variables exerting stronger effects in the early stages of the career, while others become more relevant in later stages. These differences suggest the need for differentiated interventions tailored to the specific developmental needs of teachers at each stage of their professional trajectory. -
AI Literacy in Education across Regulatory Frameworks: A Comparative Analysis of the European Union, United States and China
AI literacy is no longer just an educational objective or an individual competence. State authority now uses it as a governance framework to manage risks and assign accountability for AI use in education. Yet, current literature continues to frame the concept almost entirely around user competence and ethical boundaries. This leaves its growing institutional role, specifically how it acts as a mechanism for legal responsibility, largely unexamined. To address this gap, the article examines how AI literacy is defined, framed, and translated into educational responsibility across three important, yet different governance models: the European Union, the United States and China. These frameworks were selected because they represent three different approaches to AI literacy governance in education: a legal-compliance model in the European Union, a decentralised, and incentive-based model in the United States, and a centralised, state led model in China. Through a qualitative comparative analysis of legal texts, official guidelines, and educationspecific policy documents, the study analyses how the same concept is assigned different regulatory and educational functions across three jurisdictions. The findings prove that AI literacy extends far beyond personal skills and competences, and it now operates primarily as a mechanism of institutional governance, fundamentally reshaping educational policy, teacher liability, and algorithmic responsibility. -
Students’ Use of AI Tools in Music Learning: A Preliminary Study
The growing use of artificial intelligence (AI) in education has also influenced music learning, offering students new possibilities for study, practice, and creativity. Although AI tools are increasingly accessible, their actual use in music education remains insufficiently documented. This preliminary study explores how university music students use AI tools in their learning process. A total of 36 questionnaires were administered to undergraduate students in music programs (Transilvania Univeristy of Brasov, Romania). The survey investigated frequency of use, preferred platforms, purposes of use, and students’ perceptions regarding the benefits and limitations of AI technologies. The results indicate that students mainly use AI tools for quick explanations, idea generation, research support, practice guidance, and study organization. The findings highlight the growing presence of AI in music education and suggest the need for responsible pedagogical integration that supports learning while preserving critical thinking, creativity, and essential musical skills. -
From Cheating to Competence: A Pedagogical Framework for Reimagining Machine Translation in Higher Education
The rapid advancement of Neural Machine Translation (NMT) and Large Language Models (LLMs) has sparked a crisis of academic integrity in Higher Education, particularly in Foreign Language departments. Traditional pedagogical models often categorize the use of tools like DeepL or ChatGPT as "cheating," a view that increasingly conflicts with the demands of the global professional market. This paper proposes a paradigm shift from prohibition to Machine Translation Literacy (MTL). Using a "Human-in-the-Loop" (HITL) instructional design within English Linguistics and Practical Language courses, this study explores how the student’s role evolves from a passive learner to a critical evaluator. The proposed framework replaces traditional rote translation with a three-tiered educational process: collaborative drafting, diagnostic post-editing (error taxonomy), and sociolinguistic critique. Preliminary observations indicate that this approach promotes highlevel metacognitive skills, as students must justify linguistic choices that the AI fails to make. Rather than diminishing rigor, the integration of AI into the curriculum fosters "translingual competence," transforming the classroom into a laboratory for critical thinking. The paper concludes that by embracing AI, educators can move beyond the "cheating" narrative to cultivate the sophisticated analytical skills essential for the modern researcher. -
Bilingual Teaching in Geography: Effects on Students' Motivation and Academic Performance in Secondary Education
The growing interest in multilingual education has encouraged schools to explore new ways of combining subject teaching with foreign language learning. In this context, the present paper discusses the possible impact of bilingual teaching on students’ motivation and academic achievement in secondary Geography classes. Particular attention is given to the CLIL (Content and Language Integrated Learning) approach, which allows learners to study school subjects while using a foreign language as a means of communication. The paper combines theoretical perspectives with a proposed methodological framework designed for future classroom implementation. The research focuses on how the integration of English into Geography lessons may influence students’ participation, classroom interaction, motivation, and understanding of geographical concepts. The proposed methodology includes classroom observation, interactive learning activities, assessment tasks, and the use of bilingual instructional materials adapted to secondary education. In addition, digital resources such as interactive maps, visual presentations, and multimedia materials may support both language learning and geographical understanding. The anticipated findings suggest that bilingual Geography instruction may contribute to increased learner motivation, more active participation during lessons, and improved communication skills in English. At the same time, CLIL-based activities may support the development of transferable competences such as collaboration, critical thinking, and intercultural awareness. The paper also discusses possible challenges related to language proficiency, instructional planning, and -
Unpacking Class Unevenness in University Teaching: Deconstructing Hidden Curricula
Universities are usually identified as meritocratic institutions that reward efforts of talent regardless of their social origin. Yet underneath formal curricula and defined learning outcomes, a hidden curriculum operates, transmitting social norms, cultural codes, and behavioural expectations that systematically benefit students from middle and upper-class socio-economic backgrounds. Therefore, this research attempts to examine how implicit pedagogical practices, linguistic conventions, assessment cultures, and socio-politico-spatial norms in higher education institutions perpetuate socio-economic divides. By employing Pierre Bourdieu's concepts of habitus and cultural capital and Paulo Freire's framework of critical pedagogy, the paper analyses three key sites of class unevenness: the unspoken expectations of educational discourse, the deficit of low-income rural-class experience in prescribed curricula, and the performative norms embedded in classroom participation culture. The present research proposes selected critical pedagogical interventions, including dialogical teaching, reflexive curriculum design, and culturally responsive assessment mechanisms that educators could adopt to dismantle mechanisms of hidden curricula. The deficit of rural-peri-urban background students' experiences result in “objectification” that refers to the experiences of rural/peri-urban students perceiving their own communities as merely objects of study rather than sources of knowledge. The argument is not merely emphasizing universities to acknowledge socio-economic diversity, but there should be an active reconstruction of their pedagogical architectures that recognise, validate, and build upon the diverse knowledge that all students bring with them. -
Interdisciplinary Curriculum Reform: Integrating Sustainability and Employability in Higher Education
Universities worldwide face the twin challenges of preparing students for an increasingly uncertain employment landscape and enabling them to be agents of change in the world's sustainability transition. This paradigm of disciplinary silos has led to graduates with narrow but deep expertise, unsuited to the "wicked" problems of the 21st century. The paper proposes a conceptual model and design guidelines for interdisciplinary higher education curriculum reform that holistically incorporates sustainability literacy and postgraduate employability. The research, drawing on constructivist pedagogies, competency-based learning, and empirical data from higher education reform experiments, contends that integrating social-scientific inquiry, digital literacy, and sustainability ethics into the curriculum increases student motivation and employability. The new Sustainability-Employability Nexus (SEN) Model structures curriculum along three interlinked dimensions: systems thinking and ecological literacy; digital and data skills for sustainable development goals; and ethical leadership and multicultural collaboration. The case-study data show that graduates from SEN reforms are more likely to gain employment in mission-driven organizations and score higher on problems of interdisciplinary character. The paper also addresses the institutional challenges of reform, such as rigid accreditation standards, faculty pushback, and budget shortfalls, and offers governance principles for adapting the model to a variety of highereducation settings. -
Open-Source Technologies for Industrial Robotics Education in Industry 4.0
This paper addresses a gap in the current literature, namely the absence of a systematic, educationally oriented comparative framework for open-source robotics simulation platforms in the context of Industry 4.0 curricula. While platforms including Gazebo, Webots, and CoppeliaSim are widely used in academic settings, no consolidated study has evaluated them simultaneously against criteria specific to educational environments, such as ease of use, hardware accessibility, pedagogical resource availability, and alignment with ROS 2. Using a multi-criteria evaluation framework applied across four dimensions, specifically ROS 2 integration, ease of use, hardware accessibility, and availability of pedagogical resources, this paper systematically compares Gazebo, Webots, and CoppeliaSim as primary simulation platforms, with contextual references to emerging tools including NVIDIA Isaac Sim and MuJoCo (Multi-Joint dynamics with Contact). The evaluation is grounded in the specific requirements of engineering education programmes targeting Industry 4.0 competencies, where students must acquire practical robotics skills without direct access to industrial hardware. The results indicate that no single platform is optimal across all educational contexts. Webots offers the lowest barrier to entry and is most suitable for introductory courses, while Gazebo, being tightly coupled with ROS 2, is recommended for advanced undergraduate and graduate-level instruction. CoppeliaSim, through its educational license and modular scripting architecture, provides unique advantages for teaching control systems concepts. The paper concludes with a proposed learning pathway for progressive integration of open-source tools across an academic robotics curriculum, along with practical recommendations for laboratory setup and course design. -
Feedback in Technical Higher Education
Feedback is an important tool in all activities, used to improve communication, relationships, and performance. In educational environments, its role is to facilitate interaction between students and teachers, helping clarify expectations, correct misunderstandings, and guide learning processes. Its effectiveness depends not only on its presence but also on how it is perceived by students in terms of clarity, relevance, and usefulness. This paper investigates student perspective of feedback based on a custom-designed questionnaire applied among 125 students from different domains of a technical faculty, focusing on the aforementioned aspects. The results indicate that feedback is relatively clear, but less effective in supporting learning, and it is not provided frequently. Despite this, students express a relatively strong desire for more feedback. We also made a cluster analysis, which reveals three distinct student profiles. The largest group consists of engaged students who receive frequent, clear, and effective feedback. A second group includes students who receive limited and low-quality feedback but express a strong desire for improvement. The third group is characterized by disengaged students who perceive feedback as ineffective and show little interest in receiving more. -
Supporting School Readiness through Intensive Summer Programs: Evidence from an Emergent Literacy Intervention
This study examines the effectiveness of an intensive summer program designed to support school readiness through the development of emergent literacy in preschool children. Using a preexperimental pre-test/post-test design, 16 preschoolers participated in a two-week intervention including structured daily activities such as guided reading, phonological awareness tasks, and graphomotor exercises. Emergent literacy was assessed through a multidimensional instrument covering vocabulary, print knowledge, letter recognition, phonemic awareness, early writing, and story comprehension, alongside measures of visual attention and instruction comprehension. Results indicate significant improvements in emergent literacy and visual attention following the intervention. However, substantial individual variability was observed. Gains in literacy were not consistently associated with improvements in visual attention, suggesting that executive functions – operationalized through instruction comprehension – may play a more important role in mediating learning outcomes. These findings support a multidimensional perspective on emergent literacy and highlight the importance of integrating cognitive factors into intensive summer programs aimed at enhancing school readiness. The study provides preliminary empirical evidence for the effectiveness of short, structured interventions in early childhood education. -
Education as a Tool for Civic Participation in the Danube Region
Ilie Rădoi; Marioara Musteață-Pavel; Cristina Lixăndroiu10/06/202610.63467/alls17.art5Education has always played multiple roles for both individuals and society. In today’s world, education is no longer limited to the transmission of knowledge, but has also become a fundamental tool for promoting civic participation and engagement, especially in regions marked by cultural diversity and shared challenges, such as the Danube Region. This paper explores the capacity of educational systems to encourage civic engagement among students, highlighting how universities in the Danube Region actively integrate civic engagement into their curricula or provide platforms and facilitate student involvement in community-based initiatives. The analysis is complemented by a survey conducted among students in the Danube region exploring their perceptions and experiences related to education and civic engagement. The findings emphasize the potential of civic participation to promote pathways to unity and mutual understanding across multicultural communities in the Danube Region, while also offering strategic recommendations for improving civic engagement through education. The topic is particularly relevant, given the importance of civic participation for sustainable development in the region, but also at the EU level, as well as the need to involve citizens as much as possible in decision-making processes and to promote intercultural dialogue. This study is limited by the availability and accessibility of data from the various key stakeholders, particularly universities within Danube region. -
Bullying Awareness and Prevention in a Multicultural University Context: Student Adaptation in Cluj-Napoca
Oana Rațiu; Laura-Maria Irimieș; Cosmin-Vasile Irimieș; Diana-Ioana Nemeș10/06/202610.63467/alls17.art4This paper examines bullying awareness and prevention in a multicultural university context, focusing on students’ adaptation to a new cultural environment in Cluj-Napoca, Romania. Although bullying has been widely documented in schools, less attention has been paid to how it is perceived and addressed in higher education, where mobility and diversity are strongly present. Babeș-Bolyai University (UBB), as a large academic centre attracting students from different regions of Romania and from abroad, provides a relevant context for exploring how everyday interactions, communication practices and institutional messages shape students’ understanding of bullying. The study aims to investigate how students define and recognize bullying, how they experience or witness it in academic and social settings, and how they evaluate existing prevention and awareness efforts. Particular attention is paid to differences between local students and those who relocate to Cluj-Napoca, often encountering a new cultural, linguistic and social environment. The research also explores how factors such as perceived belonging, openness to diversity and trust in university structures relate to students’ willingness to seek help or report bullying situations. Methodologically, the paper is based on a questionnaire survey conducted among undergraduate and postgraduate students enrolled in several faculties at UBB in Cluj-Napoca. The instrument includes items on perceptions of bullying prevalence, personal or observed experiences, bystander reactions, attitudes towards diversity and inclusion, and perceived accessibility of support services and reporting mechanisms. Descriptive and comparative analyses are used to identify patterns and differences among student groups. Preliminary insights highlight the role of communication in facilitating or hindering adaptation and in shaping bullying awareness. Students who report a lower sense of belonging and limited social networks appear more vulnerable to subtle forms of exclusion and more hesitant to report negative experiences. At the same time, many respondents indicate a preference for clear, studentcentred communication strategies, peer-led initiatives and online campaigns that address bullying and discrimination in relatable language. The paper discusses implications for designing more inclusive, culturally sensitive prevention and awareness programmes in higher education, with a focus on strengthening institutional communication, student engagement and support structures at UBB. -
Exploring the Role of Virtual Reality in Physical Education for Stress Adaptation Among Adolescents in Socio-Political Crisis Settings
Iosif Adrian Alin; Bota Aura; Stoicescu Marius; Stănescu Monica10/06/202610.63467/alls17.art3Physical education can serve as more than a motor domain. In unstable social environments, it can also function as a structured context for emotional regulation, controlled challenge, and resilienceoriented learning. The present quantitative experimental study examined cardiovascular stress reactivity during a single-session virtual reality protocol embedded in a secondary-school physical education setting. Fifty high school students aged 15-19 years participated (25 males, 25 females). After a resting baseline assessment, each participant completed a time-pressured virtual fire emergency task followed by a standardized 5-minute AimXr combat-survival challenge. Heart rate was monitored continuously with a Mi Band 6 wearable, and the primary physiological outcomes were resting heart rate, minimum heart rate, average heart rate, maximum heart rate. In addition, a composite performance score was derived from cardiovascular and task-performance indicators. The findings indicated clear cardiovascular activation during virtual exposure, with average heart rate increasing substantially from pre-exposure baseline to task performance. The primary physiological outcomes were resting heart rate, minimum heart rate, average heart rate, and maximum heart rate. Average heart rate showed a weak-to-moderate positive association with performance score. This finding suggests that greater cardiovascular engagement was modestly related to better task performance, but it should be interpreted cautiously because the study did not formally test a curvilinear model. The result may be discussed conceptually in relation to the Yerkes-Dodson framework, but it does not provide direct evidence of an inverted-U relationship. The results support the educational use of supervised virtual reality in physical education as a safe means of rehearsing decision-making, self-regulation, and stress adaptation in adolescents living under conditions of heightened uncertainty. -
Building Bridges between Researchers and Pupils: Finding Future Chemists through the "Science for Future Researchers: Experiments and Knowledge" Project
Venera Giurcan; Adina Magdalena Musuc; Florica Papa; Simona Ionita; Cristian Ovidiu Hornoiu10/06/202610.63467/alls17.art2Currently, pupils have access to a variety of sources and resources from which they can obtain the necessary information for completing homework, carrying out school projects, or enhancing their knowledge. However, conducting demonstrative or individual experiments, especially in subjects where they are indispensable - such as chemistry – is essential in order to arouse their curiosity, help them better understand processes that take place at the molecular level, and to encourage them to pursue a career in research in the future. To achieve this, chemistry classes must be held in laboratories, accompanied by practical examples. Unfortunately, the laboratories in Romanian middle and high educational institutions have often been converted into classrooms, or the necessary infrastructure is deficient or completely absent. On the other hand, research in Romania is deficient in attracting young talents, with an acute shortage of funding and modern equipment, even though research is a key pillar of a country. The project Science for Future Researchers: Experiments and Knowledge, which received funding from the Romanian Ministry of Education through UEFISCDI, aims to create a bridge between scientists (researchers in the field of chemistry) and students from educational units in the Bucharest-Ilfov area by offering them the opportunity to visit the specialized research laboratories of the project consortium and to participate in workshops, demonstrative experiments, debates or lectures organized right in their classrooms. Although the project is still ongoing, the feedback received so far from pupils and their teachers is positive, highlighting the importance of the practical application of theoretical knowledge acquired in class. -
Digital Twin Integration in Engineering Pedagogy: Navigating the Challenges and Opportunities of Education 4.0 through Process Simulate
Alina Bianca Pop; Maria Nicoleta Roman Pintican; Aurel Mihail Țîțu; Marius Șerban Fetea10/06/202610.63467/alls17.art1The rapid evolution towards Industry 4.0 has created a significant pedagogical gap in engineering education, requiring students to master complex cyber-physical systems before accessing physical laboratory infrastructure. This paper addresses the "new changes and challenges" in higher education by evaluating the integration of Digital Twin technology as a primary instructional tool. Using a Project-Based Learning (PBL) framework, this study analyzes the implementation of Siemens Process Simulate within a Digital Manufacturing curriculum. The research monitors a cohort of engineering students as they transition from theoretical layouts to high-fidelity virtual commissioning. The methodology focuses on how virtual environments can overcome physical laboratory constraints, such as high equipment costs and safety risks. Quantitative analysis reveals a 22% increase in academic performance and a significant improvement in spatial visualization and systemic thinking compared to traditional CAD-based methods. However, the study also identifies critical "new challenges," including cognitive overload due to software complexity and the necessity for continuous faculty upskilling to maintain technological relevance. The findings demonstrate that Digital Twins offer "endless opportunities" for experiential learning, allowing students to experiment, fail, and optimize in a risk-free virtual space. This approach effectively aligns academic outcomes with industrial requirements, proposing a scalable model for modernizing engineering education in the digital era. -
A New Approach to Interactive Education: Game Engine-Based Frameworks for Teachers to Develop Interactive Lessons
Mocanu Andrei Ionuț; Nicolae Mihnea Vlad; Duțescu Răzvan Alexandru; Apostol Mihai; Petre Ionuț12-13/10/2025Education; ResearchRecent studies in the field of education show a significant increase in students’ level of concentration during classes when the learning experience is highly immersive. During lessons, students are engaged with immersive instructional materials, whether through exercises or video presentations. On average, this results in better information retention and a deeper understanding of the subject matter. Existing applications, whether in VR or in 2D/3D for computers and mobile devices, already offer rich curricula that approach abstract topics through practical student experiences. This article introduces a new approach to creating teacher-centered interactive educational applications. In conventional applications, teachers must find the software that best fits their course, and in some cases, they must even adapt their existing teaching materials to align with the chosen application. To address these challenges, this paper proposes a framework based on a game engine (Unity or Unreal Engine) that enables teachers to design interactive lessons through intuitive interfaces. These panels contain blocks representing sample lessons or educational scenarios, which teachers can modify via drag-and-drop to match their own instructional content. Furthermore, the article outlines a system for collecting student performance data during lessons. At the end of each session, students may also provide feedback, enabling teachers to refine and improve their lessons based on results and reviews. The proposed framework aims to increase teacher autonomy, lesson customization, and student engagement in immersive learning environments. -
Kioi Seidō – The Architecture of Education: A Building that Teaches Without Teaching
Education has never belonged solely to classrooms. Architecture, as one of society’s most pervasive yet overlooked teachers, silently shapes behavior, values, and perception through space, light, and material. This paper examines Hiroshi Naitō’s Kioi Seidō (2022, Tokyo) as an architectural pedagogy -- a building designed “without purpose” that resists the dominance of utility, productivity, and profit. Through its spatial sequence—from dark, compressed entry to luminous atrium—Kioi Seidō dramatizes education as transformation: a journey from disorientation to insight. Drawing connections to Dewey, Freire, and Montessori, the project exemplifies how architecture can embody problem-posing pedagogy, cultivate reflection, and position environments as active teachers. It also resonates with Japan’s cultural lineage of Shinto shrines, Zen gardens, and tea houses, which educate through atmosphere and ritual rather than instruction. At the same time, its refusal of fixed function raises ethical debates about privilege, responsibility, and sustainability in a city of scarcity. By situating Kioi Seidō alongside global precedents such as Ronchamp, the Salk Institute, and the Vittra Telefonplan School, this paper argues that the building is neither sanctuary, nor school, nor monument, but a deliberate anomaly - an architecture of ambiguity. In doing so, it reminds us that built environments are never neutral: they teach discipline, consumption, control, or, in this rare case, openness, humility, and interpretive freedom. Kioi Seidō demonstrates that architecture itself can be a form of pedagogy, expanding education beyond curricula into the spaces of everyday life. -
Combat Mindset (CoMind): from an innovative project to a mandatory discipline
The article presents the evolution of the Combat Mindset Training for Romanian Military Students (CoMind) approach within “Henri Coanda” Air Force Academy in Brasov. Mental preparation for the battlefield is a tactical necessity for any category of armed forces and, for its inclusion in a curriculum that requires approval from the Ministry of National Defense, it needed a rigorous scientific substantiation. CoMind was the central theme of an inter-institutional cooperation project funded by EEA and Norwegian grants, as an optional training module conceived in an interdisciplinary manner (through the contribution of neuroscience, cognitive psychology, social psychology and martial arts). Taking over the model of good practices from the Norwegian cultural environment, adapting it to the conditions of the cultural environment and military organizational culture in Romania and implementing it, especially regarding mental preparation for battlefield or Combat Mindset (CoMind) as a subject or module, first optional, then mandatory, in the curriculum of “Henri Coanda” Air Force Academy, meant a long process, which, fortunately, can serve as a model of good practices regarding the implementation of research results in the higher educational process (BA degree) Currently, CoMind is both a mandatory discipline and a research paradigm, embodied in scientific articles and communications and as the topic of bachelor's/dissertation theses. -
An Exploratory S tudy on the U se of A ugmented R eality (AR) in M edical E ducation
Gabriela Violeta Iordăchiță12-13/10/2025Education; ResearchThe use of digital technology in the teaching and learning process has grown significantly in recent years. Augmented reality (AR) is a technology/software that allows the digital creation of three-dimensional representations that can be integrated with real stimuli in the environment. It is an interactive, real-time experience that combines reality with elements from the virtual world, leading to an augmented reality enriched with virtually generated information, based on human visual, auditory, olfactory and/or somatosensory input. The result is an image of reality modified by a computer program, which aims to improve the real-world experience, but does not replace the real world. It is not a 360º virtual world, but makes reality more manageable, amplifies it, mapping three-dimensional virtual objects in a real environment. Such AR programs can be used on various devices such as: smartphones, tablets, computers, AR glasses, headsets, etc. Even though augmented reality (AR) was initially used for entertainment and gaming, its application has expanded into industry, healthcare, marketing, military, travel, architecture and engineering, but also in the medical education of students in medical schools. So far, we have not found global or regional statistics on the degree of use of AR in medical education, but there are a number of universities that use AR platforms or others that implement pilot studies or isolated modules. We have not identified any large-scale implementations or fully integrated implementations into core curricula. The obstacles to adopting this technology in medical education are mainly related to the high costs of implementing AR technology, the lack of adequate infrastructure in universities, the need to train teachers in the use of AR technology, access to technology (hardware). The present paper is a theoretical-exploratory one in which we analyze a series of articles, identified through the associated search of 3 keywords, in different scientific databases, namely: "digital learning methods", "medical students" and "augmented reality". In this paper, we analyze to what extent AR can improve the learning experiences of medical students, through practical understanding and skills training, with examples of software already used in didactic training, such as: HoloHuman, OculAR SIM, Hololens, HoloPatient. Finally, we discuss the challenges of AR in learning and teaching, limitations in implementation, and propose future research directions. In Romania, two universities stand out that implement AR technology in medical education, namely: the "Iuliu Hațieganu" University of Medicine and Pharmacy in Cluj-Napoca, which had a project to develop AR simulators for laparoscopic, robotically assisted, single incision surgery, using Hololens 2, and the University of Medicine, Pharmacy, Sciences and Technology in Târgu Mureș, which within the Center for Simulation and Practical Skills has a department dedicated to "Virtual and Augmented Reality". In Europe there is growing interest, through pilot projects and elective courses, involving AR, but it is not yet a widespread use in standard curricula at all medical schools. Worldwide, the adoption of AR technology in medical education is taking place especially in highly prestigious universities with good financial resources. Finally, as a case study, we focused on Romania. We conducted a search on the official websites of the eleven major universities in the country that provide education and training for future medical professionals, with the aim of identifying programs or any references related to the use of AR technology in their medical education curricula. The findings for Romania reveal that among the eleven universities providing medical training programs, only five have established simulated learning centers employing VR technologies for students, whereas one university has initiated two minor VR technology acquisition projects within the last two years. Conclusion. In the field of medical education, the adopting of augmented reality (AR) could provide both students and teachers with significant advantages, including a stimulating learning environment, immersive practical experience, and opportunities for distance learning. -
Arduino as an Educational Tool for Exploring Medical Signals
These days, gadgets of various kinds are an essential aspect of everyone's life. All these smart devices, whether they are watches, phones, rings, or wristbands, are built on basic sensors that allow us to continuously monitor our body temperature, heart rate, blood oxygen saturation, or sleep quality. There are numerous accessible, simple alternatives to these sensors, such as Arduino-compatible modules, which, configured properly, can build effective continuous monitoring systems. Students in the Faculty of Medical Engineering learn the fundamentals of medical electronics, which they can use in the class projects, bachelor's thesis, or at work. Since signal processing is the foundation of most applications and devices for monitoring vital parameters, this study proposes including a medical signal acquisition laboratory in the Arduino classes. In the theoretical section, students interactively discover medical signals, and then, in the practical section, they acquire, visualize, and measure them. To ensure the accuracy of the obtained signals, an advanced medical signal acquisition system, Biopac, is also used, and the outcomes are compared both visually and numerically. -
Inclusive Learning: The Antipa Museum for Neurodiverse Children
This article examines the programs designed for neurodiverse audiences developed by the Grigore Antipa National Museum of Natural History in Bucharest. Framed within the theoretical context of Disability Studies and informed by relevant legal frameworks, the analysis situates the museum’s activities in relation to inclusive practices implemented by contemporary European and U.S. museums. The study pursues two main objectives. First, it investigates the availability, structure, and specific features of educational programs targeting neurodiverse children and young people at the Antipa Museum. Second, it shows the degree of interest and engagement demonstrated by the target audience in response to these initiatives. By addressing these objectives, the article contributes to a broader understanding of how cultural institutions can design and implement inclusive educational strategies that respond effectively to the needs of diverse audiences, while also aligning with international accessibility standards and theoretical developments in the field of disability and museum studies. -
Directions and Emerging Trends in Teacher-Led Research on the Development of Communication Competences in Early Childhood and Primary Education
For teachers in pre-university education, the teaching career includes professional development stages marked by teaching degrees: second degree and first degree. The first degree certifies the practice of teaching at an advanced level, on a consistent basis, including teaching based on the exchange of good practices, reflection, and creativity, as well as showing interest in certain aspects of school practice which, through authentic and detailed understanding, can be improved. Thus, educational and psychological research provides the framework for the scientific investigation of educational phenomena. This study highlights the topics of interest addressed by primary and preschool teachers in the methodological-scientific papers prepared for obtaining the first degree, with a focus on the formation and development of communication competences in children and pupils. In the early cycles of education (preschool and primary), the development of communication competences represents a major goal of the educational process, in accordance with the National Curriculum. Oral and written expression skills, active listening, dialogue, the use of nonverbal language, and the development of digital communication are key benchmarks for the harmonious development of the child. The sample of our investigation consists of 149 papers written by preschool and primary school teachers during the period 2017-2025, in which we identified the main areas of interest, the most frequently used methodologies, strengths and thematic gaps, and proposed priority directions for future research. The research objectives were: 1. to identify the main themes addressed in studies on communication carried out by primary and preschool teachers. 2. to analyze the research methods and instruments used in these works. 3. to determine the frequency and thematic trends depending on the level of education (primary vs. preschool). 4. to formulate recommendations for applying research results in educational practice. The content analysis was carried out using a grid that included the following indicators: research theme, research objectives, methodology used, targeted level of education (primary/preschool), and results/recommendations formulated. The formation of communication competences in preschool and primary school children represents the foundation of the educational process, serving as the basis for all other areas of learning. Research conducted by teachers in their first degree papers demonstrates an increasing interest in the linguistic, socio-emotional, and digital dimensions of communication. However, there remains a need for more rigorous studies and an expansion into new themes. -
Developing Research Skills of Students
The study aimed to understand FPSE students’ perceptions of their own research skills, areas of interest, and difficulties encountered in educational research, as well as to identify opportunities for capitalizing on the results of the research conducted during university studies. Using a questionnaire with closed items, the investigation included 300 undergraduate (second year) and master's students (first and second years), who reported participating in educational research primarily within the Research Methodology course (75.6%), addressing topics such as curriculum, instruction and assessment theory, the education of children with SEN, and other areas, generally without further valorization of their work. The findings show that 75.6% of students capitalized on their research results exclusively within the Research Methodology course, while only 12.2% presented their results within methodological committees in schools or at conferences (4.9%). The main benefit perceived was preparation for the completion of bachelor’s or dissertation theses (63.4%), followed by the consolidation of theoretical training (14.6%) and, to a lesser extent (9.8%), the identification of scientific solutions to professional problems. The major difficulties reported included balancing work responsibilities with research activities (61%) and challenges in identifying research participants (24%). -
Optimizing EFL Listening Proficiency Through Technology-Mediated Instruction
Listening comprehension remains a persistent challenge for English as a Foreign Language (EFL) learners, often hindered by complex phonological features, unfamiliar vocabulary, varied speech rates, and diverse accents. This study investigates the effectiveness of technology-enhanced instructional approaches in improving listening skills among university-level EFL students. Two primary strategies were examined: (1) the use of authentic listening materials integrated with communicative tasks, and (2) the implementation of technology-assisted tools, including language learning applications, podcasts, and multimedia resources. Employing an experimental design with control and treatment groups, data were collected via pre- and post-tests, learner questionnaires, interviews, and classroom observations. Results indicate significant improvements in listening comprehension across both interventions. Authentic materials foster contextual and cultural awareness, while communicative activities promote engagement and active listening. Technology-supported tools enable flexible, self-paced practice and increased exposure to diverse spoken input. The study highlights the pedagogical value of integrating context-rich, learner-centered, and technology-mediated strategies in EFL listening instruction. -
Online Teaching Strategies for Nursing Students: Challenges and Opportunities
The COVID-19 pandemic has transformed global education systems, with nursing education being among the most affected disciplines due to its dual reliance on theoretical instruction and clinical practice. This study examines the challenges and opportunities associated with the accelerated adoption of online teaching for nursing students. Through a mixed-methods literature review published between 2020 and 2025, the paper highlights both the potential and the limitations of e-learning in nursing. Key advantages of e-learning include accessibility, flexibility, and innovation which enable continuity of learning regardless of geographical location or time constraints. The integration of digital tools, such as virtual patient simulations and online case studies, has provided innovative opportunities to strengthen both theoretical and clinical knowledge. Nevertheless, there’re significant reductions in opportunities for direct clinical practice, unequal access to digital resources, and diminished interpersonal interaction. The findings suggest that blended learning an-approach combining online education with supervised, clinical training-offers the most effective and sustainable model for nursing education in the post-pandemic era. Recommendations include expanding investment in digital infrastructure, incorporating high-quality simulation technologies into nursing curricula, and ensuring comprehensive faculty development in e-learning pedagogies. Ultimately, online learning should be regarded not as a replacement but as a complementary strategy that enhances traditional nursing education.
ISSN 3120-0885
ISSN-L 3120-0885
ISBN 978-973-0-44526-8
Nr.1/2026
Proceedings of the 17th edition of Romanian International Conference of Education and Research
Copyright ©2025, All rights reserved
A project developed by Enformation
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