No.12 / 2025

This study examines the influence of university educational managers profiles on educational quality, using the Enneagram and leadership styles as analytical tools. The research aims to correlate leadership characteristics and managers profiles with institutional quality, focusing on the School of Medicine at the Universidad Juárez del Estado de Durango. A quantitative approach was employed, with structured surveys administered to three groups within the institution: students, professors, and administrative staff. The objective was to determine how these factors interact to impact academic performance and educational quality. Findings reveal a significant relationship between leadership characteristics and improvements in educational quality. Certain Enneagram types were associated with higher levels of educational quality and better academic outcomes, suggesting that personality traits play a key role in leadership effectiveness. The study concludes that understanding the Enneagram can facilitate the development of tailored leadership strategies to address specific institutional challenges. These findings offer valuable insights for university administrators, policymakers, and educators, providing actionable recommendations to enhance institutional quality, improve academic outcomes, and establish a framework for future research and practical applications in educational management.

Teaching Romanian as a foreign language is a relatively new field of study, which owes its evolution and openness to alterity as a form of globalisation and facilitation of mutual knowledge. Multiculturality and interculturality are tangible aspects of our daily activity and not just mere theoretical concepts that hardly find their applicability in everything that concerns our existential horizon. In an ever-changing society, it is necessary to articulate coherently one's personal identity and self-image, so that dialogue can be carried out in an appropriate and informed manner, and so as to promote knowledge of the other from as many points of view as possible, especially when learning a foreign language.

This study investigates the varied learning preferences among dentistry and medicine students in a single higher education centre regarding medical English language acquisition. Through a detailed survey, students’ inclinations towards different learning methods for mastering medical English vocabulary and concepts were examined. The findings reveal a diverse spectrum of learning preferences, including visual aids, interactive exercises, collaborative learning, and technological integration. Notably, the research highlights the importance of tailoring teaching strategies to accommodate individual learning styles, emphasising the value of using technology and real-world medical contexts in language learning activities.

Integration and implementation of information and communication technology (ICT) in education is a widespread phenomenon in the pedagogical approach nowadays. Though this concept has been relatively new in the field of secondary education in Bangladesh, the COVID-19 pandemic forced everyone to adapt to technology-based education. Therefore, this small-scale qualitative study focused on finding how teachers react to integrating ICT into educational practices. The main objective of the study is to analyse the level of teachers’ acceptance of ICT as their teaching tool. The data was collected by interviewing 11 teachers from six different public and private secondary schools in Bangladesh. Despite many educators expressing agreement with the revised instructional approach, their motivation remains subdued due to various obstacles and a lack of recognition for the execution. To attain the objective of sustainable ICT integration in secondary schools across Bangladesh, teachers advocated for incentives and consistent oversight, alongside the enhancement of school infrastructure.

Academic writing is a pivotal concern in the tertiary phase of education, yet with a great deal of drawbacks and challenges. The current study investigates academic writing-related challenges and possible mechanisms to overcome them. Therefore, the study delves into the avenue of academic writing hurdles faced by undergraduate students whose second language (L2) is English, specifically in the domain of sciences. This also examines the tactics formulated, from the standpoint of lecturers in tackling these impediments effectively. This research underscores both commonalities and disparities that resonate with the themes documented in prior scholarly works by harnessing qualitative data from a sample of undergraduate students and lecturers. The investigation identifies substantial contrasts between the viewpoints of students and lecturers concerning the challenges inherent in academic writing. While the preeminent concern for most L2 undergraduate students pertains to intricacies at the compartmentalised linguistic features, the focal point for most lecturers revolves around the holistic level, which encompasses a wider range of linguistic attributes. Moreover, the study unravels specific coping mechanisms students employ to navigate academic writing challenges. These discernments carry profound pedagogical implications, accentuating the imperative for providing pertinent writing models and interventions tailored to the individual requirements of L2 science undergraduates.

Today educational institutions participate actively in empowering students to get involved in projects, to participate but also to collaborate in this major change in order to overcome internal and external vulnerabilities in the learning process. Digital education has great potential for innovations and investments, offering huge opportunities for universities to allow digital transformation and allow students to learn in their rhythm. Academic researchers are trying to secure the vulnerabilities of the online environment in higher education through the development of multiple digital tools. The work is based on a qualitative methodological approach, through content analysis. Content analysis was used as the main technique of data collection and analysis, from the specialised literature, from international databases, regarding the importance using digital tools in the higher education environment. Based on content analysis, this research presents the most important tools that support digital collaboration among students by offering a study case for overcoming learning barriers and focusing on students' creativity in how they approach problem-solving. The study case is based on "Six Thinking Hats" and it is used to support creative thinking in achieving a good collaboration between teams in an educational project. The tools that support digital collaboration among students facilitate communication, increasing the opportunities for academia to interact with as many users as possible.

COVID-19 has been an unexpected crisis period, directing the minds of people into ear and anxiety. Social distancing being a major preventive activity to overcome this contagious disease, which led to affect all aspects of life worldwide. The new pandemic experience has highly affected the psychosocial aspects of adolescents. Social media has become the centre of communication during this isolated period. Classroom learning has changed to virtual teaching during the lockdown period. A research was conducted to analyse the influence of COVID-19 on adolescents' social media usages. The study focused on social media usage and its impact on adolescents' psycho-social behaviour. Participants were 287 adolescent students from 6 mostly affected states of India. Data gathering was carried out during the COVID -19 Lockdown in India with a self-structured online questionnaire. The respondents have not agreed that online classes are better than classroom learning. There was a high increase in the use of social media during the lockdown period. Social media has helped them to cope with the isolated situation and has led to an increase in their creativity. WhatsApp, YouTube, Facebook, and Instagram are the prominent social media used during this pandemic situation.

This study aims to identify students' conceptual understanding of sound wave material through the Contextual Teaching and Learning (CTL) model at MAN 3 Sleman Yogyakarta—this quantitative research with descriptive analysis involved 20 students as respondents. Data were collected through a conceptual understanding test covering subtopics of sound waves such as definitions, properties, string sound sources, organ pipe sound sources, resonance, the Doppler effect, wave interference, intensity, and sound intensity level. The results showed that students' conceptual understanding of sound waves was very high, with an average correct answer percentage of 87.5%. The resonance and wave interference subtopics achieved the % correct answer percentage of 100%. In comparison, the definition of sound waves had the lowest correct answer percentage of 60%, falling into the "sufficient" understanding category. The high resonance and wave interference achievement was due to practical methods using everyday tools and materials, helping students understand these concepts in a real-world context. In conclusion, the CTL model effectively enhances students' understanding of physics concepts. It is recommended that the CTL model continues to be applied in physics and other subject areas to improve students' conceptual understanding

Although the implementation of the blended learning approach (BLA) in the classroom has attracted significant research attention, previous studies on their impact on students’ learning outcomes such as achievement have reported contrasting findings. In this study, we extended the study of BLA’s influence on students’ academic achievement in biology. Two research questions and three hypotheses guided the study. The sample size involved 87 students, (36 males and 51 females), enrolled in the experimental group (42 students) and the control group (45 students) in the 2022/2023 academic session. The data for the study was collected using the Biology Achievement Test (BAT) and was analysed through descriptive analysis for the research questions, while the analysis of variance (ANCOVA) was employed to test the null hypotheses at 0.05 alpha level of significance. The findings revealed a significant difference in students’ achievement in biology in favour of BLA. However, no significant influence of gender on students’ achievement was observed. The findings also show that the interaction effects of teaching methods and gender do not significantly influence students’ achievement. Conclusion, implications, and future directions were discussed.

This study evaluates the impact of ChatGPT, a generative AI tool, on students’ independent learning experiences within Pentecost University, a higher education context in Ghana. The study adopts a quantitative research approach using a descriptive research design, focusing on Pentecost University, one of the Ghanaian private universities with significant involvement in artificial intelligence studies. The survey collected data from 334 students, representing an 87.7% response rate, to assess various aspects of their interaction with ChatGPT, including engagement, reliability, motivation, and personalisation of learning. Results indicate that ChatGPT is widely used among students for completing assignments (45%), conducting research (35%), and learning new topics (20%). The findings demonstrate that ChatGPT significantly enhances student engagement, particularly through its real-time response capabilities, providing immediate feedback and fostering interaction. Multiple regression analysis highlights that personalised learning goals and real-time response are key predictors of increased student motivation, accounting for 62% of the variance observed. However, gender and educational level do not significantly impact engagement, indicating the inclusivity of ChatGPT as a learning tool. The study concludes that while ChatGPT has proven beneficial in enhancing independent learning experiences, its effectiveness is maximised when integrated with structured support from educators.

The research explores the perceptions and representations of Romanian schoolteachers regarding the design and implementation of didactic activities from the perspective of outdoor education (OE). The study involved 642 teachers from various curriculum areas, focusing on their pedagogical practices and how they integrate outdoor education into teaching, learning, and assessment processes. The findings emphasise the potential of outdoor education to enhance students’ cognitive, social, and emotional development by fostering collaboration, critical thinking, and environmental awareness. Teachers perceive outdoor education as an extension of formal classroom learning, offering practical and engaging contexts that reinforce theoretical concepts. However, challenges such as logistical constraints, lack of resources, and the limited diversity of outdoor activities hinder its full integration into the school curriculum. The study concludes that outdoor education can significantly enrich the educational experience, provided it is systematically planned and aligned with curriculum objectives. Proper teacher training, resource allocation, and institutional support are critical for successful implementation. Outdoor education emerges as a valuable tool for promoting holistic learning and bridging the gap between theoretical knowledge and real-world application.

The paper analyses the impact of employment status on Burnout levels among master’s degree students at the University of Petroșani, Romania. For this, a questionnaire designed and validated by researchers at Purdue university and which is aimed at identifying the level of Burnout has been applied to the target group of 27 working students following a master’s degree program at this university. The results were interpreted with help of descriptive statistics and the Burnout scoring system provided by the authors of the questionnaire and show that although participants were both hired and following a master’s degree program, the levels of observed Burnout among them were moderate with only isolated cases of participants experiencing what would be considered high or severe levels of Burnout. This moderate level of Burnout might have been linked to the seemingly healthy work environments that the students reported working in, environments in which they felt safe, and supported, and which provided good rewarding systems.

The study investigates the contribution of the peer education programmes in encouraging gender awareness among secondary schools’ students in the Eastern Cape, South Africa, focusing on achieving the SDGs. The quantitative research design was implemented through a case study approach as it would give more detailed insight into the process and implementation and the outcome of gender education initiatives. The population comprised students, teachers, and peer educators in secondary schools where gender awareness programmes were being carried out. Simple random sampling techniques selected the sample of 170 (100 students, 50 teachers, and 20 peer educators). Data collection was through a structured questionnaire. The experts validated the research instrument, which was further tested for its reliability through a pilot study, obtaining a reliability coefficient of 0.85. Data analysis was based on descriptive statistics, comprising means and standard deviation, and an inferential statistics through ANOVA tested at 0.05 levels of significance. The results reveal that peer education programmes greatly increased students’ knowledge on gender issues, awareness about gender-based violence, and challenge negative stereotypes. Nevertheless, it also identified several limitations such as a lack of training for peer educators, resource constraints, and deep-seated cultural norms that hamper the effectiveness of these interventions. It recommends comprehensive training for the peer educators, adequate resources, engagement with the community to solve cultural barriers, more collaboration among stakeholders, and continued monitoring and evaluation for sustaining the impacts of peer education programmes. This can provide an enabling environment at schools to empower students in advocating for gender equality and engender positive behavioural changes in the long term.

Feedback plays an essential role in motor learning, facilitating error correction and performance improvement by providing precise and immediate information. Our study examines the impact of detailed and immediate feedback (audio and video) on the technical performance of novice volleyball players. The research involved 60 participants (mean age 10.5 ± 1.2 years, sports experience 1.48 ± 0.504 years), evaluated through two tests using an advanced feedback system. Statistical analysis was conducted using SPSS (Version 26), with a confidence interval of 95% (P<0.05). The paired samples t-test showed significant differences between conditions with and without feedback. The analysis revealed significant differences between the conditions with and without feedback (p < 0.001), indicating a significant reduction in the number of technical errors when feedback was provided immediately. These results highlight the importance of integrating feedback into sports training programs to optimize the motor learning process. The study's conclusions suggest that feedback-based strategies significantly improve the development of motor skills and the achievement of performance objectives in the sports field.

The study assessed the impact of core activation and toning programs on the static and dynamic balance of students with special educational needs (SEN) in middle school physical education classes. We found that over a period of 6 weeks, with 2 lessons per week, these programs led to significant improvements in the students’ balance, regardless of the type of disability. Students with visual impairments and sedentary lifestyles showed the greatest progress. Somatic and functional measurements were conducted on the 15 students with special needs, and 9 tests (Bass Test, Flamingo Test, Functional Reach Test, Unipodal Test with left eye closed, Unipodal Test with right eye closed, Unipodal Test with left eye open, Unipodal Test with right eye open, Y-Balance Test left, Y-Balance Test right) were administered to assess static and dynamic balance. After implementing the core activation and toning program, a correlation analysis between the two variables was conducted, followed by the calculation of the t-test for paired samples to assess if there were significant differences between the two sets of measurements and tests. After 6 weeks of using core activation and toning exercises with a frequency of 2 lessons per week for students with special needs, we observed a favourable increase in both static and dynamic balance for six pairs of tests. The differences were statistically significant at a significance level of 0.05 out of the 9 tests conducted. Proprioceptive stimulation played a crucial role in these improvements in static and dynamic balance among those with various types of disabilities (intellectual, visual, and auditory). We recommend incorporating core activation and toning programs into physical education for children with disabilities to enhance muscle tone and balance. However, the small sample size reminds us that data generalization should be done with caution, and we suggest conducting further studies with a larger number of participants and a longer training duration. This study emphasizes the importance of balance development among students with SEN and the potential benefits of a core-focused approach in middle school physical education.

The book Biblioteca 2.0 Apomediator al cunoașterii, comunicării și cooperării [Library 2.0: Mediator of Knowledge, Communication, and Cooperation] has its origins in the PhD thesis of Mrs. Voichița Dragomir, a well-known name in the field of information science and documentation in Romania, with a solid professional culture, rich experience, and accomplishments in the world of academic libraries in our country. Engineer by background, Mrs. Voichița Dragomir has a vast expertise in automation of academic libraries and library management, being a former deputy director of BCU Bucharest, and currently the director of SNSPA Library.

English is a necessity in the world we are inhabiting at present. Education all over the world is placing great importance on reaching proficiency in this language. In Romania, there is a strong tendency towards learning this language from very early ages and finding the most effective teaching methods to help students improve their language skills in English. The present article summarizes a small-scale investigation from a Romanian school where 50 upper secondary students and 2 EFL teachers participated in EFL classes that integrated the Creative Writing technique. The study aimed to investigate the effectiveness and the benefits of teaching English as a Foreign Language with the help of Creative Writing. The combination of various creative tasks led to students who were more engaged with the target language and more interested in improving their English.

The paper presents the scientific and practical improvements made in the educational process with particular focus on how technology has been used to help readjust the learning action and deliver online lectures. Particular example regarding online learning features and workflow process is described using Moodle functionalities for the demography field of study. The paper further elaborates on the support which the Erasmus+ EO4GEO project brings to the e-learning education system, by using dedicated tools and training materials assigned to Earth Observation and the Geoinformation sector, which advance support in educational and professional development.

Breakouts are learning strategies that can stimulate the motivation of learning through challenges. During an educational breakout session, students must work as a team and use their reasoning, knowledge, and skills to solve puzzles and challenges related to the content of the curriculum in a limited time. This study intends to examine the impact of educational breakouts on classroom flow, academic performance, motivation, behaviour, and overall satisfaction of the first-year students of Applied Modern Languages, West University of Timişoara. In performing this experiment quantitative and qualitative techniques were used and the results showed a significant improvement in classroom engagement, flow, the feeling of well-being, autonomy, and loss of the notion of time and support the conclusion that the use of educational breakout is fun and motivating for students and facilitates knowledge accumulation.

The concept of Education 4.0 emerged linked to trends regarding Industry 4.0 and Internet 4.0 and is based on the integration of emerging technologies to revolutionize the way education is delivered. The use of these emerging technologies has created a vast amount of data that requires careful and thorough management in order to obtain the most possible benefits such as developing personalized learning experiences, smart ways of tracking student progress and providing feedback to all parties involved in the educational process. Therefore, knowledge management tools and strategies are gaining more importance, especially in the context of higher education institutions which have been identified as important sources of knowledge creation and sharing. The implementation of specific knowledge management strategies can furthermore help facilitate the transition to Education 4.0 by embracing key aspects of Industry 4.0 and Internet 4.0 such as promoting a culture of innovation, collaboration, continuous learning, providing a support system for streamlining administrative processes, cost reduction and improving the decision-making process. In the current paper, the authors analyse the current trends regarding knowledge management strategies deployed in Education 4.0 and propose a set of possible approaches which take into account knowledge management practices for an efficient transition to Education 4.0. The set of possible approaches and Industry 4.0 tools that could facilitate the transition have been organized in a structured, easy to follow model based on a four-stage process that relies on the feedback loops from both the process inputs and outputs. Using the proposed model facilitates the transition to Education 4.0 and helps practitioners understand the main aspects of each stage and select the Industry 4.0 tools that can be used in their respective context in order to yield most benefits.

This study focuses on ways to improve assessment and feedback in the educational context. Assessment and feedback are critical elements of the learning process and have a significant impact on student performance. The study aims to identify directions and best practices to support the improvement of feedback and assessment in the educational context. The study examines various bibliographic sources to identify constructive and effective approaches to providing negative feedback and ways to improve the evaluation process. In order to carry out this research, we considered the systematic analysis of the specialized literature. Thus, the Google Academic search engine was queried regarding “assessment in the learning process” and “feedback in the learning process” from the period 1980-2023. We obtained 70100 results for “assessment in the learning process” and 445000 results for “feedback in the learning process”. We finally selected 29 articles to fit our study. The results indicate that feedback and assessment can be improved by adopting a constructive approach, as well as by using educational technologies and diverse assessment methods. This study has important implications for teachers and educators who wish to improve student learning and performance by providing more effective and constructive feedback and assessment.

The aim of this article is to assess the level of involvement of Romanian older persons in volunteer activities and lifelong learning, as well as the factors that restrict their participation. To respond to this objective, a survey among older persons (65 years and over) was conducted at national level. Our study reveals that Romanian older persons reported a very low participation rate in volunteer activities organized by different organizations and the main reason was the lack of information regarding the availability of such activities in the community where they live or the poor health status. Regarding the participation in volunteer activities people aged 75-84, men or respondents living in rural areas have the highest rates of participation. In case of older persons enrolled in lifelong learning courses, less than ten percent of respondents selected at least one course they attended over the last 12 months. Male respondents had a higher participation rate compared to women in healthy lifestyle courses. The results of our study highlight the need for appropriate medium and long-term policy measures in the field of active ageing.

Adolescence is the age of transformation and spending most of the time in the education system, the wellbeing of the teenager is influenced by every experience had in this system: relationships with colleagues, teachers, the grades, what they learn in school. At the age of twelve there is a step which, once it’s taken, welcomes the child into an age of changes. This research investigates the relationship between burnout, school satisfaction, and life satisfaction as children and adolescents get older, an aspect which is not so talked about in literature. The participants in this study were 3460 students between 10 and 19 years old, of which 1751 were boys and 1709 were girls, and 67.6% were from urban environments and 32.4% were from rural environments. It was noticed that the burnout level grows progressively after the age of 12, which deteriorates the level of school satisfaction through a ‘bottom-up’ process, which causes its decrease. The level of Overall Life Satisfaction (OLS) also decreases with age, one of the reasons being the exhaustion caused by too many or too difficult school tasks.

The study aims to present the Mureș Valley through the castles, appealing to educational tourism. Educational tourism can be used as one of the tools to rediscover and appreciating the significance of cultural heritage in this aria. This paper used the study case method to analyse the current state of Mureș Valley castles. These castles and parks were documented, and interviews with some community members and the castle owners were conducted as part of the research process. A field trip that exemplifies these educational aspects is suggested by the current study. The main objectives of this trip are to promote rail tourism in Transylvania and Banat, to provide a more environmentally friendly travel option, and to increase understanding of the importance of the area's cultural landscape. There is not much research on educational tourism in Romania because it is a relatively new concept. Although there have been some studies on educational travel, the researcher was unable to find any studies that were solely focused on educational tourism. As a result, the trip might be both a non-formal and a formal kind of education. The unifying element between the two types of education might be the educational tour.

The purpose of the article was to put into perspective the qualities and proficiencies required/needed of teaching staff when working with a group of pupils in Romania. We conducted a Focus Group with 10 teachers to kick off the research, and then we used a quantitative tool to confirm the findings. The Focus Group approach was selected because it offers freedom and a greater range for creativity and minimize researcher bias. Only teachers who were interested in the topic from the perspectives of their own experiences in the department as well as from the perspectives of their experiences as parents, grandparents, or aunts of pupils in the educational system attended the Focus Group. Thus resulted a map of traits and competencies required for a positive evolution of the professorial profession, divided into broad categories of traits. To confirm the Focus Group results or identify new trends, we invited the original participants and 33 additional teachers to reassess the specific competencies and characteristics in the same categories after 18 months. The list thus obtained helps us to better prepare the candidates for what is really needed in class and outlines a Romanian teacher’s profile.