Revista Romaneasca pentru Educatie Multidimensionala

The Impact of Feedback Technologies on Student Motivation and Development of Academic Competencies. An Experimental Study

Horațiu Catalano — 2025-12-18

Against the backdrop of increasing educational interconnectedness across Europe, the digital transformation of higher education calls for the development of essential competencies that enable students to adapt to and actively participate in the European digital society. This study explores the impact of educational technologies on students’ academic motivation and performance through the integration of the Student Feedback Tool (SFT) platform into university teaching activities. The research was conducted on a sample of 200 students, divided into an experimental group and a control group, and analyzed changes in intrinsic and extrinsic motivation, as well as seminar performance. This study used four main instruments to measure the variables of interest: the academic motivation questionnaire, the Student Feedback Tool, the standardized seminar performance evaluation form, and student focus groups. The quantitative data gathered were complemented by qualitative insights from the focus group discussions. The results indicate a significant increase in intrinsic motivation and academic performance among students who received continuous digital feedback. Moreover, students reported higher levels of engagement, clarity of expectations, and perceived usefulness of feedback. The study supports the integration of educational technologies into instructional design as an effective strategy for enhancing student engagement, motivation, and accountability in the learning process within a digitally connected academic environment.

Assessing Adolescents' Attitudes Toward Psychological Health: Cognitive, Emotional, and Behavioral Indicators

Oksana Mykolaivna Chaikovska — 2025-12-18

Adolescents today face increasing psychological challenges due to modern societal stressors, including uncertainty about the future, heightened anxiety, and emotional instability. These issues adversely affect their adaptability, self-regulation, and overall mental well-being. This study aims to identify key criteria and indicators that reflect adolescents' attitudes toward psychological health and assess their awareness of its significance. The research involved 112 students from Kamianets-Podilskyi Lyceums №1, №3, and №5. A multi-method approach was applied, including literature analysis, observation, questionnaires, interviews, and psychometric tools. Core evaluation criteria included cognitive (knowledge and values), emotional (self-assessment of mental states), and behavioral (healthy habits and risk avoidance) components. Findings indicate that adolescents' understanding of psychological health is often superficial, with many equating it solely to physical well-being. Emotional assessments revealed frequent signs of tension and instability, pointing to difficulties in self-regulation. Behaviorally, students showed limited motivation for personal growth and commonly practiced harmful habits, such as irregular sleep and excessive use of digital devices. Statistical analysis confirmed significant correlations between cognitive, emotional, and behavioral factors, highlighting their interdependence. Adolescents with greater cognitive awareness tended to demonstrate better emotional control and healthier behaviors. Overall, the study concludes that adolescents’ attitudes toward psychological health are insufficiently developed across all examined dimensions. These results emphasize the need for holistic educational and psychological interventions aimed at fostering a more comprehensive and balanced understanding of psychological well-being among youth.

The Dual Impact of Social Media Use in the Workplace on Employee Behavior: Cyberloafing Perspective

Merve Kiliç — 2025-12-18

The increasing alignment of internet-based technologies into business processes has transformed the contemporary work environment, influencing employees’ use of digital devices during working hours. While such usage facilitates professional tasks, it also encompasses personal activities known as cyberloafing. This study investigates the relationships among workplace ostracism, challenge stressors, cyberloafing behaviour, and psychological detachment is based on the of Conservation of Resources (COR) theory. A structured questionnaire assessing the relevant variables was administered to a sample of 257 full-time employees. The findings showed a significant positive association between workplace ostracism and cyberloafing, however, challenge stressors did not significantly predict cyberloafing behaviour Moreover, cyberloafing was positively related to psychological detachment. While no significant relationship was found between ostracism and psychological detachment, challenge stressors showed a significant negative association with psychological detachment. These results contribute to understanding how social and job-related stressors differentially impact employees’ cyberloafing tendencies and psychological detachment from work. The study generates theoretical insights and practical implications for researchers and practitioners aiming to address workplace behaviours in digitalized organizational settings.

Examining the Effects of Happiness and Religious Faith on the Life Effectiveness of Sabahan Youths

Getrude C. Ah Gang — 2025-12-18

The recent COVID-19 pandemic has conceivably reduced the life effectiveness (i.e., “generic life skills which facilitate surviving and thriving across a variety of situations” [Neill, 2008]) of many individuals, not least among Sabahan youths. Nevertheless, life effectiveness can be promoted and improved through the use of certain psychosocial factors, not least happiness and religious faith. To investigate the impact of these factors on life effectiveness, a survey involving 522 university students (mean age=21.72; SD=4.59) in Sabah, Malaysia, was conducted. In the survey, life effectiveness was measured across its eight domains, i.e., achievement motivation, active initiative, emotional control, intellectual flexibility, self-confidence, social competence, task leadership, and time management. The study found that each variable – happiness and religious faith – demonstrated a positive contribution to youth life effectiveness. Moreover, religious faith was found to enhance the effect of happiness on life effectiveness. These findings highlight the role of religious faith and happiness as important psychological resources for youths, especially during times of crisis. Therefore, it is recommended that psychological interventions incorporate elements of religious faith and happiness to enhance youths’ life effectiveness, particularly in areas such as achievement motivation, active initiative, emotional control, intellectual flexibility, self-confidence, social competence, task leadership, and time management.

Communication and Language Development as Perceived Factors of Social Adaptation in Preschool Age

Victoria Tira — 2025-12-18

The study starts from the perspectives of communication development in preschool children and aims to highlight the teachers' opinions on the premises of organizing activities to develop children's communication in the kindergarten environment. The research aimed to examine the correlations between children's language and kindergarten environment, the specificity of communication between teachers and children and the identification of favoring or inhibiting factors that influence the development of communication skills in preschoolers. The survey was attended by 615 respondents from Romania, teachers for preschool education. The data were analyzed according to different variables by means of Mann-Whitney, Friedman, Wilcoxon, Cochran Q and McNemar tests. The results of the research show that in the opinion of the respondents the enrichment of the vocabulary of preschoolers has a more important role in the formation or consolidation of interpersonal relationships than factors related to gender, family environment, social environment, etc. The data suggest that both the verification of comprehension and the development of reflexive thinking through language and the consolidation of the correct use of vocabulary are less valued. Also, human factors are of greater importance than material ones in negatively influencing the development of communication in preschoolers. Respondents consider the lack of reading in the family as a major negative potential factor for the development of communication in preschoolers. In the end, the results are discussed and directions for the development of research are suggested.

Traditional Bullying and Cyberbullying: Typology of Victims and Aggressors in Slovakia

Katarina Kohútová — 2025-12-18

Bullying is a serious sociopathological phenomenon occurring among children and youth. The primary aim of the paper was to create a typology in terms of roles in the bullying process and subsequently a typology in terms of forms of bullying (traditional bullying and cyberbullying). The research group consisted of 1423 children and adolescents (48% girls), average age 13 years. A two-step cluster analysis was performed. The results show that 70% of children and adolescents do not participate in bullying, 15% belong to the victim group, 9% belong to the victim/aggressor group, and 6% belong to the aggressor group, while there are differences in sociodemographic characteristics. Victims experienced three types of victimization – in-person and online, only in-person and only online. Up to 30% of children and adolescents have experienced some form of bullying.

Between Structure and Creativity – Romanian Kindergarten Teachers’ Professional Reasoning in Selecting Didactic Strategies

Maria Popa — 2025-12-18

This qualitative study explores how kindergarten teachers make professional decisions when selecting didactic strategies in their daily classroom practice. Drawing on fifty semi-structured interviews with teachers, the research examines how educators navigate the balance between structured teaching methods—such as memorization, observation, and exercises—and creative, play-based approaches including storytelling, modelling, and artistic expression. Using a grounded theory approach, the analysis reveals that teachers’ choices are shaped by multiple interrelated factors: curriculum requirements, children’s developmental needs, the emotional climate of the group, and teachers’ personal beliefs about learning and play. Findings indicate that teachers engage in a dynamic process of reasoning that blends experience, intuition, and reflection to ensure both cognitive progress and creative freedom. The resulting conceptual model highlights the central role of professional judgment and flexibility in early childhood education, portraying teachers as reflective practitioners who continuously adapt their strategies to promote meaningful, holistic learning experiences for young children.

Psychospiritual Assistance of Social Suffering. Perspectives of Social Work

Petronela Polixenia Nistor — 2025-12-18

The concept of social suffering is relatively recent, and has been debated in the specialized literature especially in the last 15-20 years. In Romania, the phenomenon is not quite acknowledged in scientific research environments, much less among the political community, and, therefore, no measures are taken to combat the phenomenon. The Romanian Orthodox Church has drawn attention in multiple ways to a state of pronounced suffering of individuals. This suffering, once accumulated at the level of a large percentage of the population, leads to a broader phenomenon, called social suffering. However, scientific research on social suffering in Romania is only in its debut stage. The purpose of this article is to make an analysis of the psychospiritual assistance of social suffering from the perspective of social work. We started our scientific approach by enlisting a series of clarifications to the concept of social suffering. Then, we analyzed the mechanisms of psychospiritual assistance through the lens of specific intervention methods in social work. In the final part of the paper, we discussed the opportunity to apply psychospiritual social work mechanisms to combat the phenomenon of social suffering.

Therapeutic Writing in the Personal Development of Children: An Applied Study in an Educational Context

Alessandra Gemeș-Barbu — 2025-12-18

This paper is a pilot study exploring the role of therapeutic writing in the personal development of primary school children, analyzing the effects of a 16-session program based on expressive and narrative techniques. The aim of the study was to observe the impact of these activities on well-being, engagement, and emotional self-regulation. The research was conducted on a sample of 16 students and used The EPOCH Measure of Adolescent Well-being (pre–post) questionnaire alongside systematic qualitative observations. Activities included therapeutic letters, emotion-centered stories, narrative writing exercises, and gratitude journaling. The results showed increases in engagement, social connection, and perseverance, confirming the hypothesis that therapeutic writing supports personal and emotional development. Although exploratory, the study provides a solid basis for applying expressive interventions in educational settings and for expanding research on the psychological benefits of writing in children.

The Role of Learning Strategies and Motivation in Academic Performance: A Study of University Students

Mirela Lăcrimioara Cosma — 2025-12-18

This study explores the relationship between motivational and learning strategies and academic performance among university students in Romania, an area that remains underexplored, particularly in relation to academic performance across different study programs. Data were collected from students enrolled in full-time and hybrid study programs in the field of educational science (N = 225). The results reveal statistically significant findings from the subscale analysis, with a model precision of 58.7%. While the holistic Motivation Scale and Learning Strategy Scale did not significantly impact academic performance, specific subscales emerged as influential predictors. Key motivational strategies, such as task value, control of learning beliefs, self-efficacy, and learning strategies like effort regulation, metacognitive self-regulation, and help-seeking, were found to impact academic performance significantly. Additionally, the frequency of study programs (full-time vs. hybrid) emerged as a significant moderator, particularly for lower-performing students. These findings highlight the importance of fostering students' beliefs in their learning abilities, their perceived control over learning outcomes, and their valuation of academic tasks. The study underscores the need for targeted interventions to enhance students' motivation and self-regulation, ultimately improving academic performance. These insights offer valuable guidance for educators and policymakers aiming to design effective support systems for students in higher education.

Small Routines, Big Social Effects: How a Listening-Focused Intervention Shapes Classroom Cohesion

Liliana Scintei — 2025-12-18

This article examines the link between listening attitudes displayed in interpersonal communication and peer preferential status in primary classrooms, as well as the effects of a brief listening-centered pedagogical intervention. We test the premise that didactic strategies designed to optimize listening can act as protective factors, reducing peer rejection and strengthening classroom cohesion. We conducted a quasi-experimental, non-equivalent groups, pretest–posttest study with 151 second-grade pupils (urban), assigned to an experimental group (n = 75) and a control group (n = 76). The instrument was a sociometric test with three positive and three negative nominations explicitly anchored in listening criteria (“listens patiently and attentively” / “does not have the patience to listen / is not attentive”). We computed a Listening Preference Score (LPS) for each pupil—a class-adjusted index based on 3–2–1 weighted positive and negative peer nominations—and assigned pupils to listening-based preferential status categories (very popular / popular / accepted / rejected). Findings suggest that simple, consistent listening routines can reconfigure peer perceptions and reduce marginalization in small-group activities even at early ages, thereby contributing to classroom cohesion. Conversely, in the absence of listening-focused pedagogical routines, marginalization may intensify over time. The study is descriptive–applied; indicators reflect peer perceptions rather than direct teacher observations, which should be considered when interpreting the results.

Educational Value and Consumer Behavior in Endurance Sport Events: Insights from Quantitative and Qualitative Research

Gina Gogean Groza — 2025-12-18

Background: Endurance sport events have evolved into platforms that integrate health promotion, education, and community building, while serving as strategic tools for sport marketing. Yet, little is known about how smaller-scale endurance events influence participant motivations, perceptions, and loyalty. Beyond their sporting and promotional roles, such events act as non-formal educational contexts that cultivate discipline, resilience, and social engagement. Purpose: This study examines the key drivers of participation, satisfaction, and return intention in a local endurance event, focusing on the interaction between health, social, and digital dimensions of consumer behavior. Methods: A mixed-methods design was used, combining a structured questionnaire (n = 120) with semi-structured interviews (n = 5). Quantitative data analyzed motivations, satisfaction, and loyalty, while qualitative insights explored atmosphere, social value, and digital expectations. Results: Health improvement (65%), personal achievement (20%), and social interaction (10%) were the main participation motives. Over 90% reported high satisfaction with event quality, especially logistics and atmosphere. Social media was the dominant promotional channel (72%), and satisfaction strongly predicted loyalty, with 82% intending to return and 78% willing to recommend the event. Conclusion: Local endurance events function not merely as athletic competitions but as holistic lifestyle and learning experiences that foster health, social cohesion, and digital engagement. High satisfaction enhances loyalty and advocacy, emphasizing the importance of quality, inclusivity, and educational value in designing sustainable sport events.

Unpacking the Physical Education Lesson: A Thematic Analysis

Bogdan Sorin Olaru — 2025-12-18

The Physical Education (PE) lesson is regarded by many experts as an essential tool for combating sedentary lifestyles. However, to fully harness the potential of this tool, it is crucial to carefully consider the ideas we communicate to future PE teachers. Aim: This study aims to explore the main concepts conveyed to future PE teachers in Romania. Method: A thematic qualitative analysis was conducted on the mandatory bibliographic references assigned to prospective PE teachers in Romania’s public education system. Results and Discussion: Of the 21 required study documents, 13 (62%) could not be found. A thematic analysis of the remaining 8 materials revealed 5 main themes and 10 sub-themes. One key message imparted to teachers is that sports competition serves as the primary educational tool in PE lessons, and teachers are responsible for identifying talent for high-performance sports. Conclusions and Future Implications: This study highlights the outdated ideas we pass on to future PE teachers. If we want a physically literate young generation, it is imperative to revise the specialized literature required for future PE teachers.

Correlation of Sports Training with Biological and Psychomotor Development in Children and Juniors

Victoria Leșco — 2025-12-18

The motor and biological development of young athletes is a complex process influenced by genetic, hormonal, nutritional, and environmental factors. During puberty, a child's body undergoes disproportionate changes in bone, muscle, and fat mass, with limbs growing more rapidly than the torso and with differentiated development of muscle fibers. These transformations affect coordination, strength, endurance, and the ability to adapt to intense physical effort. Cognitive functions such as attention, memory, and thinking develop simultaneously, influencing self-assessment and motivation for performance. Individual differences in the pace of biological maturation and physical preparedness lead to significant variations in performance parameters, such as maximal oxygen consumption and anaerobic power. Training plans must be tailored to each child’s stage of development, avoiding overload and supporting harmonious progress. Group motor activities, games, and competitions contribute to psychological, social, and cognitive development, fostering cooperation, communication, and respect for rules. An integrated understanding of biological, motor, and psychological development is an essential tool for effective sports education and the long-term performance of children. The article presents a theoretical analysis based on current scientific literature on the motor and biological development of young athletes.

Review of “How to Think Impossibly: About Souls, UFOs, Time, Belief, and Everything Else” by Jeffrey J. Kripal, 2024

Gabriel R. Suciu — 2025-12-18

This article summarizes Jeffrey J. Kripal’s book “How to Think Impossibility”. Following this summary, an overview of Carl G. Jung’s work, which serves as Kripal’s starting point, will be presented. Subsequently, certain differences in terminology (like: monism, dualism, pluralism, etc) will be clarified. The article will conclude with several examples from authors trained as psychologists, mathematicians, or physicists, who have written in the spirit of dual aspect monism.

Religious Education in the Preschool Multi-confessional Space: A Parental Perspective

Anca-Cristina Ivaşcu — 2025-12-18

This study explores the perceptions of parents in Romania on the importance of religious education at pre-school level and identifies the main challenges related to its implementation in kindergartens. Theoretical foundation starts from international research supporting the onset of religious education at an early age, given the benefits on the moral, emotional and social development of children. The research was carried out during December 2024 – April 2025, through an online survey of 564 parents of preschoolers. The data were analysed according to socio-demographic and socio-cultural variables, and the results show significant support for the introduction of an optional religion in kindergarten, with statistically significant difference in favour of parents from more numerous families and from Protestant/neoprotestant confessions. Moral motivation was prioritized over other types of motivations (religious or educational-cultural). The main difficulties identified are related to religious diversity and the adaptation of religious content in multicultural contexts. The conclusions support the need for a flexible, inclusive and contextualised approach to religious education at preschool age.

Non-Educational Use of Artificial Intelligence in English Language Education: Unity of Teaching and Learning Disruption

Alina Sokolova — 2025-12-18

Artificial intelligence (AI) is being introduced into various aspects of our daily activities, including education. The study of foreign languages, as part of the educational system, is also influenced by new developing technologies. Researchers believe that artificial intelligence contributes to the displacement of traditional teaching methods and changes in the role of the teacher. This phenomenon is sure to be an achievement and progress. However, practical experience in teaching a foreign language at a nonlinguistic university shows the opposite: the use of artificial intelligence technologies by students does not speed up the process of teaching and learning a foreign language, but, on the contrary, complicates and slows it down. The aim of the study is to analyze the use of AI in linguistic education in a non-linguistic university, to identify the reasons for the lack of its effective educational impact, and to propose solutions. To achieve the stated goal, the work uses a comprehensive research methodology combining theoretical approaches, including analysis of literature on the topic of the study, generalization and classification, as well as empirical methods, implying the study of local pedagogical experience, questionnaires, and statistical analysis. The study demonstrates that non-educational use of AI breaks the unity of educational process composed of teaching and learning. Artificial intelligence in teaching foreign languages helps the teacher make the educational process highly differentiated and individualized. It is a valuable tool that makes the educational process more efficient and energy-saving. However, in learning foreign languages from the student's position, devoid of a motivating component, the artificial intelligence used non-educationally have no learning effect and does not allow students to fully assimilate and process the educational material. The author suggests ways to overcome this situation.

Integration of Artificial Intelligence in Foreign Languages Learning Process: Students’ Academic Outcomes and Motivation

Tetiana Olendr — 2025-12-18

The rapid integration of Artificial Intelligence (AI) into higher education has revolutionized the process of foreign language learning (FLL). By offering intelligent learning systems, instant feedback, interactive and engaging gamified platforms, AI tools enable university students in non-linguistic specialties to perfect their foreign language proficiency. The study aims to examine how the integration of AI tools influences the academic achievements and motivation of university students in non-linguistic specialties. The study employed primarily a quantitative experimental method, complemented by some qualitative techniques (a student questionnaire and an interview for educators) for a more holistic analysis. The experiment took place at two Ukrainian universities and involved 58 first-year students and 35 educators. The effectiveness of AI tools integration into FLL was assessed according to three key criteria, developed by the authors: foreign languages proficiency, motivation, and pedagogical interaction. The authors employed statistical analyses (t-tests, Cohen’s d) for measuring students’ foreign language skills throughout the initial, intermediate, and final stages of the experiment. The findings revealed that students who used AI tools in FLL demonstrated significantly better outcomes, especially in speaking and writing. Their motivation has increased due to gamified interactive tasks, interactive voice-based exercises, and instant feedback, which contributed to a more engaging learning environment. The study findings indicate the shift in educators’ teaching role from information providers to facilitators. Further studies should explore the long-term effect of AI on FLL; the influence of AI tools on teaching practice, and the responsiveness of AI to diverse linguistic and cultural educational environments, etc.

Education for Citizenship and Fundamental Rights: Equality and Non-Discrimination – European Values

Gina Orga-Dumitriu — 2025-12-18

The mission of education goes beyond the mere utilitarian goal of acquiring skills and professional qualifications, even though these contribute to economic freedom and individual well-being. The turbulent history of the struggle against inequality, the nonviolent resistance championed by Gandhi, and Martin Luther King’s pursuit of the “dream” all demonstrate the crucial role of education in promoting democratic culture, fundamental rights and the rule of law. It is no coincidence that the words Simone Veil, the first President of the European Parliament, wished to have inscribed on her Immortals’ sword upon her admission to the French Academy were the number tattooed on her at Auschwitz (78651), the motto of the French Republic -“Liberty, Equality, Fraternity”and the motto of the European Union - “United in Diversity”. These symbols collectively remind us that education is not merely a pathway to individual success, but a vehicle for preserving dignity, freedom, equality, and human solidarity. Civic awareness and education in the spirit of European values become the “soft weapons” we can activate against discrimination, violence, xenophobia, and extremism within a society marked by diversity, social cohesion, equity, and inclusion. The article explores how the protection of human rights has evolved from judicial protection to codification through treaties and the expansion of the principle of non-discrimination beyond its traditional areas of application, including education and vocational training. It further outlines recent developments and identifies areas that remain insufficiently articulated, requiring more effective judicial protection. The analysis employs (i) a normative approach, by examining relevant provisions, more precisely, through grammatical, systematic, and teleological interpretation of the instruments related to the right to education within the international system of the United Nations and at the European level, and (ii) a practical approach, through the analysis of the case law of the European Court of Human Rights and the Court of Justice of the European Union, highlighting the added-value elements concerning discrimination in access to education on grounds of ethnic origin, nationality, or genetic characteristics.

Satisfaction with the Quality of University Education in Psychology in Wartime Ukraine: Group Comparison Between University Students and Graduated Psychologists

Mariana Velykodna — 2025-12-18

Objective. This paper aimed at revealing the most vulnerable or weak points in the quality of university education in psychology in wartime Ukraine that should be timely and appropriately addressed to enhance mental health care services provided by psychologists. Methods. This research focused on comparing the levels of satisfaction with Ukraine-based university education in psychology between university students studying in wartime (n=418) and earlier graduated professional psychologists (n=327) using the purposely developed 7-point Likert scale. The online survey included a questionnaire on sociodemographic characteristics and satisfaction with university education specified on different topics: theoretical knowledge, skills in practice and research, ethical issues, evidence-based practice in psychology (EBPP), etc. Results showed that university students evaluate the items of quality of their university education in general more satisfactorily (Me=4–6; in range 1-7), compared to practicing professionals (Me=2–5, in range 1-7). However, both groups assessed their knowledge regarding the EBPP, practical skills, and appropriate advertisement of psychological services as the points of education with the lowest quality. Interestingly, among the most significant differences between groups was the satisfaction with knowledge of legal requirements for practice (Welch’s t=9.005, p<.001), which the practicing psychologists assessed considerably lower than students. Conclusion. In addition to ongoing efforts to adjust the university education in psychology to the circumstances of war, further steps should include changes in curricula and education format to 1) clarify the EBPP approach, 2) focus on practical skills development, and 3) offer an appropriate framework of psychological services advertisement.

Managing Risk Behaviour in Schools: New Trends in Prevention and Educational Practice

Alois Daněk — 2025-12-18

This study explores the changing manifestations of risk behaviour among secondary school students, with a focus on the growing impact of digital addictions and cyberbullying alongside more familiar patterns such as substance use, aggression, and truancy. These forms of behaviour influence school climate, academic performance, and mental health, making prevention a pressing concern for educators and policymakers. The research draws on a qualitative design that integrates interviews, classroom observation, group discussions, and a case study, analysed through grounded theory and interpretative phenomenological approaches. The findings suggest that preventive strategies are effective only when embedded in the broader culture of the school, supported by trained staff, reinforced through cooperation with families, and linked to external expertise. Particular attention is needed in strengthening media literacy, enhancing psychological resilience, and sustaining preventive work within class groups. The study highlights the importance of systematic evaluation and positions prevention as an essential part of educational policy rather than a set of fragmented initiatives. In doing so, it contributes original insight into the relatively underexplored field of secondary education and offers guidance for more inclusive and responsive approaches to prevention.

Connection Between Environmental Awareness and Personal Attitudes Towards Education as a Prerequisite for Forming Environmental Educational Strategies

Oksana Strilchuk — 2025-12-18

The article presents a study on the connection between environmental awareness and personal attitudes to education as a prerequisite for the formation of environmental education strategies. The empirical data were obtained during research conducted in 2022-2024. A total of 1734 people participated in our empirical research. Personal environmental awareness correlated positively and significantly with subjective assessments of the importance of education and with the desire to learn something new. The importance of education correlated positively with the importance of environmental issues, the participants’ concern for environmental cleanliness, and painful feelings about the environmental consequences of the war. The desire to learn something new correlated positively with the assessed importance of environmental issues, concern for environmental cleanliness, and with painful feelings about the environmental consequences of the war. Personal awareness about one’s own actions and behaviour had a positive impact on the assessed importance of environmental issues, greater concern for environmental cleanliness, painful feelings about the environmental consequences of the war, and the implementation of practical environmental measures to improve ecology. There was also a willingness to invest resources in ecological improvement in one’s own community. In addition, reflection on actions aimed at ecological improvement correlated positively and significantly with changes in beliefs and values during the war and with awareness in one’s own actions and behaviour. People with higher or incomplete higher education had better environmental awareness than did people with general secondary education. Respondents with low financial status had lower indicators of environmental awareness compared to other groups.

Modernizing EMP Curriculum in Higher Education Through Learner Insights

Eva Leláková — 2025-12-18

The paper explores the teaching of English for Media Purposes (EMP) within the university and academic environment, with a particular focus on the study programme Mediamatics and Cultural Heritage at the University of Žilina, Slovakia. The media field is marked by continuous evolution, driven by rapid technological innovation, platform diversification, emerging digital practices, multimodal content, and shifting audience engagement strategies. Consequently, the content and vocabulary of study materials must also be regularly updated. In the academic year 2024/2025, a questionnaire-based survey was conducted among 97 respondents, including both students and graduates of the programme. The primary aim was to evaluate their satisfaction with the content and quality of EMP study materials used during their university studies. Specifically, the research focused on identifying which topics were thoroughly practiced, which were insufficiently covered but desired for future inclusion, and which were presented in an outdated format. The findings have offered concrete insights and recommendations that can enrich the development of new study materials. These will incorporate contemporary teaching strategies, updated content, and practice-oriented activities in the domains such as old and new media, advertising and marketing, social media, ICT, graphic design, ethics and society and economics. The revised materials are scheduled for implementation and publication in the autumn semester of 2025/2026.

Ensuring the Process of Formation of Moral and Ethical Culture of a Future Art Teacher

Vasyl Zhukov — 2025-12-18

This study investigates the formation of moral and ethical culture in future art educators, recognizing this dimension as integral to their professional identity and educational effectiveness. While the importance of ethics in teacher education is widely acknowledged, the practical implementation of ethics training remains inconsistent, especially in the context of art education. Using a mixed-methods design, the research combines quantitative survey data (N = 127) with qualitative focus group insights to assess the perceived importance, frequency, and effectiveness of ethical training in art teacher programs. Results highlight a strong consensus on the value of ethics education, particularly among student-teachers, yet reveal limited formal instruction and reliance on sporadic or incidental discussions. Thematic analysis uncovers key gaps in curricular integration and emphasizes the effectiveness of experiential learning, mentorship, and structured reflection in fostering ethical sensitivity. The study proposes that systematic inclusion of ethics modules, mentorship schemes, and community-based projects can significantly enhance the ethical competencies of future art teachers. Additionally, in light of the digital transformation of education, the article advocates for incorporating technoethical awareness into training programs to prepare teachers for ethical challenges in AI-mediated learning environments. Empirical findings support calls from global literature for teacher education reform that integrates ethical reasoning as a core component, blending theoretical, emotional, and practical learning strategies. This research contributes to both national and international discourses on teacher professionalism, offering specific recommendations for curriculum design and policy. The Ukrainian experience is positioned within a global context, illustrating how ethical formation can respond to contemporary social, technological, and cultural demands. The study concludes that cultivating moral and ethical culture in art educators requires a multidimensional, reflective, and practice-oriented approach that empowers teachers to guide students not only artistically but ethically.

The Level of School Participation of Children in the Transylvanian Territory: An Exploratory Analysis Within a Whole School Approach Framework

Rossella Certini — 2025-12-18

School is not only a setting for disciplinary knowledge transmission but also a formative environment in which children practice civic values, develop social responsibility, and engage in everyday forms of participation. Research at the European level indicates that although children demonstrate growing awareness of their rights, their involvement in decisions affecting school life remains limited, as highlighted in The Europe Kids Want initiative (2019). Similar trends appear in Romania, where the Youth Barometer Survey (2022) reports persistently low levels of civic engagement among students. This study explores the school participation of primary pupils in the Transylvanian territory through the conceptual lens of the Whole School Approach (WSA). A 13-item questionnaire was administered in 2025 to 1,893 pupils aged 8–10, investigating their perceptions of rule usefulness, conflict-resolution practices, and opportunities for dialogue in classroom and school contexts. The analysis focuses on how pupils’ everyday experiences reflect school-wide patterns of participation and the extent to which these experiences align with the core dimensions of a democratic WSA environment. Findings offer an exploratory overview of children’s views on rule adherence, self-regulation during interpersonal conflicts, and the degree to which they feel their voices are heard at school. By situating these insights within a WSA framework, the study highlights participation gaps experienced by young pupils in Transylvania and underscores the importance of coherent, school-wide strategies aimed at strengthening meaningful student engagement in democratic school life.

Formation of Future Vocal Ensemble Leaders’ Readiness for Creative Interaction with a Music Group

Yuliia Savchenko — 2025-12-18

The article is devoted to the pressing issue of developing future vocal ensemble leaders’ readiness for creative interaction with a musical collective. The purpose of the study is to highlight the results of an experimental investigation concerning the organizational and methodological foundations of forming the readiness of future vocal ensemble leaders for creative collaboration with a musical ensemble. The scientific methods employed in the study include a combination of theoretical methods: the study and analysis of philosophical, psychological-pedagogical, and music-pedagogical literature on the research problem, as well as information resources from the Internet; the study and generalization of the performance and pedagogical experience of prominent artists; modeling and forecasting. Empirical methods included: the study and synthesis of experiences in organizing vocal ensemble activities, pedagogical observation, interviews, surveys, questionnaires, testing, ranking, the method of unfinished sentences, pedagogical experimentation, and mathematical processing of results. As a result of modeling the process of forming future vocal ensemble leaders’ readiness for creative interaction with ensemble participants, the following organizational-pedagogical conditions were determined. The study employed the paired comparison method, the results of which were used to construct a comparative assessment scale in both control and experimental groups. The effectiveness of the applied methodological innovations was assessed using a series of tests that compared results at the ascertaining and formative stages of the research. The authors assert that the data from the control stage demonstrated significant positive changes in the levels of readiness formation of future specialists across all established criteria.

Exploring Sustainability in Science Education: A Bibliometric Analysis of Web of Science (WoS) Data

Ilgım Özergun-Köse — 2025-12-18

This bibliometric analysis study aims to identify, analyze, and discuss the current trends and thematic structures within the literature of sustainability in science education indexed in Web of Science (WoS) database from the first mention of the term through mid-2025. Therefore, the study focuses on a comprehensive bibliometric analysis and offers a discipline-specific systematic mapping of publication trends, influential scholars, and thematic structures in science education research. A total of 154 peer-reviewed articles were analyzed through three-stage process combining descriptive, network-based, and qualitative thematic analysis. First, descriptive bibliometric indicators which include publication trends by year, journal- and country-level distributions, and the most cited studies and authors were examined. Findings revealed a consistent upward trajectory in publication activity since 2007, with a sharp acceleration after 2018. It reflects the influence of the United Nations’ Sustainable Development Goals (SDGs) on research agendas. The Sustainability journal emerged as the most leading journal, while the United States and Germany in country categorization led in national contributions. Second, keyword co-occurrence and thematic analyses highlighted core conceptual clusters centered on sustainability, climate change, biodiversity, and citizen science, as well as methodological strands focusing on program development, pedagogical approaches, and technological applications. Third, the categorization of publication types showed that the field is equally shaped by implementation-based interventions and review studies, while research on teachers and teacher candidates remains underrepresented. This study provides a field-specific synthesis of how sustainability has evolved within science education research and underscores the need for broader database triangulation and deeper theoretical engagement in future research.

Study on School Motivation and Learning Strategies for Primary School Learners in Arts-focused Vocational Schools and Normal Schools

Anca Simion — 2025-12-18

The integration of vocational concepts within conventional educational frameworks necessitates the exposure of students to a diverse array of subjects and extracurricular pursuits from an early age. It is evident that both the immediate career decisions made by individuals and the long-term quality of the workforce may be impacted by inadequate involvement in career advice initiatives. In order to facilitate thoughtful career decisions in the twenty-first century, it is imperative to emphasize assessment, professional information search, and exploration. This study investigates the differences in school motivation and learning strategies between primary school learners enrolled in regular and arts-focused vocational education settings. Using a comparative design, the research aimed to assess subscales including study habits, test-related attitudes, organisational skills, motivation, and anxiety. A total of 26 participants were assessed using the Romanian version of the School Motivation and Learning Strategies Inventory (SMALSI), with results analysed using non-parametric and correlational statistical methods. The current study underlines the status of adjusting teaching strategies to learners’ educational environments, highlighting the potential of arts-focused vocational school education to cultivate effective academic behaviours. The results also call for further exploration of how emotional and motivational dynamics manifest across different school types. Limitations related to sample size and gender representation are acknowledged, with recommendations for future mixed-methods research to deepen understanding of the interplay between motivation, anxiety, and learning strategies in diverse educational settings.

Internalization of European Values Through Learning History and Culture of Europe in Times of War

Marina Keda — 2025-12-18

Implementation of European Values through education is increasingly debated by policy makers and experts in the field. In Ukraine the correlation between national and European identity has been significantly challenged by the war and migration. In this context it is crucial to assess both the achievements and weaknesses in values formation and to focus on reinforcing those which need further support. This article explores effectiveness of teaching European history and culture in fostering democratic values and European identity particularly under wartime conditions, using the National University “Chernihiv Colehium” as a case study. The empirical bases incudes surveys conducted between May 2023 and October 2024 in Chernihiv region of Ukraine, covering 1,200 respondents, followed by a comparative analysis based on nationwide surveys on values and identity. The findings confirm that students, engages in courses oriented in European culture and history demonstrate a significantly higher level of internalization of European values, especially equality, freedom, justice and human dignity, compared to the general population. However, the article argues the necessity for greater institutional support: development of national regulations for teaching European history and culture, adoption of sectoral standard for training history teachers, modernization of educational programs and creation of new methodological resources that ensure the preservation of European dimension in historical education. While emphasizing fundamental European values, particular attention should also be paid to promoting gender equality, cultural and linguistic diversity and pluralism.

The Impact of Generative Artificial Intelligence Support in Innovative Teaching Approaches: GenAI-Powered Gamified Flipped Learning Approach

Tulay Dargut Guler — 2025-12-18

The study aims to examine the effects of the planned use of generative artificial intelligence (GenAI) support in the gamified flipped learning approach, one of the innovative teaching approaches, and its self-directed use by students. A mixed-methods approach combining quantitative and qualitative data was chosen to enable a multidimensional examination of the study's objective. A total of 47 students participated in the quantitative phase of the research, with 21 in the experimental group and 26 in the control group. A total of 40 students participated in the qualitative data collection process, with 14 from the experimental group and 26 from the control group. The quantitative data of the study consists of students' academic achievement grades and information and communication technology (ICT) proficiency scores. The qualitative data of the study was collected using a semi-structured interview form consisting of open-ended questions. According to the quantitative data, the results of the study showed that there was no significant difference in academic achievement and ICT proficiency between students who received planned support from generative AI and students who used generative AI on their own in the course conducted with the gamified flipped learning approach. In the qualitative findings, students who received planned support from GenAI were more likely to report effective and lasting learning experiences compared to students who used on their own. Qualitative findings indicate that students in the experimental group had a more positive view of ICT competency development compared to the control group.

Perceptions and Resilience of Teachers in Digital Adaptation during COVID-19: A Case Study at UAS Guasave

Sandra Marlene Lizárraga Sánchez — 2025-12-18

Resilience has become a key concept for understanding how individuals adapt and respond to adversity in diverse contexts. In education, teachers’ resilience is reflected in their capacity to adjust to unexpected challenges, such as those generated by the COVID-19 pandemic. This study aims to analyze teachers’ perceptions and resilience in digital adaptation during the pandemic, examining how the integration and use of ICT facilitated their transition to remote teaching and their ability to cope with associated challenges. The research followed a descriptive quantitative approach through a case study at the Autonomous University of Sinaloa, Guasave Campus. A total of 74 teachers aged 30 to 69 participated, and the reliability of the instrument was evaluated using Cronbach’s alpha and McDonald’s omega coefficients. Results indicate that teachers exhibited adaptive resilience by rapidly adopting digital tools to sustain academic continuity. The integration of ICT supported teaching processes and helped manage technological and emotional demands. Statistical analysis revealed predominantly positive perceptions toward digitalization and its influence on teaching practices, although emotional and workload factors varied among participants. It is concluded that teachers’ resilience during the COVID-19 pandemic was manifested in their capacity to remain flexible and adapt to remote education despite technological, social, and emotional limitations.

Bridging the Gap: Integrating Traditional Methodologies in Language Teaching

Inna Kivenko — 2025-12-18

This study examines the adoption of innovative language learning methodologies by English language teachers through a survey of 100 educators across Ukrainian institutions. The research reveals significant pedagogical transformation, with 57% of teachers actively implementing innovative techniques alongside traditional Communicative and Grammar-Translation Methods. Educators are demonstrating an increasing adoption of Content-Based, Blended Learning, Project-Based, and Task-Based approaches, indicating a shift toward dynamic, learner-centred instruction. Academic institutions serve as the primary source of methodological knowledge (45%), followed by Internet resources (28%). However, limited engagement with in-service training, workshops, and scholarly literature reveals gaps in continuous professional development, highlighting the need for structured support programs. Teachers show strong technological integration, with 82% utilising films and videos, while 51-55% employ apps, online worksheets, and digital assessments. This technological fluency reflects fundamental changes in language pedagogy aligned with digital learning environments.Despite positive attitudes, significant barriers impede innovation. Infrastructure deficiencies (37%) and insufficient training (30%) emerge as primary obstacles, alongside curriculum constraints (21%) and limited consultation opportunities (15%). These systemic challenges require institutional investment in resources and comprehensive training programs. Student responses to innovative methods prove overwhelmingly positive, with 88% of teachers reporting favourable reactions and 77% deeming the implementations successful. This alignment between pedagogical innovation and learner engagement validates innovative approaches to education. The findings indicate English language education stands at a transformative juncture. Teachers demonstrate readiness for methodological innovation, yet systemic support remains essential for sustained implementation. Addressing infrastructure and training gaps while maintaining educator enthusiasm offers a pathway toward enhanced language learning outcomes.

When Feedback Goes Digital: Student Evaluation in a Romanian Technical University

Oana Ciuchi — 2025-12-18

This paper focuses on the effects and the consequences of using technical means in the process through which students evaluate the teaching activity of academic staff. The research was conducted on a sample of 65 students from the Faculty of Automatic Control and Computers within the National University of Science and Technology POLITEHNICA Bucharest, using as an instrument a 12-item questionnaire administered online. The aggregation and interpretation of the collected data provided a descriptive overview of how the beneficiaries of educational services (the students) wish the feedback they provide to be applied, collected, and interpreted, as well as a set of recommendations in this regard. At the same time, several positive aspects emerging from the digitalization of the student evaluation process were highlighted, such as accessibility, anonymization of responses, flexibility, and efficiency in aggregating and interpreting large volumes of data. The study also highlights the importance of involving social science experts in the design phase of the university’s feedback questionnaires, to help maintain and improve student responsiveness and engagement in these activities.

Managing the Motivational Environment as Tool for Stimulating Rapid Career Growth of Employees

Valentyna Litynska — 2025-12-18

The article examines the role of the motivational environment as a key factor in the professional and career development of employees. Modern theories of motivation and their impact on the formation of staff involvement are analyzed. Approaches to building a motivational climate in organizations of different sectors are summarized - private, public and IT. Particular attention is paid to the adaptive model of motivational policy, which takes into account external challenges (war, relocation, economic instability) and the specifics of the organizational environment. The structural elements of the motivational environment (material, intangible, socio-psychological, organizational-management, cultural-value) are systematized and a conceptual model of their impact on the career dynamics of employees is built. An empirical study was conducted using a questionnaire survey of 483 respondents in three sectors of the economy, which confirmed a statistically significant relationship between the level of the motivational environment and career satisfaction (r = 0.66). Based on the data obtained, an adaptive model of motivational policy was developed, which provides for a flexible combination of incentives depending on the sector, personnel structure, and external conditions, and can be used as a tool for strategic HR management.

Reflections of Universal and Local Values in Textbooks According to Documents and Teachers’ Views

Çise Sucuoğlu — 2025-12-18

This is a qualitative research study aimed at examining the presence of values in the texts and images of 3rd grade Life Science textbooks, as well as exploring teachers' views on this subject. The research is based on the 12 universal values outlined in UNESCO's "Living Values Education" Program. It investigates whether these values are reflected in the 3rd grade Life Science textbooks and the findings are supported by teachers' opinions. The study was conducted during the 2023-2024 academic year in state primary schools affiliated with the Turkish Republic of Northern Cyprus (TRNC). Document analysis on the 3rd grade Life Science textbooks and interviews with 14 classroom teachers were conducted as research methods. Qualitative data analysis involved document analysis and content analysis techniques. It was found that the content of the 3rd grade Life Science textbooks includes 337 statements related to values among which 131 statements were found in the texts and 206 in the images. According to the results, the values that appeared most frequently in the Life Science textbooks were "respect" and "responsibility," while the least represented values were "tolerance," "humility," and "honesty." The majority of teachers expressed the view during the interviews that universal and cultural values are moderately represented in the 3rd grade Life Science textbooks. Additionally, teachers noted deficiencies in the representation of values in the books and provided suggestions for addressing these shortcomings.

Formation of Typical Tasks of Professional Activity of a Cook in Wartime Conditions: Results of Situational Analysis

Larysa Bachiieva — 2025-12-18

The paper covers the problem of formation of typical tasks of professional activity of cooks in wartime conditions based on the implementation of the theoretical and methodological approach - situational analysis. War significantly changes the context of professional activity of cooks: new challenges arise related to the lack of resources, constant variability of the environment, increased risk and the need for prompt decision-making in complex and sometimes life-threatening situations. The features of such activity and successful implementation practices require analysis, generalization and structuring. In this study, the method of situational analysis as interpreted by A. Clarke (Clarke, 2003, 2005) was used for this purpose, which made it possible to identify the interaction between actors, resources, environment and values in a real professional context. The obtained data were structured on the basis of the activity approach (Kovalenko et al., 2025), which made it possible to form a list of typical tasks of a cook in accordance with the key elements of the activity: goal, subject, object, means, conditions, technology, product - and to carry out their substantial description. The formulated tasks allow a deeper understanding of the specifics of the cook's activity in wartime and to emphasize those aspects that remain unnoticed in peaceful life. The obtained results can be used to improve programs for professional training of cooks for work in wartime.

Science Education in Museums with Preservice Science Teachers: "Discovering the Power of Science in Museums"

Hikmet Sürmeli — 2025-12-18

Museums, often described as cultural repositories, provide unique environments that help individuals connect the past, present, and future to understand their culture better. Beyond their cultural significance, museums serve as valuable educational spaces where teachers can enhance their scientific knowledge, develop pedagogical skills, and design meaningful learning experiences. Based on the idea that every object in a museum can serve as a teaching tool, the project “Exploring the Power of Science in Museums”, supported by the TÜBİTAK 2237-A Scientific Education Activities Support Program, was implemented to enable pre-service science teachers to establish meaningful connections between artifacts displayed in archaeology and maritime museums and science concepts. A qualitative research design was employed in this study. Data were collected through worksheets, lesson plans, and observation forms. The findings revealed that all pre-service teachers’ perspectives on museums changed positively; most could associate museum objects with science subjects and recognized the potential of museums as dynamic environments for science education.