Didactica Danubiensis

Automatic Content Generation Based on Predefined Grammatical Rules

2025-10-07T15:03:03+00:00

While traditional methods rely on deciphering ancient texts and comparative linguistics, computational techniques have increasingly played a crucial role in language reconstruction. One powerful approach uses Definite Clause Grammars (DCGs) in Prolog, a Turing-complete logic programming language designed for symbolic reasoning. DCGs extend Prolog’s capabilities by offering a declarative way to define grammatical rules. Unlike conventional context-free grammars, DCGs allow for additional logic and flexibility, making them well-suited for modeling natural languages. In the case of reconstructing lost languages, researchers can define grammar rules based on fragments of known linguistic evidence, such as surviving texts, inscriptions, or spoken dialects closely related to the extinct language. The significance of this study lies mostly in its potential application for detecting deceptive content, such as “fake news.”

Exploring Surfaces of Revolution through GeoGebra: A Qualitative Approach to Calculus Teaching

2025-07-20T13:26:17+00:00

This article presents a didactic approach to teaching surfaces of revolution in the Calculus of One Variable discipline, with an emphasis on the use of GeoGebra software as a visualization and graphical exploration tool. Visualization plays a fundamental role in understanding abstract mathematical concepts, and the use of interactive technologies can facilitate this process. The study includes essential mathematical definitions, a practical approach with proposed activities for using Geogebra and a discussion about its contribution to the teaching and learning of surfaces of revolution.

Neuroeducation in the Digital Age: How Technology Shapes the Brain and Learning

2025-11-12T11:07:26+00:00

The article examines how digital technology influences the neurocognitive processes involved in learning, combining concepts from neuroscience and educational science (neuroeducation). Neuroplastic mechanisms, the effects of using technologies (adaptive platforms, spaced repetition applications, virtual/augmented reality, multimedia environments) are analyzed, as well as the associated risks (attention fragmentation, cognitive overload, deep memory erosion). Based on the specialized literature and concrete examples from didactic practice, methodological recommendations are formulated for the critical and effective integration of technology into teaching-learning processes

The Impact of Fundamental Pedagogical Paradigms on the Development of Action Research

2025-09-24T11:34:05+00:00

This study aims to clarify the epistemological status of action research within the context of evolving pedagogical paradigms, to describe the domains through which these paradigms influence its development, and to formulate scientific conclusions regarding the importance of valuing fundamental pedagogical paradigms in educational inquiry. Prior Work: The analysis builds on established definitions of paradigms as systems of fundamental beliefs guiding research, particularly those formulated by Guba and Lincoln (1994), who conceptualize paradigms as interpretive frameworks. It also extends the tridimensional model proposed by Pretorius (2024), which integrates ontological, epistemological, and axiological dimensions into a cohesive understanding of research orientations. Approach: A theoretical and comparative analysis was conducted to synthesize prevailing pedagogical paradigms and examine their influence on the conceptual and methodological structure of action research. Three dominant paradigmatic approaches were identified: the functional, the constructivist, and the transdisciplinary, each shaping how educational problems are framed and addressed. Results: The study provides a theoretical synthesis that elucidates how these paradigmatic orientations inform the structuring of action research. It demonstrates that each approach defines specific strategies for inquiry, interpretation, and knowledge production in pedagogical contexts. Implications: Findings underscore the necessity of aligning action research with clear epistemological, axiological, and methodological foundations. A systematic understanding of research paradigms enhances the coherence and scientific legitimacy of pedagogical inquiry. Value: The study offers a conceptual framework that serves as a gnoseological matrix, capable of guiding all stages of action research from problem definition to dissemination, thus contributing to the advancement of scientific knowledge in education.

Fundamental Values of Organizational Culture in Higher Education

2025-09-24T18:26:28+00:00

The research objectives refer to the analysis of the fundamental values that define organizational culture, referring to established theoretical models (Schein, Hofstede, Cameron & Quinn) and the cultural specificity of the university environment; outlining the model in which these values influence the quality of education, organizational efficiency, and the academic experience of students and teachers; measuring the degree of acceptance and manifestation of four fundamental values (university mission, interpersonal collaboration, innovation, and organizational climate) by applying a questionnaire to 35 university teaching staff; reflecting on strategic directions for institutional development based on the consolidation of the identified fundamental values.

Previous studies present the opinions of authors renowned for their representative works: Schein (1985) showed that common values, norms, and assumptions constitute the core of organizational culture; Hofstede (2011) and Hofstede Insights developed the Multi-Focus model, which allows for the investigation of cultural dimensions at the institutional level; Cameron and Quinn (2011) proposed the Competing Values Framework for diagnosing cultural typologies. In the academic context, the works reflected in Manning, 2000; Kuh & Whitt, 1988; Warter, 2019 emphasize that universities, as complex organizations, define their culture through mission, traditions, disciplinary subcultures, and socialization processes.

The approach to the fundamental values of organizational culture in higher education is based on a theoretical and applied analysis of organizational culture values, which includes the interpretation of cultural levels (artifacts, stated values, basic assumptions) and organizational functions (internal integration and external coordination – Furnham & Gunter, 1993). At the same time, the influence of knowledge management (Mudor, 2014) and organizational communication (Bess & Dee, 2008; Taguiam, 2025) on institutional efficiency is examined. From an applied perspective, the questionnaire results show that interpersonal relationships and collaboration obtained an average score (M = 3.3), which indicates the existence of potential for improving the climate of communication and interdepartmental cooperation.

The results highlight differences in intensity between the fundamental values analyzed. Innovation, adaptability, and change management (M = 2.9, medium level) are partially manifested, which shows that although the university values innovation, its concrete application remains fragmented. In contrast, the organizational climate and social engagement (M = 3.6, high level) outline a positive perception of the academic environment, characterized by mutual support and participation, even if satisfaction sometimes remains fluctuating. These results confirm the hypothesis that fundamental values are not evenly distributed and that some dimensions need to be strengthened through institutional strategies.

The value of the research lies in providing an integrated perspective on organizational culture in higher education by correlating international theories with the realities of the academic environment. The study adds value by identifying gaps in the literature and highlighting the role of fundamental values in creating an organizational climate conducive to academic development and institutional efficiency. The fact that the mission and organizational climate are perceived at a high level, while collaboration and innovation are at medium levels, provides a balanced picture of strengths and vulnerabilities that can guide managerial and academic interventions.

Pedagogical Strategies for Developing the Professional Ethics of Medical Personnel in the Context of Breaking Bad News

2025-09-27T17:43:39+00:00

The research objectives refer to highlighting the epistemological dimension of the pedagogical strategy; identifying the particularities of communicating difficult news as a space for manifesting the ethical and emotional competencies of medical staff; determining strategies that facilitate the formation of professional ethics among medical staff for communicating difficult news; establishing methods for curricular integration and assessment of ethical and communication skills among future health professionals.

Previous studies present authors' opinions on the role of effective communication in the doctor–patient relationship (Buckman, 1992; Fallowfield, 2009; Ojovanu, 2016); the need to integrate ethics into the medical curriculum (World Medical Association, 2017); the importance of developing emotional and ethical skills for delivering difficult news (Baile et al., 2000; Ptacek & Eberhardt, 1996); the pedagogical dimension of ethics training, based on reflective experiences and clinical simulations (Nestel & Tierney, 2007).

The approach to determining pedagogical strategies for training medical professionals in professional ethics in the context of communicating bad news involved scientific synthesis and deduction regarding the correlation between the theoretical foundations of professional ethics and practical exercises in communicating difficult news; curriculum analysis and criteria-based assessment of the skills developed in health students.

The research results reflect the identification of a set of pedagogical strategies (Cristea, 2009) applicable in medical ethics training with reference to the communication of difficult news; the importance of experiential learning and clinical simulations for the development of ethical (Gramma, 2025) and communication skills; recommendations for the integration of ethics into the medical curriculum in a cross-cutting and applied manner.

The implications refer to the contribution to improving medical training programs by including modules focused on communicating difficult news; strengthening the doctor-patient relationship by increasing the level of empathy and respect; opening up avenues of research on the assessment of ethical skills in medical practice.

The value of the research lies in its integrated approach to professional ethics as an ethical, emotional, and pedagogical dimension of medical training and in demonstrating the impact of applying pedagogical strategies on students' progress throughout their studies. A comparative analysis of the results reveals a significant increase in the results of fourth-year students after the application of teaching strategies integrated into the pedagogical strategy for capitalizing on content specific to communicating bad news. This evolution confirms that the strategies applied—problem-based learning, simulations, role-playing, OSCE assessments, and guided reflection—contribute decisively to the development of the professional, ethical, and empathetic conduct necessary for communicating difficult news.

Risk Factors Affecting Adolescents’ Mental Health

2025-09-30T08:19:55+00:00

Abstract:

Objectives: This study investigates the main risk factors adversely affecting adolescents’ mental health, with the objective of informing targeted proactive intervention measures designed to reduce the likelihood of developing mental health disorders. Prior Work: Empirical evidence reveals an increase in anxiety disorders, depression, and suicidal behaviour among adolescents, associated with factors such as bullying, social pressure, substance use, family-related trauma, and excessive use of social media platforms. Approach: The interdisciplinary methodology involves a comprehensive review of the relevant literature on risk factors threatening adolescents' mental health and incorporates both qualitative and quantitative research methods. Data collection involved administering structured questionnaires to adolescents, focusing on their perceptions of risk factors detrimental to their mental well-being. Research findings indicate that family instability, lack of emotional support, and exposure to harmful online content represent the primary factors associated with the decline in adolescents' mental health. Implications: The study provides recommendations for the integration of psychological counselling programs within school settings and emphasizes the active involvement of parents and teachers in offering emotional support to adolescents. Value: This research offers a practical contribution to the development of mental health policies targeting young people by delivering relevant data to inform effective psycho-pedagogical interventions.

Digital Education: Challenges, Opportunities, and Future Directions: Traditional Education versus Digital Education

2025-10-01T19:03:26+00:00

The digital age has brought unprecedented transformations to education, reshaping how knowledge is delivered, accessed, and experienced. This paper offers a comprehensive analysis of the shift from traditional education models to digitally enhanced learning environments, emphasizing both the opportunities and challenges that define contemporary education.
The first section contrasts traditional education-centered on face-to-face interaction, physical resources, and structured routines-with digital education, which promotes flexibility, interactivity, and global access. While traditional education strengthens social development and classroom engagement, digital education introduces personalized learning paths, increased autonomy, and a vast array of multimedia resources. The study argues for a blended approach, combining the strengths of both systems.
The second section highlights the major advantages of digitalization in education, including broader access to information, enhanced student motivation, personalized and adaptive learning tools, and improved communication between students, teachers, and parents. It also underlines the role of digital education in fostering essential 21st-century skills, such as critical thinking, digital literacy, and self-directed learning.
In the third section, current trends and future directions are explored. These include the integration of artificial intelligence in learning platforms, immersive experiences using augmented and virtual reality, hybrid learning models, microlearning, and the growing emphasis on ethical and inclusive digital practices. The paper stresses the need for ongoing teacher training and equitable access to technology.
The conclusion calls for an inclusive, balanced, and innovation-driven educational framework-one that empowers learners and educators alike, bridges digital divides, and adapts to the ever-evolving technological landscape.

University Teaching Technology for Developing Medical Empathy

2025-10-09T14:01:06+00:00

Abstract. This paper shares a teaching toolkit built to help first‑year medical students practice and keep their empathy, so that bedside manners grow alongside clinical know‑how. Builds on Hojat’s cognitive‑affective model and Rogers’ client‑centered care, then refines Stepien & Baernstein’s competency training by adding Bandura’s social‑learning theory and Decety & Jackson’s mirror‑neuron insights. We followed a three‑step, design‑based path: (1) defined what “medical empathy” looks like and how to spot it; (2) wrote a dedicated module and companion coursebook; (3) ran hands‑on training that mixed simulations, role‑plays, case debates, relaxation pauses and guided journals, weaving together values, knowledge, feelings and leadership. Self‑ratings and reflective journals showed clear jumps in empathy, fewer stereotypes and greater ease in tough patient conversations. Lecturers said the sessions also re‑energized their own teaching. The module now sits in the first‑year curriculum and is being adapted for Nursing and Dentistry. With ready‑made materials and staff workshops, other faculties can adopt it without starting from scratch. By turning many theories into a practical, tested package, we show that empathy can be taught, measured and kept alive even in hi‑tech classrooms.

Keywords: medical education; empathy; instructional technology; empathic leadership; physician–patient relationship

Enhancing Critical Thinking in the Age of Artificial Intelligence: An Wide Overview

2025-09-01T10:57:42+00:00

Nowadays, the increased access to information and artificial intelligence (AI) required us to become better critical thinkers. In addition, the access to generative AI simplified our work with information and sources of information, while requiring. This article dive into the topic of critical thinking and the use of generative AI, synthesizing findings from the last three years and offering an evidence-based background and recommendations to practitioners for effective and ethical integrated generative AI that nurtures rather than diminishes the cognitive rigor supported by critical thinking.

The Researcher’s Pedagogical Charisma During the Public Defense of Research Findings

2025-09-24T18:16:07+00:00

Objectives: This research aims to examine the dimensions of a researcher's pedagogical charisma as manifested during the public defense of research findings. The study focuses on how this competence supports persuasion within the academic community and contributes to generating a sustained, positive impression. Prior Work: The discussion builds on existing literature conceptualizing pedagogical charisma as a set of skills enabling researchers to engage, influence, and inspire audiences in academic settings, particularly during public research presentations. Approach: The analysis draws on diverse theoretical perspectives on scholarly charisma, including personal characteristics, behavioral patterns, relational dynamics, functional roles, constructivist interpretations, and transdisciplinary frameworks. These perspectives are explored across cognitive, emotional, social, and expressive dimensions. Results: Key characteristics identified include authentic enthusiasm, adaptability, communicative expressiveness, empathy, and openness. Core features such as self-confidence, the ability to leave a lasting impact, and sincerity are examined in relation to audience perception. Emotional intelligence is highlighted as enhancing scientific communication and fostering greater audience engagement. Implications: The study underscores the importance of pedagogical charisma in research dissemination and academic communication. A charismatic presence facilitates effective information delivery, stimulates curiosity, fosters connections between academia and the public, and strengthens scholarly credibility. Moreover, it encourages critical thinking and meaningful exchange of ideas. Research Value: This work advances the conceptual understanding of pedagogical charisma and highlights its value as a professional asset, particularly in public research defenses and academic leadership.

Passive Communication - Style and Its Impact on Teachers’ Professional Development

2025-09-26T17:46:26+00:00

Abstract
Objectives: This study examines educational communication, with a particular focus on the defining traits of passive communication and its impact on personal and psychological crises that undermine self-esteem. Prior Work: The research extends contemporary understanding of passive communication, identifying it as a significant barrier to teachers’ professional development. Approach: Employing a scientifically grounded analytical framework, the study investigates the dynamics of educational communication and the psychological mechanisms influencing teachers’ communicative behaviors. Results: The findings reveal the distinctive features of educational communication and systematically illustrate how passive communication distorts teachers’ interaction patterns and negatively affects self-perception. The study identifies key barriers associated with the adoption of a passive communicative style in educational environments. Implications: The study highlights the formative role of communicative behavior in shaping teachers’ professional identity and their capacity to foster self-esteem, both personally and among the beneficiaries; it delineates the behavioral profile of passive communicators, and it examines the professional and relational consequences associated with this communicative style. Value: This research clarifies the concept of educational communication and emphasizes its significance for the professional development of teaching staff; additionally, it reveals behavioral deficiencies and dysfunctions that may arise from the prolonged adoption of a passive communication style.

The Educational Value Of Emotional Intelligence For Choreographic Education

2025-09-27T18:03:00+00:00

development of choreography students and to demonstrate its relevance in choreographic education, as reflected in the university curriculum in choreographic art, which emphasizes the development of students’ emotional skills. The study further examines how these skills influence artistic performance, stage communication, and the psycho-emotional balance of dancers. Previous studies examine the interdependence between emotional intelligence and educational processes in the arts, with particular attention to emotional self-regulation, emotion management, empathy, and motivation, which are fundamental concepts in choreographic education. These studies provide support for the integration of emotional skills into the arts education curriculum. Approach: The study is grounded in the scientific substantiation of research findings, outlining key approaches to emotional intelligence in choreographic education through qualitative methods, including observation and case studies within choreographic education contexts. Research results: The study identifies psychobehavioral traits that influence the development of reflexive and expressive skills in the arts. The cultivation of emotional intelligence supports students’ adaptation during stage performances and enhances interpersonal relationships within the artistic ensemble. Implications: This study offers strategic guidance for teachers, researchers, and educational decision-makers to optimize artistic training programs. It emphasizes the development of emotional intelligence in choreographic education and provides recommendations for fostering these skills, which are relevant to dance teachers and the success of dance teacher training in higher education. The study also examines how arts programs contribute to the development of emotional intelligence by promoting self-awareness, empathy, and interpersonal skills. Furthermore, choreographic education strategies are explored as methods that support the development of emotional intelligence through dance. The value of this research lies in its innovative approach to integrating emotional intelligence into choreographic education, providing an interdisciplinary perspective that highlights the development of emotional competencies essential for the personal and professional success of dancers.

Scientific Perspectives on The Importance of Film Language Literacy

2025-10-01T10:02:19+00:00

Abstract:

Objectives: The article examines specialized research in the fields of film studies and child psychology in order to demonstrate the value of cinema as a tool for education and emotional management. The study highlights the importance of visual literacy in developing critical thinking, interpretive skills, and the ability to understand cultural and social messages conveyed through film.

Prior Work: Studies by authors such as Christian Metz, David Bordwell, and Laura Mulvey highlight the role of cinematic discourse in shaping young generations and in the dynamics of social communication. Their contributions demonstrate how narrative structure, editing techniques, and visual symbolism participate in the construction of meaning and profoundly influence contemporary viewers’ perception beyond the mere reception of the story. Approach: Starting from the historical analysis of cinema’s evolution as a language, the article investigates how such knowledge can support the self-awareness of young people and children, who are today confronted with an overwhelming flow of digital images. The research relies on a qualitative methodology — theoretical syntheses and the analysis of representative sequences — in order to show how film can be “read” and critically interpreted by students as potential viewers. Results: The findings show that individuals familiar with the grammar of film are able to interpret visual messages more profoundly, recognize manipulative techniques or implicit ideologies, and develop a critical spirit that protects them from the passive consumption of images. Implications: The integration of film education into school and university curricula becomes essential, together with the training of teachers. Any encounter with audiovisual material should not be a blind one, but a prepared experience in which conscious understanding tempers raw emotions and transforms visual exposure into a process of knowledge serving inner growth rather than blind submission. Value: The research provides a theoretical and practical framework for media education, aimed at supporting the development of modern educational policies and the initiation of film and animation workshops for children. This represents a natural step toward transforming visual literacy into a tool for personal development, fostering creativity, and strengthening the child’s uniqueness as an emerging author.

Digital Strategies for Optimizing Classroom Management

2025-10-09T07:47:17+00:00

Purpose: to identify and promote effective strategies for optimizing classroom management in the current educational context. Objective: to conceptualize the SDLS (sapiential leadership teaching style) + HOP ("Heptalogul" of wisdom + "observer method" + PPT / interactive digital lesson) model. Subject: highlighting digital resources that can add value to the educational process. Importance: proven by the favorable results of an educational experiment (application of the HOP strategy) started 2-3 years ago. Basic concepts: interdisciplinarity, multiple intelligences, holistic assessment, etc. Approach: participatory observation method, distributed pedagogical management (student "observers" become co-assessors together with the teacher). Results: optimization of student class management, based on moral-constructive principles, taking into account the diversity of different student classes (in this case, we are talking about a teacher who teaches at least 18-20 different classes per week). Implications: the holistic involvement of students in the educational process (through co-evaluation, co-teaching, co-learning) makes them intrinsically responsible and motivated. Value: new concepts: sapiential leadership, volitional intelligence (in tandem with IQ, IE), the observer method, etc.

Artificial Intelligence in Education: Between Opportunity and Responsibility

2025-11-12T11:10:19+00:00

Artificial intelligence (AI) is at the heart of a profound transformation of contemporary education, offering significant opportunities for personalizing learning, streamlining administrative processes, and supporting teachers. However, integrating AI into education raises ethical, social, and cognitive challenges, including the risk of algorithmic bias, loss of data privacy, and cognitive dependency of students. This article examines the balance between opportunity and responsibility in the application of AI in education, emphasizing the need for an ethical framework, digital literacy, and clear regulations to ensure a positive and equitable impact. The analysis stresses that the success of AI implementation depends on the ability of educators and institutions to critically and pedagogically integrate technology, promoting augmented, reflective, and human-centered education.

The Teacher’s Emotional Culture: A Self-Education Framework for Students’ Emotional Development

2025-09-24T13:33:09+00:00

Objectives: The purpose of this research is to substantiate the significance and formative impact of the teacher's emotional culture on students’ emotional development through self-education, within the context of contemporary societal challenges. The study aims to elucidate the values embedded in the teacher's emotional culture as a model of balanced conduct and to demonstrate that self-education may serve as a meaningful contributor to the emotional development of students. Prior Work: The framework builds upon existing scholarship regarding the theoretical foundations of teacher emotional culture, the importance of developing students' emotional intelligence, and the pedagogical value of self-directed learning. Approach: Synthesizing insights from educational psychology, affective neuroscience, and contemporary pedagogy, the inquiry analyzes conceptual definitions of emotional culture, identifies core values in emotional development, examines the axiology of emotional development processes, and models the pedagogical relationship between teachers' emotional culture and students' self-directed emotional learning. Results: An evidence-based framework demonstrates how teachers' emotional culture exerts a sustained, multidimensional influence on students’ emotional development. Significant impacts are observed across three domains: enhancement of academic engagement and performance, strengthening of psychological resilience and well-being, and development of prosocial competencies. Implications: Findings are particularly relevant to educational researchers, schoolteachers, parents, students, and other stakeholders interested in emotional self-education, as they reveal the influence of the teacher’s emotional culture on students’ motivation and self-esteem. Research Value: The value lies in its axiological emphasis on the promotion of emotional culture, substantiated through references to authoritative scholars, and in its comprehensive articulation of the processual impact exerted by teachers’ emotional culture on students’ emotional development.

Curricular Approaches to Value Formation in Preschoolers from a Folkloric Perspective

2025-10-02T10:20:53+00:00

Abstract

Objectives: This paper examines the role of folklore as a foundational pedagogical resource for cultivating value orientations, cultural identity, and linguistic competence in preschoolers. It explores how the curricular integration of folkloric elements, a repository of traditions and values, can advance these formative aims and support holistic development in a globalized context. Prior Work: The study synthesizes established pedagogical theories, particularly systemic curriculum models emphasizing axiological dimensions. It also builds upon scholarship in folk pedagogy and ethnopedagogy, which recognize folklore as an essential medium for the intergenerational transmission of cultural heritage and identity formation. Approach: A qualitative, analytical methodology is applied, including a detailed content analysis of a national early childhood curriculum. Specific competencies, learning activities, and performance standards are mapped to folkloric categories such as literary, musical, choreographic, and ritualistic forms. A comparative review of international educational models provides additional context. Results: Findings from the content analysis indicate that a structured curriculum effectively integrates folklore across developmental domains. Activities like listening to carols, engaging in traditional dances, and crafting cultural artifacts promote personal and social development, language acquisition, and artistic expression. These activities also foster moral reasoning, cultural respect, and an appreciation for both national culture and diversity. Implications: For curriculum developers and teacher educators, these findings emphasize the necessity of integrating traditional pedagogical approaches into professional preparation. This equips future teachers to design culturally authentic, meaningful learning experiences that bridge heritage and contemporary practice. Value: This paper's primary contribution is the creation of a detailed theoretical framework and practical blueprint for systematically aligning folkloric content with standardized curricular objectives. It provides educators with a structured, non-anecdotal strategy for implementing value-laden education grounded in cultural heritage.

The Pedagogical Perspective of Motivational Interviewing Applied in Medicine

2025-09-27T17:46:30+00:00

Abstract

Motivational interviewing is increasingly used as an active pedagogical method for developing patient-centered communication skills. Empathy and effective communication are considered not to be innate traits, but ones that can be cultivated through a structured educational process. This approach integrates cognitive components (understanding the process of change), socio-emotional elements (developing empathy), and practical aspects (simulations and role-playing). The teaching methods involve participatory learning, personal reflection, and formative feedback, contributing to the development of a professional and ethical attitude in the doctor-patient relationship. Motivational interviewing supports patient autonomy and respect for their pace of change, becoming an essential part of the modern medical curriculum and a marker of quality in health education. The objective of the research to examine motivational interviewing through the lens of medical pedagogy, emphasizing its formative role in the physician–patient relationship, the essential competencies required for its effective application by healthcare professionals, its influence on patients' health-related behavioral changes, and the development of a methodological framework for its integration into the professional education of medical personnel Previous studies highlight motivational interviewing as an effective tool in modern medicine, demonstrating a significant impact on health behavior change, increased treatment adherence, and the strengthening of the physician–patient relationship. Duică et al. (2024) emphasize the importance of pedagogical techniques and emotional intelligence in professional training, thereby providing a robust theoretical framework for integrating this model into medical practice The approach to motivational interviewing from a pedagogical perspective in medicine combined literature research, theoretical synthesis, comparative analysis and concept modeling, highlighting how these stages contribute to its formative effectiveness, which directly depends on the identification and development of essential competencies of medical students. The research results highlight a significant trend: the increased interest in the application of a methodological framework that facilitates the integration of motivational interviewing in the professional training of medical personnel. Implications: Research findings can contribute to the improvement of professional training programs in the medical field and can support the decisions of academics involved in the development of curricula for post-secondary and university education. At the same time, the study provides a solid basis for future research in the field of medical pedagogy. The value of the research consists in highlighting the central role of skills in the professional training of medical students, with a special emphasis on the development of professional communication, providing a significant contribution to scientific knowledge in the field of medical pedagogy by applying the motivational interview in practice.

Research Directions on Students’ Nonverbal Communication in Higher Education

2025-09-30T08:29:11+00:00

Objectives: This study explores recent developments in research on nonverbal communication in higher education, with particular attention to its role in students’ professional formation. It examines the importance of decoding nonverbal cues for enhancing classroom interaction and student–faculty engagement. Prior Work: Drawing on interdisciplinary insights from psychology, education, and interpersonal communication, the study engages with foundational models (Ekman, Burgoon, Chelcea), as well as more recent research on the expressive and regulatory functions of nonverbal behavior in university teaching and learning. Key concepts addressed include proxemics, facial expressions, gestures, and paralinguistic cues. Approach: The study takes an interpretive stance and explores the nonverbal aspects of academic communication in line with the requirements of professional formation in higher education. It reviews key contributions from the specialized literature that describe models of nonverbal communication relevant to university contexts. Results: Research highlights several key factors that influence students’ nonverbal behavior during oral presentations, including self-confidence, performance anxiety, and cultural background. The study also identifies the core functions of nonverbal communication such as repetition, substitution, complementation, emphasis, and contradiction, and examines how these functions manifest within instructional settings. Implications: The findings provide a conceptual framework for university educators to develop communication practices that are sensitive to nonverbal language. The study recommends ongoing professional development in nonverbal communication, the integration of nonverbal competence into educational quality assurance, and greater recognition of nonverbal feedback in student assessment. Value: Nonverbal communication plays a foundational role in shaping the educational climate in higher education. This study deepens our understanding of the implicit meanings embedded in academic nonverbal interactions and proposes an explanatory model that outlines dimensions of nonverbal communication with pedagogical significance and practical relevance for fostering students’ communicative competencies.

Digital Pedagogy in Initial Teacher Education for Primary Education: From Digital Literacy to Interactive Educational Design

2025-11-12T10:59:45+00:00

The article examines the role of digital literacy and interactive educational design in the initial training of primary school teachers. Drawing on European and international frameworks (DigCompEdu, DigComp 2.2, ISTE, UNESCO, TPACK), the study highlights the main dimensions of digital competence: technical and informational foundations, ethics and digital well-being, communication and collaboration, self-assessment, and continuous professional development. The paper argues for a shift from competences to pedagogy by integrating technology into the teaching–learning process, emphasizing the teacher’s role as facilitator and educational designer. Finally, it proposes principles and tools for interactive educational design, relevant for preparing future teachers and aligning education with the challenges of the digital society.

The Methodology of Pedagogical Action Research in Higher Education

2025-09-24T18:21:28+00:00

Objectives: This study examines pedagogical action research (PedAR) methodology in higher education contexts, seeking to establish its operational definition while emphasizing both its pedagogical significance and the indispensable role of methodological adaptability in evidence-based educational inquiry. Prior Work: The investigation builds upon established educational research scholarship and PedAR’s epistemological traditions, while engaging with current discussions concerning methodological rigor. It specifically analyzes how structured professional training experiences can be effectively institutionalized within academic practice. Approach: The study conducts a theoretical analysis of how pedagogical action research (PedAR) literature conceptualizes qualitative, quantitative, and mixed-method approaches in higher education research. A critical review methodology underpins the development of a unified conceptual framework for PedAR. Results: The research proposes a reconceptualized PedAR model featuring systematic data triangulation, iterative analytical cycles, and hermeneutic interpretation. These components facilitate reflective academic practice and enable context-responsive refinement of pedagogical strategies across institutional environments. Implications: The findings provide actionable approaches for incorporating PedAR into faculty development programs and institutional research policies, empowering academic leaders and educators to foster enduring research-informed cultures. Value: Through its integrative and context-sensitive PedAR model, this study both consolidates the methodology’s foundations and validates its dual utility as a scholarly research approach and pedagogical enhancement tool in higher education.

Shaping Value Orientations Through The Fusion Of Technology And Pedagogical Action Research

2025-09-27T13:49:55+00:00

Abstract. In the evolving landscape of education, integrating technology with pedagogical action research has become essential for fostering value orientation formation among learners. This study explores how digital tools and research-based reflective practices can enhance ethical, social, and professional values in education. By leveraging innovative technologies—such as artificial intelligence, digital learning platforms, and virtual collaboration—educators can create immersive and interactive learning environments that promote critical thinking and self-reflection. Pedagogical action research serves as a framework for continuous improvement, allowing educators to assess, adapt, and refine strategies for value-oriented teaching. The synergy between technology and research not only enhances the effectiveness of value formation but also contributes to the sustainability of educational innovations. This paper examines theoretical perspectives, practical methodologies, and case studies that illustrate the transformative potential of bridging technology with pedagogical action research in developing a value-driven educational framework.

Freedom of Choice in the Activity - A Pedagogical Condition for Stimulating Students' Motivation for Discovery Learning

2025-09-27T18:11:47+00:00

Objectives: The objectives of the research are to highlight the role of freedom of choice in activity as a central element in stimulating motivation for discovery learning; arguing the importance of this pedagogical condition in creating a flexible educational framework adapted to the pace, interests, and cognitive needs of students; identifying the dimensions and principles of applying freedom of choice in the instructional-educational process.

Prior Work: Previous studies present the authors' views on student autonomy, experiential learning, and pedagogical constructivism. The paper is based on relevant theories and research (Deci & Ryan, 1985; Kolb, 1984; Piaget, 1965; Bruner, 1970; Vygotsky, 1978; Eccles & Wigfield, 2002), which show that offering personalized options stimulates student initiative, active involvement, and self-regulation.

Approach: The methodological approach involved a critical analysis of the specialized literature, theoretical synthesis, comparison of explanatory models, and the development of a conceptual framework applicable to freedom of choice in discovery learning.

Results: The research results show that integrating freedom of choice into activities increases intrinsic motivation, cognitive and affective involvement, and the adaptation of the learning process to individual characteristics. The curricular, methodological, and psycho pedagogical dimensions support a student-centered educational process oriented toward active learning.

Implications: The results can support the design of educational activities, teaching strategies, and school curricula that promote autonomy and personalized learning, contributing to the optimization of the school climate and the strengthening of long-term motivation.

Research Value: The study lies in highlighting freedom of choice as an essential pedagogical principle for stimulating motivation and developing the skills necessary for lifelong learning.

Current Dimensions of Emotional Intelligence Development in Primary Education

2025-10-01T11:23:51+00:00

Objectives: This study investigates the main dimensions of emotional intelligence development in young learners, with particular emphasis on socio-emotional competencies and the balance between emotional and cognitive growth in primary school children. Prior Work: Building on key theories of emotional intelligence from Goleman (2004), Mayer and Salovey (2020), and Cojocaru-Borozan (2010), the research looks at how these ideas apply to emotional education in early schooling. Approach: Using a mix of observation, guided discussions, modeling, and analytical methods, the study identifies important socio-emotional abilities such as self-awareness, self-control, empathy, and social interaction, considering how these affect learning in primary classrooms. Results: Findings support the integration of curriculum-aligned emotional education initiatives aimed at fostering emotional intelligence. The study highlights the beneficial impact of emotional intelligence on both academic achievement and interpersonal relationships among students. Implications: The research proposes targeted educational strategies designed to nurture emotional intelligence development in primary school learners. Value: This study underscores the necessity for intentional design and integration of emotional education in primary curricula, demonstrating its role in promoting academic success and cultivating harmonious school environments.

Teaching And Learning Biochemistry - Fundamental Discipline in the Study of Life Sciences – Based on the Current Psychology of the Student

2025-10-09T08:46:21+00:00

This paper is a new approach, based on current psychology of the student, to the teaching and learning of Biochemistry as a fundamental discipline in the study of life sciences. The integration of the studied material is done by adapting its complexity to the current context and has as a first objective the students to realize that the notions of biochemistry are essential in the study of life sciences.

Ethical Aspects and Social Responsibilities in the Use of Artificial Intelligence in Academic Research

2025-08-23T18:56:21+00:00

The integration of artificial intelligence (AI) into academic research is significantly transforming the ways in which data are generated, analysed, and interpreted. While AI offers numerous benefits, such as the automation of repetitive processes, the analysis of large volumes of information, and the identification of relevant patterns, this technological advancement also raises a series of ethical dilemmas that cannot be ignored. Among the key concerns are the lack of algorithmic transparency, the risk of perpetuating biases through machine learning models, ambiguity regarding responsibility for AI-generated decisions, and issues related to data privacy.
This article aims to explore these aspects, highlighting the tensions between technological innovation and ethical responsibility. At the same time, it examines a range of initiatives and best practices that can guide the responsible implementation of AI in research activities. By identifying clear courses of action, from the ethical training of researchers to institutional regulation, the article contributes to the development of a reflective framework essential for sustainable and ethically responsible academic research in the digital age.

Multiple Intelligences as an Opportunity for Differentiated Learning

2025-09-24T13:40:46+00:00

Objectives: This study analyzes the concept of intelligence as an expression of the higher-order organization of all human psychological processes, and views multiple intelligences as an opportunity for differentiated learning. Previous work: The research revisits contemporary studies on multiple intelligences and emphasizes their potential to support the personalization and differentiation of the learning process. Approach: The scientific foundation of this study is grounded in a detailed analysis of the spectrum of intelligences, highlighting the specific advantages and limitations inherent to each type. Results: The study highlights the distinct characteristics of multiple intelligences and emphasizes the importance of identifying and cultivating individual strengths, while recognizing the diversity of skills and talents innate to each individual. Implications: The research presents arguments supporting the relevance of multiple intelligences within the context of differentiated learning and emphasizes the essential role of teachers in diversifying pedagogical strategies to foster the development of various types of intelligence among students. Research value: The study contributes to clarifying the concept of multiple intelligences by highlighting its significance for self-awareness and personal development, while simultaneously demonstrating the importance of recognizing all forms of intelligence and maximizing each individual’s potential to facilitate their professional and social inclusion

Strategies For Reducing Teacher Stress Caused By The Attestation Process

2025-09-26T17:42:58+00:00

Abstract: The article highlights the challenges teachers face during the attestation process. It explores the causes of professional stress and the specific behaviours exhibited by teachers when undergoing attestation for conferring or confirmation of teaching degrees. The article aims to assess teachers' perceptions of the stress, generated by the attestation process by using various research methods and tools. It was found that factors underlying the attestation process include the development of professional competences, salary bonuses, recognition of professional merits by school management, improved quality of educational process, enhanced reputation among colleagues, parents, and students, and career advancement. Based on the analysis and interpretation of the investigation results, the author of the article offers suggestions on continuous professional development activities that can strengthen resilience against stressors during the attestation process.

Scientific Perspectives on the Development of Social Competencies in Nurses for Effective Professional Communication

2025-09-27T17:55:25+00:00

Objectives: This study aims to identify the key social competencies relevant to nursing practice, emphasize their essential role in fostering effective professional communication with patients, colleagues, and interdisciplinary healthcare teams, and propose strategies for developing interpersonal skills within a patient-centered healthcare system that prioritizes empathy, active listening, and teamwork. Prior Work: The research builds on existing literature concerning emotional intelligence, social competencies, and the doctor-patient relationship. It draws upon prior studies in healthcare professional education (e.g., Goleman, 1995; Salovey & Mayer, 1997) and explores how social communication contributes to improving the quality of medical care and patient satisfaction. Approach: The study employed a thorough review of relevant literature, along with theoretical synthesis, comparative analysis, scientific reasoning, and conceptual modeling. The effectiveness of socio-emotional competency development depends largely on the clear identification and definition of the most relevant social competencies for nursing practice. Results: The findings highlight a strong interest in the development of social competencies among nurses, recognizing them as essential for optimizing professional communication with patients, fostering empathetic care, promoting effective teamwork, and enhancing satisfaction for both patients and healthcare professionals. Implications: These results can contribute to the enhancement of professional training programs in medical education and support decision-making processes among trainers, medical institution administrators, and university faculty responsible for post-secondary and university curricula development. Additionally, the study provides a solid foundation for further research in medical pedagogy. Research Value: The study underscores the role of social competencies in the professional formation of nurses by emphasizing the importance of effective professional communication, thereby contributing to the expansion of scientific knowledge in the field of nurse-patient and interprofessional communication.

Teachers’ Attitudes Towards Educational Philosophy and Multicultural Education

2025-09-30T07:58:06+00:00

This article explores the interplay between the educational philosophies adopted by teachers and their attitudes towards multicultural education. The study reveals how philosophical orientations influence the willingness and ability of teachers to embrace diverse cultural perspectives in their teaching practices. The theoretical framework highlights significant connection between educational philosophies and multicultural education, offering insights into how teacher preparation programs can align their curricula with the principles of equity and inclusion to foster culturally responsive teachers.

From Defining the Notion of Competence to Communicative Abilities and Distance Learning in the 21st Century

2025-10-06T10:42:03+00:00

In the context of accelerated digitalization and globalization, communicative competence has become a fundamental prerequisite for personal, educational, and professional success. This research aims to analyze the multidimensional nature of communicative competence and its role in contemporary society, with a focus on its relevance in technology-mediated learning environments. Building on the theoretical model proposed by Canale and Swain (1980), and supported by studies such as those of Cucoș (2014), Mândruț (2012), and Ilicciev (2020), the paper explores the integration of linguistic, socio-cultural, and strategic components necessary for effective communication. The research adopts a conceptual and theoretical approach, synthesizing key perspectives from the literature to examine how communicative competence functions across educational and digital contexts. The results highlight that beyond grammatical knowledge, successful communication requires adaptability, cultural awareness, and interactional strategies—skills increasingly critical in distance education. The findings underscore the importance of incorporating communicative competence development into curricula and teacher training programs. This study provides valuable insights for educators, researchers, and administrators by emphasizing the need to align communication education with the demands of a society based on IT skills. Its contribution lies in redefining communicative competence as a central educational priority in the era of digital transformation.

Collaborative and digital approaches to content for the development of 21st century skills

2025-09-30T17:59:00+00:00

Acest studiu examinează modul în care colaborarea poate ajuta elevii și profesorii să dobândească abilitățile esențiale necesare pentru a prospera în peisajul socio-economic în continuă evoluție al secolului XXI. Pe măsură ce societatea devine din ce în ce mai digitalizată, sistemele noastre educaționale trebuie să doteze indivizii cu adaptabilitatea necesară pentru a naviga și a se integra în acest nou mediu. Complexitatea competențelor naționale, europene sau globale, spre care tindem să adoptăm în sistemele educaționale, este rezultatul multitudinii de definiții și clasificări disponibile. Această lipsă a unui cadru unificat face dificilă măsurarea cu exactitate a importanței acestora și evaluarea cât de bine pregătesc indivizii să se adapteze la schimbările societale. Studiul evidențiază rolul colaborării, considerată o abilitate importantă în secolul actual, în special într-o lume digitalizată marcată de ascensiunea inteligenței artificiale. În timp ce educația a prioritizat în mod tradițional performanța individuală într-un mediu competitiv, promovarea unei lumi colaborative necesită o schimbare de mentalitate. Dacă se dorește o lume colaborativă, aceasta trebuie dezvoltată și între profesorii, care au fost instruiți în sisteme competitive, și activități de co-predare, care au fost dezvoltate în termeni aplicați. Prin dezvoltarea acestor abilități, profesorii pot servi drept modele puternice, transmițând valoarea colaborării elevilor lor. Studiul descrie pașii necesari în desfășurarea activităților de colaborare între profesori, care ar putea genera o colaborare adecvată în sistemul educațional. Rezultatele obținute în urma colaborării evidențiază șapte pași, care, aplicați, pot ajuta la creșterea acestor abilități de colaborare, transferate ulterior la clasele de elevi sau studenți.

Balancing Rights and Responsibilities in SMART Education: A Legal-Operational Matrix for the Professor, Institution, and State

2025-09-08T14:38:49+00:00

This article presents a legal-operational matrix for SMART Education, showing how the roles of professors, institutions, and the state are changing as AI becomes part of teaching. Using examples from different countries, it explains that both laws and daily practices need to fit local needs. The matrix looks at three groups: professors, who have rights and teaching duties; institutions, which set and enforce rules; and the state, which protects the public interest by setting standards. For example, if a professor wants to use a new AI tool for grading, the institution checks for legal and ethical issues, and the state provides the main data protection rules. Faculty can use the matrix in daily teaching by checking its guidelines to make sure their methods follow legal and institutional standards. This means being open with students about AI use, adjusting tools for different learning needs, and staying in regular contact with institutional leaders. The goal is to balance autonomy, accountability, and transparency.