Didactica Danubiensis

Educational Mentoring as a Framework for Reflection on Progress in Teaching the Romanian Language

Veronica Rusov — Sun, 01 Feb 2026 00:00:00 +0000

This study examines educational mentoring as a structured framework for reflection on professional progress in teaching Romanian language and literature. The research aims to identify how reflective tools and mentoring practices contribute to improving teaching quality in a context marked by curricular change and diverse student profiles. The paper builds on contemporary research that conceptualizes mentoring as a collaborative and reflective model of professional development, extending traditional approaches to in-service teacher training. It aligns with studies emphasizing reflective practice as a core component of effective teaching and sustainable professional growth. A mixed research design was employed, combining quantitative and qualitative methods. Data were collected from institutional mentors through questionnaires, lesson observation sheets, analysis of mentoring documents, and written reflective materials, allowing for an integrated analysis of mentoring organization, reflective tools, and mentoring styles. The findings indicate that structured mentoring, supported by systematic reflective tools and regular interactions, enhances teachers’ capacity for critical analysis of their instructional practices. Mentor experience and a collaborative mentoring style emerged as key factors influencing the depth and effectiveness of reflection. The study provides relevant insights for teacher educators, school administrators, and policy-makers interested in strengthening mentoring systems and reflective professional development.

Interdisciplinary Approaches in Supporting Children at Risk

Lăcrămioara Mocanu — Sun, 01 Feb 2026 00:00:00 +0000

Children at risk represent one of the most vulnerable social categories, requiring complex and coordinated interventions from multiple professional fields. This article explores how collaboration between social workers, psychologists, teachers, doctors, and legal specialists can contribute to the early identification of risk situations and the implementation of effective protection and recovery strategies. Through the analysis of specialized literature and international practices, the concrete benefits of the interdisciplinary approach are highlighted, such as improving communication between services, reducing overlaps of interventions, and increasing the efficiency of support programs. The study emphasizes the importance of continuous training of professionals in a collaborative spirit, the development of common work protocols, and the active involvement of families in the recovery process. The results indicate that only by integrating multiple perspectives and coordinating institutional efforts can real and sustainable protection be ensured for vulnerable children, giving them equal opportunities for harmonious development.

Opportunities for an Intercultural Approach to Organizational Communication in Higher Education

Larisa Sadovei, Maia Borozan — Sun, 01 Feb 2026 00:00:00 +0000

The article analyses the opportunities for an intercultural approach to organizational communication in higher education in a context marked by academic mobility, cultural diversity in university communities, and the transformation of internationalization into an integrated element at the strategic and operational levels. Organizational communication is approached as a strategic mechanism for institutional cohesion, participatory management, and academic performance, which, in the absence of an intercultural perspective, can generate dysfunctions, latent conflicts, and barriers to professional collaboration. From a theoretical perspective, the study draws on Geert Hofstede's contributions regarding cultural dimensions, Edgar Schein's model of organizational culture levels, and Milton J. Bennett's approaches to intercultural communication. These scientific models highlight how values, communication styles, and power relations influence interactions between university actors belonging to different cultures. The methodological perspective is based on a comparative analysis of institutional communication practices in universities located in distinct cultural spaces, complemented by an interpretation of university strategic documents and internationalization policies. The results highlight the fact that an intercultural approach to organizational communication promotes the improvement of decision-making processes and the development of organizational identity in multicultural contexts. In conclusion, the article argues that integrating intercultural skills into university communication strategies is a factor in enhancing academic management in preventing cultural conflicts and increasing the competitiveness of higher education institutions at the international level.

Stimulating Creativity through Different Types of Compositions in Primary Education

Iuliana Călin — Sun, 01 Feb 2026 00:00:00 +0000

Creativity, considered an essential competence of the 21st century, needs varied learning contexts to develop from the early years of school. Compositions represent a teaching tool with high potential for the formation of imagination, expressiveness and divergent thinking. This study analyzes the ways in which different types of compositions – narrative, descriptive, imaginary and based on images – contribute to stimulating the creativity of primary school students. The research was carried out through observation, product analysis and pedagogical experiment. The results indicate a visible increase in students' originality, coherence and motivation when writing activities are diversified and integrated into interactive learning contexts.

Didactics of Romanian Language and Literature Between Tradition and Innovation: Modern Perspectives in Primary Education

Doinița Popa — Sun, 01 Feb 2026 00:00:00 +0000

Romanian Language and Literature constitutes a core subject in primary education, playing a decisive role in the development of pupils’ communication competences. Recent educational paradigms advocate a shift from predominantly traditional, teacher-centered instruction toward innovative, learner-centered pedagogical approaches. This paper examines the didactics of Romanian Language and Literature through the lens of the interplay between tradition and innovation, emphasizing contemporary instructional strategies that enhance linguistic, communicative, and cultural competence development in primary school pupils. Particular attention is given to interactive teaching methods, competency-based learning, and formative assessment as essential components of modern didactic practice. The findings suggest that the integration of traditional instructional principles with innovative pedagogical strategies contributes to more effective learning outcomes, increased learner engagement, and the development of transferable communication skills in primary education.

Innovative Didactic Approaches in Teaching Romanian as a Foreign Language (RFL)

Doinița Popa — Wed, 25 Feb 2026 00:00:00 +0000

Teaching Romanian as a foreign language (RFL) faces specific challenges generated by the diversity of learners' linguistic and cultural profiles, as well as the need to align with European standards on language competences. The article analyzes the main innovative didactic approaches applicable to teaching RFL, including the communicative-actional paradigm, the integration of digital technologies, the intercultural approach and the use of multimodal resources. The methodological implications and advantages of these directions in the development of communication, autonomy and language transfer skills are highlighted. The study supports the need for an integrative model, focused on competences and the cultural contextualization of the Romanian language.

Modern Psycho-Pedagogical Approaches in Working with Students with Intellectual Disabilities

Lăcrămioara Mocanu — Wed, 25 Feb 2026 00:00:00 +0000

Inclusive education has come a long way in recent decades, and psychopedagogical approaches for students with intellectual disabilities have diversified and refined considerably. This article explores the main modern strategies used in working with this category of students, emphasizing the personalization of learning, the use of assistive technologies, and the importance of multidisciplinary collaboration. Starting from the premise that each child has a unique development potential, regardless of the cognitive limitations they face, methods that have demonstrated efficiency in contemporary educational practice are analyzed. It discusses how formative assessment, curricular adaptations, and positive behavioral support strategies contribute to increasing the autonomy and social integration of these students. The article emphasizes the need for a paradigm shift from the deficit model to that of resources and capabilities, arguing that educational success depends largely on the system's ability to respond to individual needs. By presenting practical examples and recent research results, the material offers a comprehensive perspective on the challenges and opportunities in this field, being useful for both teachers and psychopedagogical specialists.

Evaluation. Theories, Design and Practices in Primary Education

Doinița Popa — Sun, 01 Feb 2026 00:00:00 +0000

Evaluation represents a fundamental component of the educational process, with a significant impact on teaching effectiveness and pupils’ learning outcomes in primary education. Contemporary assessment paradigms emphasize the transition from traditional, summative-focused evaluation toward formative, learner-centered approaches that support learning and development. This paper examines the theoretical foundations of educational evaluation, the principles of assessment design, and the practical implementation of evaluation strategies in primary education. The study highlights the role of alignment between learning objectives, instructional activities, and assessment methods, as well as the importance of feedback in fostering pupils’ motivation and self-regulation. By integrating theory-driven assessment design with effective classroom practices, evaluation can function as a tool for improving teaching quality and enhancing pupils’ academic progress in primary education.

Student-Centred Communication in an Intercultural Educational Context

Olga Alcaz — Sun, 01 Feb 2026 00:00:00 +0000

This paper examines the role of student-centred communication in addressing cultural and linguistic diversity in technical and vocational education. It aims to demonstrate why communication oriented toward learners’ experiences is essential for inclusive and effective teaching in heterogeneous educational contexts. Prior Work The study builds on established research in student-centred pedagogy, intercultural education, and teacher – student interaction, which emphasises participation, dialogue, and cultural responsiveness as key conditions for meaningful learning. Approach A qualitative theoretical analysis was conducted, based on a systematic review and synthesis of international academic literature focusing on communication practices, intercultural competences, and learning resources in vocational and technical education. Results The analysis indicates that student-centred communication enhances learner engagement, supports the effective use of learning resources, and improves educational interactions in culturally diverse settings. It also identifies persistent challenges, including language barriers and limited pedagogical preparation for diversity. Implications The findings highlight the need to strengthen intercultural and communication competences within initial and continuing teacher education, particularly for vocational and technical educators. Value The paper offers an integrated conceptual perspective that connects student-centred communication with intercultural education in technical and vocational contexts, contributing original insights for inclusive pedagogical practice.

The Influence of Emotions on Learning and School Performance

Lăcrămioara Mocanu — Sun, 01 Feb 2026 00:00:00 +0000

Emotions play a fundamental role in the learning process and in students’ academic achievements, directly influencing concentration, memory, motivation, and overall school performance. This article explores the complex relationship between emotional states and educational outcomes, analyzing how positive emotions such as joy, curiosity, and enthusiasm can facilitate the assimilation of knowledge, while negative emotions such as anxiety, fear, or frustration can constitute significant barriers to academic success. The study examines the neurobiological mechanisms by which emotions shape cognitive processes, the impact of stress on memory and concentration, and practical strategies through which educators and students can effectively manage the emotional dimension of learning. Drawing on recent research in neuroscience and educational psychology, the article highlights the importance of developing emotional intelligence in the school context and offers practical perspectives for creating an educational environment that supports both the cognitive and socio-emotional development of students. The conclusions emphasize the need for a holistic approach in education, which recognizes the interdependence between emotions and cognition and capitalizes on this connection to optimize the learning process.

Methodological Approaches to Assertive Communication from an Intercultural Perspective

Elena Bîrsan — Wed, 25 Feb 2026 00:00:00 +0000

Assertive communication is essential in a democratic and globalized society. Modern democracy is founded on pluralism, and universal democratic values, such as freedom of expression and gender equality, highlight the significance of assertive communication in diverse cultural contexts. Accordingly, through assertive communication, interculturality supports and facilitates the transition from mere tolerance to active dialogue. Contemporary discourse increasingly emphasizes intercultural citizenship, in which the individual does not belong solely to a single nation-state but engages in a shared space shaped by multiple identities. Intercultural dialogue serves as a key instrument for negotiating potential tensions without compromising basic rights. This study examines the concept of assertiveness at the intersection of psychology, linguistics, and cultural studies. It also addresses aspects related to masculine and feminine cultural patterns, as well as the balance between permissiveness and constraint. The analysis further considers the dynamics between collectivism and individualism and reviews the principal elements of shame-based and guilt-based cultural frameworks.

Identity, Language, and Cultural Integration: Studying Romanian From an Intercultural Perspective

Lăcrămioara Mocanu, Ancuța Loredana Cărăuș, Carolina Cernei — Wed, 25 Feb 2026 00:00:00 +0000

This article studies the complex relationship between identity, language, and cultural integration in the context of Romanian language learning among speakers of other languages. Based on the premise that language is not just a communication tool but a vital vector of cultural and social identity, the study analyzes how the process of language acquisition intersects with the formation of personal and collective identity in the Romanian space. The article, by examining contemporary intercultural theories and the socio-linguistic realities of Romania, highlights the challenges and opportunities associated with studying the Romanian language in a globalized, multi-ethnic, and multicultural context. It examines the pragmatic, psychological, and social aspects of language learning as a two-dimensional process: on the one hand, the acquisition of language skills necessary for functional integration, and on the other hand, the formation of a cultural identity between one's own heritage and the new Romanian cultural reality. The conclusions highlight the need for a holistic approach to teaching Romanian as a foreign or second language, which integrates not only grammatical and lexical aspects, but also cultural, pragmatic, and identity dimensions of communication.

Choosing the Ideal Educational Model: Lessons from the Education Systems of the U.S., Finland, Estonia and Singapore

Andrei Mihai Tatulici — Wed, 25 Feb 2026 00:00:00 +0000

John Goodlad’s monumental study, “A Place Called School”, conducted over four years in more than 800 American schools, remains one of the most valuable analyses of modern education. Goodlad highlights structural imbalances, the decline in the quality of teaching, and inequities in access to knowledge, while also offering an optimistic vision for the renewal of schooling. His principles—student-centered education, personalized teacher attention, cooperation, democratized access to learning, and the cultivation of independent thinking—remain fundamental to any genuine reform. Building on this perspective, a comparative analysis of three high-performing educational systems—Finland, Estonia, and Singapore—shows that success is not the result of chance but of coherent policies consistently implemented over many years. Whether referring to equal opportunities, deep digitalization, school autonomy, investment in teachers, or curricular flexibility aligned with societal realities, these models demonstrate that educational reform is possible and effective where vision and continuity exist. In this context, it is entirely appropriate for Romania to study and adapt elements from internationally successful education systems. Intelligent borrowing—understood as critical, contextualized, and adapted adoption—represents a realistic and necessary path for rebuilding Romanian education and offering all students genuine opportunities for success in a rapidly changing society.

Teaching Classical Languages Worldwide: Successes, Challenges, and Perspectives (Based on Teaching Classics Worldwide)

Maria-Luiza Dumitru Oancea — Wed, 25 Feb 2026 00:00:00 +0000

Our study, Teaching Classical Languages Worldwide: Successes, Challenges, and Perspectives, examines the global state of Latin and Ancient Greek instruction and explains why classical language education remains culturally and civically significant. It identifies effective practices, persistent inequalities, and strategies for sustainable growth and broader participation. The paper builds primarily on the edited volume by Steven Hunt and John Bulwer, Teaching Classics Worldwide: Successes, Challenges and Developments, which provides a comparative framework and relevant international examples for our analysis. Our research also draws on comparative international scholarship, synthesizing existing studies and experiences concerning curriculum reform, access, and institutional support. It contributes to ongoing debates about moving from the traditional grammar-translation method toward cultural and communicative approaches. A comparative, descriptive framework combines historical review with regional case studies and an examination of policies, programs, and collaborations across Europe, the United States, Israel, and Australia. The study highlights increasing curricular diversification, successful outreach initiatives, and productive partnerships among schools, universities, and civic organizations. Nevertheless, unequal access and shortages of qualified teachers remain major barriers. Digital technologies enhance engagement, motivation, and assessment. Overall, the findings guide educators, researchers, and administrators in shaping equitable, sustainable, and modern models of classical language education worldwide.

Educational Platforms and Their Effectiveness in Teaching Romanian as a Foreign Language

Oxana Mititelu — Wed, 25 Feb 2026 00:00:00 +0000

The study investigates the effectiveness of educational platforms in teaching Romanian as a foreign language, addressing a critical gap between technological availability and actual language acquisition. It aims to identify the conditions under which digital platforms genuinely support communicative, linguistic, and intercultural development. The research builds on established theories of second language acquisition and computer-assisted language learning, which emphasize comprehensible input, meaningful output, feedback, and contextualized use of language. It positions itself critically in relation to studies that equate technological use with pedagogical efficiency. The study employs a qualitative analytical approach based on a functional typology of educational platforms, combined with didactic analysis of learning tasks, platform functionalities, and observed learning outcomes in higher education contexts. The findings show that platforms are effective only when integrated into a coherent didactic strategy. Indicators of effectiveness include functional fluency, reduction of systemic errors, learner autonomy, and intercultural competence. Uncritical use of technology leads to an illusion of competence without real communicative transfer. The study offers guidance for teachers, researchers, and academic administrators on evidence-based integration of digital platforms into language instruction. The article proposes an original integrative model that reconceptualizes platforms as pedagogical environments mediated by the teacher and activated by the learner, demonstrating that effectiveness depends on didactic coherence, not technology alone.

The Use of Graphic Organizers in Teaching Romanian Language and Literature in Primary School

Iuliana Călin — Wed, 25 Feb 2026 00:00:00 +0000

Teaching Romanian language and literature in primary school involves the use of modern, student-centered teaching strategies that facilitate understanding, processing and applying information. Graphic organizers are effective visual tools that support active learning and the development of communication skills. This article analyzes the role of graphic organizers in teaching Romanian language and literature at primary school level, highlighting their types, the benefits of their use and concrete ways of integrating them into teaching. The study emphasizes the importance of graphic organizers in developing logical thinking, the ability to analyze and synthesize, as well as in adapting the educational process to the age characteristics of students.

The Functional Approach to Syntactic Structures in Teaching Romanian as a Foreign Language

Ion Bărbuță — Wed, 25 Feb 2026 00:00:00 +0000

Objectives: The study aims to analyze the role of the functional approach to syntactic structures in teaching Romanian as a foreign language and to argue for the systematic reintegration of grammar into current communicative methodologies as an essential tool for developing communicative competence. Previous Research: The paper is grounded in the principles of functional grammar and in research on communicative-oriented foreign language pedagogy, adopting a critical stance toward approaches that minimize the explicit role of the grammatical component in the acquisition process. Approach: The approach is theoretical and applied, based on the functional analysis of syntactic structures and on the design of a teaching manual organized around frequent syntactic patterns of spoken language, integrated into authentic communicative contexts. Results: The results highlight the effectiveness of a didactic progression from minimal utterances to micro-discourse structures, facilitating the gradual acquisition of syntax and reducing cross-linguistic interference. Implications: The study provides useful methodological guidelines for researchers and authors of teaching materials in the field of Romanian as a foreign language. Value: The original contribution lies in the reconceptualization of syntax as the core of language acquisition, through the systematic correlation of form, meaning, and communicative intention.

Didactic Approaches to Optimizing Vocabulary Acquisition in Teaching Romanian as a Foreign Language (Level A1+)

Aliona Busuioc — Wed, 25 Feb 2026 00:00:00 +0000

This study analyzes the effectiveness of teaching strategies applied to vocabulary acquisition by A1+ level learners. Objectives: The research focuses on different thematic areas exploring the transition from mechanical memorization to active use of lexicon in real communication contexts. Prior Work: The proposed teaching methodology integrates modern techniques such as the Frayer model and semantic mapping, which facilitate conceptual organization and long-term retention. Approach: The Frayer model serves as a graphic organizer for conceptual analysis and explicit lexical instruction, grounded in theories of cognitive processing and mental schema. Results: The results indicate that assimilation is optimized and allows for the rigorous delimitation of semantic fields through four analytical quadrants, thereby encouraging the learner’s autonomy in managing linguistic resources. Implications: The research presents the adoption of structured and explicit strategies, the study supports the effectiveness of the Frayer model, semantic map, interactive tasks (role-playing, simulations), which require the active use of learned vocabulary, rigorous contextualization of vocabulary acquisition for Romanian as a foreign language teachers, researchers in the field of foreign language teaching. Value: The success of lexical acquisition at the A1+ level depends not only on the rigorous contextualization of terms but also on the learner’s ability to mobilize vocabulary autonomously in real-life interactions.

Analysis of the Russian Translation of the Short Story “With Ears on the Back” by Mircea Cărtărescu (from the Collection “Why We Love Women”)

Vladimir Brajuc — Sun, 01 Feb 2026 00:00:00 +0000

This article presents a comprehensive philological and translation studies analysis of Mircea Cărtărescu’s short story “With Ears on the Back” (Cu urechile pe spate) from the collection “Why We Love Women” (De ce iubim femeile). The research focuses on the deconstruction of male egocentrism and the mechanisms underlying the formation of a “narrative of repentance.” Particular emphasis is placed on the translation strategies employed by Anastasia Starostina. The work reflects on how “emotional autism” can be concealed behind an intellectual persona and examines how the translator identified Russian lexical choices capable of conveying a visceral sense of guilt.

Intercultural Approaches in Teaching Romanian as a Foreign Language: From Structural Knowledge to Social Competence

Mirela Curcă — Wed, 25 Feb 2026 00:00:00 +0000

This article explores the need for an intercultural paradigm in teaching Romanian as a foreign language (RFL), highlighting the limitations of structuralist approaches that focus solely on grammar and vocabulary. The study argues that linguistic accuracy, when detached from social and cultural context, produces learners who are formally correct but communicatively fragile. By examining recent theoretical frameworks and practical strategies, the article proposes a shift toward intercultural competence as a core objective in language education. The author presents five key principles for curriculum transformation: continuous cultural infusion, the use of authentic materials, comparative cultural dialogue, metacognitive reflexivity, and holistic assessment. These principles aim to transform language learning into a socially relevant, reflective, and identity-forming process. The teacher is redefined not as a transmitter of rules, but as a cultural mediator who facilitates meaningful interaction and fosters empathy, critical thinking, and openness toward otherness. The study concludes that integrating interculturality into RFL teaching is not an optional innovation, but a pedagogical necessity in today’s global academic landscape. This approach enables not only functional integration into Romanian society, but also contributes to reshaping Romanian cultural identity through pluralistic, dialogic practices.

The Rights of Children with Special Educational Needs and the Role of Support Institutions

Lăcrămioara Mocanu — Sun, 01 Feb 2026 00:00:00 +0000

Protecting the rights of children with special educational needs is one of the major challenges
of the contemporary education system. This article analyzes the legal and institutional framework that
regulates access to education for children with disabilities or other special learning needs, emphasizing
the importance of an inclusive and equitable approach. Starting from the principles enshrined in
international documents such as the UN Convention on the Rights of Persons with Disabilities and their
transposition into national legislation, the research highlights the essential role that specialized
institutions play in ensuring an adapted educational environment. Through an in-depth analysis of the
legislative framework, practical challenges, and available support mechanisms, the study demonstrates
that respecting the rights of these children is not only a legal obligation but also a moral responsibility
of society. The results suggest that the efficiency of the system depends on close collaboration between
the child's family, school, specialized services, and community, and investments in staff training and
adapted resources are determining factors for the success of school integration. The article emphasizes
the need to continue reforms in the field and to constantly monitor the implementation of inclusion
measures, with the ultimate goal of ensuring a future in which every child, regardless of their
particularities, benefits from equal opportunities in education.

Parametric Generation of Advanced Mathematics Assessment Items Using ChatGPT for Moodle Integration

Gabriela Cristina Brănoaea — Sun, 01 Feb 2026 00:00:00 +0000

This paper explores how generative artificial intelligence—specifically ChatGPT—can
support the creation of assessment items in lower secondary mathematics education. The goal is to
enhance efficiency, cognitive diversity, and curriculum alignment in both formative and summative
evaluations, while addressing current challenges faced by teachers in item design. Prior Work: The
study builds upon existing research in AI-assisted learning, prompt engineering, and intelligent tutoring
systems. Prior developments in automated item generation have highlighted the promise of language
models but also the need for pedagogical oversight and contextual relevance. Approach: A designbased
research (DBR) framework was employed, involving iterative experimentation in classroom
settings and expert validation by mathematics teachers. The study focused on prompt formulation,
refinement cycles, and integration with learning management systems such as Moodle. Results:
ChatGPT was able to generate mathematically valid and curriculum-aligned items, ranging across
cognitive levels defined by Bloom’s Taxonomy. Human-in-the-loop validation was critical to ensuring
accuracy, clarity, and instructional value. Implications: The results suggest practical strategies for
teacher training in AI literacy and prompt engineering. Policymakers and educational institutions can
adapt this framework to scale AI adoption across STEM curricula. Value: The paper contributes a
replicable methodological model for AI integration in education. It provides empirical evidence of
ChatGPT’s utility in supporting authentic, personalized assessment design at the secondary level. This
aligns with global findings about the essential role of teacher-facing AI literacy and assessment training.

Educational Research: Essential Stages in Developing a Degree Thesis

Lăcrămioara Mocanu — Sun, 01 Feb 2026 00:00:00 +0000

The development of the bachelor's thesis represents a crucial moment in the academic
journey of every student in the educational field, marking the transition from the status of a consumer
of knowledge to that of a producer of scientific research. This article aims to provide a comprehensive
perspective on the essential stages of educational research in the context of completing a bachelor's
thesis. Starting from the identification and delimitation of the research problem, passing through the
theoretical and methodological foundation, to the analysis of data and the formulation of conclusions,
each stage is analyzed from the perspective of current academic requirements and challenges specific
to the educational field. The article emphasizes the importance of a systematic and rigorous approach,
in the context of educational research is becoming increasingly complex and more closely linked to
modern educational practices. Through concrete examples and practical recommendations, the material
aims to guide students in their research journey, highlighting both the technical elements and the
creative aspects of the process of developing a bachelor's thesis. The role of educational research is
emphasized not only as an academic exercise but also as a tool for improving pedagogical practices and
contributing to the continuous development of the educational system.

Educational Research Design: From Problem to Hypotheses

Lăcrămioara Mocanu — Sun, 01 Feb 2026 00:00:00 +0000

Educational research constitutes the foundation for the development of modern pedagogical
practices, providing systematic answers to complex questions in the field of education. This article
analyzes the process of developing educational research design, focusing on the logical path from
problem identification to hypothesis formulation. The essential stages of the research process, methods
for identifying and delimiting research problems, as well as techniques for building the theoretical
framework, are explored. The article emphasizes the importance of correctly formulating hypotheses
and research questions, highlighting the connection between them and the adopted methodology. The
challenges facing educational researchers are discussed, and practical recommendations are offered for
rigorously structuring research design. The analysis is based on international specialized literature and
concrete examples from practice, providing an applicative perspective on the subject.

Modern Evaluative Practices in Teaching Romanian as a Foreign Language

Victoria Vintu — Sun, 01 Feb 2026 00:00:00 +0000

This paper focuses on the analysis of pedagogical paradigm shifts in the field of language
skills assessment, using the teaching of Romanian as a foreign language as a focal point. Strategies as
formative assessment, which provides immediate and constructive feedback, and self-assessment –
designed to stimulate the foreign student's autonomy in monitoring their own progress according to the
levels of the Common European Framework of Reference for Languages are analyzed. The article
describes the stages of the evaluation process, with emphasis on the importance of each component:
descriptors, evaluation criteria, self-assessment. The research methods used are observation and case
study. It shares efficient assessment practices applied in the groups of beginners. The modernization of
assessment techniques in teaching Romanian as a foreign language represents a redefinition of the
relationship between teacher and student; the teaching process becomes transparent, predictable, and
focused on the real progress of the student. The article has significant academic and practical value,
especially in the current context of globalization and the increase in the number of foreign students in
the Republic of Moldova.

The Axiology of National Identity within Intercultural Communication

Olga Munteanu, Maia Borozan — Sun, 01 Feb 2026 00:00:00 +0000

The article presents a structured interpretative model of the axiology of national identity in
intercultural communication, focusing on how identity-related values function amid the reconfiguration
of dominant social reference points in contemporary societies. The content provides a systematic
overview of the conceptual delimitations of axiology and national identity, highlighting national
identity as a value system that guides self-identification, community cohesion, and historical continuity.
At the theoretical level, the components of national identity are examined in relation to their historical
origins (language, traditions, symbols, cultural models) and the political dimension, as expressed
through public policies aimed at strengthening identity. Intercultural communication is framed as a
space for value exchange and the interpretation of meaning, integrating verbal and nonverbal codes,
surface and deep cultural structures, and cultural distance linked to experiences of otherness. The article
argues that national identity values function as axiological reference points in communication,
supporting the understanding of differences, mutual respect, and message adaptation in intercultural
contexts. At the same time, educational guidelines for the development of intercultural competence,
grounded in appropriate communication, cultural knowledge, empathic availability, and cooperative
behaviors, are synthesized in accordance with curricular orientations and educational policies.
Emphasis is placed on strengthening the value dimension of national identity in education as a
foundation for effective intercultural communication and for sustaining community cohesion in the
context of globalization.

The Formative Potential of Interactive Instructional Strategies in Oral Assesment for Romanian as a Foreign Language (Levels A1-A2)

Dorina Putină, Doina Corobcean — Sun, 01 Feb 2026 00:00:00 +0000

The article aims to highlight the role and formative potential of interactive teaching strategies
in the oral assessment of communicative competence in Romanian as a foreign language at the A1–A2
levels, emphasizing their importance in supporting progressive, intentional learning anchored in
authentic communicative situations. The approach is grounded in the updated orientations of the
Common European Framework of Reference for Languages and in recent research on formative
assessment and foreign language pedagogy, which advocate moving beyond traditional approaches
focused exclusively on isolated linguistic skills. The analysis is conducted from a theoretical–applied
perspective, drawing on the integrative model of language activities — reception, production,
interaction, and mediation — and examining how interactive teaching strategies can be employed in
formative oral assessment. The findings indicate that oral assessment, conceived as a formative process,
fosters meaning-making, negotiation of meaning, and the development of communicative competence
in authentic contexts. The study provides useful reference points for teachers and teacher trainers
involved in teaching Romanian as a foreign language, contributing to the optimization of formative oral
assessment practices. The originality of the article lies in the coherent integration of interactive teaching
strategies into formative oral assessment, highlighting their potential to stimulate learners’ active
engagement, self-regulated learning, and the socio-pragmatic dimension of communication.

The Configuration of Stimulative Organizational Communication Factors within Universities from an Intercultural Perspective

Lilia Țurcan, Maia Borozan — Sun, 01 Feb 2026 00:00:00 +0000

The article analyzes the configuration of stimulative factors within organizational
communication in the university environment from an intercultural perspective, in relation to the
structural transformations associated with the globalization of education and the internationalization of
higher education institutions. Organizational communication is examined as a constitutive component
of organizational functioning, with direct implications for managerial processes, institutional climate,
and academic activity, as configured through the cultural diversity of organizational actors, including
academic staff, students, and administrative personnel. The analysis identifies a set of factors that
stimulate organizational communication, including organizational culture, participatory forms of
leadership, intercultural competences, inclusive institutional regulations, the integration of digital
communication technologies, and the articulation of formal and informal communication structures.
From an intercultural perspective, attention is directed to the role of cultural values, communication
styles, whether direct or indirect, orientations toward authority, and the management of linguistic
differences in either facilitating or constraining communication flows. The article advances the view
that universities leveraging cultural diversity as an internal organizational variable are better positioned
to develop coherent communication frameworks grounded in mutual understanding, institutional trust,
and coordinated action. The discussion also addresses institutional practices that contribute to the
regulation and improvement of intercultural communication, including intercultural development
initiatives, internationalization policies, and institutional feedback mechanisms embedded within organizational processes. The configuration of stimulative organizational communication factors,
adapted to the intercultural specificities of the university environment, constitutes a fundamental
condition for enhancing institutional cohesion, the quality of educational processes, and the
international competitiveness of universities.

Teaching Classical Languages Worldwide: Successes, Challenges, and Perspectives (Based on Teaching Classics Worldwide)

Maria-Luiza Dumitru Oancea — Sun, 01 Feb 2026 00:00:00 +0000

Our study, Teaching Classical Languages Worldwide: Successes, Challenges, and
Perspectives, examines the global state of Latin and Ancient Greek instruction and explains why
classical language education remains culturally and civically significant. It identifies effective practices,
persistent inequalities, and strategies for sustainable growth and broader participation. The paper builds
primarily on the edited volume by Steven Hunt and John Bulwer, Teaching Classics Worldwide:
Successes, Challenges and Developments, which provides a comparative framework and relevant
international examples for our analysis. Our research also draws on comparative international
scholarship, synthesizing existing studies and experiences concerning curriculum reform, access, and
institutional support. It contributes to ongoing debates about moving from the traditional grammartranslation
method toward cultural and communicative approaches. A comparative, descriptive
framework combines historical review with regional case studies and an examination of policies,
programs, and collaborations across Europe, the United States, Israel, and Australia. The study
highlights increasing curricular diversification, successful outreach initiatives, and productive
partnerships among schools, universities, and civic organizations. Nevertheless, unequal access and
shortages of qualified teachers remain major barriers. Digital technologies enhance engagement,
motivation, and assessment. Overall, the findings guide educators, researchers, and administrators in
shaping equitable, sustainable, and modern models of classical language education worldwide.

Schools: Implications of Empty Calories on the Health and Wellbeing of Youngsters

Yusuf Sarkingobir — Sun, 01 Feb 2026 00:00:00 +0000

Background: The consumption of empty calories, characterized by high levels of added
sugars, solid fats, and sodium, has become a widespread phenomenon among school youngsters. This
review aims to synthesize the existing literature on the implications of empty calories on the health and
wellbeing of school youngsters. Methods: A comprehensive review of existing literature was
conducted, including studies published in peer-reviewed journals and grey literature. The review
focused on the effects of empty calories on physical and mental health, academic performance, and
social wellbeing. Results: The review revealed that the consumption of empty calories is associated
with a range of negative health outcomes, including obesity, diabetes, dental caries, and nutrient
deficiencies. Additionally, empty calories consumption was linked to decreased academic performance,
decreased attention span, and increased risk of mental health problems, such as depression and anxiety.
Conclusion: The implications of empty calories on the health and wellbeing of school youngsters are
far-reaching and multifaceted. The review’s findings suggest that reducing empty calories consumption
is essential for promoting healthy lifestyles, improving academic performance, and enhancing social
wellbeing. The review’s results have implications for policymakers, educators, and healthcare
professionals, highlighting the need for comprehensive interventions to promote healthy eating habits
and reduce the consumption of empty calories among school youngsters.

From Norm to Use: Romanian as a Foreign Language in Learner Production

Alina Preda — Sun, 01 Feb 2026 00:00:00 +0000

This study investigates the relationship between linguistic norm and actual language use in
learner production of Romanian as a Foreign Language (RFL), focusing on recurrent morphosyntactic
patterns and deviations from the standard norm. Grounded in a descriptive and normative framework,
the research aims to identify the most frequent areas of difficulty encountered by non-native learners
and to analyze the extent to which these difficulties reflect interlanguage development rather than
random error. The empirical analysis is based on a corpus of written and oral learner data collected
from university-level students studying Romanian as a foreign language. The data are examined using
qualitative and quantitative methods, including error analysis and contrastive comparison with standard
Romanian norms as codified in contemporary reference works. Particular attention is paid to
morphosyntactic categories that are known to pose challenges for learners, such as verbal inflection,
agreement, pronominal forms, and the use of prepositions. The findings reveal a systematic divergence
between prescriptive norms and learner usage, highlighting the role of transfer from the learners’ first
language(s), overgeneralization of grammatical rules, and incomplete acquisition of inflectional
paradigms. Rather than treating learner deviations solely as errors, the study interprets them as
indicators of evolving grammatical competence within the interlanguage framework. From a
pedagogical perspective, the results underscore the need for a more usage-based and contrastively
informed approach to teaching Romanian as a foreign language, one that explicitly addresses areas of
persistent difficulty and bridges the gap between normative grammar and communicative practice. By
situating learner production at the intersection of norm and use, this study contributes to a more nuanced
understanding of RFL acquisition and offers practical implications for curriculum design, materials
development, and teacher training in RFL contexts.

Current Dimensions of Affirming National Dignity in a Pluricultural Context

Aurica Buzenco — Sun, 01 Feb 2026 00:00:00 +0000

The article analyses the contemporary dimensions of affirming national dignity within the
current pluricultural context, characterized by accelerated social dynamics, globalization processes, and
the intensification of interactions among cultures. National dignity is approached as an axiological
expression of collective identity, grounded in historical, cultural, and symbolic values assumed at both
individual and community levels. From this perspective, national dignity reflects a community’s
capacity to value its own identity, to affirm continuity, and to maintain cohesion within a space shaped
by cultural diversity. Several current dimensions of affirming national dignity are highlighted. The
cultural dimension focuses on promoting language, traditions, and tangible and intangible heritage as
markers of historical continuity. The axiological dimension emphasizes the assumption of moral, civic,
and spiritual values that support collective self-respect and social responsibility. The educational
dimension underlines the role of forming identity awareness, values education, and the development of
respect for cultural plurality. The communicative dimension is expressed through intercultural dialogue,
value exchange, and the capacity to represent national identity within an open framework of
intercultural relations. The civic and institutional dimension reflects the affirmation of national dignity
through public policies, normative frameworks, and social initiatives aimed at protecting identity and
promoting community cohesion. The content emphasizes the affirmation of national dignity as an open,
relational, and dynamic process, achieved through valuing one’s own identity in interaction with other
cultures. National dignity is outlined as a resource for identity balance, community cohesion, and social
responsibility, with relevance for integrating national dignity within a contemporary pluricultural space.

Determinants of Social Communication from the Perspective of Contemporary Global Challenges

Valeria Buzenco — Sun, 01 Feb 2026 00:00:00 +0000

The article examines the determinants of social communication from the perspective of
contemporary global challenges, highlighting the profound transformations generated by current social,
cultural, technological, and axiological dynamics. Social communication is approached as a
fundamental process of collective life through which meanings are constructed, values are transmitted,
and relationships between individuals and groups are structured. Within this framework, the main
determinants of social communication are outlined, including the cultural and axiological context, the
influence of globalization, the accelerated development of digital technologies, identity diversity, and
the pressure of rapid social change. Particular attention is given to the impact of contemporary media
environments on forms of social interaction, on public language, and on the configuration of social
opinion. The analysis also addresses challenges related to the fragmentation of social discourse, the
redefinition of the public sphere, and the need to adapt messages to a plurality of values and
perspectives. Social communication is interpreted as an instrument of cohesion, negotiation, and
mediation of differences, with a significant role in maintaining social balance. At the same time, the
importance of communicative responsibility, public discourse ethics, and information management
capacity is emphasized within a context marked by media saturation. The article concludes by
underlining the importance of strengthening social communication competencies oriented toward
responsibility, dialogue, and openness as responses to the complexity of the contemporary world.

Memory, Attention and Emotions in an Educational Context: A Neuroscientific Perspective

Lăcrămioara Mocanu — Sun, 01 Feb 2026 00:00:00 +0000

Understanding the brain mechanisms underlying learning is becoming increasingly relevant
for optimizing the educational process. This article explores the complex relationship between memory,
attention, and emotions in the educational context, drawing on recent discoveries in neuroscience. The
analysis focuses on how these three components interact at the brain level and influence students’
academic performance. We will examine the neuroanatomical structures involved in memory processes,
the mechanisms by which selective attention facilitates information retention, and the fundamental role
of emotions in consolidating learning. The article also provides insight into the practical implications
for teachers, suggesting that integrating neuroscientific principles into pedagogical practice can
transform traditional teaching methods. The conclusions highlight the need for a holistic approach in
education, which takes into account the complexity of brain functioning and the interdependence
between cognitive and affective processes.

Landmarks of the Linguistic, Methodological and Intercultural Dimensions of Teaching Romanian as a Foreign Language

Iuliana Călin — Sun, 01 Feb 2026 00:00:00 +0000

Teaching Romanian as a foreign language is a complex field, in which linguistic, methodological and intercultural dimensions converge. This article explores these dimensions and highlights the strategies for integrating international students into the Romanian university environment. The emphasis is placed on the need for a didactic approach adapted to the linguistic and cultural needs of students, as well as on the use of active and interactive methods to facilitate learning. The study highlights the importance of intercultural competences for both teachers and students, in creating an inclusive and stimulating educational environment.

A Reflective Approach to Optimising Pedagogical Action Research

Tatiana Șova, Maia Borozan — Wed, 25 Feb 2026 00:00:00 +0000

The article examines the role of reflection in enhancing pedagogical action research, emphasizing its relevance for the improvement of educational practices and the professional development of teachers. Pedagogical action research is framed as a systematic, contextualized, and participatory inquiry addressing authentic problems in educational settings, positioning the teacher in the dual role of practitioner and researcher. Pedagogical reflection is conceptualized as an ongoing cognitive and metacognitive process that enables critical engagement with teaching experience, its reinterpretation, and the evidence-informed pedagogical decision-making. The article argues that reflection, enacted as reflection-in-action, reflection-on-action, and reflection-for-action, contributes to the quality of pedagogical action research by facilitating the identification and framing of the research questions, guiding the adaptation of methodological approaches, and the in-depth interpretation of findings. By embedding pedagogical reflection throughout all phases of the research process, from identifying the problem situation to evaluating the outcomes of the intervention, the research maintains coherence between theory and practice while remaining contextually relevant. At the same time, pedagogical reflection supports the development of a reflexive culture within pedagogical action research, reinforces teachers’ professional identity, and fosters an educational process responsive to the dynamics and complexity of contemporary contexts.

Romanian Literature in the German Press: Translation, Cultural Mediation and Reception

Oxana Chira — Sun, 01 Feb 2026 00:00:00 +0000

This article examines how contemporary Romanian-language literature from Romania and the Republic of Moldova is represented in the German-speaking press, focusing on the mediating roles of translation, translators, and press discourse in shaping reception and symbolic legitimation. Prior Work: The study builds on reception aesthetics (Jauss, 1982), paratext theory (Genette, 1997), translation studies and translator (in)visibility (Venuti, 1995), and sociological approaches to literary circulation and center–periphery dynamics (Casanova, 2004). Approach: A qualitative discourse-analytical approach is applied to a curated corpus of press-based paratexts: review notices and critical summaries (e.g., Deutschlandfunk; Frankfurter Rundschau; FAZ; NZZ; Süddeutsche Zeitung; Die Welt) and an institutional interview-format conversation (IKGS München). The analysis focuses on recurring frames, evaluative patterns, and translator positioning. Results: The press reception oscillates between aesthetic recognition and contextualization through post-/Soviet history, migration, violence, and geopolitical threat narratives. Translators appear as key cultural mediators; their work is explicitly praised and used as a quality seal, while press discourse simultaneously legitimizes authors through event- and institution-driven paratexts. Implications: The findings highlight the press as a gatekeeping arena that constructs interpretive frames for “(semi-)peripheral” literatures and influences cultural promotion, publishing decisions, and readership expectations in the German-language literary field. Value: The article contributes a focused, theory-informed reading of concrete German-language reception materials and demonstrates how translation and press paratexts jointly produce visibility, meaning, and value for Romanian-language literature from Romania and the Republic of Moldova abroad.

Teaching Romanian as a Foreign Language between Integration and Exclusion: The Romanian Language as Cultural Capital and Power Relations in the University Environment

Bianca Raluca Ionescu — Wed, 25 Feb 2026 00:00:00 +0000

This paper explores the teaching of Romanian as a foreign language within the broader sociological framework of integration and exclusion in the university environment. The study examines how the Romanian language serves as both a communication tool and a legitimate form of cultural capital that influences international students social positioning in Romanian universities, drawing on Pierre Bourdieu’s theories of cultural capital and symbolic power. The paper focuses on the asymmetrical relationship between teachers and international students, the function of linguistic norms, and the mechanisms of evaluation and assessment in order to highlight the power relations ingrained in the pedagogical process. Although learning Romanian makes it easier to participate in school and integrate socially, unequal access to linguistic and cultural resources can also lead to processes of marginalization and symbolic exclusion. The study highlights how institutional norms, expectations, and power structures are inextricably linked to language learning by taking a sociological stance. The results highlight the necessity of inclusive and reflective teaching methods that recognize cultural diversity and lessen the symbolic obstacles that foreign students must overcome. This paper has theoretical academic value, contributing to the understanding of Romanian language teaching as a social phenomenon by integrating the concepts of cultural capital and power relations within the university context. It is relevant to the sociology of education, intercultural studies, and foreign language didactics, offering a reflective perspective on the integration of international students. In the end, the analysis makes the case that teaching Romanian as a foreign language should be viewed as a social process that both facilitates integration and perpetuates current disparities in the academic community.

Principles of Tolerant Communication within Intercultural Contexts

Lilia Țurcan — Wed, 25 Feb 2026 00:00:00 +0000

The article examines the principles of tolerant communication in intercultural environments, highlighting their significance amid the intensification of interactions between individuals and groups from diverse cultural backgrounds. Tolerant communication is approached as both an ethical and functional process, essential for preventing conflicts, reducing stereotypes, and fostering relationships grounded in mutual respect, cooperation, and inclusion. The study delineates a set of core principles of tolerant communication, including respect for cultural diversity, recognition of interlocutors’ equal dignity, intercultural empathy, openness to differences, cognitive and behavioral flexibility, and communicative responsibility. These principles entail the acceptance of value pluralism, awareness of one’s own cultural reference frameworks, and the avoidance of ethnocentric judgments within communicative processes. From an intercultural perspective, the article emphasizes the role of intercultural competences, including knowledge of cultural norms, sensitivity to linguistic and nonverbal differences, and the ability to negotiate meanings, in the effective application of tolerant communication. The analysis also addresses barriers that may impede such communication, including prejudices, stereotypes, discrimination, and power asymmetries, and proposes strategies for overcoming them through dialogue, intercultural education, and reflexive practices. In conclusion, the article contends that the principles of tolerant communication constitute an indispensable foundation for harmonious coexistence and effective cooperation in intercultural environments, contributing to the consolidation of mutual understanding, social cohesion, and a culture of peace.

Cultural Mediation, Educational Inclusion, and Language Policy in Romanian as a Non-Native Language Instruction in Roma Multilingual School Contexts

Iulia Georgescu — Sun, 01 Feb 2026 00:00:00 +0000

This article examines the role of cultural mediation in Romanian as a non-native language instruction within lower secondary education in multilingual Roma school contexts. The study develops a theoretical and policy-oriented framework that integrates perspectives from intercultural pedagogy, sociolinguistics, inclusive education, and language policy. The paper argues that Romanian language instruction for Roma students cannot be reduced to linguistic acquisition, as it involves complex processes of cultural negotiation, identity construction, and educational integration. The article conceptualizes cultural mediation as a central pedagogical and institutional mechanism that supports equitable access to education for Roma learners whose first language is Romani. The discussion emphasizes the intersection between classroom practices and broader educational policies aimed at inclusion, equity, and linguistic diversity. The paper highlights the need for culturally responsive curricula, specialized teacher training, and inclusive language policies that recognize bilingualism as a cognitive and sociocultural resource rather than a deficit. The article contributes to current debates on minority education by proposing a comprehensive model that integrates cultural mediation into Romanian language pedagogy and educational inclusion strategies.

The Educational Evaluation Process in the Digital Era

Iuliana Călin — Sun, 01 Feb 2026 00:00:00 +0000

In a constantly evolving educational landscape, student assessment remains a central and sensitive component, significantly influencing both academic performance and personal development. This paper offers a comparative analysis of four major forms of assessment: traditional, modern (competency-based), inclusive, and digital. Traditional assessment, still prevalent in many education systems, is valued for its structure and objectivity but criticized for its rigidity and emphasis on rote memorization. In contrast, modern assessment focuses on key competencies and provides a more comprehensive view of student progress, encouraging active and contextualized learning. Inclusive assessment aims to ensure equity by adapting evaluation methods to the diverse needs of students, playing a crucial role in learner-centered education. Meanwhile, digital assessment introduces innovative opportunities through technology, enabling timely and personalized feedback, but also posing challenges related to accessibility and academic integrity. The study highlights the importance of a balanced, integrated, and flexible approach to contemporary assessment, aligned with the evolving demands of modern society.

Contemporary Axiological Approaches to Tolerant Communication in an Intercultural Context

Cristina Mihai — Wed, 25 Feb 2026 00:00:00 +0000

Contemporary axiological approaches to tolerant communication in an intercultural context analyze the role of fundamental values in facilitating dialogue between individuals and communities belonging to different cultures. Axiology, as a theory of values, provides a conceptual framework for understanding how respect, human dignity, equality, empathy, and social responsibility influence communicative practices. In today’s globalized societies, characterized by ethnic, religious, and cultural diversity, tolerant communication is becoming an essential condition for peaceful coexistence and cooperation. Contemporary perspectives emphasize the need to overcome ethnocentrism and stereotypes through intercultural education and the development of communicators’ axiological skills. Tolerant communication is seen not only as a technical skill, but as a valuable attitude based on recognizing otherness and accepting differences. At the same time, axiological approaches highlight the importance of open dialogue and negotiating meanings in the process of intercultural communication. In conclusion, tolerant communication contributes to reducing intercultural conflicts and strengthening social cohesion in a world marked by pluralism.

Temporal Prepositions in Romanian and German: A Contrastive Perspective

Oxana Chira — Sun, 01 Feb 2026 00:00:00 +0000

Objectives: The paper provides a novel integrated model that combines semantic, contrastive, cognitive, and diachronic perspectives to explain cross-linguistic asymmetries in temporal prepositions. Prior Work: The study builds on cognitive-semantic research on the metaphorical mapping of space onto time, as well as on contrastive and typological approaches that highlight cross-linguistic differences in prepositional systems and case government. Approach: The analysis combines qualitative contrastive linguistics with corpus-based illustration, drawing on lexicographic sources, academic texts, and didactic materials. Temporal prepositions are classified semantically and compared in systematic tables that reveal patterns of convergence and divergence. Results: Findings show that both languages encode similar temporal relations, yet German favors monolexical, case-governed prepositions, whereas Romanian relies more on analytic constructions. These asymmetries generate interpretive and translational challenges despite partial functional equivalence. Implications: The study provides a clearer framework for teaching German as a foreign language, improving translation practice, and refining contrastive grammatical description in academic settings. Value: The paper offers an integrated semantic, contrastive, and cognitive account of temporal prepositions, linking synchronic description with diachronic explanation in a novel comparative model.

School-Family Collaboration in Special Psycho-Pedagogy

Lăcrămioara Mocanu — Wed, 25 Feb 2026 00:00:00 +0000

The partnership between educational institutions and the family environment represents an essential component in the process of harmonious development of children with special educational needs. This article examines the aspects of this collaboration, examining how effective communication and active parental involvement can impact the academic progress and social integration of students with disabilities. Our approach highlights the challenges faced by both teachers and families in building an inclusive educational framework. By examining current practices and direct experience from the system, we highlight the need for personalized strategies that meet the individual needs of each child. The research emphasizes the importance of continuous training for teachers in parental counseling techniques and curricular adaptation methods, as well as the creation of psychological support mechanisms for parents. The results of the analysis suggest that authentic collaboration, based on mutual respect and common goals, can substantially transform the educational trajectory of a child with special needs, contributing to maximizing his or her developmental potential.

Value-Oriented English Language Learning in Higher Education

Binghua Guo — Wed, 25 Feb 2026 00:00:00 +0000

The paper explores value-oriented English language learning as a pedagogical approach that integrates linguistic competence with the formation of ethical, cultural, and social values in higher education. In the context of globalization and intercultural academic mobility, English language education extends beyond functional communication, requiring a value-based framework that fosters critical thinking, empathy, and intercultural responsibility. The study argues that language learning environments can serve as spaces for value construction through dialogic interaction, reflective practices, and culturally meaningful content. Drawing on contemporary perspectives in educational axiology and communicative language teaching, the paper examines how value-oriented learning supports learner autonomy, social engagement, and lifelong learning competences. Particular attention is given to the role of educators as facilitators of value awareness and to the selection of learning tasks that encourage ethical reflection and intercultural dialogue. The conclusions highlight the contribution of value-oriented English language learning to the development of holistic learner profiles and to the creation of inclusive academic communities that respect diversity and promote shared values within higher education.

The Reflective Teacher – A Promoter of Change in Education

Tatiana Șova — Wed, 25 Feb 2026 00:00:00 +0000

The article analyzes the concept of the reflective teacher as a promoter of change in education, highlighting the role of pedagogical reflection in the context of profound transformations of contemporary educational systems, marked by complexity, uncertainty, and dynamism. The analysis is based on classical concepts of reflection and recent studies on reflective training of teaching staff, arguing that effective teaching practice is not reduced to mechanical application of theories; it rather requires a systematic and critical examination of one’s own professional experience. The reflective teacher is described as a practitioner who constantly mediates between theory and practice, transforming problematic educational situations into opportunities for learning and pedagogical innovation. The article highlights the forms of reflection - knowledge-in-action, reflection-in-action, and reflection-on-action - and the impact of their interaction on pedagogical change and professional development. The author analyses structured models of reflection proposed by noted researchers in the field that provide rigorous methodological frameworks to transform experience into professional competence and integrate the emotional dimension of teaching. Furthermore, the article draws upon results from recent research regarding professional learning communities and collaborative reflective practices, emphasizing the importance of a climate of trust, constructive feedback, and teamwork to achieve sustainable educational change. In conclusion, it is stated that the reflective teacher is a key actor in pedagogical innovation, contributing to the increase of educational quality, development of professional autonomy, and adaptation of the educational process to students’ needs and the demands of contemporary society.