• Carmen Maria Ţîru West University of TimiÈ™oara


The general issue highlighted in this article is the importance of some educational values (respect, responsibility, cooperation) in assuring the efficiency of the educational process at university level and preparing these students for their future role of employees. Using a 23 items inventory, on a sample of 158 students, our research goal was to establish the most important educational values on which the students’ activity in the educational process at university level is settled up and to identify the differences between the first and third year students regarding these values. The results obtained sustain our hypothesis, supposing that students at university level have developed a high level of different types of educational values promoted in the educational process in which they are involved. But, these educational values were not represented at a highest level growth for the third year of study students opposite to the first year of study students. The conclusion of the study emphasizes the fact that that students have engaged in the educational process some educational values such as: respect for teachers or colleagues’ opinion and for differences between individuals, and it is very important for students to have more sustainment in their personal development based on: cooperation, responsibility and assuming the results of group work.


Bills, L. & Husbands, C. (2005). Values education in the mathematics classroom: subject values, educational values and one teacher's articulation of her practice. Cambridge Journal of

Education. Mar2005, Vol. 35 Issue 1, pp. 7-18.

Bunescu, Gh. (1998). Şcoala şi valorile morale. Bucureşti: Editura Didactică și Pedagogică, p.5.

CucoÅŸ, C. (2006). Pedagogie. IaÅŸi: Polirom.

CucoÅŸ C. (1996). Pedagogie. IaÅŸi: Polirom.

Delors, J. (coord.), (2000). Comoara lăuntrică. Raportul UNESCO al Comisiei Internaţionale pentru Educaţie în sec. XXI, Iaşi: Polirom, pp.69-77.

Golysev, I. (2011). Indicators of higher education quality in the context of consumption Values. (English), Vestnik IKBFU, 2011, Issue 11, pp.24-30.

Iosifescu, V. (2004). Duplicitate şi educaţie morală. Bucureşti: Aramis.

Van Kan, C., A., Ponte, P. & Verloop. N. (2013). How do teachers legitimize their classroom interactions in terms of educational values and ideals? Teachers & Teaching. Dec2013, Vol. 19 Issue 6, pp. 610-633.

Kalafatis, S & Ledden, L. (2013). Carry-over effects in perceptions of educational value. Studies in Higher Education, 38(10), pp. 1540-1561.

Kirk, D. (2013). Educational Value and Models-Based Practice in Physical Education, Educational Philosophy & Theory. Sep2013, Vol. 45 Issue 9, pp. 973-986.

Lovat, T., Clement, N., Dally, K. & Toomey, R. (2010). Values education as holistic development for all sectors: researching for effective pedagogy, Oxford Review of Education Vol. 36, No. 6, December 2010, pp. 713–729.