Journal Plus Education 2023-09-12T08:15:58+03:00 Gabriela Kelemen Open Journal Systems <div dir="ltr"> </div> <p><strong>ISSN: 1842-077X </strong></p> <p><strong>E- ISSN (online) 2068 “ 1151</strong></p> <p>The <a title="plus" href="">Journal Plus Education/ Educatia Plus</a> is a transdisciplinary journal that engages a wide spectrum of scholarship and welcomes contributions from the many disciplines and approaches that intersect Educational Sciences research (pedagogy, psychology, special psyhopedagogy and social work).</p> THE IMPACT OF USING BOARD GAMES ON THE DEVELOPMENT OF SITUATIONAL MOTIVATION IN PRIMARY SCHOOL CHILDREN 2023-08-31T11:16:59+03:00 Claudia JIPA Carmen BERCE Mirela COSMA <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>The study highlighted the impact of an activity program in which board games were used to develop situational motivation in first-grade school children. The participants (ages 6-8 years) were primary school students from rural areas randomly assigned to the experimental group (EG; n= 13) and control group (CG; n= 13). The level of situational motivation was measured with the Situational Motivation Scale (SIMS) developed by F. Guay, R. J. Vallerand, and C. Blanchard (2000). After initial testing, for eight weeks, ten board games (Dixit, Domino in syllables, my first 5-second game, Tetris, Vocalopoly, etc.) were introduced twice a week for the development of mathematical and linguistic skills. The results of the comparison t-test on paired samples, as well as on independent samples of the Situational Motivation Scale (SIMS), show that there are statistically significant differences regarding the level of situational motivation in the two moments of the application of the scale, pretest, and posttest in the experimental group (t =-15.503, </em></span></span><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><span lang="en-GB"><em>p&lt;0.001), but also between the two groups (experimental and control) in the post test phase (t=10.539, p&lt;0.001). In conclusion, the research results highlight that using board games in the activities carried out with first-grade students improves the motivation of school children.</em></span></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Claudia Jipa, Carmen BERCE, Mirela Cosma Motivational landmarks of adolescents in the context of lifestyle and social reality - theories, models, values, and practices 2023-08-31T11:36:32+03:00 Corina Costache COLAREZA <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>Students are motivated by the desire to satisfy their personal needs to achieve certain individual goals and aspirations. Motivation can vary according to interactions between internal factors (such as individual needs, interests, and values) and external factors. The most difficult practical problem is to understand the nature and quality of motivation in the classroom. Metaphors can help students understand and integrate information in an easier and more meaningful way. A substantial part of Social Psychology stems from the belief that social behaviors are based on people's perception of reality. Learning styles derive from four bipolar dimensions' (David, 2015, p. 204): extravert-introvert, which refers to the capacity to assimilate and analyze information through social interaction. Adolescence is marked by fluctuating levels of self-esteem and the adoption of different attitudes and styles until it stabilizes in youth and adulthood. Willpower comes into play at this stage, representing the subjective and most crucial aspect of self-regulation. Procrastination is often used as a way to cope with anxiety arising from initiating or completing tasks. The origins of the term can be traced back to the Latin word 'pregetare,' meaning to delay, hesitate, or postpone.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Corina Costache Colareza IMPORTANCE OF PLAY IN EARLY CHILDHOOD EDUCATION AND CHILDREN’S RIGHT TO PLAY 2023-08-31T11:47:29+03:00 Esra EMOLU <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>Children’s play is first and foremost a matter of human rights. As declared in the United Nations Convention on the Rights of the Child (UNCRC, 1989), all children and young people have the right to play and have an intrinsic need to play. Play provides opportunities for children and young people to be free to choose what they do, and to challenge themselves, take risks and enjoy freedoms. (Playboard Northern Ireland, Young researchers’ team, 2013). General Comment 17 of the UNCRC states that children need to play in order to grow, learn and that play is a way of taking part in everyday life. Play also provides opportunities to promote gender equality and is essential for children’s health and well-being. The importance of play in early childhood education (ECE) will be analyzed with a specific emphasis on the sociological dimension and as a right granted to children by the UNCRC.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Esra EMOLU EMOTIONAL INTELLIGENCE: PARTICULARITY IN THE BECOME OF THE ETHICAL MAN 2023-08-31T11:55:07+03:00 Aliona PANIS <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>The person whose emotional intelligence is well developed will be able to create an environment of trust and honesty, in which reason and competitiveness dominate, who can realize and control their own emotions. Therefore, emotional intelligence and its related components represent concrete ways to optimize the quality of the educational act, emphasizing at the same time its emotional dimension. At the same time, the teacher, in order to become an ethical person, must be able to develop his emotional intelligence to an emotional culture. In this article, the ethical man is analyzed from a historical perspective and in correlation with emotional intelligence. In this context, reference is made to the teaching staff.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Aliona Panis TEACHERS TRAINING AND PROFESSIONAL DEVELOPMENT WITHIN THE CRED PROJECT 2023-08-31T12:05:54+03:00 Elena Maria UNGUREANU (ERDELI) <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>The "CRED- Relevant Curriculum, open education for all" project was developed to respond to some needs, including: to knowledge and use of the values of the new National Curriculum; to develop of relevant documents for educational policy (methodological guides for the various disciplines and Educational Resources Open (RED); to support the classroom application of the new school programs; to carry out thematic research to support the implementation process of the curriculum based on key competences, with a focus on students from disadvantaged categories; to train of 55,000 primary and secondary education teachers for a methodological approach centered on key skills and adapting learning activities to the specific needs of each student, including those at risk of dropping out, facilitating student-centered teaching-learning, the integrated approach (in the sense of making connections with real life), using alternative methods of formative assessment; to review the curriculum at the school's decision, capitalizing on the needs, resources and local cultural, social, economic context; to review the curriculum documents aimed at the "Second Chance" Program. The work "Teachers training and professional development within the CRED project" presents the results obtained in the framework of a mini-research carried out as a trainer in the program, Digital educational resources: creation, use, evaluation”, OME accredited training program no. 3306/22.02.2022.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 elena maria ungureanu erdeli SHADOW EDUCATION IN HONG KONG: THE EFFECTS OF BACKWASH ON HONG KONG SECONDARY STUDENTS 2023-08-31T12:16:52+03:00 Richard Ching Ho CHENG <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>Shadow education is a widely discussed topic in Asian countries since this is a popular way of learning for students. In Asian society, parents have invested a lot of money into shadow education, and they hope that their children can stay competitive or climb up the social ladder by getting good grades in public exams. Shadow education becomes a method that some people believe can help students to perform well in the exam, but is this true? In this paper, the focus is on the backwash effects of shadow education, and whether shadow education can help students to perform well in the exam. 12 secondary school students in this study expressed that shadow education can help them in their public exams and it has some positive effects on their overall exam grades. However, there are only a few studies focused on the effects of shadow education on students’ exam performance, and it seems that this area has not been completely discussed in the field of shadow education. As a result, this study hopes to contribute to backwash in shadow education, and whether it can help students to improve their grades in the public exam.</em></span></span> </span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Richard Ching Ho Cheng ASSESSING HUMAN KINETICS AND HEALTH EDUCATION PRE-SERVICE TEACHERS’ ATTITUDE TOWARDS USING SOCIAL MEDIA PLATFORM FOR INSTRUCTIONAL CONTENT DELIVERY IN SCHOOLS 2023-08-31T12:30:42+03:00 Awujoola OLARINOYE <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>This study assessed the Human Kinetics and Health Education pre-service teachers’ attitude towards using social media platform for instructional delivery in schools. The study was a descriptive study. The target population for this study were all the Human Kinetics and Health Education pre-service teachers at the Federal University Dutsin-ma, Katsina State. Simple random sampling technique was used to select one hundred (100) Human Kinetics and Health Education pre-service teachers among 485 in the school. Questionnaire was the instrument used in this study and two research questions and one research hypothesis were used to guide the conduct of the study. The reliability of the instrument after subjecting it to Cronbach alpha was 0.82.was established. The results of the findings revealed that, Human Kinetics and Health Education pre-service teachers have positive attitude towards using social media for learning in school, and there was no significant difference in the attitude of both male and female towards using social media for learning in school. Based on this, it was recommended that, the school authority should encourage the use of social media for learning curriculum content in school.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Funke Abosede Awujoola-Olarinoye STUDENT LEARNING 2023-08-31T12:39:50+03:00 Maria Iulia FELEA <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>Academic learning illustrates the complex process by which students develop or acquire, as appropriate, knowledge, abilities, competences, skills in order to succeed in an academic environment and, of course, to develop and continuously improve themselves. In this research, several elements related to academic learning have been investigated. The method of investigating the matter of academic learning is the inquiry conducted using the questionnaire as a tool. The sample of subjects consists of one hundred and fifty students from the University “1 Decembrie 1918” of Alba Iulia, year I, II and III of study, from the field of Pedagogy of Primary and Pre-School Education. Among the indicators presented in the questionnaire we can mention a few: the time allocated for study, organizing the learning material, the efficiency of learning, passing exams, the learning style, the success in learning, the failure in learning, etc. The conclusions are drawn based on statistical analysis and confirm the presence of unique elements about academic learning.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Maria Iulia Felea EXPLORING THE RELATIONSHIP BETWEEN THE GENERATION Z CONSUMERS’ DESIRE TO LEARN AND OPENNESS TO TECHNOLOGY 2023-08-31T12:58:05+03:00 Georgeta PANISOARA Denisa Cristina BERCEANU Filip POPOVICI Cristina Marina SANDU <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>This study explores the relationship between the desire to learn and openness to technology among Generation Z consumers. As a digitally native generation, Generation Z has grown up in an era of rapid technological advancement. This has influenced their attitudes and behaviors towards learning and technology adoption. The aim of this research is to investigate whether there is a correlation between the desire to learn and openness to technology among Generation Z consumers.</em></span></span> <span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>The research employed a quantitative survey method to collect data from a diverse sample of Generation Z consumers. The survey included measures of desire to learn, openness to technology, and demographic information. Data analysis was conducted using Pearson correlation and regression analysis to explore potential associations between motivation and openness to technology.</em></span></span> <span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><span lang="en-GB"><em>The results show that Engagement and Desire to Learn are significant predictors for perceived usefulness. Related to the predictors of attitude and intentions to use, results showed that Engagement (R² = 0.19, p &lt; 0.05) and Eagerness to Learn (R² = -0.20, p &lt; 0.05) were predictors for attitude toward mobile apps. On the other side, engagement (R² = 0.17, p &lt; 0.01), fearlessness (R² = -0.21, p &lt; 0.01), and Eagerness to Learn (R² = -0.14, p &lt; 0.05) were significant predictors for the intention to use mobile apps in the future. </em></span></span></span><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>These findings have important implications for marketers, educators, and policymakers. Understanding the relationship between the desire to learn and openness to technology can help organizations develop targeted strategies to engage Generation Z consumers effectively. </em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Georgeta Panisoara, Denisa Cristina Berceanu, Filip Popovici, Cristina Sandu GAMIFICATION APPROACHES IN FOSTERING OF MODERN EDUCATIONAL ECOSYSTEMS 2023-08-31T13:06:59+03:00 Tetiana BONDARENKO Maryna VASYLIEVA Roman NESTERENKO <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><span lang="uk-UA"><em>A new impetus for the development of information technology in the educational process was given by the COVID-19 coronavirus pandemic and the quarantine imposed to prevent the spread of the disease. Due to the quarantine and the war in Ukraine, the educational process has moved to the online space, which has created conditions for remote learning using media content. Media education is designed to prepare students for life in the new information environment, to teach them to fully perceive different types of information, to understand and master the means of communication based on interactive forms of communication. It also improves the quality of information perception, students’ engagement in interactive classes and the engagement of all participants in the learning process in the online environment. Thus, today's realities require new approaches and teaching tools that should be implemented by modern higher education institutions in the era of Education 4.0.</em></span></span></span> <span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><span lang="uk-UA"><em>In order to implement new approaches to the organization of high-quality online learning, it is necessary to adhere to the Concept of Digital Transformation of Education and Science, namely the Effective Usage of Digital Technologies in the Educational Process. In the context of long-term digital learning and the lack of live communication with students, as the result the new problem occurs - decrease of motivation to learn. For solving this problem teachers need to develop and apply new approaches to the organization of online learning. One of the approaches is implementation game-based educational technologies, namely gamification the educational process. Gamification is the process of using game design principles and mechanics in non-game contexts, such as education, to make the learning process more engaging and effective. Gamification is used to deepen learner engagement and motivation, enhance their learning experience and improve academic performance.</em></span></span></span> <span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><span lang="uk-UA"><em>Virtual gamified teaching is an effective approach to studying process in case if the right platform, studying material and tools are used. One of the approaches to gamification is the development and use of a set of video lessons with a virtual teacher, which helps to draw students' attention to important points of the lecture and diversify the explanation of infographic objects.</em></span></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Tetiana Bondarenko, Maryna Vasylieva, Roman Nesterenko THE REALITY OF PRACTICAL TRAINING PROGRAMS FOR TEACHERS IN LIGHT OF TECHNOLOGICAL DEVELOPMENT AND CONTINUOUS MODERN INNOVATIONS: CHALLENGES AND OPPORTUNITIES 2023-08-31T13:12:36+03:00 Mona BADOI- HAMMAMI <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>To meet labor market demands, teachers must stay updated with technological advancements as technology has become a crucial part of life. To remain relevant, they must engage in specialized training programs. The success of these programs relies on trainees’ basic technological skills. To attain effective educational results, educators must recognize the influence of technological advancements and innovations on the relationship between instructors and students. This study investigated the most successful design techniques for practical teacher training programs in the age of the technological revolution. It recognizes the problems and opportunities associated with adopting new technological developments in educational operations. By analyzing the current state of training programs for teachers, this study seeks to identify the obstacles faced in acquiring modern technological skills and the subsequent benefits to educational systems. In addition, practical recommendations were provided to address these challenges. Furthermore, this study will investigate the main components that should be included in the content of training programs, considering the technical skills expected by both teachers and learners. Drawing from previous studies on teacher training in modern technology, this study hopes to offer unique insights and recommendations for future programs. The opportunities offered by technological developments to enhance the quality and effectiveness of practical training programs have been explored, including online and blended learning, virtual simulation, augmented reality, data-driven assessment, collaboration and communication tools, personalized learning experiences, access to open educational resources, and mobile learning. The integration of these components into practical training programs equips teachers with the skills necessary to effectively integrate technology into their teaching practices, ultimately improving the quality of their education and learning outcomes.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Mona Badoi- Hammami INNOVATION FOR ALL: UNLEASHING THE POWER OF ASSISTIVE TECHNOLOGY IN SPECIAL EDUCATION IN ARABIC SPEAKING COUNTRIES 2023-08-31T13:19:52+03:00 Mona ALANAZI <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>In this study, we look at how special education teachers are increasingly using assistive technology (AT) to help children with disabilities. Our research focuses on the available literature on AT implementation in special education in Arabic-speaking nations. Our analysis includes a look at the advantages, disadvantages, and prospective applications of AT in this setting. The study's findings shed light on a number of major topics that emerge from the literature. For starters, it highlights the importance of personalised and student-centered methods to AT implementation. Recognizing each student's unique needs and abilities means that AT interventions are personalized to optimize their impact. Furthermore, the study emphasizes the vital relevance of providing adequate training and continuous support to both teachers and students who use AT. Adequate training provides educators with the skills and knowledge needed to properly apply AT, while continual support ensures its continued effectiveness in the classroom. Furthermore, the evidence demonstrates AT's tremendous potential to improve outcomes across a wide range of academic and functional areas. Students can overcome barriers, learn key skills, and actively participate in their educational path by utilizing AT technologies. Finally, this paper explores the implications of these findings for future special education research and practice. The findings of the literature study serve as a platform for future research and show the importance of continuing to investigate the influence of AT on students with disabilities in Arabic-speaking nations. This study adds to the growing body of knowledge about assistive technology in special education, particularly in Arabic-speaking countries. It is a great resource for educators, policymakers, and researchers, emphasizing the significance of student-centered approaches, training, and the potential of AT to improve results for students with disabilities.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Mona Alanazi THE IMPACT OF THE NEW TEACHING STRATEGY ON COMMUNICATION IN THE TEACHING OF NATURE AND SOCIETY 2023-08-31T13:29:29+03:00 Ivko NIKOLIC Sefedin SEHOVIC Filduza Prusevic SADOVIC <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>The interdisciplinary nature and society teaching provides the teacher with many opportunities in the selection and application of different forms and forms of communication during the teaching process. Depending on the content of learning, the goal and tasks of teaching that we plan to accomplish during the lesson, methods and forms of work, we can plan different forms of communication in teaching. In order to be able to talk about the forms of communication in the teaching of nature and society, we must first know what constitutes teaching communication and what are its basic elements. Social changes in the 21st century require new competencies, and a special emphasis is placed on learning to learn, that is, the development of learning strategies that will equip young people for life and enable their further development through lifelong learning. Since communication is a complex, circular process, in order to better understand it, we must analyze its basic components. A simple communication model consists of the source or sender of the message, the message or the content of the message, the channel or medium for transmitting the message, and finally the recipient as the final destination of the communication process. These four components influence each other in such a way that from the content of the message, the recipient or the medium through which the message is sent, we adapt the other components in order to convey the message in the most effective way.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Ivko NIKOLIĆ, Sefedin Sehovic, Filduza Prusevic TEACHING TECHNIQUES AND METHODS TO DEVELOP CRITICAL THINKING IN ELEMENTARY SCHOOL 2023-08-31T13:35:50+03:00 Carina NADABAN <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>The term "critical thinking" is often used to describe skills compatible with teaching-learning, but also applicable at work, in the family, and the circle of friends. Both attitudes and capacities are needed to carry out the critical thinking training process. Skills are those required in interacting with people and processing information correctly to achieve credibility of data and maintain clarity in communication. Critical thinking takes place in the context of solving problems and interacting with the people around them, so critical thinkers must adapt to both contexts. This type of thinking must be formed and developed from childhood. For this purpose, the teaching staff plays an important role, because it directs the development of students' thinking. Through the instructional-educational process, the teaching staff offers students the chance to develop this thinking. The learning methods and techniques applied by the teacher will direct the development process. We analyzed different methods and techniques through which critical thinking is developed, we described how to integrate and deploy them in the educational process.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Carina Nadaban INVESTIGATING THE INFLUENCE OF COVID-19 ETHICS ON STUDENTS’ INTEREST IN LEARNING CHEMISTRY 2023-08-31T13:45:08+03:00 Juliana Nkiru NNOLI Stephen Chinedu NWAFOR <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>This study discusses the influence of COVID-19 ethics on students’ interest in learning chemistry. Five research questions and one null hypothesis guided the study. A descriptive survey research design was used to carry out this study. The population for this study consists of 2,644 chemistry Students in the 19 public secondary schools in Awka South Local Government Area of Anambra state. A sample size of 80 chemistry students was used for the study. The simple random sampling method was used to select eight (8) public secondary schools in Awka South Local Government Area. Therefore, 10 chemistry students were selected from each of the eight secondary schools. Twenty (20) item structured questionnaires on a four-point rating scale developed by the researchers were used for data collection. The instrument was validated by two experts. To determine the internal consistency of the instrument, the Cronbach alpha formula was used and a reliability coefficient of 0.87 was obtained. After the administration of the instrument to the respondents, the data obtained were analyzed using mean and standard deviation to answer the research question and z-test to test the null hypothesis at the significance level of 0.05. The findings of the study revealed that social distancing, use of face masks, regular washing of hands, use of hand sanitizers and restriction of movement are common COVID-19 ethics. Also, COVID-19 negatively affected students’ chemistry learning and influences students’ interest to a high extent. It was shown that COVID-19 ethics influenced more of male students’ interest than their female counterparts as there was a significant difference between the male and female chemistry students on COVID-19 ethics on student interest in favour of the males. Thus, providing enough lesson time and provision of ICT and e-learning facilities are possible ways to improve students’ interest in learning chemistry during the COVID-19 era. </em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Juliana Nkiru Nnoli, Stephen Chinedu Nwafor STUDIES ON UNIVERSITY STUDENT ATTITUDE IN DISTANCE EDUCATION: A SYSTEMATIC REVIEW 2023-08-31T14:01:38+03:00 Zeyneb Uylas AKSU Sevinc GÜLSEÇEN <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>In recent years, with the digital transformation, distance education has become a frequently preferred education option. In addition to technological elements, student and teacher factors are very important in distance education. In this study, a systematic review of studies investigating the attitudes and behaviors of university students in distance education was made. Prisma 2020 checklist was followed while reviewing studies. As a result of the reviews, 38 publications were included in this research. In the research, answers to 5 basic questions were sought. The studies compiled according to the researched subjects, the countries conducting the research, the year, the method used, and the data collection methods were listed. In conclusion, the most studied subject among the studies investigating student attitudes toward distance education was online education adopted. The year with the most publications was in the year 2020. This research is a useful guide for studies that want to study student attitudes in distance education.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Zeyneb Uylas Aksu, Sevinc Gulsecen EXPLORING THE POWER OF PSYCHO-PEDAGOGY: INTEGRATING PSYCHOLOGY, EDUCATION, AND STUDENT DEVELOPMENT FOR EFFECTIVE LEARNING AND ACADEMIC SUCCESS 2023-08-31T14:10:47+03:00 Mona BADOI- HAMMAMI Corina Costache COLAREZA <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>The nucleus of education sciences is represented by the learning outcomes, because only through them can one judge an educational strategy or an effective educational method etc. Here, the aim of this study emerged, which is to shed light on the points of intersection between the three main axes of the educational process, pedagogy, psychology, and education, about enhancing learners' skills that have an impact on facilitating their access to more. High-quality learning outcomes in the long term. In educational settings, it is crucial to grasp psychological theories and incorporate them. This content examines psycho-pedagogy concepts, including the integration of psychology and education. Investigating the influence of issues like emotional management, active involvement in the classroom, and teacher-student relationships is a way to support both learner growth and academic performance through the educational process. It will also be discussed the potential psychologist’s findings in educational contexts, emphasizing the importance of creating a comfortable, joyful classroom environment for academic success. Examining the intersection of pedagogy and psychology, the benefits of using positive psychology, immersive learning strategies, and mindfulness techniques are demonstrated to enhance learner engagement and motivation to learn.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Mona Badoi- Hammami, Corina Costache Colareza ROBOTICS EDUCATION IN ECE: TEACHERS’ OPINION AND WAYS OF INTEGRATION 2023-08-31T14:17:59+03:00 Nicoleta SAMARESCU <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>Educational robotics in Early Childhood Education is proven to empower children to understand the basic functions of technology and become digitally literate. The article investigates the current opinion of teachers about educational robotics at preschool level. The study takes them through several stages of questioning: from what they understand robotics to be at preschool level, if they consider the integration of robotics elements useful, how easy they find the integration of these elements and how quickly they can integrate practical robotics elements into games didactic. With a well-done PhD process Educational Robotics can have maximum effectiveness throughout its life. The natural curiosity and way of thinking of the new generation are advantages that must be exploited. Numerous studies have demonstrated the effectiveness of robotic education in the early education of children, although all we have to do is guide the specialists to integrate it into the teaching-learning process.</em></span></span></span></p> <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em> The results of the quantitative analysis carried out with the help of teaching staff are presented by category and the significant differences that resulted are highlighted as well as recommendations for the integration of robotics elements in ECE activities.</em></span></span> </span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Nicoleta Samarescu DIGITAL TRANSFORMATION OF BUSINESS EDUCATION PROGRAM IN NIGERIAN UNIVERSITIES FOR 21ST-CENTURY SKILL ACQUISITION 2023-08-31T14:24:37+03:00 Chidiebere Christopher UFONDU Oluchi Chinazor OBI Chukwuemeka Favour CHIEDOZIE <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>This study examined digital transformation of business education program for 21st-century skill acquisition in Nigerian universities. Two purposes of the study were employed in this research work. two research questions guided the study and two null hypotheses which were tested at 0.05 level of significance. A descriptive survey design was adopted for the study. The population of the study comprised 34 business educators in universities in Anambra state. The entire population was used for the study since the population is manageable and accessible to the researcher. Hence, there was no sampling The instrument used to collect data for the study was a structured questionnaire with two parts; part A contained items on the demography of respondents and part B contained items on the two research questions under the study. The questions were structured on a 4-point rating scale of Strongly Agree (SA); Agree (A), Disagree (D) and Strongly Disagree. The instrument was validated b three experts, two from the Department of Business Education and one from Measurement and Evaluation. Cronbach Alpha reliability coefficient was used to test consistency of the instrument and a general coefficient of 0.76. Data collected was analyzed using arithmetic mean and standard deviation while t- test was used to test the hypotheses at 0.05 level of significance. When the p value was found to be equal or less than 0.05 alpha levels, the noted difference was said to be significant, therefore, the null hypothesis was be rejected. However, a p value found to be greater than 0.05, the noted difference was insignificant, therefore, the null hypothesis will be accepted. The findings of the study revealed among others that curriculum modernization, administration facilitate 21st century skill acquisition in universities in Anambra state. Based on the findings of the study, the researcher recommended that curriculum planners should revamp the business education curriculum to emphasize experiential learning and real-world application of knowledge and skills by integrating relevant and future-focused content, students can develop the skills required for success in the 21st century. There should be integration of digital literacy into the core curriculum of business education programs by designing courses and learning activities that explicitly incorporate digital tools and technologies relevant to the field, such as data analysis software, project management platforms, and digital marketing tools.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 CHIDIEBERE CHRISTOPHER UFONDU, Oluchi Chinazor Obi, Chukwuemeka Favour Chiedozie AUTONOMOUS LEARNING – A THEORETICAL APPROACH 2023-08-31T14:29:23+03:00 Monica Iuliana ANCA <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>Autonomy is a pedagogical concept with multiple educational dimensions, the most important correlative notions being involvement, freedom of choice, responsibility, critical thinking, and metacognition. Educational autonomy is a pedagogical concept with multiple educational dimensions, important correlative notions being activation, freedom of choice, responsibility, critical thinking, and metacognition. The common teacher-student actions aim to increase the student's autonomy and include the acquisition of meta-knowledge and the use of meta-cognitive strategies, reflection on knowledge, performing self-evaluations and co-evaluations, combining individual activity with cooperative work activities, and mutual exchanges. The student thus contributes responsibly to his own training, (self) training. The autonomy of the student is objectified in the management of the new knowledge, in setting their own goals and strategies of learning and training, in the hierarchy of priorities, in the design of the strategies of (self) monitoring and self-evaluation, in the curricular management, in the time management. Just like self-education, self-training refers to the conscious, voluntary processes, in which the person undertakes actions aimed, consciously, at qualitative transformations, which lead to the development of his own personality. In self-training, "learning to learn" is essential, understood as the assimilation of cognitive/intellectual and metacognitive skills, contributing to the transformation of self-instruction and self-training into a necessity.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Monica Iuliana Anca PERCEIVED IMPACT OF MULTIMEDIA TOOLS ON ILESA WEST SECONDARY SCHOOL STUDENTS LEARNING OF ENGLISH LANGUAGE CONCEPTS 2023-08-31T14:35:33+03:00 Mutahir Oluwafemi Mukhtar ABANIKANNDA Temitope Joshua AYEGBO <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>The study Perceived Impact of Multimedia Tools on Ilesa West Secondary School Students Learning of English Language Concepts. The study is a descriptive study; a total number of 300 respondents were used. The instrument for data collections was inventory and was inventory and was structured by the researcher for data collection and reliability level was 0.75. Data collected were analyzed using descriptive statistics specifically mean, standard deviation, frequency counts and Person Product Moment Correlation (PPCM). The findings of the study revealed that Multimedia tools enable you to gain better understanding of English Language concepts that are unclear to you, Multimedia tools give you rom to receive an answer at the same time, as well as being able to exchange responses to questions with teachers in real time, Multimedia tools encourage you to share our thought and opinion on English Language concepts, Multimedia tools develop your critical thinking skills and enrich your learning experience in learning English Language concepts, Multimedia tools help to develop your language skills chiefly English Language, Multimedia tools assist you in comprehending text by utilizing prior knowledge new terminology, Does the appealing features of the multimedia tools allow you to boost your stimulation to the learning process involved in learning English Language concepts, application of multimedia tools in learning English Language also improve memory retention, learning accomplishment and satisfaction. Also, the study has revealed that there is significant difference in learning effectiveness of student who learned English Language concept with multimedia tools and those who learn without it. It also revealed that there is a significant difference in the attitude of secondary school students to learning English Language concepts when multimedia tools are explored and when not. As a result of the findings in this study, this can strengthen the literatures of Multimedia tools.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Mutahir Oluwafemi Mukhtar ABANIKANNDA, Temitope Joshua Ayegbo MULTICULTURAL SCHOOLS AND THE INCLUSIVE DIMENSION OF WELL-IMPLEMENTED COMMUNITY PRACTICES ON BOOSTING THE SCHOOL ETHOS 2023-08-31T14:40:57+03:00 Mihaela DAVID–IZVERNAR Alina Felicia ROMAN <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>Multicultural schools are not merely schools where students of different ethnic groups or nationalities learn together, but primarily they are schools with an ethos. The facets and characteristics of such schools impact the learning trajectories of students and inclusive practices are the norm there. The effective implementation of such practices, the strategies for keeping the learning environment inclusive, alongside preserving identities and fostering developmental pathways are core values in multicultural schools. The article aims at highlighting the importance of salient features of such schools and the implementation of case studies provides models and frameworks to be observed. Furthermore, a skill set that promotes critical thinking and problem-solving in the context of blended learning, alongside the face-to-face one, are core competences in a multicultural learning environment. The identity construction of each ethnic group needs to blend into an educational environment that fosters unswerving cross-cultural teaching. Inclusion and integration are part of a student-centered approach to teaching, in schools where means and methods are tailored to address the specific needs of the student, turning a dependable child into an autonomous adult, regardless of the diverse</em></span></span> <span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>socio-economic or cultural backgrounds students come from.</em></span></span> </span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Mihaela David-Izvernar, Alina Felicia Roman MATHEMATICS FOR SUSTAINABLE DEVELOPMENT: IMPROVING STUDENTS’ LEARNING THROUGH RICH MATHEMATICAL TASKS STRATEGY 2023-08-31T14:44:31+03:00 Adewale Owodunni SAKA <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>Mathematics is needed to achieve sustainable development goal 4, which targets inclusive, equitable education cum lifelong learning. Nonetheless, the students’ achievement in senior secondary mathematics is below average. Thus, this study examined the effects of the Rich Task strategy and numerical ability on senior secondary mathematics achievement. The sample comprised 203 pupils from two public senior secondary schools in Ijebu-Ode Local Government Area, Ogun State, selected on purpose. Three data collection instruments are the Mathematics Achievement Test (r = 0.84), the Numerical Ability Test (r = 0.79), and the Treatment Instructional Package. The data collected were analysed with descriptive and inferential statistics at 0.05 significance. The study discovered that the treatment significantly influenced students’ academic achievement, with the Rich Task instructional strategy found to be more effective than the conventional method. The findings also showed that numerical ability significantly impacted academic achievement, with high-ability students outperforming low and medium-ability students. However, there was no significant interaction effect between instructional strategies and numerical ability on students’ academic achievement. The study recommended that teachers employ Rich Task Strategy to meet their students’ different learning requirements and skills, and the implications for achieving sustainable development Goal 4 were identified.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Adewale Owodunni Saka EXTRACURRICULAR APPROACHES TO INFLUENCE THE WELL-BEING OF PRIMARY SCHOOL CHILDREN 2023-08-31T14:50:05+03:00 Denisa Ramona CHASCIAR Alina Felicia ROMAN <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>This article examines the influence of extracurricular activities on the well-being of primary school children, using the Well-Being Index (WBI) to measure levels of well-being before and after participating in these activities. The results suggest that engaging in extracurricular activities can have a significantly positive impact on children's overall well-being, helping to increase their sense of connection, competence and autonomy.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Denisa Ramona Chasciar, Alina Felicia Roman THE IMPACT OF THE TRAINING METHOD ON STUDENT SATISFACTION: THEORY VERSUS PRACTICE - ONE OF THE MOST CONTROVERSIAL ISSUES IN HIGHER EDUCATION 2023-08-31T14:54:03+03:00 Ildiko RUDNAK <p class="western" lang="en-US"><span style="font-family: Garamond, serif;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;"><em>In my study, after a general introduction to the training method, I discuss its important role in higher education and link it to the learning pyramid theory. I will describe the so-called T-subjects integrated in the curriculum of our university (Hungarian Agricultural and Life Sciences University, MATE), which are implemented in the economics majors (bachelor, master and doctoral), and which are present in both our Hungarian and English language economics courses. In the empirical part, I summarise the opinions expressed in the textual reflections of a selected group of students from the Leadership Skills Training in five different classes of international students. The feedback clearly demonstrates that master’s students need both the latest and most up-to-date theories and the skills acquired through experiential learning.</em></span></span></span></p> 2023-08-31T00:00:00+03:00 Copyright (c) 2023 Ildiko Rudnak MOBBING AMONG ADOLESCENTS: SOCIAL CAUSES, FORMS AND INTENSITY, FAMILY SITUATION, AND PARENTING PRACTICES 2023-09-12T08:15:58+03:00 Ovidiu Laurentiu BICAN <p>This study focuses on the phenomenon of mobbing <br>among adolescents aged 15 to 16, analyzing its social causes, forms, <br>and intensity of manifestation, as well as family situation and opinions <br>regarding adolescent education and parenting practices. The aim of <br>the research is to develop a model for approaching mobbing and to <br>analyze the results obtained. The study examined the manipulated <br>variables and basic statistical indicators that characterize these <br>variables in the research sample, and the results showed that most <br>students live with both parents and consider their household's financial <br>situation to be similar to that of their friends and classmates. Overall, <br>mobbing represents an important social problem among adolescents <br>and can have significant negative effects on the mental and physical <br>health of its victims. By identifying the causes of mobbing behaviors, <br>this information can be used to develop effective prevention programs <br>in the school environment.</p> 2023-09-12T00:00:00+03:00 Copyright (c) 2023 Ovidiu Laurentiu BICAN