Journal Plus Education https://uav.ro/jour/index.php/jpe <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="https://uav.ro/jour/index.php/jpe/management/settings/context//en/journals/educatia-plus">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> Aurel Vlaicu Univversity of Arad, Romania en-US Journal Plus Education 1842-077X STRATEGIC LINES OF THE “CHILD’S INTERNAL POSITION” FROM THE PERSPECTIVE OF ADAPTATION TO THE SCHOOL ENVIRONMENT https://uav.ro/jour/index.php/jpe/article/view/2381 <p>The issue of the child’s internal position from the<br>perspective of adaptation to the school environment<br>requires, in the context of the multifaceted changes<br>occurring in preschool and primary education, a thorough<br>examination of scientific approaches to identify potential<br>foundations and directions in this field. Current practices<br>in this area still appear to be in their early stages. In this<br>article, from a broader perspective, we do not aim to<br>answer what actually works, but rather to understand the<br>child’s psychological capacities regarding their internal<br>position and certain mechanisms of adaptation to the<br>school environment. The theoretical vision we aim to<br>support is essentially an attempt to present the concept of<br>the child’s internal position starting from the totality of<br>characteristics of a system of internal factors that mediate<br>environmental influences and condition the development of<br>new psychological formations at this stage of life. This<br>approach seeks to answer the question of what is important<br>in children’s adaptation to the school environment. A<br>perfect correlation between the child’s internal position<br>and adaptation to the school environment ensures success<br>and efficiency in the learning process.</p> Valentina PASCARI Copyright (c) 2025 Valentina PASCARI 2025-07-17 2025-07-17 38 Special Issue 14 29 EXPLORING OTHERNESS THROUGH SOCIAL EMOTIONAL LEARNING (SEL): AN ANALYSIS OF STUDENTS’ REFLECTIONS AND CHOICE OF TOPIC https://uav.ro/jour/index.php/jpe/article/view/2382 <p>This article will explore students’ choice of topics and their<br>reflections in a course on Otherness taught to a class of<br>pre-service teachers of English as a Foreign Language<br>(EFL). Tenets of Social Emotional Learning (SEL) were<br>used in teaching a seminar in English (the students’ L2),<br>focusing on self-awareness, self-management and social<br>awareness. Several theories of Otherness coupled with<br>literary and media examples were presented, and the<br>students then had a free choice of topics for research from<br>eight categories of Otherness: age, gender, disability,<br>race/ethnicity, sexual orientation, economic status,<br>religion, and supernatural Otherness. The students’<br>(N=90) choice of topics between 2020-2023 revealed that<br>most students avoided culturally sensitive topics such as<br>religion and sexual orientation, and mostly opted for<br>professionally motivated research subjects in the field of<br>education such as mental and physical disability. A<br>qualitative analysis of their reasons for choosing the topics<br>revealed three categories: personal, professional and<br>ethical. In addition, students’ responses to the course<br>revealed that choosing their own topic led to both<br>motivation and enjoyment of the course. Finally, the<br>importance of allowing students to choose a topic in<br>Higher Education will be discussed, as well as the<br>implications for SEL in the EFL classroom.</p> Gal MANOR Copyright (c) 2025 Gal MANOR 2025-07-17 2025-07-17 38 Special Issue 30 49 EDUCATION IN THE SPIRIT OF CHILDREN'S RIGHTS: FROM LEGAL PRINCIPLES TO EDUCATIONAL IMPLICATIONS https://uav.ro/jour/index.php/jpe/article/view/2383 <p>The United Nations Convention on the Rights of the Child<br>(1989) constitutes a fundamental milestone in the<br>consolidation of the international legal framework for the<br>protection and promotion of children's rights, exerting a<br>direct influence on the educational and social policies of<br>the signatory states. The document enshrines four essential<br>guiding principles—non-discrimination, the best interests<br>of the child, the right to life and development, and respect<br>for the views of the child—which underpin child-centered<br>educational approaches. Despite legislative and<br>institutional advancements, significant challenges persist,<br>such as violence against children, inequality, and<br>exploitation in conflict settings. This paper aims to provide<br>a theoretical analysis that highlights the importance of a<br>rights-based education as a means of prevention and<br>empowerment, with a view to ensuring an environment<br>conducive to the comprehensive development of the child.</p> Evelina BALAS Copyright (c) 2025 Evelina BALAS 2025-07-17 2025-07-17 38 Special Issue 50 63 APPROACHES TO THE MENTORING ACTIVITY FROM THE PERSPECTIVE OF EDUCATIONAL ETHICS https://uav.ro/jour/index.php/jpe/article/view/2384 <p>Knowledge of professional responsibilities from a<br>moral-pedagogical perspective is a goal of<br>educational ethics codes. As a professional<br>educator, a mentor teacher must have the ability to<br>carry out reflections, critical-constructive analyses<br>and representations of fundamental pedagogical<br>concepts and, at the same time, to offer moral<br>perspectives in various professional and life<br>situations. Establishing educational objectives at<br>different levels, selecting and configuring<br>educational content, establishing evaluation forms,<br>methods, and criteria, managing and regulating<br>relationships with learners, colleagues, decisionmakers,<br>and parents are all professional<br>responsibilities that require pedagogical but also<br>ethical competencies for educational professionals.<br>The inclusion in codes of professional ethics in<br>education of issues related to the deontology of<br>educational purposes, the deontology of educational<br>content, the deontology of evaluation, the<br>deontology of pedagogical relations can stimulate<br>the reflection and action of teachers who carry out<br>mentoring activities but, at the same time, also that<br>of the mentored persons. The purpose of the<br>investigation was to highlight the importance of<br>including in the codes of educational ethics some<br>principles that regulate the exercise of mentor roles,<br>especially from the perspective of the deontology of<br>evaluation and the deontology of pedagogical<br>relations between teacher and student but also<br>between teachers. Starting from the premise that<br>ethical and deontological regulations in any<br>professional field have the role of protecting the<br>quality of professional services offered by specialists<br>in that field, the need to consider ethical principles<br>of behaviour of the mentor teacher is imperative in the educational field and that of initial professional<br>training due to the mechanism that underpins the<br>mentoring process: the mentor's professional service<br>includes behaviours and attitudes, and it has a<br>formative, directing, and guiding role more than in<br>other fields.</p> Liana TAUSAN Copyright (c) 2025 Liana TAUSAN 2025-07-17 2025-07-17 38 Special Issue 64 73 EXPLORING GENDER DIFFERENCES OF THE FORMS, CONSEQUENCES AND STRATEGIES FOR CURBING WORKPLACE INCIVILITY AMONG PRIMARY SCHOOL TEACHERS IN NIGERIA https://uav.ro/jour/index.php/jpe/article/view/2385 <p>This study explores gender differences of the forms,<br>consequences and strategies for curbing workplace<br>incivility among primary school teachers in Delta State,<br>Nigeria. The study is a descriptive survey which adopted<br>the ex-post-facto design. The population comprised all the<br>public primary schools in Delta State, from which a sample<br>of 362 teachers (112 males 250 female) was drawn<br>exploring purposive sampling technique. The instrument<br>for data collection was researcher developed: titled<br>‘’Forms, Consequences and Strategies for Curbing<br>Incivility Questionnaire (FCSCIQ)’’. Face and content<br>validity were employed validating the instrument which<br>was further subjected to a reliability test which yielded .82<br>indicating a high reliability index. Data obtained were<br>analysed using mean score for research questions at 2.50<br>bench mark and t-test for hypotheses at 0.05 level of<br>significance. Findings revealed that multifaceted forms of<br>incivility manifested in the primary schools; incivility had<br>grave consequence for the schools; positive school climate,<br>culture, prompt and decisive response to acts of uncivil<br>conduct were effective strategies for curbing incivility.<br>Results additionally indicated that significant difference<br>does exist between male and female teachers’ view on<br>forms of incivility, whereas in terms of consequences of<br>incivility and strategies for curbing incivility, significant<br>difference was not recorded between male and female<br>teachers. It was therefore recommended among others that<br>the school leadership should ensure positive school<br>climate, culture and address uncivil conduct decisively, etc.</p> Trustee EFAYENA Avwiry H. E. Copyright (c) 2025 Trustee EFAYENA, Avwiry H. E. 2025-07-17 2025-07-17 38 Special Issue 74 92 STRATEGIES AND PRACTICES FOR BUILDING A STIMULATING AND SUSTAINABLE LEARNING ENVIRONMENT https://uav.ro/jour/index.php/jpe/article/view/2386 <p>This article explores both traditional and modern didactic<br>approaches used in the design, delivery, and evaluation of<br>educational content to identify the key elements that<br>contribute to engaging and enduring learning<br>environments. By analyzing strategies that foster critical<br>thinking, creativity, and sustained academic achievement,<br>the study underscores the importance of flexibility and<br>innovation in education. Employing a qualitative research<br>methodology, the study involved semi-structured interviews<br>with university and pre-university teachers and students, as<br>well as participatory observation during seminar sessions.<br>These methods enabled an in-depth examination of how<br>classroom, institutional, and interpersonal dynamics<br>influence student motivation and engagement. Findings<br>highlight the need for personalized teaching approaches<br>that respond to individual learner needs, supported by<br>timely feedback and carefully designed instructional strategies. The study offers a comprehensive framework to<br>guide educators in developing inclusive, motivating, and<br>effective learning environments.</p> Mona BADOI-HAMMAMI Anamaria URECHE Larisa-Maria PENCIU Iulia-Violeta OLTINEANU Viorica-Daniela TUDOR Copyright (c) 2025 Mona BADOI-HAMMAMI, Anamaria URECHE, Larisa-Maria PENCIU, Iulia-Violeta OLTINEANU, Viorica-Daniela TUDOR 2025-07-17 2025-07-17 38 Special Issue 93 119 EQUITY AND JUSTICE IN THE INCLUSIVE EDUCATION MODEL – THE CASE OF CHILDREN WITH HIGH ABILITIES https://uav.ro/jour/index.php/jpe/article/view/2390 <p>This paper explores theories of social justice and equity in<br>the inclusive education, focusing particularly on gifted<br>learners as a marginalized group. While inclusive<br>education has become central in addressing educational<br>justice, its implementation is uneven, especially when it<br>comes to children with high abilities. Giftedness lacks<br>consistent recognition in policy and practice, leading to<br>limited support structures compared to the area of<br>disabilities. Teachers' attitudes toward the education of<br>children with high abilities are shaped by concerns about<br>elitism and a narrow focus on standardized achievement,<br>often neglecting humanistic values such as acceptance of<br>diversity. Although inclusive settings can benefit all<br>students socially and academically, many educators feel<br>unprepared to differentiate instruction effectively by<br>balancing fairness, effort, and performance with limited<br>resources. This dilemma reflects broader systemic issues in<br>education policy, which continues to prioritize norm-based<br>performance over individual progress. The paper argues<br>that true inclusion requires both redistribution of resources<br>and recognition of diversity of learners, but also a shift<br>toward bottom-up approaches that empower teachers and<br>learners and recognize giftedness as a developmental,<br>context-sensitive phenomenon that deserves equitable<br>educational support.</p> Cristina NANU Copyright (c) 2025 Cristina NANU 2025-07-17 2025-07-17 38 Special Issue 120 130 CHEMISTRY STUDENTS' AWARENESS, ACCESSIBILITY AND UTILIZATION OF ARTIFICIAL INTELLIGENCE IN COLLEGES OF EDUCATION IN SOUTHWEST NIGERIA https://uav.ro/jour/index.php/jpe/article/view/2391 <p>This study investigated Chemistry students’ awareness,<br>accessibility and utilization of artificial intelligence (AI)<br>in Colleges of Education in South-West Nigeria. The study<br>was guided by three research questions and three<br>hypotheses. This study adopted descriptive survey<br>research design. The population consisted of 834Chemistry<br>students from five Federal College of Education, with a<br>purposive sample of 340 students (94 males,<br>246females) from three Colleges of Education. Students’<br>awareness, accessibility and utilization of artificial<br>intelligence for learning Chemistry (SAAUAILC)<br>adapted from Enebechi et al. (2024) and Zudonu et al.<br>(2024) was the instrument used for data collection. The<br>instrument was validated by three experts in relevant<br>areas. The internal consistency reliability index of<br>SAAUAILC was established as 0.80 using Cronbach<br>Alpha. Mean and standard deviation were used to answer<br>research questions while t-test was used to test the<br>hypotheses at 0.05 level of significance. Findings of<br>the study revealed that there are low level of awareness,<br>accessibility and utilization of AI resources amongst<br>Chemistry students. Gender had no significant influence on Chemistry Students' awareness, accessibility and<br>utilization of artificial intelligence. Based on the<br>findings of the study, it was recommended amongst<br>others that government should organize workshops,<br>conferences and seminars in Colleges of Education<br>for increased students’ sensitization and integration of AI<br>in learning Chemistry.</p> Anselem Abonyi UGWUANYI Monisade Folasade ADERANTI Helen Ojochememi ADAMS Copyright (c) 2025 Anselem Abonyi UGWUANYI, Monisade Folasade ADERANTI, Helen Ojochememi ADAMS 2025-07-17 2025-07-17 38 Special Issue 131 146 DEVELOPING SITUATIONAL ADAPTATION SKILLS IN YOUNG STUDENTS THROUGH MULTIMEDIA LEARNING STRATEGIES https://uav.ro/jour/index.php/jpe/article/view/2392 <p>In an increasingly dynamic and unpredictable world, the<br>ability of young students to adapt to situational changes is<br>a vital skill. This study explores the effectiveness of<br>multimedia learning strategies in fostering situational<br>adaptation skills among primary school students.<br>Grounded in cognitive load theory and the multimedia<br>learning principles of Mayer, the research utilizes a quasiexperimental<br>design involving two groups of students aged<br>8–10. The experimental group engaged in interactive<br>multimedia modules integrating video, animation, and<br>adaptive tasks, while the control group followed a<br>traditional textbook-based curriculum. Pre- and postassessment<br>tools measured changes in adaptability,<br>decision-making, and transferability of learning across<br>contexts. Results indicated a statistically significant<br>improvement in the experimental group’s situational<br>adaptation performance, suggesting that multimedia<br>strategies can enhance cognitive flexibility and situational<br>awareness. These findings offer practical implications for<br>curriculum designers and educators seeking to embed 21stcentury<br>skills into early education frameworks.</p> Anca Manuela EGERAU Copyright (c) 2025 Anca Manuela EGERAU 2025-07-17 2025-07-17 38 Special Issue 147 155 CLIMATE ANXIETY CRISIS: HOW YOUNG PEOPLE ARE COPING WITH THE PSYCHOLOGICAL TOLL OF CLIMATE CHANGE IN OSUN STATE, NIGERIA https://uav.ro/jour/index.php/jpe/article/view/2393 <p>Climate change is a worldwide crisis that has been linked to<br>a range of negative health outcomes, both physical and<br>psychological and younger generations are increasingly<br>feeling the weight of it. Researchers have made a giant<br>stride in providing adaptable strategies to this menace.<br>However, there is a dearth of factual and representative<br>survey research that focuses on the experiences of youths<br>in Osun State concerning this threat. Therefore, this study<br>examined how youths are coping with the psychological<br>toll of climate change in Osun State Nigeria. The study<br>used a descriptive survey to collect data from 157 youths<br>who were randomly selected from the three senatorial<br>districts in the State. Descriptive statistics of frequency<br>counts with percentages were used to analyse the data. The<br>results showed that most youths are experiencing a high<br>level of worry about their health, education, and future.The<br>majority have experienced mental health problems<br>including post-traumatic stress disorder, anxiety and<br>depression, phobias and panic attacks, sleep disorders,<br>cognitive deficits, increased risks of suicide and<br>intellectual disabilities. However, youth are taking actionto<br>mitigate the impact of climate change. They have embarked<br>on proper waste disposal, self-education to feel<br>empowered, reducing energy consumption and engaging in<br>climate change activism. Therefore, adults should actively engage in this fight as their involvement will provide a<br>form of reassurance, and model pro-social and ecofriendly<br>behaviours for the youths.</p> Peter Sanjo ADEWALE Oluwaseun Oyebisi ODETOLA Martha Arit BASSEY Fehintoluwa Elizabeth DADA Copyright (c) 2025 Peter Sanjo ADEWALE, Oluwaseun Oyebisi ODETOLA, Martha Arit BASSEY, Fehintoluwa Elizabeth DADA 2025-07-17 2025-07-17 38 Special Issue 156 170 THEORETICAL ASPECTS REGARDING SOCIAL ASSISTANCE IN SCHOOL https://uav.ro/jour/index.php/jpe/article/view/2394 <p>Social assistance within the educational structure is<br>considered to be beneficial to contemporary society,<br>bringing benefits to the development of young people.<br>”They expect from school the guarantee of the success of a<br>fulfilled social life, that is, the concomitant material<br>satisfaction, stable social relationships, but also the active<br>contribution to building society’’ (Neamtu, 2003)</p> Anita Larisa MARIS Mihaela GAVRILA-ARDELEAN Copyright (c) 2025 Anita Larisa MARIS, Mihaela GAVRILA-ARDELEAN 2025-07-17 2025-07-17 38 Special Issue 171 176 MAINSTREAMING GENDER IN TEACHER CANDIDATES’ USE OF STRATEGIES TO REDUCE DISSONANCE IN SUPERVISORS’ FEEDBACK https://uav.ro/jour/index.php/jpe/article/view/2395 <p>Teacher candidates often experience cognitive dissonance<br>due to conflicting feedback from university-assigned<br>supervisors during teaching practice. Previous studies<br>have examined strategies for reducing such dissonance and<br>the factors influencing their use, often assuming the<br>unidimensionality of these strategies rather than<br>considering how specific factors affect each one. This study<br>identifies four distinct dissonance reduction strategies:<br>minimal intervention, recourse to supervisor, significant<br>others, and self-directed learning. Given the influence of<br>gender on decision-making, including teaching-related<br>decisions, this study explores its impact on the use of these<br>strategies among pre-service teachers. Using a descriptive<br>research design, data were collected from 442 pre-service<br>teachers at Obafemi Awolowo University, Ile-Ife, Nigeria,<br>through the Dissonance in Supervisors’ Feedback<br>Reduction Strategies Use Questionnaire (DSFR-Q). The<br>findings indicate that gender is not a statistically<br>significant factor in the choice of dissonance reduction<br>strategies. However, it is suggested that female pre-service<br>teachers may be more inclined to use minimal intervention,<br>significant others, and self-directed learning, whereas their<br>male counterparts may prefer seeking recourse to<br>supervisors. These findings are discussed in relation to the<br>ethnographic realities of teacher education in Nigeria.</p> Oyebode Stephen OYETORO Copyright (c) 2025 Oyebode Stephen OYETORO 2025-07-17 2025-07-17 38 Special Issue 177 191 PROFESSIONAL ATTITUDES AND BEHAVIORS THAT ENCOURAGE POSITIVE PARENTING IN THE SCHOOL ENVIRONMENT https://uav.ro/jour/index.php/jpe/article/view/2396 <p>This article investigates the professional attitudes and<br>behaviors of teachers who support the development of<br>positive parenting in the school environment. Starting from<br>the premise that teachers are essential partners in the<br>educational process of children, this study explores how<br>relationships based on empathy, mutual respect and<br>effective communication contribute to strengthening the<br>collaboration between school and family. The research was<br>carried out in several schools in urban and rural areas,<br>using qualitative and quantitative methods. The results<br>highlight the importance of continuous professional<br>training and socio-emotional competences of teachers in<br>promoting an educational climate favorable to positive<br>parenting. The conclusions of the study emphasize the need<br>for coherent educational policies, including support<br>programs for the development of constructive relationships<br>between school and family.</p> Denisa Ramona CHASCIAR Vasile CHASCIAR Copyright (c) 2025 Denisa Ramona CHASCIAR, Vasile CHASCIAR 2025-07-17 2025-07-17 38 Special Issue 192 200 IMPACT OF PEER GROUP AND PARENTAL SOCIOECONOMIC STATUS ON CAREER SELECTION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN BUSINESS DEPARTMENT, LAGOS STATE https://uav.ro/jour/index.php/jpe/article/view/2397 <p>This study examined impact of peer group and parental<br>socioeconomic status on career selection among senior<br>student’s secondary schools in Business Department.<br>Simple random sampling was used to select five senior<br>secondary schools within Alimosho Local Government<br>Area. Forty students were randomly selected from each of<br>the five schools, resulting in a sample size of 200 students.<br>Out of the 200 questionnaires distributed, 183 were<br>returned and deemed valid. The reliability index of the<br>instrument was 0.87 using split half method. The findings<br>showed a significant relationship between parental<br>socioeconomic status and students' career selection in<br>business department. It also revealed a significant<br>influence of peer groups on career selection among these<br>students. It was recommended that the schools should<br>implement career guidance programs that address peer<br>and parental influences, offering workshops, seminars, and<br>counselling to help students explore career options and<br>make informed decisions.</p> Eebo OLUSEGUN Malik AYINDE Iwitolu OYEBOLA Ogunlana EDU Olowodun LAWRENCE Copyright (c) 2025 Eebo OLUSEGUN, Malik AYINDE, Iwitolu OYEBOLA, Ogunlana EDU, Olowodun LAWRENCE 2025-07-17 2025-07-17 38 Special Issue 201 215 METHODS FOR FOSTERING CREATIVE TRAITS IN PRESCHOOL CHILDREN https://uav.ro/jour/index.php/jpe/article/view/2398 <p>The article explores methods for stimulating creativity in<br />preschool children, analyzing the impact of both<br />traditional and modern approaches on their development.<br />The characteristics of each approach are highlighted,<br />emphasizing how traditional methods, focused on<br />repetition and conformity, limit personal initiative, while<br />modern strategies, such as brainstorming and the thinking<br />hats method, foster divergent thinking and active<br />participation. Additionally, the article presents the results<br />of an experimental study conducted in the field of<br />"Language and Communication," highlighting the benefits<br />of a balanced educational approach that combines<br />structure with free exploration, with a view to fostering<br />children's creativity and expressiveness.</p> Andreea-Ioana TODEA Tiberiu DUGHI Copyright (c) 2025 Andreea-Ioana TODEA, Tiberiu DUGHI 2025-07-17 2025-07-17 38 Special Issue 216 234 EXAMPLES OF GOOD PRACTICE IN PARENTAL EDUCATION FOR EARLY CHILDHOOD EDUCATION TEACHERS https://uav.ro/jour/index.php/jpe/article/view/2399 <p>This article aims to highlight the importance of parental<br>education in the training of future educators specializing in<br>Primary and Preschool Pedagogy (PIPP). Based on<br>theoretical and empirical foundations, the paper analyzes<br>parenting both as a continuous learning process and as a<br>key practice in developing communication and<br>collaboration skills between parents and teachers. It<br>presents educational models and practical activities<br>implemented in the training of students, through which the<br>essential role of parents in the harmonious development of<br>children is explored, as well as the ways in which<br>educators and primary school teachers can become active<br>partners in the educational process. The article emphasizes<br>the defining dimensions of parenting, underlines the<br>importance of preparing students for effective<br>collaboration with families, and describes the methods,<br>techniques, and tools used in educational activities that<br>involve parental participation.</p> Doina Florica TIFREA Copyright (c) 2025 Doina Florica TIFREA 2025-07-17 2025-07-17 38 Special Issue 235 241 BUILDING ADOLESCENT RESILIENCE THROUGH EDUCATION: THE ROLE OF TEACHERS IN STRENGTHENING POSITIVE PARENTING https://uav.ro/jour/index.php/jpe/article/view/2400 <p>The article investigates the contribution of teachers to the<br>development of adolescent resilience by cultivating an<br>inclusive educational climate and by stimulating a<br>collaborative relationship between school, family and<br>community. Based on self-determination and ecological<br>theories of development, the interactions between<br>individual and contextual factors that facilitate the positive<br>adaptation of young people are analyzed. The importance<br>of the support provided by teachers in reinforcing positive<br>parenting styles and in promoting a multisystemic network<br>of support for adolescents is highlighted.</p> Ana CIOBOTARIU Mihaela GAVRILA-ARDELEAN Copyright (c) 2025 Ana CIOBOTARIU, Mihaela GAVRILA-ARDELEAN 2025-07-17 2025-07-17 38 Special Issue 242 249 THE IMPACT OF EXPERIENTIAL AND NON-FORMAL EDUCATION ON ADAPTIVE PARENTING IN A DIGITAL SOCIETY https://uav.ro/jour/index.php/jpe/article/view/2401 <p>In the context of an increasingly technological and dynamic<br>world, parenting demands adaptive strategies that can<br>foster resilience and emotional well-being within families.<br>This study explores the impact of experiential and nonformal<br>education on developing adaptive parenting<br>practices among families in Arad County, Romania.<br>Through a mixed-methods approach, involving outdoor<br>activities and multimedia-based interventions, 40 families<br>participated in a six-week program designed to enhance<br>emotional regulation, problem-solving, and parent-child<br>interaction. Pre- and post-intervention assessments using<br>standardized questionnaires and semi-structured<br>interviews revealed significant improvements in parental<br>adaptability, communication, and emotional support<br>strategies. The results highlight the relevance of<br>integrating non-formal educational practices into<br>parenting programs, particularly in addressing the<br>challenges posed by technological transformations.<br>Implications for educational policies and future research<br>directions are discussed.</p> Sonia Carmen IGNAT Ligia Ioana STANCA Henrietta TORKOS Copyright (c) 2025 Sonia Carmen IGNAT, Ligia Ioana STANCA, Henrietta TORKOS 2025-07-17 2025-07-17 38 Special Issue 250 260 PERCEIVED INFLUENCE OF TEACHER PROFESSIONAL TRAINING ON PEDAGOGICAL PRACTICES AND STUDENTS PERFORMANCE IN BIOLOGY https://uav.ro/jour/index.php/jpe/article/view/2402 <p>This research examines the perceived influence of teacher<br />professional training on pedagogical practices<br />and student performance in biology. In order to facilitate<br />the investigation, three (3) research questions and two (2)<br />hypotheses were formulated. A multistage sampling<br />technique was employed to select a cohort of 14 biology<br />educators and 200 students. A questionnaire was<br />utilized to extract data from the educators, while student<br />performance metrics were employed to gather<br />information from the learners. Cronbach Alpha<br />reliability coefficient was utilized to evaluate the<br />instrument's reliability, resulting in a coefficient of 0.78.<br />Statistical Package for Social Sciences (SPSS) was<br />utilized to perform descriptive statistical analyses,<br />specifically mean and standard deviation, to address the<br />research questions, whereas inferential statistics was explored to evaluate the hypotheses posited at a significant<br />level of 0.05. The findings indicate that teachers’<br />training and development programme significantly<br />influenced lesson planning and delivery. Similarly, the coefficient of teachers’<br />training and development programmes significantly influenced students’<br />performance in Biology. Based on the outcomes of our<br />findings, it is recommended that educators should<br />engage in continuous training and professional<br />development programmes to remain informed and<br />current in both biological content and pedagogical<br />methodologies.</p> Joy Abiola ONIPEDE Iyabode Adebowale DAN-OLOGE Gafar Adesupo BUSARI Kabir Adekunle ADELAKUN Oluwabukola Fatimoh LATEEF Copyright (c) 2025 Joy Abiola ONIPEDE, Iyabode Adebowale DAN-OLOGE, Gafar Adesupo BUSARI, Kabir Adekunle ADELAKUN, Oluwabukola Fatimoh LATEEF 2025-07-17 2025-07-17 38 Special Issue 261 275 EDUCATION AND RESILIENCE: HOW TEACHER–PARENT COMMUNICATION CAN SHAPE CHILDREN'S FUTURES https://uav.ro/jour/index.php/jpe/article/view/2403 <p>In today's context, marked by instability and uncertainty,<br>children's ability to develop resilience is essential for their<br>success and emotional balance. This article explores the<br>role of communication between teachers and parents in<br>shaping this fundamental skill. Drawing on contemporary<br>psycho-pedagogical theories and recent research, the<br>paper demonstrates that authentic and empathetic<br>collaboration between the significant adults in a child's life<br>is key to developing healthy adaptation and learning<br>strategies.</p> Dana DUGHI Editha Margareta COSARBA Copyright (c) 2025 Dana DUGHI, Editha Margareta COSARBA 2025-07-17 2025-07-17 38 Special Issue 276 284 ARTIFICIAL INTELLIGENCE AND SOCIAL WORK: PREPARING STUDENTS FOR A HUMAN-CENTERED PROFESSION IN THE DIGITAL AGE https://uav.ro/jour/index.php/jpe/article/view/2404 <p>The paper explores the perception of first-year students<br>from the Department of Social Work regarding the use of<br>artificial intelligence in the educational process as well as<br>in the social work profession. A descriptive research design<br>was employed, using a semi-structured interview guide,<br>and 16 individual interviews were conducted. The practical<br>implications focus on the ethical and responsible use of<br>artificial intelligence, while simultaneously fostering<br>critical thinking and qualitative learning. Furthermore, the<br>professions of teacher and social worker are discussed in<br>the context of the emergence of artificial intelligence in the<br>digital era.</p> Geanina-Stefana MOTATEANU Tiberiu DUGHI Copyright (c) 2025 Geanina-Stefana MOTATEANU, Tiberiu DUGHI 2025-07-17 2025-07-17 38 Special Issue 285 305 EXPLORING THE DECISION-MAKING PATTERNS OF PRINCIPALS IN PUBLIC AND PRIVATE SCHOOLS IN KWARA STATE: A COMPARATIVE ANALYSIS https://uav.ro/jour/index.php/jpe/article/view/2405 <p>This paper explored the principal’s pattern of decisionmaking<br>in secondary schools in Kwara State, Nigeria. The<br>study makes use of descriptive design. The respondents<br>consisted of 2,777 teaching staff in the 398 public schools<br>and 7,969 teachers in the 249 private schools in Kwara. A<br>sample size of 338 and 367 teaching staff in the two<br>schools was used as respondents, respectively, using the<br>table of sample size by Krejcie and Morgan (1970). A<br>researcher-designed instrument titled the Principals<br>Decision-Making Patterns of Questionnaire (PDMPQ) was<br>utilized for data collection. It was revealed in the study<br>principals' decision-making patterns (P&lt;.05); there was a<br>considerable difference in the decision-making pattern on<br>instructional supervision ((P&lt;.05); there was a significant<br>difference in decision-making pattern of principals on<br>conflict resolutions (P&lt;.05); and lastly, there was<br>considerable difference in principals' decision-making<br>pattern on disciplinary act (P&lt; 05) in Kwara State. In line<br>with the results, it was recommended that principals of<br>secondary schools should formulate clear instructional<br>supervision decisions regarding the operations of their<br>schools. Also, the principals should formulate effective<br>conflict resolution decisions so as to improve the<br>relationship of school members. Lastly, the principals, as a<br>matter of urgency, make sound decisions on disciplinary<br>measures and ensure that they are placed in conspicuous<br>places for the students and staff to see.</p> Olubukola OJO Copyright (c) 2025 Olubukola OJO 2025-07-17 2025-07-17 38 Special Issue 306 316 DIMENSIONS OF SOCIAL INCLUSION IN THE CONTEXT OF VISUAL IMPAIRMENT: A CASE STUDY ON LEBER'S HEREDITARY OPTIC NEUROPATHY https://uav.ro/jour/index.php/jpe/article/view/2406 <p>The paper explores the social inclusion of people with visual<br>impairment, namely, Leber's hereditary optic neuropathy,<br>which is a rare condition, the prevalence being one in<br>50,000 people. The paper is developed around the case<br>study and highlights the challenges and difficulties<br>experienced by a healthy person who is suddenly<br>diagnosed at the age of 20 with Leber's hereditary optic<br>neuropathy. The research uses the qualitative method, and<br>the practical implications are aimed at reducing the<br>psycho-emotional difficulties of people with visual<br>impairments, early recognition of symptoms and promoting<br>social equity and inclusion.</p> Geanina-Stefana MOTATEANU Daniel NAICU Copyright (c) 2025 Geanina-Stefana MOTATEANU, Daniel NAICU 2025-07-17 2025-07-17 38 Special Issue 317 336 FROM HUMAN CAPITAL TO HUMAN DEVELOPMENT: THE TRANSFORMATIVE POTENTIAL OF MONTESSORI EDUCATION https://uav.ro/jour/index.php/jpe/article/view/2407 <p>This paper explores the potential of Montessori education to<br>contribute to a transition from the dominant human capital<br>paradigm to a human development perspective, as<br>conceptualised by Amartya Sen. Drawing on the work of<br>Maria Montessori, it argues that true social defence does<br>not rely on weaponry or economic productivity, but rather<br>on forming individuals capable of living freely and<br>harmoniously with others. Montessori’s vision, which<br>prioritises autonomy, empathy, and social cohesion,<br>resonates with contemporary calls for education that<br>fosters not only cognitive skills but also human dignity and<br>interdependence.<br>While empirical studies confirm that Montessori students<br>perform equally or better in academic assessments, this<br>alone is insufficient. The true promise of Montessori<br>education lies in its potential to cultivate reflective, socially<br>responsible individuals. However, such potential is<br>contingent upon faithful implementation of Montessori<br>principles. Based on recent research from different<br>countries, the article highlights structural and cultural<br>obstacles to high-fidelity implementation, especially in<br>public education systems.<br>The paper concludes that quantitative growth of<br>Montessori schools must be accompanied by qualitative<br>improvement to truly impact social cohesion and peacebuilding.<br>Educational reform is thus essential—not only to<br>safeguard the Montessori legacy, but to make education a<br>tool for human flourishing.</p> Stefano SCIPPO Copyright (c) 2025 Stefano SCIPPO 2025-07-17 2025-07-17 38 Special Issue 337 348 IMPLICATIONS OF FOOD DESERTS AND FOOD SWAMPS AT SCHOOL ENVIRONMENT https://uav.ro/jour/index.php/jpe/article/view/2408 <p>This study explores the implications of food deserts and food<br>swamps in school environments, particularly in relation to<br>health outcomes and academic performance. Food deserts<br>refer to areas with limited access to healthy food options,<br>while food swamps are areas with an abundance of<br>unhealthy food choices. The study highlights the negative<br>effects of food deserts and swamps on students' health,<br>including obesity, diabetes, and other diet-related diseases,<br>as well as poor academic performance. The research<br>emphasizes the need for healthy food options in schools<br>and the importance of nutrition education to promote<br>healthy eating habits among students. By understanding<br>the impact of food deserts and swamps on students' health<br>and academic performance, policymakers and educators<br>can work together to create healthier school environments<br>that support students' overall well-being.</p> Yusuf SARKINGOBIR Copyright (c) 2025 Yusuf SARKINGOBIR 2025-07-17 2025-07-17 38 Special Issue 349 370 UNDERGRADUATE STUDENTS’ SCIENCE PROCESS SKILLS AS PREDICTOR OF ACADEMIC ACHIEVEMENT IN SCIENCE EDUCATION COURSES https://uav.ro/jour/index.php/jpe/article/view/2409 <p>In a quest to determine if science process skills significantly<br>influence academic achievement in undergraduate science<br>education courses, this study examined undergraduate<br>students’ science process skills as predictor of academic<br>achievement in science education courses. Two research<br>questions guided the study while two hypotheses were<br>tested at 0.05 alpha level. The predictive correlation<br>survey design was adopted. The population of the study<br>comprised 2720 undergraduate science education<br>department students in Anambra State, Nigeria. A Sample<br>size of 408 undergraduate science education students were<br>drawn using 15% of total population in the study (2720) as<br>postulated by Nworgu in Abumchukwu et al.,(2024b).<br>Undergraduate Students Science Process Skills Scale<br>(USSPSS) and 2023/2024 academic session average scores<br>of undergraduate students’ science education courses were<br>instruments used for data collection. The instruments were<br>validated by three experts. The reliability of the USSPSS<br>was established using Cronbach alpha method and reliability coefficients of 0.73 was found. The two<br>instruments were used as a method for data collection.<br>Coefficient R and R2 were used to answer research<br>questions while regression ANOVA (linear and multiple)<br>were used to test the hypotheses. The findings from the<br>results revealed that a low positive predictive value exist<br>between Undergraduate students’ science process skills<br>(USSPS) and their academic achievement in science<br>education courses. However, undergraduate science<br>process skills (USSPS) is not a significant predictor of the<br>students’ academic achievement in science education<br>courses. More so, a low positive predictive value exist<br>between undergraduate students’ science process skills<br>(USSPS) and the students’ academic achievement as<br>moderated by gender in science education courses. Thus,<br>undergraduate science process skill is not a significant<br>predictor of the academic achievement of male and female<br>undergraduate students in science education courses. From<br>the findings, recommendations and conclusions were made.</p> Obikezie Maxwell CHUKWUNAZO Akachukwu Esther EBELE Nnalue Henrietta OBIOMA Uchenna Vivian AMOBI Ekwutosi Doris UCHE Copyright (c) 2025 Obikezie Maxwell CHUKWUNAZO, Akachukwu Esther EBELE, Nnalue Henrietta OBIOMA, Uchenna Vivian AMOBI, Ekwutosi Doris UCHE 2025-07-17 2025-07-17 38 Special Issue 371 384 TOWARD SUSTAINABLE ICT INTEGRATION IN NIGERIAN SECONDARY SCHOOLS: A FOUR-PILLAR FRAMEWORK FOR SYSTEMIC REFORM https://uav.ro/jour/index.php/jpe/article/view/2410 <p>Despite growing global consensus on the transformative<br>potential of Information and Communication Technology<br>(ICT) in education, its integration into Nigerian secondary<br>schools has been uneven and fraught with systemic<br>obstacles. ICT is widely recognized for enhancing teaching<br>effectiveness, fostering learner engagement, promoting<br>inclusivity, and equipping students with the digital<br>competencies necessary for thriving in a 21st-century<br>knowledge economy. However, empirical evidence and<br>policy analyses reveal a significant gap between Nigeria's<br>policy ambitions and the practical realities of ICT<br>deployment in public secondary schools. This conceptual<br>paper synthesizes recent literature (2020–2024) and<br>national policy documents—including the National Policy<br>on ICT in Education and the National Digital Economy<br>Policy and Strategy—alongside insights from fieldwork<br>conducted in Nigeria. It identifies structural, pedagogical,<br>and governance-related constraints undermining effective<br>ICT adoption. Anchored in constructivist and capability<br>approaches to education, this study proposes a Four-Pillar<br>Framework as a strategic roadmap for sustainable ICT<br>integration. The framework highlights four interrelated<br>pillars: (1) access to digital infrastructure, (2) teacher<br>digital competence, (3) curriculum alignment with ICT<br>pedagogy, and (4) coherent and accountable policy<br>governance. Each pillar is critically examined with respect<br>to its current status, stakeholder involvement, and potential<br>for scalable intervention. Findings indicate that without<br>targeted investment, institutional readiness, and localized<br>implementation strategies, ICT initiatives risk becoming<br>tokenistic or extractive. This paper contributes to the<br>ongoing discourse on digital equity, educational reform,<br>and sustainable development in the Global South. It offers<br>practical insights for policymakers, educators, and<br>development agencies seeking to bridge the digital divide and foster systemic change in Nigerian education. By<br>adopting the Four-Pillar Framework, stakeholders can<br>work collaboratively to transform ICT integration from a<br>peripheral initiative into a foundational pillar of inclusive<br>and quality education.</p> Olukayode Solomon ABODERIN Copyright (c) 2025 Olukayode Solomon ABODERIN 2025-07-17 2025-07-17 38 Special Issue 385 399 IMPROVING SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN COMPUTER STUDIES THROUGH THINK PAIR SHARE LEARNING STRATEGY https://uav.ro/jour/index.php/jpe/article/view/2411 <p>Following the numerous importance of think-pair-share<br>learning strategy as an innovative learning strategy that<br>has helped students achievement in various subjects and<br>Basic Education Certification Examination (BECE) Chief<br>Examiner’s report on students’ weaknesses in Computer<br>Studies concepts of internet, operating system, search<br>engine, graphic package, corel draw, paint environment,<br>spreadsheet package, computer safety, measure and<br>computer software among upper basic students in Anambra<br>state. This study examined improving secondary school<br>students’ achievement in computer studies through think<br>pair share learning strategy. Two purpose of study, two<br>research questions and two hypotheses guided the study.<br>The study was carried out in Otuocha education zone in<br>Anambra State, Nigeria. The population of the study<br>consisted of 6,982 JSS2 students’ in the zone. The study<br>adopted quasi experimental design. The sample comprise<br>393 JSS2 students’ (169 males and 224 females) and was<br>obtained using a multi-stage sampling procedure. 50<br>Computer Studies Achievement Test (CSAT) served as<br>instrument for data collection for both post and retention<br>test respectively. The instrument was subjected to content<br>validation. CSAT reliability was established using Kudar Richardson 20 (KR-20) which yielded reliability coefficient<br>of 0.70. Mean and Standard Deviation were used to answer<br>the research questions while analysis of covariance<br>(ANCOVA) was used to test the hypotheses at 0.05 level of<br>significance. The findings of the study revealed that<br>students taught Computer Studies with TPS learning<br>strategy achieved more than those taught Computer Studies<br>with LM. Thus there is a significant difference in the mean<br>achievement scores of students taught Computer Studies<br>using think-pair-share learning strategy and those taught<br>using lecture method. The study also showed that male<br>students taught Computer Studies with TPS achieved better<br>than their female counterpart, thus there is a significant<br>difference in the mean achievement scores of male and<br>female students taught Computer Studies using think-pairshare<br>learning strategy. Based on these findings<br>suggestions and conclusions were made.</p> Ekoyo Destiny ONYEBUCHI Ajakor Florence RATANMA Onyeka Edith CHINYERE Obikezie Maxwell CHUKWUNAZO Copyright (c) 2025 Ekoyo Destiny ONYEBUCHI, Ajakor Florence RATANMA, Onyeka Edith CHINYERE, Obikezie Maxwell CHUKWUNAZO 2025-07-17 2025-07-17 38 Special Issue 400 412 HOW READY IS NIGERIA FOR 2030? EXPLORING AWARENESS AND KNOWLEDGE OF THE SDGS AMONG SECONDARY SCHOOL TEACHERS IN ISEYIN, OYO STATE https://uav.ro/jour/index.php/jpe/article/view/2412 <p>This study investigates the awareness and knowledge of the<br>Sustainable Development Goals (SDGs) among secondary<br>school teachers in Iseyin Local Government Area of Oyo<br>State, Nigeria. Grounded in the global 2030 Agenda for<br>Sustainable Development, the research adopts a<br>descriptive survey design to evaluate how well-equipped<br>teachers are to integrate sustainability concepts into<br>classroom instruction. A total of 100 teachers from ten<br>public secondary schools were selected using stratified and<br>simple random sampling techniques. Data were collected<br>through a structured questionnaire and analyzed using<br>frequency counts, mean scores, and standard deviations.<br>Findings reveal that while teachers demonstrate a<br>relatively high level of general awareness of the SDGs,<br>gaps remain in their practical knowledge and exposure to<br>SDG-related training and resources. The study<br>underscores the need for targeted professional<br>development, curriculum enhancement, and policy support<br>to strengthen sustainability education at the grassroots<br>level. Implications for educational stakeholders and future<br>research are discussed.</p> Adeniyi Michael ADEDUYIGBE Copyright (c) 2025 Adeniyi Michael ADEDUYIGBE 2025-07-17 2025-07-17 38 Special Issue 413 430 INTEGRATING THEORETICAL APPROACHES AND COLLABORATIVE LEARNING STRATEGIES TO ENHANCE CHILDREN’S RESILIENCE AND FOSTER POSITIVE PARENTING https://uav.ro/jour/index.php/jpe/article/view/2413 <p>This article explores how the integration of key theoretical<br>frameworks and collaborative learning strategies can<br>enhance children’s resilience and support the development<br>of positive parenting practices. Drawing from ecological<br>systems theory, social learning theory, and sociocultural<br>theory, the paper offers a conceptual model that bridges<br>developmental psychology and educational intervention.<br>Results highlight that collaborative learning environments<br>through group interaction, guided reflection, and shared<br>parent-child activities can strengthen emotional regulation,<br>adaptability, and interpersonal skills in children, while<br>also empowering caregivers to adopt more effective and<br>empathetic parenting behaviors. The study underscores the<br>value of multi-level, theory-driven programs that foster<br>resilience through structured collaboration. Implications<br>for educators, psychologists, and policy makers are<br>discussed.</p> Adela REDES Copyright (c) 2025 Adela REDES 2025-07-17 2025-07-17 38 Special Issue 431 449 PARENTAL MODELS AND THE DYNAMICS OF EDUCATIONAL PARTNERSHIPS: A RELATIONAL PERSPECTIVE https://uav.ro/jour/index.php/jpe/article/view/2414 <p>This article explores the influence of parental models on the<br>dynamics of educational partnerships, emphasizing a<br>relational perspective. Educational partnerships—defined<br>as the collaborative relationships between families and<br>schools—are essential for creating a cohesive support<br>system around the student. However, such partnerships are<br>not merely procedural; they are relational in nature,<br>deeply influenced by the emotional, communicational, and<br>behavioral models that parents display both at home and in<br>interactions with the school. Using a blend of theoretical<br>references and qualitative insights from eight interviewed<br>teachers, this paper identifies patterns in how parents’<br>attitudes, consistency, and openness affect the climate of<br>collaboration with educational institutions. Additionally,<br>the article incorporates personal reflections drawn from<br>practical educational contexts. Findings suggest that<br>successful partnerships emerge when parents act as<br>positive role models, communicate respectfully, and show<br>trust in educators. These dynamics not only support student<br>development but also foster a school culture built on<br>cooperation, empathy, and shared goals.</p> Estera SINGEORZAN Alina Felicia ROMAN Copyright (c) 2025 Estera SINGEORZAN, Alina Felicia ROMAN 2025-07-17 2025-07-17 38 Special Issue 450 459