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, Romaniaen-USJournal Plus Education1842-077XSTRATEGIC 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
2025-07-172025-07-1738Special Issue1429EXPLORING 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
2025-07-172025-07-1738Special Issue3049EDUCATION 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
2025-07-172025-07-1738Special Issue5063APPROACHES 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
2025-07-172025-07-1738Special Issue6473EXPLORING 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 EFAYENAAvwiry H. E.
Copyright (c) 2025 Trustee EFAYENA, Avwiry H. E.
2025-07-172025-07-1738Special Issue7492STRATEGIES 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-HAMMAMIAnamaria URECHELarisa-Maria PENCIUIulia-Violeta OLTINEANUViorica-Daniela TUDOR
Copyright (c) 2025 Mona BADOI-HAMMAMI, Anamaria URECHE, Larisa-Maria PENCIU, Iulia-Violeta OLTINEANU, Viorica-Daniela TUDOR
2025-07-172025-07-1738Special Issue93119EQUITY 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
2025-07-172025-07-1738Special Issue120130CHEMISTRY 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 UGWUANYIMonisade Folasade ADERANTIHelen Ojochememi ADAMS
Copyright (c) 2025 Anselem Abonyi UGWUANYI, Monisade Folasade ADERANTI, Helen Ojochememi ADAMS
2025-07-172025-07-1738Special Issue131146DEVELOPING 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
2025-07-172025-07-1738Special Issue147155CLIMATE 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 ADEWALEOluwaseun Oyebisi ODETOLAMartha Arit BASSEYFehintoluwa Elizabeth DADA
Copyright (c) 2025 Peter Sanjo ADEWALE, Oluwaseun Oyebisi ODETOLA, Martha Arit BASSEY, Fehintoluwa Elizabeth DADA
2025-07-172025-07-1738Special Issue156170THEORETICAL 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 MARISMihaela GAVRILA-ARDELEAN
Copyright (c) 2025 Anita Larisa MARIS, Mihaela GAVRILA-ARDELEAN
2025-07-172025-07-1738Special Issue171176MAINSTREAMING 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
2025-07-172025-07-1738Special Issue177191PROFESSIONAL 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 CHASCIARVasile CHASCIAR
Copyright (c) 2025 Denisa Ramona CHASCIAR, Vasile CHASCIAR
2025-07-172025-07-1738Special Issue192200IMPACT 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 OLUSEGUNMalik AYINDEIwitolu OYEBOLAOgunlana EDUOlowodun LAWRENCE
Copyright (c) 2025 Eebo OLUSEGUN, Malik AYINDE, Iwitolu OYEBOLA, Ogunlana EDU, Olowodun LAWRENCE
2025-07-172025-07-1738Special Issue201215METHODS 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 TODEATiberiu DUGHI
Copyright (c) 2025 Andreea-Ioana TODEA, Tiberiu DUGHI
2025-07-172025-07-1738Special Issue216234EXAMPLES 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
2025-07-172025-07-1738Special Issue235241BUILDING 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 CIOBOTARIUMihaela GAVRILA-ARDELEAN
Copyright (c) 2025 Ana CIOBOTARIU, Mihaela GAVRILA-ARDELEAN
2025-07-172025-07-1738Special Issue242249THE 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 IGNATLigia Ioana STANCAHenrietta TORKOS
Copyright (c) 2025 Sonia Carmen IGNAT, Ligia Ioana STANCA, Henrietta TORKOS
2025-07-172025-07-1738Special Issue250260PERCEIVED 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 ONIPEDEIyabode Adebowale DAN-OLOGEGafar Adesupo BUSARIKabir Adekunle ADELAKUNOluwabukola Fatimoh LATEEF
Copyright (c) 2025 Joy Abiola ONIPEDE, Iyabode Adebowale DAN-OLOGE, Gafar Adesupo BUSARI, Kabir Adekunle ADELAKUN, Oluwabukola Fatimoh LATEEF
2025-07-172025-07-1738Special Issue261275EDUCATION 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 DUGHIEditha Margareta COSARBA
Copyright (c) 2025 Dana DUGHI, Editha Margareta COSARBA
2025-07-172025-07-1738Special Issue276284ARTIFICIAL 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 MOTATEANUTiberiu DUGHI
Copyright (c) 2025 Geanina-Stefana MOTATEANU, Tiberiu DUGHI
2025-07-172025-07-1738Special Issue285305EXPLORING 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<.05); there was a<br>considerable difference in the decision-making pattern on<br>instructional supervision ((P<.05); there was a significant<br>difference in decision-making pattern of principals on<br>conflict resolutions (P<.05); and lastly, there was<br>considerable difference in principals' decision-making<br>pattern on disciplinary act (P< 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
2025-07-172025-07-1738Special Issue306316DIMENSIONS 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 MOTATEANUDaniel NAICU
Copyright (c) 2025 Geanina-Stefana MOTATEANU, Daniel NAICU
2025-07-172025-07-1738Special Issue317336FROM 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
2025-07-172025-07-1738Special Issue337348IMPLICATIONS 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
2025-07-172025-07-1738Special Issue349370UNDERGRADUATE 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 CHUKWUNAZOAkachukwu Esther EBELENnalue Henrietta OBIOMAUchenna Vivian AMOBIEkwutosi Doris UCHE
Copyright (c) 2025 Obikezie Maxwell CHUKWUNAZO, Akachukwu Esther EBELE, Nnalue Henrietta OBIOMA, Uchenna Vivian AMOBI, Ekwutosi Doris UCHE
2025-07-172025-07-1738Special Issue371384TOWARD 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
2025-07-172025-07-1738Special Issue385399IMPROVING 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 ONYEBUCHIAjakor Florence RATANMAOnyeka Edith CHINYEREObikezie Maxwell CHUKWUNAZO
Copyright (c) 2025 Ekoyo Destiny ONYEBUCHI, Ajakor Florence RATANMA, Onyeka Edith CHINYERE, Obikezie Maxwell CHUKWUNAZO
2025-07-172025-07-1738Special Issue400412HOW 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
2025-07-172025-07-1738Special Issue413430INTEGRATING 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
2025-07-172025-07-1738Special Issue431449PARENTAL 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 SINGEORZANAlina Felicia ROMAN
Copyright (c) 2025 Estera SINGEORZAN, Alina Felicia ROMAN
2025-07-172025-07-1738Special Issue450459