Journal Plus Education

THE EFFECTS OF GAMIFICATION ON STUDENT MOTIVATION AND ENGAGEMENT IN THE EDUCATIONAL PROCESS

Mihaela-Gabriela NEACSU — 2026-08-05

This study explored whether the use of gamification
strategies in Geography lessons could improve students’
motivation, engagement and academic performance
compared to traditional teaching methods. The research
involved 49 high school students from a prestigious school in
Pitesti, Arges County, Romania, who were divided into an
experimental group and a control group. The experimental
group participated in a gamified learning experience based
on a mission-oriented educational scenario that
incorporated game elements such as challenges, rewards
and collaborative tasks. In contrast, the control group
studied the same curriculum through traditional
instructional methods supported by digital presentations and
visual learning materials. Data were collected using a
mixed-methods approach that included a motivational
questionnaire, an observation grid assessing students’
classroom participation and engagement, and an academic
achievement test administered at the end of the intervention.
Statistical analyses were conducted to compare the outcomes
of the two groups and determine the effectiveness of the
instructional approaches. The findings indicate that
gamification had a positive and statistically significant
impact on students’ motivation, classroom participation and
academic achievement. Students exposed to the gamified
learning environment demonstrated higher levels of interest,
active involvement and persistence during lessons, while also obtaining better academic results than their peers in the
control group. These outcomes suggest that integrating
game-based elements into Geography instruction can foster
a more interactive, enjoyable and student-centered learning
experience.

FACILITATING COLLABORATIVE LEARNING IN THE DIGITAL ENVIRONMENT THROUGH GUIDED READING AMONG YOUNG SCHOOL-AGE PUPILS

Anca Manuela EGERAU — 2026-08-05

The article examines how guided reading can be redesigned
in a digital environment in order to facilitate collaborative
learning among young school-age pupils. Starting from the
premise that technology should support, not replace,
pedagogical interaction, the paper presents a small-scale
classroom case study conducted with 16 fourth-grade
pupils. The intervention lasted six weeks and combined
printed reading fragments with digital activities created
through Wordwall, Kahoot!, Padlet, Book Creator, Canva
for Education, StoryJumper and related tools. The
activities targeted comprehension, vocabulary
development, reading fluency, inferential thinking and
collaborative interpretation. The results recorded in the
case study indicate progress in all four assessed indicators:
text comprehension, identification of the main idea,
vocabulary and reading fluency. The findings also show
increased motivation and participation, especially when
immediate feedback, gamified quizzes and collaborative
digital products were used. The paper concludes that
digital guided reading can become an effective
pedagogical strategy when it is carefully planned, ageappropriate,
balanced with print reading and mediated by
the teacher.

TECHNOSTRESS AND PROFESSIONAL PERFORMANCE: ASSESSING THE IMPACT OF AI PLATFORMS ON HIGHER EDUCATION STAFF

Gabriela Sorina VANCU — 2026-08-05

The rapid integration of Artificial Intelligence (AI)
platforms within higher education institutions has
fundamentally altered the occupational landscape for
academic and administrative staff. Grounded in the
Transactional Model of Stress and Coping and the Job
Demands-Resources (JD-R) model, this study investigates
the relationship between AI-induced technostress creators
(techno-overload, techno-invasion, techno-complexity,
techno-insecurity, and techno-uncertainty) and
professional performance among higher education staff (N
= 342). Structural Equation Modeling (SEM) was deployed
to analyze the mediating role of psychological burnout and
the moderating effect of organizational digital support. The
findings indicate that techno-overload and technocomplexity
exert a significant negative impact on task
performance, largely mediated by emotional exhaustion.
Conversely, digital support mechanisms significantly
attenuate these adverse effects. Implications for
institutional policies and psychological interventions in
academic settings are discussed.

UNIVERSITY ACCESSIBILITY AND INSTITUTIONAL RESOURCES FOR INCLUSIVE LEARNING ENVIRONMENTS

Elena MARIN — 2026-08-05

Universities must put accessibility first if they want every
student, no matter the disability, to take part in campus life.
When classes are designed for inclusion, students with
disabilities receive direct help and every learner benefits
because the same measures value a range of talents plus
learning styles. Within this effort, the right technology and
equipment are decisive for inclusive teaching. This paper
looks at the accessibility resources that universities already
provide but also at how those resources shape everyday
face-to-face contact. The information comes from an
Erasmus+ project - the pages that follow present the
country level results. A mixed methods plan was used -
numbers and narratives were combined. Twenty-one
professors at the University of Bucharest answered two
questionnaires supplying the numeric part. Interviews
supplied the narrative part - the transcripts were coded for
themes as well as summarised. Staff members report clear
obstacles to accessibility and inclusion during in person
teaching. Many say that hardware or software are adjusted
to student needs but a large minority give a neutral answer
signalling that access to learning tools still needs work. At
the same time, the majority state that their university
climate lets them treat students as equal partners in group
work, a point that supports inclusion.

WAYS OF SPENDING LEISURE TIME BY PRESCHOOL CHILDREN – A COMPARATIVE STUDY

Daciana LUPU — 2026-08-05

The research aimed to comparatively analyze how preschool
children spent their leisure time in 2013 and 2024. A
questionnaire survey was the method used in the study. The
research included two groups: the group of parents of
preschool children investigated in 2013 and the group of
parents investigated in 2024. Parks with playground areas
for children remain a top option for children’s leisure time
(M= 3.69 in 2024; M= 3.56 in 2013). Playrooms and the
Children’s Club ranked in the last positions. The
comparative analysis of leisure-time activities for
preschool children showed that, while in 2013 “we go
outside and he/she plays with other children” held the first
position among leisure time activities (M=3.49), in 2024
this activity ranks second (M=4.18), with “I play various
games with him/her” in first position (M=4.30), which in
2013 had been in third position (M=3.23). The last two
positions remain the same for both investigated years: “we
go to museums, tourist attractions” (M 2013 – 1.91; M
2024 - 2.85) and “we play on the computer” (M 2013 –
1.86; M 2024 - 2.02).

PEDAGOGY OF PRESENCE: THE TEACHER BETWEEN STAGE, SYMBOL AND RELATIONSHIP – PROFESSIONAL COMMUNICATION AND DIDACTIC PROTOCOL AS FORMS OF SYMBOLIC AUTHORITY

Mihaela BIRESCU IACOB — 2026-08-05

This paper develops the concept of ”pedagogy of presence”
as a symbolic-communicative framework for understanding
educational authority in contemporary educational
environments. Drawing primarily on the sociological
perspectives of Pierre Bourdieu and Erving Goffman, the study
examines how pedagogical legitimacy is constructed through
symbolic capital, communicative performance, nonverbal
interaction, impression management and professional protocol.
The analysis adopts a conceptual-synthetic approach situated
at the intersection of educational sociology, communication
studies, semiotics and pedagogical theory. Particular attention
is paid to the role of visibility, symbolic representation,
corporeal communication, public speaking and institutional
conduct in shaping professional identity and educational
credibility. The paper proposes an integrative model of
pedagogical presence and outlines five typologies of
pedagogical identity characteristic of contemporary education:
the institutional teacher, the performative teacher, the
relational teacher, the symbolic teacher and the digitalrepresentational
teacher. The study argues that educational
authority increasingly depends on communicative coherence,
symbolic intelligibility and relational credibility rather than on
institutional hierarchy alone. By conceptualizing teaching as a
form of symbolic mediation and embodied communication, the
paper contributes to a broader understanding of educational
legitimacy in contexts characterized by digital exposure,
communicative acceleration and evolving professional
expectations.

OUTDOOR EDUCATION AS AN INNOVATIVE PEDAGOGICAL PRACTICE: ENHANCING EXPERIENTIAL LEARNING, STUDENT ENGAGEMENT, AND SUSTAINABLE DEVELOPMENT COMPETENCIES

Tabitha-Bernadet PASINSZKY — 2026-08-05

Outdoor education has increasingly been recognized as an
innovative pedagogical practice capable of extending
learning beyond the conventional classroom and
connecting curriculum content with authentic, real-world
contexts. This article examines the contribution of outdoor
education to experiential learning, student engagement,
and the development of competencies associated with
sustainable development. Grounded in experiential and
student-centred learning perspectives, the paper argues
that outdoor educational activities can support active
participation, reflective thinking, collaborative problemsolving,
environmental awareness, and responsible civic
action. By engaging students directly with natural, social,
and community environments, outdoor education creates
meaningful opportunities for observation, inquiry, practice,
and reflection, thereby strengthening the link between
theoretical knowledge and lived experience. The article
also highlights the relevance of outdoor education for
Education for Sustainable Development, particularly
through its potential to cultivate systems thinking,
anticipatory thinking, critical reflection, cooperation, and
action-oriented learning. The discussion suggests that
outdoor education should not be understood merely as an
extracurricular activity, but as a structured pedagogical
approach that can enhance learning quality, motivation,
inclusion, and sustainability-oriented competence
formation. The paper concludes that integrating outdoor
education into formal educational practice may contribute
to more holistic, participatory, and transformative learning
experiences, while also preparing students to respond more responsibly to contemporary ecological and social
challenges.

DISCONNECT TO RECONNECT: THE EFFECTS OF A DIGITAL DETOX INTERVENTION ON PRIMARY SCHOOL STUDENTS’ WELL-BEING

Estera SINGEORZAN — 2026-08-05

The rapid expansion of digital technology in children's daily
lives has generated increasing concerns regarding the
effects of excessive screen exposure on psychological wellbeing,
social relationships, and healthy development.
Grounded in the theoretical frameworks of positive
psychology, self-determination theory, and research on
digital well-being, this study examined the effects of a
digital detox intervention on primary school students' wellbeing.
The conceptualization of well-being was informed by
established literature and international research conducted
by organizations such as the World Health Organization
(WHO), the United Nations Children's Fund (UNICEF)
and empirical studies investigating the relationship
between screen use and children's mental health, social
functioning, and life satisfaction. An experimental pretestposttest
design with a control group was employed. The
sample consisted of 50 primary school students aged
between 9 and 11 years, randomly assigned to an
intervention group (n = 25) and a control group (n = 25).
Participants in the intervention group engaged in a twoweek
digital detox program aimed at reducing recreational
screen time and increasing participation in offline
activities, including physical play, creative tasks, face-toface
social interactions, and reading activities. The control
group maintained their usual digital routines throughout
the study period. Students' psychological well-being and
life satisfaction were assessed before and after the
intervention using the WHO-5 Well-Being Index and the
Student Life Satisfaction Scale (SLSS). Recreational screen
time was monitored throughout the intervention using a
structured daily Screen Time Diary completed with parental support. Data were analyzed using pairedsamples
and independent-samples statistical procedures to
evaluate changes across groups and time points. The
results indicated a significant improvement in overall wellbeing
among students who participated in the digital detox
intervention. Compared with the control group, the
intervention group reported higher levels of positive
emotions, greater life satisfaction, and improved peer
relationships following the program. The findings suggest
that even a relatively brief reduction in recreational screen
use may contribute positively to children's psychological
and social well-being. These results support current
recommendations advocating balanced digital consumption
and highlight the potential value of school-based digital
detox initiatives as preventive and promotive interventions
for children's mental health and healthy development.

FUTURE-READY TEACHERS - DEVELOPING PROFESSIONAL COMPETENCIES THROUGH REFLECTIVE PRACTICE, MENTORING AND DIGITAL INNOVATION

Diana Adela REDES — 2026-08-05

Preparing teachers for the demands of twenty-first-century
education requires a paradigm shift from traditional models of
teacher training toward integrated approaches that combine
reflective practice, mentoring, and digital innovation.
Contemporary educational systems increasingly recognize that
professional competence extends beyond disciplinary
knowledge, encompassing adaptive expertise, digital literacy,
collaborative learning, critical thinking, ethical decisionmaking,
and continuous professional development. This paper
examines the interrelationship between reflective practice,
mentoring, and digital transformation as complementary
dimensions in the development of future-ready teachers.
Drawing upon recent international literature, policy
documents, and empirical research, the study highlights how
reflective teaching strengthens professional judgment,
mentoring facilitates professional identity formation, and
digital innovation supports flexible, inclusive, and learnercentered
educational environments. The analysis demonstrates
that effective professional learning ecosystems require
institutional support, collaborative cultures, and sustainable
models of lifelong learning. Furthermore, the paper discusses
emerging challenges associated with artificial intelligence,
digital ethics, teacher wellbeing, and educational resilience. It
argues that preparing future-ready teachers requires systemic
investment in evidence-informed professional development
aligned with international competency frameworks such as Digi
Comp Edu and OECD recommendations. The article concludes
by proposing an integrated conceptual model that positions
reflective practice, mentoring, and digital innovation as
mutually reinforcing pillars of teacher professional
competence. The increasing complexity of educational systems
requires teachers to develop competencies that extend beyond
traditional pedagogical knowledge. Contemporary educational
environments are shaped by rapid digital transformation, artificial intelligence, increasing learner diversity, and
continuous societal change, placing new demands on teacher
education and professional development. This integrative
literature review examines how reflective practice,
collaborative mentoring, and digital innovation contribute to
the development of future-ready teachers. Drawing upon recent
international research, policy documents, and theoretical
contributions, the paper critically analyses the interaction
among these dimensions and identifies their implications for
sustainable professional learning. Building on this synthesis,
the article proposes the Adaptive Professional Competence
Framework (APCF), a conceptual model that integrates
reflective practice, professional identity, collaborative
mentoring, digital competence, AI literacy, and adaptive
expertise into a coherent perspective on teacher
professionalism. Rather than conceptualizing these dimensions
as independent competencies, the framework emphasizes their
reciprocal relationships within dynamic professional learning
ecosystems. The review argues that preparing future-ready
teachers requires systemic approaches that combine reflective
inquiry, collaborative learning, technological innovation, and
ethical responsibility throughout the teaching career.

A CONCEPTUAL MODEL FOR EARLY IDENTIFICATION OF ACADEMIC VULNERABILITY: INTEGRATING PSYCHOLOGICAL PREDICTORS INTO THE ACADEMIC PROFILE SCREENING MODEL (PSA)

Pompilia SZELLNER — 2026-08-05

Early identification of students at risk of academic
disengagement has become an increasingly important priority
in higher education, reflecting a shift from reactive
explanations of university dropout toward preventive
approaches that promote academic persistence. Although
contemporary research has identified several psychological
factors associated with successful academic adjustment,
existing studies typically examine these variables
independently, with limited attention to their integration into a
comprehensive conceptual framework for preventive
screening.This theoretical paper addresses this gap by
analysing four psychological dimensions consistently
associated with academic persistence—academic resilience,
academic self-efficacy, university adjustment, and academic
belonging—and integrating them into the Academic Profile
Screening Model (PSA), a conceptual framework designed to
support the early identification of academically vulnerable
students. Building upon these dimensions, the paper also
proposes the Academic Vulnerability Index (AVI) as a
conceptual indicator intended to synthesise information derived
from the assessment of psychological resources and university
integration. Possible approaches to operationalising the model
through validated psychological instruments are discussed,
together with implications for university counselling services
and institutional retention policies. Rather than proposing a
diagnostic or psychometric tool, the PSA is presented as a
conceptual framework that may guide future empirical research
and the development of preventive screening strategies in
higher education. The proposed model contributes to the
growing emphasis on prevention in educational psychology by
offering an integrated conceptual perspective on academic
vulnerability and providing a foundation for future validation studies and evidence-informed interventions aimed at
supporting student persistence and success.

ETHICS, EMPATHY AND RESPONSIBILITY IN BUILDING A MORE INCLUSIVE SOCIETY

Argentina TUDOR — 2026-08-05

This research aims to examine the function of the main
pillars of social support in building a comprehensive, just
and civic-minded community. The research aims to study
the virtues of ethics, compassion and assumption through
the prism of pedagogical and social aspects, emphasizing
the need to apply clear, productive and non-discriminatory
norms that confirm the particularity of each person. At the
same time, the approach analyzes the inclusion of
personality as an additional contribution in the academic
and societal spheres, precisely differentiating this aspect
from the field of excessive individualism. A pertinent
example of the implementation of these rules is the
integration into society of young people placed in
placement centers. Having insecure family backgrounds
and being affected by possibly difficult experiences, these
young people manifest fragilities that can endanger their
emotional, intellectual and relational development.
Comprehensive actions - based on emotional support,
education and group membership and exercised with
morality and sensitivity - are vital to reducing the danger
of marginalization, strengthening the capacity for recovery
and supporting a balanced transition to adulthood. In
conclusion, the contribution affirms that ethics, compassion
and commitment go beyond the status of detached
theoretical ideas, becoming absolutely necessary practices
for structuring a world in which each person, regardless of
their situation or challenges, receives real inclusion,
appropriate help and equal opportunities for their own
development.

IDENTITY FORMATION IN THE CRUCIBLE OF THE WORLD OF STORIES: THE FORMATIVE VALUES OF CHILDREN'S LITERATURE IN BILINGUAL COMMUNICATION CONTEXTS

Mihaela BIRESCU IACOB — 2026-08-05

Children's literature occupies a unique position at the
intersection of language development, emotional growth,
and identity formation. Within bilingual educational
contexts, literary narratives may acquire additional
significance, functioning as pedagogical resources and as
symbolic spaces in which linguistic belonging and cultural
continuity are negotiated. This article examines the
formative value of children's literature through a
theoretical and applied perspective that integrates
narrative theory, developmental psychology,
communication studies, and bilingual education. Drawing
upon the works of Bruner, Vygotsky, Bettelheim,
Nikolajeva, Cummins, and Krashen, the study explores the
role of literary narratives in supporting meaning-making,
emotional externalization, communicative development,
and identity construction. Particular attention is devoted to
Romanian minority education in Hungary, where children's
literature may contribute to the development of an affective
relationship with Romanian as a heritage language. The
theoretical discussion is complemented by a case study
based on the literary narrative ”A Carriage of One's
Own”, (Birescu Iacob & Olteanu-Sturza, 2025), selected
from the volume ”Stories from Romanian Homes”,
illustrating how the same story may generate different
forms of participation, interpretation, and identity work
across developmental stages. The findings suggest that the
educational value of children's literature resides not
primarily in the transmission of cultural content, but in its
capacity to create symbolic environments where
communication, emotion, and belonging become interconnected. Within such environments, identity is not
directly taught, but gradually constructed through
meaningful narrative experience.

THE ROLE OF ARTIFICIAL INTELLIGENCE IN SUPPORTING SOCIAL INCLUSION AND ENGAGEMENT IN SCHOOL LIFE AMONG PRIMARY EDUCATION STUDENTS

Denisa Ramona CHASCIAR — 2026-08-05

Artificial intelligence is increasingly used in primary
education to support accessibility, participation, and
personalized learning. This study examines its perceived
role in promoting social inclusion and engagement in
school life among primary education students. A
questionnaire was designed for primary school teachers
and included Likert-scale items and open-ended questions.
The study involved 60 primary school teachers who
completed a questionnaire consisting of Likert-scale items
and open-ended questions. The results suggest that AI may
support students with learning, communication, or
language difficulties and may increase participation in
classroom activities. However, teachers expressed
concerns about unequal access, data privacy, inaccurate
content, excessive dependence on technology, and reduced
human interaction. The study concludes that AI can
contribute to inclusive education when it is used
responsibly, under teacher supervision, and as a
complement to human relationships.

AMBIENT WALLS AND BUREAUCRATIC FAULTS: A MIXED DIAGNOSIS OF MICRO AND MESO-SOCIAL COMMUNICATION WITHIN THE CUGIR SOCIAL ASSISTANCE DIRECTORATE

Viorica Mariana NEDEL — 2026-08-05

This article analyses the dynamics of the information
circuits within the Social Assistance Directorate (DAS)
Cugir, investigating the impact of communication barriers
on the efficiency of case management. Adopting a mixed
convergent design (triangulation), the research
corroborates quantitative data obtained from specialists (N
= 20) and beneficiaries (N = 50) with the hermeneutical
audit of three complex social files in the field of domestic
violence, child protection and severe marginalization. The
results reveal a deep asymmetry between the high empathic
capital of the staff (overall satisfaction score of 84%) and
the logistical-environmental constraints of the local public
system. On the micro-interpersonal dimension, the lack of
physical privacy in the common administrative offices
generates serious risks of violation of professional secrecy
(75% of specialists) and discomfort for 40% of
beneficiaries, vitiating the accuracy of the initial
assessment. At the meso-institutional level, the external
collaborative network is affected by asynchronous
scriptural circuits and database isolation, generating a
chronic administrative latency of 10-14 calendar days and
turning 58% of the beneficiaries into bureaucratic
couriers. To manage vital emergencies, 70% of specialists
are forced to circumvent formal channels in favor of
informal telephone bypasses. The diagnosis shows that
superficial digitization has multiplied the scriptural effort through the phenomenon of double storage (85%). In
conclusion, the sustainability of social assistance requires
the urgent restructuring of communication flows through
the modular reconfiguration of workspaces, the
implementation of synchronized collaborative governance
(within a maximum of 48 hours) and ensuring the
automatic interoperability of local information systems.

THE “FOMO” SYNDROME IN VIRTUAL TEAMS: LEADERSHIP STYLE AND EMPLOYEE ALIENATION IN HYBRID WORK – A MIXED METHODS STUDY

Gabriela Sorina VANCU — 2026-08-05

Hybrid work has fundamentally reshaped organizational
communication and employee experience, introducing new
psychosocial dynamics such as workplace Fear of Missing
Out (FOMO). This study investigates the relationship
between workplace FOMO, leadership style, and employee
alienation in hybrid teams using a mixed methods design.
The quantitative phase (N = 300 employees) examines the
predictive role of FOMO and leadership style on
alienation, while the qualitative phase (N = 20 semistructured
interviews) explores subjective experiences of
exclusion, digital overload, and leadership communication.
Drawing on Self-Determination Theory and Social
Exchange Theory, the study proposes that workplace
FOMO mediates the relationship between leadership style
and employee alienation. Transformational and inclusive
leadership styles are expected to reduce FOMO and
alienation, while transactional leadership increases
perceived exclusion. Quantitative data are analyzed using
regression and mediation models (PROCESS Macro
Hayes), while qualitative data are examined through
thematic analysis (Braun & Clarke, 2006). Findings are
expected to contribute to organizational psychology by
integrating cognitive-emotional mechanisms of digital
work with leadership theory, offering a comprehensive
model of alienation in hybrid environments.

UNLOCKING POTENTIAL: STRATEGIES FOR EFFECTIVE ADULT EDUCATION

Editha-Margareta COSARBA — 2026-08-05

Adult education occupies an increasingly central place in
contemporary
societies
confronted
with
rapid
technological change, extended working lives, and the
growing demand for continuous reskilling and upskilling.
This article examines the theoretical foundations and
empirical evidence that underpin effective practice in adult
education and distils them into a coherent set of strategies
for practitioners, curriculum designers, and policy makers.
Drawing on andragogical theory, experiential and
transformative learning frameworks, social learning
perspectives, and self-efficacy theory, the article argues
that adult learning is most effective when it is learner
centred, experience-based, reflective, socially situated, and
attentive to the motivational architecture of adult learners.
It further reviews global evidence on participation patterns
and persistent inequities in access to adult learning
opportunities, and it discusses the implications of this
evidence for programme design. To support comparison
and application, the article integrates four summary tables
and two original figures alongside a synthesis of eight
interlocking strategies—ranging from learner-centred
curriculum design to technology-enhanced and blended
delivery—intended to help institutions unlock the potential
of adult learners across diverse educational and
professional contexts.

BETWEEN CONNECTION AND ISOLATION: THE INFLUENCE OF DIGITAL TECHNOLOGY ON ADOLESCENTS’ SOCIAL RELATIONSHIPS

Sebastian Petrisor SCRIPCARU — 2026-08-05

This paper examines how digital technology influences
adolescents’ social relationships, starting from the idea
that online and offline spaces complement one another but
may also generate tensions. Particular attention is given to
Fear of Missing Out (FoMO), phubbing, and their
relationship with social connectedness. The research was
designed as a simulated descriptive study using a mixed
methods approach and a sample of 60 adolescents aged 15
to
18.
The
quantitative
component
included
sociodemographic data, the Fear of Missing Out Scale, the
Generic Scale of Phubbing, and the Social Connectedness
Scale–Revised, while the qualitative component consisted
of two focus groups. The simulated findings indicate a
positive association between time spent using digital
technology and FoMO, as well as negative associations
between
FoMO, phubbing, and offline social
connectedness. The qualitative analysis reveals an
ambivalent experience: technology maintains contact and
facilitates support, but it also creates pressure to respond
immediately, social comparison, and fragmented face-to
face conversations. The paper highlights the need for
digital education focused not only on-screen time, but also
on the quality of interactions and the relational norms of
adolescent peer groups.

FOCUSING AND FOREGROUNDING IN PICTUREBOOKS: DIRECTING READERS’ ATTENTION AND FOSTERING VISUAL AND LITERARY COMPETENCE

Orsolya SZILVASSY — 2026-08-05

Children can start engaging with picturebooks from a very
young age, and it is reasonable to assume that this early
reading practices influence their emergent visual, linguistic
and literary competences. This paper explores how this
occurs in relation to attention, a key cognitive ability that
plays a significant role in information processing and
aesthetic experience as well. The first part of the study
establishes a link between attentional development and
picturebook reception among the youngest. It argues that
the primary objective of the first picturebooks is to engage
readers’ attention skills and make them receptive for
culturally relevant information. My point is that the
creation of cognitive emphases in picturebooks is a
coordinated process emerging from the interplay between
discursive and narrative strategies, and the cognitive
abilities and preferences of the reader who is supported by
adults. Thus, shared reading must also be included in the
investigation. Building on these insights, I will then analyse
the specific procedures for directing attention in other
types of picturebooks in relation to their storytelling. As
children develop, their reading behaviours evolve and
picturebooks follow the changes – also in terms of attention
direction and foregrounding mechanism. Examples studied
here demonstrate that picturebooks for children generally
direct the attention quite explicitly. However, some books
attempt to challenge expectations and routines by using
more unconventional techniques and allowing more scope
for reader interaction. Therefore, these books can even
help young readers experience foregrounding, which
distinguishes literary or aesthetic reading/viewing from
non-literary meaning-making.

CREATIVITY IN THE AGE OF ARTIFICIAL INTELLIGENCE

Agota SZABONE BALOGH — 2026-08-05

The rapid evolution of generative Artificial Intelligence (AI)
has challenged human creativity, shifting the discourse
surrounding AI from technical feasibility toward the
redefinition of conceptual frameworks. This study
investigates the attitudes of full-time university students
toward AI creativity through the theoretical lens of
Margaret Boden’s computational creativity framework,
which distinguishes between combinatorial, exploratory,
and transformational creativity. Utilizing a quantitative
approach, survey data from 129 respondents were analyzed
to explore how individuals perceive the "novelty"
generated by artificial intelligence. The sample
demonstrated a clear divide, with 70.5% considering AI to
be creative, while 29.5% remained skeptical. To examine
the differences in opinion between the two groups, a non
parametric Mann-Whitney U-test was conducted. The
results revealed highly significant differences (p < 0.001)
regarding AI's capacity to generate entirely new ideas and
its similarity to human creativity, aligning skeptics with the
rejection of Boden’s transformational tier of creativity.
Concurrently, no significant differences were found
regarding the perception of AI’s technical limitations (p =
0.124) and its reliance on trained data (p = 0.069),
indicating a universal consensus on the data-driven nature
of machine processes. These findings suggest that the
polarization among students stems from differing
expectations
of
creative
tiers
rather
than
a
misunderstanding of technology, highlighting the
emergence of a hybrid, co-creative paradigm.

ASSESSMENT OF INTEGRATED NARRATIVE COMPETENCE USING THE TRIADIC MODEL “SYMBOL, EMPATHY, CREATIVITY”: RESULTS FROM THE CONTROL STAGE

Adelina OLTEANU-STURZA — 2026-08-05

This article presents a study on the effects of Propp’s Cards
method—as adapted by the author with the aid of artificial
intelligence—on narrative competence, as integrated
through the triadic model “Symbol, Empathy, Creativity”
(TRECS), during the final, control phase of the research.
Narrative competence is defined by three dimensions:
creativity, receptivity, and identification with the literary
character. The sample consisted of 240 children, aged 5
10, divided throughout the study into three categories:
preschoolers, first- and second-grade students, and third-
and fourth-grade students. The assessment took place
during a 3-minute oral test using the metaphorical “Happy
Ending” card. The children answered three open-ended
questions regarding creativity, symbolic identification, and
empathic identification. We can observe that the overall
TRECS average in the control phase increased
significantly depending on the age group. The results
support the usefulness of the TRECS model in children’s
and students’ reception of the fairy tale.

CHALLENGES OF EDUCATION IN THE AGE OF SOCIAL MEDIA

Radu Daniel CAMPEAN — 2026-08-05

Throughout history, education has faced constant
challenges, such as access to educational opportunities,
social inequalities, and maintaining a balance between
freedom and discipline. However, over the past 20 years,
entirely new challenges have emerged in our society,
including within the educational environment. Rapid and,
at times, unrestricted access to the internet, smartphones,
and social media has had a profound impact on the
environment in which children grow up, interact, and
engage in dialogue within educational contexts.
Consequently, schools must recognize these emerging
dynamics and adapt to the challenges of the present day.
This article, grounded in the specialized literature, is based
on a theoretical analysis that focuses on three elements.
The first element examines how digital platforms have been
designed to capture and sustain attention. The second area
brings together research on the intensive use of social
media and students' mental well-being. The final aspect
analyzes the pedagogical approaches needed to develop
competencies in the digitalized world in which we live. In
conclusion, this paper does not condemn modern
technology, viewing it in most cases as a tool that can be
beneficial but also harmful when misused. Its positive
effects can be quantified based on how it is used and
integrated into the educational process in a balanced and
responsible manner. Thus, schools are not meant to ban
technology per se, nor should they accommodate it
indiscriminately. Aware of the effects of technological
abuse, the educational process is called upon to develop
skills such as attention management, critical use of
information, and the development of social-emotional
competencies. This article is not the result of extensive,
experimentally validated empirical research, but is
conceptual in nature, based on contemporary studies in the
context of the challenges posed by the virtual world.

BEYOND SCHOOL WALLS: A SYSTEMS PERSPECTIVE ON TERRITORIAL EDUCATIONAL INEQUALITIES, COMMUNITY RESILIENCE, AND SCHOOL DROPOUT PREVENTION

Dorine Flora NDOUMBA NDOUMBA — 2026-08-05

Educational inequalities remain among the most persistent
challenges confronting contemporary educational systems.
While traditional approaches often attribute unequal
educational
outcomes to individual or school-level
characteristics, emerging evidence suggests that educational
disadvantage develops through dynamic interactions among
territorial, institutional, familial, and community factors.
Drawing upon systems thinking, this conceptual paper proposes
an integrated framework for understanding educational
inequalities as the product of interconnected educational
ecosystems rather than isolated variables. The paper
synthesizes research on territorial disparities, digital
inequalities,
school governance, resilience, community
participation, and school dropout prevention to develop a
multidimensional model of educational equity. Within this
framework, educational resilience is conceptualized as an
emergent property generated through interactions among
learners, families, schools, communities, and local governance
structures. The proposed model highlights the importance of
human infrastructure—including social capital, collaborative
leadership, teacher-parent partnerships, and community
engagement—in reducing educational vulnerability and
strengthening school retention. By integrating contemporary
perspectives on decentralization, educational justice, and
sustainable development, the paper advances a systems-based
understanding of educational equity that may inform future
empirical investigations and evidence-based educational
policies aimed at preventing school dropout and promoting
inclusive, resilient educational environments.

BEYOND INCLUSION: A SYSTEMS PERSPECTIVE ON EDUCATIONAL EQUITY, CULTURAL DIVERSITY, AND HUMAN AGENCY IN CONTEMPORARY EDUCATION

Samueline LALAONDRAINY FANJANIRINA — 2026-08-05

Educational inclusion has progressively evolved from a
policy objective focused primarily on access to education
toward a broader systemic commitment to educational equity,
participation, and recognition of diversity. Contemporary
educational systems operate within increasingly complex
social, cultural, technological, and institutional environments
where learners' educational opportunities are shaped by
dynamic interactions among individuals, schools, families,
communities, and policy structures. Drawing upon systems
thinking, this conceptual paper proposes the Inclusive
Educational Ecosystem Framework (IEEF) as an integrative
model for understanding inclusion as an emergent property of
adaptive educational systems rather than the outcome of
isolated institutional interventions. The paper synthesizes
contemporary literature on inclusive education, cultural
diversity, educational participation, teacher professional
development, social inclusion, digital transformation, and
community engagement to develop a multidimensional
framework capable of explaining how educational equity is
constructed through reciprocal interactions among educational
actors. Within this perspective, inclusion extends beyond
physical access to education by emphasizing meaningful
participation,
recognition,
collaborative
responsibility.
agency,
belonging,
and
The proposed framework
highlights the importance of human agency, inclusive
governance, family-school-community partnerships, and
culturally responsive educational environments in promoting
sustainable
educational
development.
By integrating
educational, social, and technological perspectives within a systems-oriented conceptual model, the paper contributes to the
advancement of contemporary inclusion theory while providing
a foundation for future empirical research and evidence
informed educational policies designed to foster equitable,
resilient, and inclusive learning ecosystems.

NEURODIDACTIC STRATEGIES FOR INCREASING MOTIVATION AMONG HIGH SCHOOL STUDENTS IN LEARNING PSYCHOLOGY

Mihaela-Gabriela NEACSU — 2026-08-05

The article presents the results of a pedagogical
research that capitalizes on neurodidactic strategies
applied in learning Psychology in high school by
creating an attractive educational environment that
supports neuroplasticity and stimulates the secretion
of "learning molecules" (dopamine, serotonin,
noradrenaline, acetylcholine, endorphins) and that
facilitates dynamic learning through activities
adapted to the nervous system's functioning style. It is
known that the modern instructional-educational
process emphasizes the involvement and active
participation of students in their own learning, with
the teacher playing more of a facilitator and learning
partner. Neurodidactic strategies prove their
effectiveness in educational practice by being
adapted to students' interests and learning styles,
promoting student involvement, collaboration and
leading to increased learning motivation. Motivation
is considered an essential factor in learning, as it
facilitates and guides student behavior. This is
influenced by neurotransmitters such as dopamine,
oxytocin, serotonin and endorphins, considered the
"happiness
chemicals".
Dopamine
supports
motivation and reward, oxytocin promotes trust and
cooperation, serotonin contributes to emotional
balance and concentration, and endorphins reduce
369
Journal Plus Education
Vol. XLI no. SI/ 2026
p. 369-390
stress and increase well-being. Through interactive
activities based on neurodidactic strategies, teachers
can stimulate these chemical compounds, facilitating
collaborative, engaging learning and active student
participation. The research results highlight the
impact of interactive activities carried out in the
Psychology (high school) subject based on
neurodidactic strategies on the learning motivation of
41 high school students from the city of Pitesti, Arges
County.

AI-DRIVEN DIGITALISATION AND LIFE SATISFACTION AMONG PROFESSORS: A PARALLEL MEDIATION ANALYSIS BY FAMILY FUNCTIONING AND DIGITAL DEVICE USE

Dana RAD — 2026-08-05

AI-driven digitalisation is accelerating “always-on” work patterns in academia, especially for tech-savvy STEM professors whose teaching, research, and administrative tasks increasingly rely on digital tools. This shift can intensify work-to-home spillover and challenge digital life balance, with potential consequences for wellbeing. This study examines how family functioning profiles and AI-related digital device use jointly shape the link between negative work-to-home interaction and life satisfaction among STEM faculty. Cross-sectional survey data were collected from STEM university professors (N = 735; ages 18–66). Measures included negative work-to-home interaction (SWING subscale), life satisfaction (SWLS), family functioning profiles (balanced flexibility, rigidity, chaotic functioning), and frequency/duration of AI-related digital device use from the Artificial Intelligence–Digital Life Balance Scale (AI-DLBS). We tested a parallel mediation model, including relevant covariates (e.g., age, gender), and estimated indirect effects with confidence intervals. Negative work-to-home interaction was significantly associated with lower life satisfaction (direct effect b = -0.360, p < .001). Significant indirect effects were observed through balanced family flexibility (b = -0.075, p < .001), rigid family functioning (b = -0.015, p = .046), and AI-related digital device use frequency/duration (b = -0.084, p < .001), whereas the pathway through chaotic functioning was not significant. The total effect remained substantial (b = -0.546, p < .001), indicating partial mediation. In AI-assisted academic work, digital boundary management and family flexibility represent key leverage points for sustaining wellbeing among STEM professors. Institutional policies that reduce after-hours digital demands and support boundary-setting may protect life satisfaction in contexts of high work-to-home spillover.

THE EDUCATIONAL, CRITICAL, AND CULTURAL DIMENSIONS OF USING COMICS TO DEVELOP LITERACY SKILLS IN ELEMENTARY SCHOOL STUDENTS

Elena-Maria TATAR — 2026-08-05

The development of literacy skills requires the effective use
of educational resources capable of addressing the
challenges of contemporary society and the increasing
diversity of communication modes. In this context, comics
emerge as multimodal texts that integrate verbal and visual
language, offering meaningful opportunities for the
development of literacy skills among primary school
students. This paper aims to examine the formative,
critical, and cultural dimensions of using comics in
education by drawing on the literature on literacy,
multimodality, and contemporary pedagogy. It highlights
the contribution of comics to vocabulary development,
reading comprehension, reading motivation, creativity, and
critical thinking, while also emphasizing their role in
fostering the interpretation of multimodal messages and
promoting openness to cultural diversity. To complement
the theoretical perspective, the paper also incorporates
findings from an exploratory focus group conducted with
primary school teachers. The participants’ perspectives
confirm the educational potential of comics and emphasize
the importance of integrating them into instructional
practice through a balanced and methodologically sound
approach. The analysis suggests that comics should be
regarded as complex educational resources that extend
beyond their recreational function and can make a
valuable contribution to the development of literacy skills,
critical thinking, and intercultural competence among
primary school students. The findings provide both
theoretical and pedagogical arguments supporting the
systematic integration of comics into literacy-oriented
teaching and learning practices in primary education.

DIMENSIONS OF EDUCATIONAL MENTORING: FORMATIVE VALENCES AND SUCCESSFUL PRACTICES IN CONTEMPORARY SCHOOLS

Mariana TIPEI-VOIA — 2026-08-05

This study analyzes from a psychopedagogical and
academic perspective the fundamental needs of modern
early childhood education, focusing on the reconfiguration
of the educator's professional identity as a vector of
change. Premised on the idea that the evolution of current
generations demands a definitive abandonment of
professional comfort and traditional routines, the study
explores the core pillars of the reflective teacher paradigm.
It addresses the essential dimensions of didactic success:
cultivating enthusiasm as an epistemic resource, the
courage to implement methodological innovation, and the
smart management of resistance to change. Aligned with
European educational standards and grounded in the
theoretical
contributions
of
prominent Romanian
academics (M. Bocos, H. Catalano, I. Albulescu, A. F.
Roman), the paper demonstrates that modern preschool
didactics measures success not by classroom silence or
rigidity, but by the level of authentic engagement and
autonomy stimulated among children. The study advocates
for a conscious and creative assumption of the modern
educator's role, capable of opening new chapters in the
praxis of early childhood education.

FOSTERING CRITICAL THINKING TOWARD AI GENERATED CONTENT IN MIDDLE SCHOOL STUDENTS: A QUASI-EXPERIMENTAL EVALUATION OF A DIGITAL CITIZENSHIP INTERVENTION

Sonia IGNAT — 2026-08-05

Generative artificial intelligence tools have become
embedded in the everyday academic lives of adolescents,
yet the capacity of middle school students to critically
appraise
AI-generated
content
remains
largely
unaddressed by current digital citizenship curricula. This
study evaluated a five-session educational intervention
designed to develop critical thinking toward AI-generated
content among seventh-grade students, grounded in
psychological inoculation theory and AI literacy
competency models. A quasi-experimental pretest-posttest
design with a non-equivalent control group was applied to
275 seventh-grade students (experimental group, n = 138;
control group, n = 137) recruited from parallel classes of
two middle school in Arad, Romania. Critical thinking
toward AI-generated content was measured with an
original 20-item Likert scale, and discrimination ability
was assessed through a practical task requiring students to
classify ten text and image stimuli as AI-generated or
human-produced. Following the intervention, the
experimental group showed a substantial increase in
critical thinking scores, from M = 54.25 (SD = 8.12) to M
= 68.90 (SD = 7.65), t(39) = -9.85, p < .001, d = 1.86, and
in discrimination accuracy, from 51.25% to 68.50%, t(39)
= -8.14, p < .001, d = 1.65. The control group showed no
significant change on either measure. Critical thinking
scores and discrimination accuracy correlated moderately
to strongly at post-test, r = .58, p < .001. These findings
support the feasibility of short, curriculum-embedded
interventions grounded in inoculation theory for cultivating
AI literacy at the middle school level, and they extend the
construct of digital citizenship to include critical
engagement with AI-generated content as a measurable,
educable competency.

BORDERLINE PERSONALITY DISORDER: AN INTEGRATIVE BIOPSYCHOSOCIAL PERSPECTIVE ON MENTAL HEALTH

Olivia COSTIN — 2026-08-05

Borderline personality disorder is a severe and complex
mental health condition characterised by emotional
instability, impulsivity, identity disturbance, intense
interpersonal difficulties, and an increased risk of self
harm and suicidal behaviour. This article examines the
disorder from an integrative biopsychosocial perspective,
emphasising
the
interaction
between
biological
vulnerability, temperamental and genetic factors, adverse
childhood experiences, attachment disruptions, and
invalidating relational environments. Particular attention
is given to the construction and perception of the self, the
role of abandonment sensitivity, emotional dysregulation,
and dichotomous thinking in the development and
maintenance of maladaptive relational patterns. The article
also analyses the broader psychosocial impact of the
disorder, including stigma, social exclusion, occupational
difficulties, unstable intimate relationships, and the direct
and indirect costs associated with treatment and impaired
functioning. In addition, it discusses empirically supported
psychotherapeutic approaches, including dialectical
behaviour therapy, schema therapy, and mentalization
based treatment. Current evidence suggests that borderline
personality disorder should not be regarded as an
inevitably chronic or treatment-resistant condition.
Structured psychotherapeutic interventions can reduce
symptom severity, improve emotional regulation and social
functioning, and support the development of a more
coherent sense of self. An integrated approach that
combines recognition of vulnerability with personal agency
and responsibility may therefore provide a more balanced and clinically useful framework for understanding and
treating the disorder.