Aurel Vlaicu University of Arad Editing House: Journals
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USING COMICS AS A TOOL FOR DEVELOPING IMAGE COMPREHENSION AND LITERACY IN PRIMARY SCHOOL: 10.24250/jpe/1/2025/EMM/
No full textThe study documents from the perspective of literature reviewon the concepts of literacy, multimodal text, comics, and imageinterpretation. The education in our country has implemented aseries of reforms emphasizing the training of students, theinterest shifting from teaching to learning, with the student at thecenter of attention as the main actor of the educational act.Major changes were made in education policy, reorganizingboth the education system and the national curriculum. A newterm we find in the new curricula is multimodal text content, andthis rethought content helps to develop literacy.Literacy is a new term in the literature and especially in ourcountry, it does not only refer to the ability to read and write, itis much more than that; literacy also includes the skillsassociated with understanding, interpreting and using writteninformation effectively in different contexts. For primary schoolstudents, mutimodal text is beneficial because it fulfills severalfunctions simultaneously: informing, persuading, entertaining oreducating. Cu ajutorul benzilor desenate se dezvolta: abilitatilede interpretare a unei imagini, imbunatatirea gandirii critice,invatarea permanenta, comunicarea eficienta si nu in ultimulrand, adaptabilitatea. Comics are a tool that plays a significantrole in the development of imagination, free expression andunderstanding of images, all of which contribute to thedevelopment of literacy by forming critical and competentreaders and communicators. Through the interaction betweenliteracy and multimodal text, a deeper and more nuancedunderstanding of information is promoted, which is essential foractive and informed participation in contemporary society
THEORETICAL ASPECTS REGARDING SOCIAL ASSISTANCE IN SCHOOL: 10.24250/jpe/si/2025/ALM/MGA/
No full textSocial assistance within the educational structure isconsidered to be beneficial to contemporary society,bringing benefits to the development of young people.”They expect from school the guarantee of the success of afulfilled social life, that is, the concomitant materialsatisfaction, stable social relationships, but also the activecontribution to building society’’ (Neamtu, 2003
PROFESSIONAL ATTITUDES AND BEHAVIORS THAT ENCOURAGE POSITIVE PARENTING IN THE SCHOOL ENVIRONMENT: 10.24250/jpe/si/2025/DRC/VC/
No full textThis article investigates the professional attitudes andbehaviors of teachers who support the development ofpositive parenting in the school environment. Starting fromthe premise that teachers are essential partners in theeducational process of children, this study explores howrelationships based on empathy, mutual respect andeffective communication contribute to strengthening thecollaboration between school and family. The research wascarried out in several schools in urban and rural areas,using qualitative and quantitative methods. The resultshighlight the importance of continuous professionaltraining and socio-emotional competences of teachers inpromoting an educational climate favorable to positiveparenting. The conclusions of the study emphasize the needfor coherent educational policies, including supportprograms for the development of constructive relationshipsbetween school and family
EXAMPLES OF GOOD PRACTICE IN PARENTAL EDUCATION FOR EARLY CHILDHOOD EDUCATION TEACHERS: 10.24250/jpe/si/2025/DFT/
No full textThis article aims to highlight the importance of parentaleducation in the training of future educators specializing inPrimary and Preschool Pedagogy (PIPP). Based ontheoretical and empirical foundations, the paper analyzesparenting both as a continuous learning process and as akey practice in developing communication andcollaboration skills between parents and teachers. Itpresents educational models and practical activitiesimplemented in the training of students, through which theessential role of parents in the harmonious development ofchildren is explored, as well as the ways in whicheducators and primary school teachers can become activepartners in the educational process. The article emphasizesthe defining dimensions of parenting, underlines theimportance of preparing students for effectivecollaboration with families, and describes the methods,techniques, and tools used in educational activities thatinvolve parental participation
IMPLICATIONS OF FOOD DESERTS AND FOOD SWAMPS AT SCHOOL ENVIRONMENT: 10.24250/jpe/si/2025/YS/
No full textThis study explores the implications of food deserts and foodswamps in school environments, particularly in relation tohealth outcomes and academic performance. Food desertsrefer to areas with limited access to healthy food options,while food swamps are areas with an abundance ofunhealthy food choices. The study highlights the negativeeffects of food deserts and swamps on students' health,including obesity, diabetes, and other diet-related diseases,as well as poor academic performance. The researchemphasizes the need for healthy food options in schoolsand the importance of nutrition education to promotehealthy eating habits among students. By understandingthe impact of food deserts and swamps on students' healthand academic performance, policymakers and educatorscan work together to create healthier school environmentsthat support students' overall well-being
UNDERGRADUATE STUDENTS’ SCIENCE PROCESS SKILLS AS PREDICTOR OF ACADEMIC ACHIEVEMENT IN SCIENCE EDUCATION COURSES: 10.24250/jpe/si/2025/OMC/AEE/NHO/UVA/EDU/
No full textIn a quest to determine if science process skills significantlyinfluence academic achievement in undergraduate scienceeducation courses, this study examined undergraduatestudents’ science process skills as predictor of academicachievement in science education courses. Two researchquestions guided the study while two hypotheses weretested at 0.05 alpha level. The predictive correlationsurvey design was adopted. The population of the studycomprised 2720 undergraduate science educationdepartment students in Anambra State, Nigeria. A Samplesize of 408 undergraduate science education students weredrawn using 15% of total population in the study (2720) aspostulated by Nworgu in Abumchukwu et al.,(2024b).Undergraduate Students Science Process Skills Scale(USSPSS) and 2023/2024 academic session average scoresof undergraduate students’ science education courses wereinstruments used for data collection. The instruments werevalidated by three experts. The reliability of the USSPSSwas established using Cronbach alpha method and reliability coefficients of 0.73 was found. The twoinstruments were used as a method for data collection.Coefficient R and R2 were used to answer researchquestions while regression ANOVA (linear and multiple)were used to test the hypotheses. The findings from theresults revealed that a low positive predictive value existbetween Undergraduate students’ science process skills(USSPS) and their academic achievement in scienceeducation courses. However, undergraduate scienceprocess skills (USSPS) is not a significant predictor of thestudents’ academic achievement in science educationcourses. More so, a low positive predictive value existbetween undergraduate students’ science process skills(USSPS) and the students’ academic achievement asmoderated by gender in science education courses. Thus,undergraduate science process skill is not a significantpredictor of the academic achievement of male and femaleundergraduate students in science education courses. Fromthe findings, recommendations and conclusions were made
TOWARD SUSTAINABLE ICT INTEGRATION IN NIGERIAN SECONDARY SCHOOLS: A FOUR-PILLAR FRAMEWORK FOR SYSTEMIC REFORM: 10.24250/jpe/si/2025/OSA/
No full textDespite growing global consensus on the transformativepotential of Information and Communication Technology(ICT) in education, its integration into Nigerian secondaryschools has been uneven and fraught with systemicobstacles. ICT is widely recognized for enhancing teachingeffectiveness, fostering learner engagement, promotinginclusivity, and equipping students with the digitalcompetencies necessary for thriving in a 21st-centuryknowledge economy. However, empirical evidence andpolicy analyses reveal a significant gap between Nigeria'spolicy ambitions and the practical realities of ICTdeployment in public secondary schools. This conceptualpaper synthesizes recent literature (2020–2024) andnational policy documents—including the National Policyon ICT in Education and the National Digital EconomyPolicy and Strategy—alongside insights from fieldworkconducted in Nigeria. It identifies structural, pedagogical,and governance-related constraints undermining effectiveICT adoption. Anchored in constructivist and capabilityapproaches to education, this study proposes a Four-PillarFramework as a strategic roadmap for sustainable ICTintegration. The framework highlights four interrelatedpillars: (1) access to digital infrastructure, (2) teacherdigital competence, (3) curriculum alignment with ICTpedagogy, and (4) coherent and accountable policygovernance. Each pillar is critically examined with respectto its current status, stakeholder involvement, and potentialfor scalable intervention. Findings indicate that withouttargeted investment, institutional readiness, and localizedimplementation strategies, ICT initiatives risk becomingtokenistic or extractive. This paper contributes to theongoing discourse on digital equity, educational reform,and sustainable development in the Global South. It offerspractical insights for policymakers, educators, anddevelopment agencies seeking to bridge the digital divide and foster systemic change in Nigerian education. Byadopting the Four-Pillar Framework, stakeholders canwork collaboratively to transform ICT integration from aperipheral initiative into a foundational pillar of inclusiveand quality education
IMPROVING SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN COMPUTER STUDIES THROUGH THINK PAIR SHARE LEARNING STRATEGY: 10.24250/jpe/si/2025/EDO/AFR/OEC/OMC/
No full textFollowing the numerous importance of think-pair-sharelearning strategy as an innovative learning strategy thathas helped students achievement in various subjects andBasic Education Certification Examination (BECE) ChiefExaminer’s report on students’ weaknesses in ComputerStudies concepts of internet, operating system, searchengine, graphic package, corel draw, paint environment,spreadsheet package, computer safety, measure andcomputer software among upper basic students in Anambrastate. This study examined improving secondary schoolstudents’ achievement in computer studies through thinkpair share learning strategy. Two purpose of study, tworesearch questions and two hypotheses guided the study.The study was carried out in Otuocha education zone inAnambra State, Nigeria. The population of the studyconsisted of 6,982 JSS2 students’ in the zone. The studyadopted quasi experimental design. The sample comprise393 JSS2 students’ (169 males and 224 females) and wasobtained using a multi-stage sampling procedure. 50Computer Studies Achievement Test (CSAT) served asinstrument for data collection for both post and retentiontest respectively. The instrument was subjected to contentvalidation. CSAT reliability was established using Kudar Richardson 20 (KR-20) which yielded reliability coefficientof 0.70. Mean and Standard Deviation were used to answerthe research questions while analysis of covariance(ANCOVA) was used to test the hypotheses at 0.05 level ofsignificance. The findings of the study revealed thatstudents taught Computer Studies with TPS learningstrategy achieved more than those taught Computer Studieswith LM. Thus there is a significant difference in the meanachievement scores of students taught Computer Studiesusing think-pair-share learning strategy and those taughtusing lecture method. The study also showed that malestudents taught Computer Studies with TPS achieved betterthan their female counterpart, thus there is a significantdifference in the mean achievement scores of male andfemale students taught Computer Studies using think-pairsharelearning strategy. Based on these findingssuggestions and conclusions were made
PARENTS' PERSPECTIVE ABOUT THE USE OF DIGITAL TECHNOLOGY BY CHILDREN IN A RURAL COMMUNITY – BIHOR COUNTY, ROMANIA -: 10.24250/jpe/1/2025/MC/AG
No full textThe access and use of digital technology by rural pupils are two very little explored issues in Romania. Research on these issues is sporadic, targeted and there is no sustained research over time - longitudinal research - to track the factors that determine changes in the use of technology by pupils in these environments. In an article published in 2021 we made a brief synthesis of the Romanian literature regarding the use of Information and Communication Technology (ICT) by students (Cosma, 2021). The studies showed an increase in access to digital devices, but also its use for different purposes. The most accessed devices were phone and laptop or computer, followed by tablet. The main online activities were school activities (reports, presentations, projects, homework, etc.) and entertainment activities (music, videos, video games, etc.). In the meantime, in Bihor county, digital equipment has been purchased through the funding lines opened for town halls and schools for this purpose. We mention here Rosia , Budureasa , Remetea etc. In Lazareni the project "Improvement of digital content and systemic ICT infrastructure in the field of e-education in Lazareni, Bihor County" was implemented in the period 20216 - 20227. This project purchased tablets for students, laptops for teachers and other digital equipment totaling 1.170.673,63 lei. The use of this equipment, however, is dependent on the teachers' competence to effectively use this equipment, applications and platforms, but also on the parents' support, motivation and perception of the usefulness of digital technology in the use of it by children. Through this study, we aim to analyze these issues: to explore parents' perceptions of the benefits and risks to which pupils are exposed when using information and communication technology (ICT)
CURRICULAR DESIGN AND METHODOLOGY TO SUPPORT THE INCLUSIVE PEDAGOGY APPROACH: 10.24250/jpe/1/2025/EM/
No full textThis study aims to explore curricular adjustments thatsupport an inclusive pedagogy approach within universitysettings, focusing on how learning objectives, teaching methods,and learning activities can be adapted to meet the diverse needsof students. The research examines the practical implementationof these adjustments and investigates the challenges andopportunities for fostering an inclusive learning environment. Byanalyzing the experiences of both university teachers andstudents, this study seeks to contribute strategies that promoteequitable participation and learning for all. The research untilizesa mixed-methods approach, integrating both quantitative andqualitative data to offer a comprehensive analysis. Thequantitative component involved administering two distinctquestionnaires—one for university teachers and another forstudents—at the University of Bucharest, with 19 teachers and54 students participating. The questionnaires, structured on a 5-point Likert scale, collected data on the perception of inclusivepedagogical practices. The qualitative component included indepthinterviews with five participantanalysis to identify key themes related to student learning needs,inclusive participation, and classroom diversity. Findings fromthis study highlight the importance of differentiated instruction,collaborative work, flexible assessment, and the integration oftechnology in supporting inclusive practices. The researchunderscores the need for continued professional development forautonomy and empowerment in an inclusive classroom. Thisresearch seeks to provide valuable insights for developingstrategies that enhance inclusivity in higher education