Aurel Vlaicu University of Arad Editing House: Journals
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PARENTAL ATTITUDES AND CHALLENGES OF STUDENTS IN THE FIELD OF EDUCATIONAL SCIENCES: 10.24250/jpe/2/2025/RIH/RSP/
No full textThis study investigates parental attitudes, perceptions of theparenting role, difficulties encountered, and needsexpressed by parents. The research is based on aquestionnaire applied to a sample of 44 parents, who arealso undergraduate or master's students in the field ofEducational Sciences. The descriptive analysis highlightedthat parents attach importance to emotional health,empathetic relationships with children and thedevelopment of skills related to adolescence. The datasuggests the need for educational programs focused onemotional support, stress management and thedevelopment of parenting skills for critical stages of childdevelopment. The questionnaire analyzed brings to theforefront the need for parents to support in all dimensionsof family life. The analysis confirms that self-carestrategies and the way of self-definition as a parentcorrelate significantly with both expressed needs and thestyle of relating to the child. Parents' self-care (emotional,physical, spiritual, etc.) correlates with their perception ofthe parental role, the dimension that parents cultivate forself-care is associated with expressed needs, recognition,love, validation, autonomy, and parents' self-perception("good enough", "democratic", "authoritarian", "perfect")is associated with the reported relational style("understanding", "supportive", "critical", "controlling").Therefore, providing educational programs, psychologicalsupport and access to updated information can contributeto better adaptation of parents to current challenges
OPINIONS AND ATTITUDES TOWARD TEACHING CAREER DEVELOPMENT IN INTERCULTURAL CONTEXTS: 10.24250/jpe/2/2025/AME/
No full textIn an increasingly diverse educational landscape, teachersare required to develop intercultural competences thatsupport inclusive and responsive classroom practices. Thisstudy investigates the opinions and attitudes of teachersand education professionals in Arad County (Romania)regarding teaching career development in interculturalcontexts. A mixed-method design was employed, combininga structured questionnaire with open-ended questionsadministered to 45 participants (30 in-service and 15 preserviceteachers). Quantitative data were analyseddescriptively, while qualitative data were codedthematically. Results indicate a strong recognition of theimportance of intercultural competence (92% agreement)and a high level of interest in professional developmentopportunities (78%), contrasted by perceived gaps ininstitutional support (43%). Thematic analysis revealedmotivations related to professional growth, but alsostructural barriers to sustained engagement inintercultural CPD. The findings highlight the need toembed intercultural competence systematically in teachereducation programmes and to strengthen institutionalframeworks that support continuous professionaldevelopment
STUDENTS’ PERCEPTION AND KNOWLEDGE OF THE USAGE OF BLOGGING FOR EDUCATIONAL PURPOSES IN TERTIARY INSTITUTIONS IN ONDO STATE, NIGERIA: 10.24250/jpe/2/2025/SAO/SSF/
No full textBlogging has become a vital tool in modern education,providing a platform for reflective learning, collaboration,and knowledge sharing. However, its adoption andeffective use in Nigerian tertiary institutions remainlimited, particularly due to students’ perceptions andknowledge gaps. This study investigates students’perceptions and knowledge of blogging for educationalpurposes in tertiary institutions in Ondo State, Nigeria. Thepopulation for the study consists of all students in tertiaryinstitutions in Ondo State, Nigeria. A total sample of 300respondents were selected using convenience samplingtechniques from three major institutions in the State. Datawere collected using a structured questionnaire, which wasvalidated and tested for reliability (Cronbach’s alpha =0.85). The findings reveal that participants have positiveperception toward the usage of weblogs for educationalpurposes with average percentage of 75.4%. The findingsreveal with average percentage of 94.4%, that participantshave knowledge of weblog for educational purposes. Theconstraints identified include lack of skills and insufficientknowledge of weblogs (70.3%), weblogs is only accessibleby computer literates (73.4%), lack of mobile phones,personal computers limit the use of weblog(86.3%),inadequate electricity limit the use of weblog(88.7%), bad internet facility limit the use of weblog in thetertiary institutions (80.0%), and lack of relevantsoftware’s and poor maintenance of weblog limit the use ofweblogs among the students (90%). Despite these challenges, students expressed strong interest in learninghow to utilize blogs for educational purposes. The studyrecommends that curricular integration, improved accessto digital infrastructure, and structured training programsshould be implemented in order to maximize the usage ofweblog for educational purposes in tertiary institutions
FOSTERING DIGITAL WELLBEING AND BALANCED SCREEN USE IN PRIMARY SCHOOL PUPILS: 10.24250/jpe/2/2025/ES/AFR/
No full textIn today’s increasingly digital world, children are exposedto screens from an early age, both in educational contextsand during leisure time. While technology offers significantbenefits for learning and development, excessive orunregulated screen use can have negative consequences onchildren’s physical health, emotional wellbeing, socialskills, and academic performance. This article aims toexplore how digital wellbeing and balanced screen use canbe effectively fostered in primary school pupils, through acombination of pedagogical strategies, family involvement,and school policies. The article presents a theoreticaloverview of digital wellbeing, highlighting its importancein early education, followed by a qualitative researchcomponent based on focus groups with teachers andparents of primary school children. The findings revealshared concerns regarding overexposure to screens, lackof digital self-regulation among pupils, and a need forconsistent strategies between school and home. Teachersemphasized the educational value of technology when usedpurposefully, but also noted challenges in managingchildren's digital behavior. Parents expressed a desire forguidance and collaboration with schools to establishhealthier digital habits at home. The results suggest thatfostering digital wellbeing requires a holistic, collaborativeapproach that includes curriculum integration, teachertraining, and parental support. Recommendations includeintroducing digital wellbeing education from an early age,promoting critical thinking about media use, andencouraging a balanced lifestyle that includes physicalactivity, face-to-face interaction, and screen-free time. Thisresearch contributes to the growing field of digitaleducation by offering practical insights into how schools and families can work together to promote healthier, moreconscious use of technology among young learners
THE PROFESSIONAL DEVELOPMENT NEEDS OF EARLYCAREER TEACHERS AND THE PROMOTION OF REFLECTIVE PRACTICE: 10.24250/jpe/2/2025/MTV/
No full textThis study explores the fundamental theoretical frameworksof reflective practice in professional development, based onthe premise that the professional debut of teacherscontinues to be described in the specialized literature as acritical stage for the formation of professional identity andthe maturation of teaching competences. The article offersa critical and integrative analysis of both international andRomanian literature, examining the evolution of theconcept of professional reflection from classical models(Dewey; Van Manen; Schön) to contemporary frameworksfocused on identity, emotional and digital integration,reflective mentoring, and collaborative learning(Korthagen; Akkerman & Meijer; Redecker & Punie).Beyond the theoretical synthesis, the study includes anexploratory qualitative analysis conducted through a semistructuredinterview survey addressed to novice teachers,aiming to capture how they understand and practicereflection, as well as the barriers and facilitators of itsimplementation in concrete school contexts. The resultsconverge toward interpreting reflection as a contextual,dialogical, axiological, and technologically mediatedphenomenon that combines cognitive, affective, and ethicaldimensions of teaching practice and calls for systemicallyoriented initial and continuous training policies
SCHOOL DROPOUT AMONG ADOLESCENTS - SCHOOL SATISFACTION AND SELF-EFFICACY: 10.24250/jpe/1/2025/CC/
No full textDropping out of school is a topical phenomenon, beingconsidered not only an act of dropping out of formal education,but also a risky behavior with multiple negative implications onthe psychological, social and economic development ofadolescents. Adolescence is a period of transition, characterizedby a series of biological, cognitive, emotional and socialchanges. During this period, young people face a number ofchallenges and the decisions they make can have a long-termimpact on the quality of their lives. Dropping out of school is thusa significant threat to adolescents' well-being, both now and inthe future. School drop-out has a high incidence in manysocieties and is an important indicator of the educational healthof a country. It affects not only the individual but also thecommunity, contributing to a cycle of poverty and socialexclusion. When students drop out of high school, this usuallyhas a negative impact both on their personal development andon society, as they are exposed to an increased risk ofunemployment, health problems and social integrationdifficulties. The aim of this article is to present the causes ofschool drop-out among adolescents and to present statisticallythe drop-out rates in different regions/schools, especially inRomania. The average of the 27 EU countries has a 78.5%school enrolment rate according to 2008 data, while our countryhas a 78.3% share, respectively the early school leaving rate is14.9% in the EU and 15.9% in Romania. As a result of theanalysis we can state that there is a strong link between thevariables participation in education and the early school leavingrate, and a perfect link between the educational attainment andthe unemployment rate. In Romania school dropout ratescontinue to rise, ranking first in the European Union in thisrespect. Thus, as the Social Monitor shows, in 2022 the dropoutrate at the country level was 15.6% while the average at theEuropean Union level was 10% and has continued to decreasein recent years
MEANS OF TRANSFORMATION OF TRADITIONAL TEACHING METHODS AND INNOVATION FOSTERING THROUGH OUTDOOR EDUCATION AND NON-FORMAL ACTIVITIES: 10.24250/jpe/1/2025/EMC/TH/
No full textOutdoor education and non-formal activities representtransformative approaches in modern pedagogy, significantlyshifting traditional teaching paradigms and fostering innovationwithin educational systems. This brief research, explores themultifaceted benefits of integrating outdoor learning experiencesinto conventional educational frameworks. The study examineshow outdoor education stimulates cognitive, emotional, andsocial development, thereby enhancing overall studentengagement and achievement. By relocating the classroomenvironment to natural settings, educators can leverage theinherent curiosity and enthusiasm students exhibit towardsnature, promoting experiential and inquiry-based learning. Theresearch highlights several key areas where outdoor educationdrives innovation: curriculum design, instructional strategies,and assessment methods. It underscores the importance ofcurriculum flexibility to accommodate outdoor activities thatalign with educational standards while fostering critical thinkingand problem-solving skills. The paper illustrates how innovativeinstructional strategies, such as project-based learning andinterdisciplinary approaches, are effectively implemented inoutdoor settings, encouraging collaboration, creativity, anddeeper understanding of subject matter. Additionally, itaddresses how alternative assessment methods, focusing onholistic and formative evaluation, provide a more comprehensivemeasure of student learning and development. Case studies fromRomanian educational contexts are presented to demonstrate thesuccessful application of outdoor education and its impact onstudent outcomes. These examples reveal that students not onlyperform better academically but also develop essential life skillssuch as resilience, adaptability, and environmental stewardship.The paper also discusses the challenges and barriers toimplementing outdoor education in the Romanian formaleducational system, including logistical, financial, and safetyconcerns, and proposes practical solutions to overcome theseobstacles. The paper advocates for a paradigm shift towardsincorporating outdoor education as a core component of theeducational experience. It argues that by embracing the naturalenvironment as an extension of the classroom, educators cancultivate a more dynamic, engaging, and innovative learningexperience. This transformation has the potential to revolutionizestudents to thrive in an increasingly complex and interconnectedworld. The findings emphasize the need for ongoing research andpolicy support to sustain and expand outdoor educationinitiatives, ensuring that all students have the opportunity tobenefit from this enriching educational approach
THE IMPACT OF EXPERIENTIAL AND NON-FORMAL EDUCATION ON ADAPTIVE PARENTING IN A DIGITAL SOCIETY: 10.24250/jpe/si/2025/SCI/LIS/HT/
No full textIn the context of an increasingly technological and dynamicworld, parenting demands adaptive strategies that canfoster resilience and emotional well-being within families.This study explores the impact of experiential and nonformaleducation on developing adaptive parentingpractices among families in Arad County, Romania.Through a mixed-methods approach, involving outdooractivities and multimedia-based interventions, 40 familiesparticipated in a six-week program designed to enhanceemotional regulation, problem-solving, and parent-childinteraction. Pre- and post-intervention assessments usingstandardized questionnaires and semi-structuredinterviews revealed significant improvements in parentaladaptability, communication, and emotional supportstrategies. The results highlight the relevance ofintegrating non-formal educational practices intoparenting programs, particularly in addressing thechallenges posed by technological transformations.Implications for educational policies and future researchdirections are discussed
INTEGRATING THEORETICAL APPROACHES AND COLLABORATIVE LEARNING STRATEGIES TO ENHANCE CHILDREN’S RESILIENCE AND FOSTER POSITIVE PARENTING: 10.24250/jpe/si/2025/AR/
No full textThis article explores how the integration of key theoreticalframeworks and collaborative learning strategies canenhance children’s resilience and support the developmentof positive parenting practices. Drawing from ecologicalsystems theory, social learning theory, and socioculturaltheory, the paper offers a conceptual model that bridgesdevelopmental psychology and educational intervention.Results highlight that collaborative learning environmentsthrough group interaction, guided reflection, and sharedparent-child activities can strengthen emotional regulation,adaptability, and interpersonal skills in children, whilealso empowering caregivers to adopt more effective andempathetic parenting behaviors. The study underscores thevalue of multi-level, theory-driven programs that fosterresilience through structured collaboration. Implicationsfor educators, psychologists, and policy makers arediscussed
On an Unified Class of Functions of Complex Order
Full text linkIn this paper, we obtain a necessary and sucient condition for functions in an unified class of functions ofcomplex order. Some of our results generalize previously known results