Journal Plus Education

THE EFFECT OF GUIDED REFLECTION STRATEGIES ON THE DEVELOPMENT OF METACOGNITION IN ADOLESCENTS

2025-11-18T08:09:00+02:00

This paper investigates the impact of guided reflection
strategies on the development of metacognition in high
school students. The present study used a quasiexperimental
design with two parallel groups
(experimental and control), assessing changes in selfawareness
and cognitive self-regulation over an eight-week
period. The results showed significant improvements in
metacognitive awareness and academic performance in the
experimental group, suggesting that guided reflection can
be successfully integrated into teaching activities. The
results indicated a significant increase in scores on the
Metacognitive Awareness Inventory (MAI) and improved
academic performance in Mathematics and Romanian
Language for the experimental group. The conclusions
support the integration of guided reflection into the
curriculum as an effective teaching approach for
stimulating self-regulated learning.

CHALLENGES IN EDUCATING THE ALPHA GENERATION

2025-11-18T08:17:49+02:00

The author of this study investigates the relationship
between Generation Alpha and education, with focus on
key aspects of their education such as digital learning and
technology (smart devices, AI, online learning and
gamified learning, adaptive AI-driven education,
interactive digital classrooms), educational challenges
(learning gaps, behavioural challenges and mental health,
socio-emotional development), teachers’ role (blended
learning), parents’ role (parental involvement, digital
learning tools), and future learning experiences.

THE INCORPORATION OF DIGITAL EDUCATION TOOLS INTO ADULT EDUCATION

2025-11-18T08:53:41+02:00

he incorporation of digital education tools into adult
education has become increasingly important in the 21st
century. This study explores the benefits and challenges of
using digital education tools in adult education, with a
focus on increasing flexibility and accessibility,
personalizing learning experiences, improving engagement
and motivation, and enhancing career prospects. A
comprehensive review of the literature highlights the
importance of digital literacy skills, infrastructure
development, and technical support in ensuring the
effective use of digital education tools. The study provides
recommendations for adult education programs to
prioritize digital literacy skills, create inclusive and
accessible digital learning environments, and conduct
research on the impact of digital education tools on adult
learner outcomes.

PARENTAL ATTITUDES AND CHALLENGES OF STUDENTS IN THE FIELD OF EDUCATIONAL SCIENCES

2025-11-19T08:44:36+02:00

This study investigates parental attitudes, perceptions of the
parenting role, difficulties encountered, and needs
expressed by parents. The research is based on a
questionnaire applied to a sample of 44 parents, who are
also undergraduate or master's students in the field of
Educational Sciences. The descriptive analysis highlighted
that parents attach importance to emotional health,
empathetic relationships with children and the
development of skills related to adolescence. The data
suggests the need for educational programs focused on
emotional support, stress management and the
development of parenting skills for critical stages of child
development. The questionnaire analyzed brings to the
forefront the need for parents to support in all dimensions
of family life. The analysis confirms that self-care
strategies and the way of self-definition as a parent
correlate significantly with both expressed needs and the
style of relating to the child. Parents' self-care (emotional,
physical, spiritual, etc.) correlates with their perception of
the parental role, the dimension that parents cultivate for
self-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, psychological
support and access to updated information can contribute
to better adaptation of parents to current challenges.

TIME SPENT ON SCREENS VERSUS OUTDOOR TIME: SPORTS AND ARTISTIC ACTIVITIES IN PRESCHOOLERS

2025-11-19T08:48:10+02:00

The research study focused on comparing the time
preschool children spend on screens (TV, computer) versus
time spent outdoors, while also exploring their involvement
in sports and artistic activities from a gender perspective.
A total of 130 parents of preschoolers participated by
completing a questionnaire. Children spent the most time
outdoors on weekends (M=4.92; SD=1.471) and weekdays
(M=3.89; SD=1.295). Over half of the preschoolers (77
children, 59.23%) regularly participated in sports
activities. The most popular sports were dance (11
children, 14.28%), swimming and football (10 children
each, 12.98%), followed by gymnastics (7 children,
9.09%), basketball (6 children, 7.79%), handball (5
children, 6.49%), and hockey/skating (4 children, 5.18%).
In terms of cultural-artistic activities, slightly fewer
children participated (43.8%, 57 children) compared to
those who did not (56.2%, 73 children). Among those
involved, most (30 children, 52.63%) took painting or
drawing classes. Other activities included learning musical
instruments like piano, violin, or percussion, and ballet,
each with 8 children (14.03%). The data revealed that boys
were more inclined towards sports, while girls preferred
artistic activities

GREEN EDUCATION: CAN TASK-BASED LEARNING STRATEGY MAKE SUSTAINABLE COMPUTING MATHEMATICS STICK?

2025-11-19T08:54:06+02:00

The global push for a healthier environment emphasizes the
importance of sustainable computing in achieving the
Sustainable Development Goals. However, the Chief
Examiners of major examination bodies described
students’ achievement in senior secondary school
mathematics topics related to sustainable computing as
weak. This study investigated the effect of a task-based
learning (TBL) strategy on students’ learning of these
topics, with gender as a moderating variable. A pretestposttest
control group quasi-experimental design with a 2
× 2 factorial was employed. The sample comprised 114
senior secondary school students from two purposively
selected public schools in the Ijebu-Education Bloc of
Ogun State, Nigeria. The data collection instruments were
the Task-Based Learning Strategy Instructional Guide
(TBLSIG) and Sustainable Computing Mathematics
Achievement Test (SCMAT), with a reliability coefficient of
0.71. The finding revealed that students exposed to the TBL
strategy significantly outperformed those taught using
conventional methods (F(1,109) = 77.968, p < 0.05).
Gender was not found to significantly affect students’
sustainable computing mathematics learning (F(1,109) =
0.408, p > 0.05), as the TBL strategy was gender-neutral.
The interaction effect of strategy and gender on learning
achievement was not significant (F(1,109) = 0.784,
p>0.05). Based on these findings, it is recommended that
teachers adopt the TBL strategy for teaching sustainable
computing mathematics and consider its application in
other subject areas. The Computer Studies curriculum
should also include sustainable computing mathematics to
prepare students for sustainable development.

BEYOND SKILLS: RETHINKING DIGITAL CITIZENSHIP IN HIGHER EDUCATION

2025-11-19T09:00:44+02:00

This paper explores the importance of digital citizenship in
higher education as a multidimensional concept that
transcends technical competence. Digital citizenship is
presented as a model that overlaps ethical awareness,
social duty, and academic integrity to equip students to
navigate the challenges of digital environments
responsibly. The debate introduces the concerns of how
issues such as academic dishonesty, privacy,
disinformation, and pressures around identity shape
students' online behaviors and whether they can engage
critically with technology. Of specific interest is the
intersection of digital citizenship and sustainability, and
how good moral conduct online can contribute towards
shared goals and prepare students to participate in global
challenges. The debate makes a case for universities to
design interventions, foster faculty engagement, and enact
culturally responsive approaches that walk the line of
digital skill opportunity and ethical practice. The
conclusion of the article is that digital citizenship needs to
become the key mission of higher education in order to
prepare students to be effective, critical, and socially
engaged citizens in a digital world.

TEACHING PASSIVE AS A FIELD-CHARACTERISTIC FEATURE OF FLT DISCIPLINARY DISCOURSE. THE CASE OF ENGINEERING

2025-11-19T10:08:03+02:00

Creating a functional disciplinary discourse in a FLT
context is a challenge for foreign language teachers who
should problematize issues contributing to the foundation
of the disciplinary discourse such as the specialization of
voice depending on the type of production, written or oral,
and genre students should be able to generate. Raising
awareness in students about the specialization of passive
voice in describing the technical processes in the case of
engineering students is a key element to learning how to
produce adapted and successful pieces of texts that serve
the purpose of emphasizing technological processes, which
is characteristic of the scientific discourse. Consequently,
this piece of research aims at bringing evidence in support
of the hypothesis that by constant training and practice
students become aware of the cognitive connection between
the use of passive voice and the informed production of
disciplinary discourse. In order to do so, we have
conducted an empirical study which verifies students’
capacity of adjusting the voice depending on the contexts,
thus demonstrating a clear cognitive separation between a
daily regular discourse and a technical engineering one.
The results of the study indicate a straightforward
correlation between the task genre and the voice selected
by students, which is an essential element in proving
awareness of their belonging to a disciplinary discourse
which they have taken in and used accordingly.

LEADERSHIP STYLES AND ORGANISATIONAL GROWTH: A STUDY OF THE AFRICAN CENTRE FOR LEADERSHIP STRATEGY AND DEVELOPMENT (CENTRE LSD), NIGERIA

2025-11-19T10:13:15+02:00

Leadership is widely recognized as a critical driver of
organizational success and sustainability. In an era
marked by rapid change, complexity, and heightened
competition, the ability of organizations to grow and adapt
is increasingly tied to the leadership styles practiced within
them. This study investigated the relationship between
leadership styles and organizational growth in the African
Centre for Leadership, Strategy and Development (Centre
LSD). A cross-sectional research design was adopted, and
a structured questionnaire was used to gather data from a
sample of 285 staff members of Centre LSD. The study was
anchored on the Full Range Leadership Theory as its
theoretical framework. The theory provides a
comprehensive framework for understanding the impact of
different leadership styles on organizational outcomes such
as growth, innovation, and resilience. This theory is
particularly relevant for studying how these leadership
styles collectively contribute to organizational growth.
Correlation and multiple regression analyses were
employed to test the hypothesized relationships between the
identified leadership styles and organizational growth with
the aid of Statistical Package for Social Science (SPSS)
version 23. Findings reveal that transformational
leadership significantly contributes to organizational
growth by inspiring innovation, employee engagement, and
a shared vision. Transactional leadership also plays a role,
particularly in ensuring task completion and maintaining
operational stability. Adaptive leadership emerged as a
critical factor in enhancing the organization’s
responsiveness to change, learning culture, and long-term
resilience. The study concluded that an integrated
leadership model, combining transformational, transactional, and adaptive elements, offers a more holistic
framework for achieving sustainable organizational
growth. The study recommended, among others, that the
African Centre for LSD should develop and implement
tailored leadership training programs that emphasize
transformational and adaptive leadership qualities. These
programs should focus on vision creation, emotional
intelligence, strategic foresight, and change management
necessary to inspire innovation and drive long-term
organizational success. The study implies that adopting
effective leadership styles, particularly transformational
and adaptive approaches, can significantly enhance
organizational growth by improving staff motivation,
strategic decision-making, and overall institutional
performance at Centre LSD.

”DOG LEGENDS” BOOK SERIES-THE HERO ARCHETYPE IN EMOTIONAL EDUCATION AND THE FORMATION OF THE CHILD AS MORAL BEING

2025-11-19T10:22:25+02:00

This paper examines the “Dog Legends” book series as an
educational narrative intervention with formative potential
in moral and emotional development of children. Through
an interpretative qualitative analysis, I investigate the
structure and coherence of these stories with hero’s myth
(Campbell), narrative archetypes (Pearson), theories about
meaning (Frankl), the child-animal relationship (Melson),
and moral development (Killen & Smetana). These canine
characters become symbolic figures through which the
child crosses stages like fear, hesitation, moral choice and
inner transformation. The story functions as a symbolic
space for reflection and building meaning, in an accessible
and profound emotional framework. The results suggest the
applicability of the series in contexts like moral education,
counseling, and personal growth, offering a narrative
alternative to the directive models. “Dog Legends”
proposes a pedagogy of accompaniment, not correction in
which the child is recognized as a hero of their own
becoming, not a passive recipient of norms.

THE ROLE OF PUBLIC AWARENESS AND DIGITAL LITERACY IN PREVENTING CYBERCRIME IN NIGERIA

2025-11-19T10:29:15+02:00

Cybercrime has become a significant threat to Nigeria’s
national security, economic well-being, and individual
privacy. With the nation’s rapid digital advancement and
increased dependence on online platforms, citizens are
increasingly exposed to cyber threats such as phishing,
identity theft, and online financial scams. This study,
therefore, explored how public awareness and digital
literacy serve as preventive measures against cybercrime
in Nigeria. Utilizing a historical research approach, the
study analyzed data from government publications,
scholarly journal articles, and media reports over the last
twenty years to chart the development of cyber threats and
the efforts made to address them. Anchored on Social
Learning Theory, which emphasizes that individuals
acquire behaviours through observation and education, the
study highlights how improved digital knowledge and skills
could help reduce risky online practices and cybercrime
victimization. The findings indicated that, despite efforts by
institutions like the Nigerian Communications Commission
(NCC) and the Economic and Financial Crimes
Commission (EFCC) to promote cybersecurity awareness,
substantial gaps in digital literacy remain, especially in
rural communities and among young people. The study
concluded that promoting public awareness and building
digital capacity are essential for long-term cybercrime
prevention. It recommended, among others, that the
Nigerian government should embed digital literacy into
school curricula from primary to tertiary levels. Beyond
basic ICT, students should learn cybersecurity essentials
such as safe browsing, password protection, and online
privacy. Teaching these skills early will prepare young
people to engage safely and confidently in the digital
world.

OPINIONS AND ATTITUDES TOWARD TEACHING CAREER DEVELOPMENT IN INTERCULTURAL CONTEXTS

2025-11-19T10:33:32+02:00

In an increasingly diverse educational landscape, teachers
are required to develop intercultural competences that
support inclusive and responsive classroom practices. This
study investigates the opinions and attitudes of teachers
and education professionals in Arad County (Romania)
regarding teaching career development in intercultural
contexts. A mixed-method design was employed, combining
a structured questionnaire with open-ended questions
administered to 45 participants (30 in-service and 15 preservice
teachers). Quantitative data were analysed
descriptively, while qualitative data were coded
thematically. Results indicate a strong recognition of the
importance of intercultural competence (92% agreement)
and a high level of interest in professional development
opportunities (78%), contrasted by perceived gaps in
institutional support (43%). Thematic analysis revealed
motivations related to professional growth, but also
structural barriers to sustained engagement in
intercultural CPD. The findings highlight the need to
embed intercultural competence systematically in teacher
education programmes and to strengthen institutional
frameworks that support continuous professional
development.

THE IMPACT OF SOCIAL MEDIA ON UNIVERSITY STUDENTS’ MENTAL HEALTH: A FOCUS ON DEPRESSION

2025-11-19T10:44:16+02:00

This study investigates the impact of social media use on the
mental health of university students, focusing on
depression. Using a survey design, data were collected
from 180 students across Delta State University (DELSU),
Dennis Osadebay University, Asaba, and Ogwashi-Uku
Polytechnic. The research was anchored on the Uses and
Gratifications Theory, and Social Comparison Theory.
Findings revealed that most students spend over three
hours daily on platforms such as Instagram, TikTok, and
WhatsApp. Excessive use was significantly associated with
depressive symptoms such as loneliness, low self-esteem,
and sadness, while moderate use promoted communication
and social support. The study concludes that frequent
social media use contributes to poor mental health among
students. It recommends increased awareness on digital
well-being and balanced online engagement to reduce the
risk of depression.

ENHANCING SCHOOL ADAPTATION THROUGH THE PLAY–LEARNING CONNECTION

2025-11-19T10:49:12+02:00

Beginning formal schooling represents a critical
developmental transition, requiring children to adjust to
novel academic, social, and behavioral expectations.
Research increasingly demonstrates that play—
particularly guided play—supports this adaptation by
fostering self-regulation, executive function, motivation,
and socio-emotional well-being while strengthening
foundational literacy and numeracy. This review
synthesizes conceptual and empirical literature connecting
play and learning to the processes of school readiness and
adaptation. After outlining theoretical frameworks that
justify playful learning, we examine current evidence from
meta-analyses and intervention studies, highlight
mechanisms linking play to adjustment, and discuss
implications for educational practice and policy. Findings
converge on the conclusion that play is not merely a
recreational activity but a developmentally aligned,
academically rigorous approach that can promote
equitable, positive transitions to school.

PARENTAL SOCIO-ECONOMIC STATUS AND EDUCATION AS PREDICTORS OF BIOLOGY ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN LAGOS STATE

2025-11-19T10:55:20+02:00

Despite the centrality of Biology to science education and
its role in preparing students for careers in medicine,
agriculture, and environmental science, persistent
underachievement has been reported in external
examinations. This study investigated the influence of
parental background and parental education on the
academic achievement of senior secondary school Biology
students in Lagos State, Nigeria. The study adopted a
descriptive survey research design, drawing a stratified
random sample of 300 students across public and private
schools in Education District VI. Two instruments were
used for data collection: the Biology Achievement Test
(BAT) and the Parental Socio-Economic Influence
Questionnaire (PSEIQ). Data were analysed using
Pearson’s Product-Moment Correlation and one-way
Analysis of Variance (ANOVA). Findings revealed that
parental socio-economic status significantly shaped
students’ Biology performance, with learners from higherstatus
families attaining better results. Similarly, parental
level of education was found to exert a marked influence,
as students whose parents had tertiary education
outperformed those from households where parents had
only primary or secondary schooling. These outcomes
affirm that disparities in Biology achievement extend
beyond classroom instruction, reflecting broader
socioeconomic and educational inequalities. The study
recommends that parental factors be systematically
considered when addressing underachievement in science,
and that multi-level strategies be designed to reduce
disparities linked to family background. In particular,
policies and interventions in Lagos State should not only
enhance school-level provision but also engage with
family-related inequalities, while lessons from this context can contribute to international debates on equity in science
education.

THE RELATIONSHIP BETWEEN EDUCATIONAL PROGRAMS AND HEALTH MODELS IN PRESCHOOLERS

2025-11-19T11:10:41+02:00

One of the ambitions of any civilized society is to ensure a
healthy start in life for children. To this end, kindergartens
create a healthy environment for children's development
and contribute to this start. Educators' knowledge of
current health models, but also of the models of the parents
of children in kindergarten, contributes to appropriate
choices for children in terms of developing food awareness,
healthy behavior, and creating appropriate health models.
The study was conducted in three kindergartens and
involved 24 educators and 89 parents. After applying the
two questionnaires to highlight the starting points (on
various health issues), a long-term intervention was
developed for both categories of respondents. The results
obtained highlight the importance of interventions at the
kindergarten level.

EPISTEMOLOGICAL AND CULTURAL BELIEFS AMONG PRESERVICE BIOLOGY TEACHERS

2025-11-19T11:26:41+02:00

This study examined the levels of epistemological and
cultural beliefs and its influence their academic
performance among respondents in the study area. These
were with a view to ascertain the relative and joint effects
of these beliefs on the academic performance of preservice
teachers in Biology. The study adopted descriptive
correlational research design as the population comprised
all preservice teachers enrolled in the Department of
Science Education, Faculty of Education at Obafemi
Awolowo University (OAU), Ile-Ife, Nigeria, during the
2023/2024 academic session. One hundred (100)
preservice teachers were selected through random
sampling from the Biology education unit. Data were
collected through a structured questionnaire,
Questionnaire on Epistemological and Cultural Beliefs
among Preservice Teachers in Biology (QECAP). QECAP
was divided into sections that measured demographic
information, epistemological beliefs, cultural beliefs, and
academic performance. The reliability of the instrument
was confirmed with a Cronbach's alpha coefficient of 0.79.
Descriptive statistics, One-Way ANOVA, and multiple
regression analysis were used to analyse the data. The
findings revealed that the majority of the respondents held
moderate epistemological beliefs (51.0%) and moderate
cultural beliefs (48.0%), reflecting a balanced perspective
in both areas. A significant positive influence of
epistemological beliefs on academic performance was
identified, with higher epistemological beliefs associated
with better academic performance (F = 6.20, p = 0.003).
Additionally, the combined effect of epistemological and
cultural beliefs significantly predicted academic
performance, explaining 49% to 52% of the variance (Adj.
R2 = 0.49, R² = 0.52, F = 12.30, p < 0.05), with the
interaction between beliefs showing a significant effect (B
= 0.25, p = 0.015). The study concludes that
epistemological and cultural beliefs are crucial determinants of academic success among preservice
Biology teachers at OAU as fostering sophisticated
epistemological beliefs and integrating cultural contexts in
educational practices can enhance academic performance.

EARLY CHILDHOOD EDUCATION AND PRIMARY EDUCATION IN ROMANIA: NEW DIRECTIONS IN TEACHER TRAINING AND CURRENT CHALENGES

2025-11-19T11:33:18+02:00

Recent reforms in Romanian higher education, particularly
the separation of the traditional Pedagogy of Primary and
Preschool Education program into two distinct
specializations—Early Childhood Education and Primary
Education Pedagogy—have generated extensive debate
within the academic and professional community. This
literature review synthesizes national and international
perspectives on the implications of this reform for teacher
education, curriculum design, and quality assurance.
Drawing on policy documents, ARACIS evaluation
standards (2024–2025), European frameworks such as the
Eurydice and OECD Starting Strong reports, and scholarly
analyses, the article examines the theoretical, pedagogical,
and economic arguments for and against specialization.
Findings from the reviewed literature highlight both
alignment with European trends in differentiated teacher
training and concerns about fragmentation, duplication of
resources, and loss of integrative pedagogical vision. The
review also explores how institutional capacity,
educational effectiveness, and quality management—core
components of the ARACIS framework—are addressed in
current debates. By mapping these perspectives, the article
aims to provide an evidence-based, balanced
understanding of the reform and to identify areas requiring
further research and policy clarification.

EXPLORING THE ROLES OF DIFFERENTIATED INSTRUCTION ON STUDENTS’ COGNITIVE ENGAGEMENT AND ACHIEVEMENT IN CHEMISTRY

2025-11-19T15:44:38+02:00

The study investigated the roles of differentiated instruction
on cognitive engagement and achievement among colleges
of education chemistry students in South-West, Nigeria.
Two research questions and two null hypotheses guided the
study. Non-randomized Quasi-experimental design was
used for the study. The population of the study was 240
year three students of chemistry in Federal Colleges of
Education in South-West, Nigeria. A sample size of 180
students was purposively selected from three schools.
Students’ Cognitive Engagement Questionnaire (SCEQ)
adapted from Barlow et al. (2020) and Chemistry
Achievement Test (CAT) developed by the researchers,
were the instruments used for data collection. These
instruments were validated by three experts in Psychology,
Chemistry, and Measurement and Evaluation, Faculty of
education, University of Nigeria Nsukka. Internal
consistency reliability coefficient of SCEQ was established
using Cronbach Alpha technique as 0.82. Kuder
Richardson formula 20 was used to estimate reliability
coefficient of CAT as 0.76. SCEQ and CAT were
administered
to the students with the help of the
research assistants. Mean and standard deviation were
used to answer research questions, whereas t-test was used to test the hypotheses at 0.05 level of significance.The
result showed that the students taught chemistry using
differentiated instruction improved in their cognitive
engagement and achievement. The study also revealed that
there were significant difference in the mean cognitive
engagement and achievement scores of students taught
with differentiated instruction and those taught using
lecture method. It was recommended amongst others that
Chemistry teachers should adopt the approach as it would
foster improve cognitive engagement and achievement
among Chemistry students.

“ADAPTIVE METACOGNITIVE PAUSES” IN EDUCATIONAL GAMES: FROM SELF-REGULATION TO TRANSFER

2025-11-19T15:49:45+02:00

This research aims to investigate the impact of adaptive
metacognitive pauses integrated into educational games on
the development of cognitive awareness and self-regulation
in middle school students. The study aimed to evaluate the
influence of the intervention on scores on the
Metacognitive Awareness Inventory (MAI), analyze
observable self-regulation behaviors, examine performance
on transfer tasks, and explore the relationship between the
frequency of interventions and the level of metacognition at
posttest. The sample consisted of 60 students (grades VI
VIII), randomly assigned to two groups: experimental
(n=30), which used the educational game with adaptive
metacognitive breaks, and control (n=30), which
underwent the same activity but with neutral breaks. The
intervention lasted six weeks, with two 30–40-minute
sessions per week. Data were collected using the MAI
questionnaire, game telemetry (revision rate, reflection
duration, feedback use), transfer tests (immediate, delayed,
4-week follow-up), and a motivation questionnaire.
Statistical analysis (SPSS, version 26) included t-tests for
independent samples, 2×2 mixed ANOVA, and Pearson
correlations. The results indicated robust effects of
adaptive breaks. Students in the experimental group
showed significant increases in MAI scores (+12.2 points,
p<.001, n²=.40), compared to the marginal progress of the
control group. They also exhibited superior self-regulatory
behaviors (more frequent revision, longer reflection, more
active use of feedback), with large effects (d>1.4).
Performance on transfer tasks was significantly higher in
the experimental group, both at posttest (near and far
transfer) and at follow-up, confirming the persistence of
the effects. In addition, correlational analysis revealed a
strong positive relationship between the frequency of
adaptive interventions and posttest MAI scores (r=.62,
p<.001).The
conclusions
highlight
that
adaptive
metacognitive pauses can be an effective pedagogical tool

AGE DISCRIMINATION IN NIGERIAN PHYSICS EDUCATION: A POLICY AND EQUITY CRITIQUE

2025-11-19T15:53:29+02:00

This paper examines age discrimination in physics
education in Nigeria, analysing how educational policy
impacts participation, equity, and achievement. Guided by
Statistical Discrimination Theory, it evaluates how rigid
age limits in university admissions marginalise learners
regardless of merit, experience, or academic potential. The
study highlights that such policies exclude non-traditional
learners, late bloomers, and those delayed by socio
economic challenges, thereby reducing diversity essential
for innovation in physics education. Drawing from existing
literature, it argues for inclusive reforms aligned with
lifelong
learning
and
educational
justice.
Recommendations include eliminating fixed age limits,
implementing merit-based and flexible entry pathways, and
promoting awareness of age diversity in educational
planning. Removing structural age barriers is essential to
fostering equity, broadening participation, and enhancing
productivity in physics education.

CHILDHOOD AND CHILDREN OF YESTERDAY AND TODAY: A QUALITATIVE STUDY

2025-11-19T15:59:00+02:00

The authors compare the children of yesterday and today
from the perspective of eight adults of different age, sex,
professional training, and nationality, interviewed about
their own childhood and on how they see today’s children,
to identify similarities and differences and to find remedial
solutions. The method is qualitative, and the technique is
that of the interview. For those interviewed, childhood
meant freedom, joy, outdoor play, family, and flying;
family members and teachers had the greatest impact on
childhood. Compared to the children of yesteryear, today’s
children are both happy and unhappy. Yesterday’s children
were happy, fulfilled, modest, contented, grateful,
respectful, and simple; today’s children are creative,
beautiful, informed, intelligent, ambitious, critical, brave,
and free, but also uncommunicative, bored, absent,
disoriented, and without models. Remedial solutions should
target the causes that have led to these mutations: broken
families, social media, and technology.

REIMAGINING CHEMISTRY CLASSROOMS: A CASE FOR THE INQUIRY CYCLE MODEL IN 21ST CENTURY EDUCATION

2025-11-19T16:02:04+02:00

This paper advocates for a paradigm shift in secondary
school chemistry instruction through the adoption of the
Inquiry Cycle Model (ICM). Traditional approaches to
chemistry education in many schools continue to rely
heavily on rote memorisation and passive learning,
limiting students’ ability to engage critically with scientific
concepts and practices. In response to this challenge, the
ICM offers a structured yet flexible framework that mirrors
authentic scientific inquiry. It engages students in iterative
cycles
of
questioning,
hypothesis
formulation,
investigation, data interpretation, conclusion drawing, and
reflective discussion. This process not only deepens
conceptual understanding but also fosters essential process
skills such as critical thinking, experimentation, and
scientific communication. The model’s cyclical nature
allows learners to revisit and refine their understanding,
better preparing them for modern scientific careers and
civic responsibilities. The paper explores the pedagogical,
curricular, and infrastructural benefits of implementing the
ICM, while acknowledging the practical challenges such as
teacher readiness, time constraints, and resource
availability. Recommendations are offered for systemic
adoption, teacher professional development, curriculum
reform, and assessment realignment to support sustainable
implementation. Ultimately, the paper argues that the
Inquiry Cycle Model presents a scalable and effective
solution to enhance chemistry education, aligning
instructional practices with the demands of the 21st
century and promoting scientific literacy among students.

BRIDGING TRAUMA AND RESILIENCE: AN EVIDENCE BASED REVIEW OF PSYCHOSOCIAL INTERVENTIONS IN IMMIGRATION DETENTION AND CUSTODY CENTERS

2025-11-19T16:06:22+02:00

Immigration detention is the source of significant
psychological risk for detainees, including high levels of
trauma, anxiety, depression, and post-traumatic stress
disorder (PTSD). While worry increases worldwide,
though, the quality and quantity of psychosocial
interventions in detention centers are patchy. The present
paper is an evidence-based overview of psychosocial
interventions that can help migrants, asylum seekers, and
refugees who are detained in immigration, closed
migration centers, and custody and accommodation
contexts. Based on theoretical work like Ecological
Systems Theory, Cognitive-Behavioral Models of Stress
and Adaptation, and Resilience Theory, the review
specifies how such approaches guide mental health care
plans among detainees. In synthesizing exemplary
practices in psychosocial treatment, the study incorporates
initial screening for mental illnesses, cognitive-behavioral
therapies, trauma-informed services, techniques used to
promote resilience, and culture-sensitive interventions.
Evidence shows that multimodal interventions—combining
individual, group, and community-based approaches—are
most successful in alleviating psychological distress and
facilitating adaptation among detainees. However, the
implementation of such interventions is often hampered by
systemic barriers, including limited access to mental health
professionals, legal and policy constraints, and ethical
issues of coercion and informed consent. The article also addresses ethical and policy considerations and
emphasizes the need for rights-based approaches,
alternatives to detention, and increasing access to mental
health care. Longitudinal follow-up studies of detainees'
mental health trajectories after release and comparative
studies of community-based alternatives to detention and
their impact on psychosocial well-being are suggested for
future research. By affirming evidence-based, trauma
informed,
and
culturally
sensitive
psychosocial
interventions, this study can contribute to constructing
humane, ethical, and efficient policies for the mental well
being of detained migrants.

VOCATIONAL AND TECHNICAL EDUCATION: A CATALYST FOR SOCIO-ECONOMIC DEVELOPMENT IN A DISTRESSED ECONOMY

2025-11-19T16:10:03+02:00

This paper examines vocational and technical education: a
catalyst for socio-economic development in a distressed
economy. The paper discusses the various ways that
vocational and technical education can serve as catalyst
for socio-economic development in a distressed economy.
It draws attention to the purposeful efforts made to ensure
that the country's potential is realized as well as the
significance of vocational and technical education in the
process of national development. Even for those who
dropped out of high school or post-secondary education,
there were always employment available with perks
throughout the early 1950s and 1970s. The remarkable
shift in the job market demands that vocational education
programs be prioritized and expanded in order to address
the issue of unemployment, which has grown to be a
significant social crisis in Nigeria. According to the study,
Nigeria must increase its investments in vocational and
technical education if it hopes to fulfill its Sustainable
Development Goals (SDGs) and become a part of the
technology-driven global community. Ultimately, the
government and the private sector should collaborate,
according to this report, in order to sustain and grow
vocational education and training in Nigeria. The
programme's vision and mission should be clearly stated
by VTE stakeholders, and they should be completely
carried out. In order to maintain the commitment of
employers and the business sector to VTE, legislators had
to propose legislation pertaining to fresh reform measures.

PEDAGOGICAL FOUNDATIONS OF THE INNOVATIVE STEAM APPROACH IN EARLY CHILDHOOD EDUCATION

2025-11-20T08:51:22+02:00

STEAM education in early childhood represents a paradigm
shift that goes beyond the traditional transmission of
knowledge, directing the educational process toward the
integrated development of the child as an active agent of
their own learning. This article examines the pedagogical
foundations of the STEAM approach in preschool
education and highlights the way in which they can become
a catalyst for the professional development of future early
childhood educators. Grounded in socio-constructivism
(Vygotsky), experiential learning (Kolb), and project-based
pedagogy (Kilpatrick), STEAM education emerges as a
transdisciplinary learning framework that fosters
exploration, investigation, and guided reflection. The
second part of the article emphasizes the role of students’
active participation in STEAM-based projects and
workshops as a strategy for developing 21st-century
pedagogical competences critical thinking, creativity,
adaptability, intelligent use of technology, and inclusive
pedagogical practices. Through examples from a university
workshop, the article illustrates how initial teacher
training can evolve into a reflective and applicationoriented
process in which the student transitions from the
role of passive recipient to that of designer of educational
experiences. The conclusions suggest that STEAM
education has the potential to shape a new professional
profile of the educator innovative, reflective, and capable
of mediating complex learning within a constantly
changing world.

INFLUENCE OF TEACHERS’ MOTIVATION ON STUDENTS’ ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS’ IN OSUN STATE

2025-11-20T08:55:41+02:00

The study investigated the impact of teachers' motivation on
senior secondary school students' academic performance in
Osun State, Nigeria. The study's objectives are to examine
how teachers' motivation influence the academic
performance of secondary school students in Osun
Statedue toow performance in examinations. The study
employed a descriptive survey research design. Three
hundred and twenty-four r (324), one hundred and eight
(108) teachers, and two hundred and sixteen (216) students
randomly drawn from 18 secondary schools constituted the
study sample. Two valid and reliable instruments were
used to collect data from the study. These include: an
adapted Questionnaire on Influence of Teachers’
Motivation (TMQ), which was subjected to Pearson
Product-Moment Correlation (PPMC) to establish the
reliability index of the instrument at 0.85, and Academic
Performance Test in Civic Education, Mathematics and
English language (AACME). The research question was
analyzed with descriptive statistics. while the research
hypotheses were analyzed with t-test and Pearson’s
Product-Moment Correlation. The result of the study
revealed that teachers' motivation is influenced by a range
of factors, including the teaching environment, school
resources, promotion opportunities, salary, and
recognition. The result revealed a weak, positive
relationship (r = 0.118, p > 0.05) between teacher
motivation and students' academic performance;
insignificant difference between young and old teachers'
motivation. The study recommended the present teachers’
motivation should be sustained among secondary school
teachers in Osun State, Nigeria because it does not negatively affect students’ academic performance. It is also
suggested that teachers' motivation be strengthened, as this
continues to increase positive teacher commitment as the
working conditions are upgraded to make them more
appealing.

EVIDENCE-BASED PSYCHOSOCIAL THERAPIES FOR ENHANCING WELL-BEING AND PROMOTING ACTIVE AGING IN ELDERLY CARE FACILITIES

2025-11-20T08:59:21+02:00

The growing geriatric population creates a greater need for
integrated psychosocial therapies in old-age homes to
enhance mental health, cognition, and social integration.
This article provides an evidence-based description of
well-established psychosocial therapies, including
cognitive-behavioral therapy (CBT), reminiscence therapy,
mindfulness practices, positive psychology interventions,
social activity programs, and creative therapies like art
and music therapy. Drawing on previous theoretical
frameworks, such as the Successful Aging Model,
Socioemotional Selectivity Theory, and the Cognitive
Reserve Hypothesis, this study investigates how these
interventions influence psychological resilience and quality
of life in aging populations. A central focus is given to the
translatability of psychosocial therapies to institutional
settings, with consideration of challenges such as resource
limitations, training, and resistance to change. Best
practice for psychosocial integration, including the
application of custom-designed care models and
technology solutions, is reviewed. Ethical dilemmas,
including autonomy, informed consent, and cultural
responsiveness, are considered against the background of
elder dignity and rights. Moreover, policy options highlight
age-friendly healthcare policies based on prioritization of
integrated holistic well-being. The findings emphasize the
importance of multi-dimensional psychosocial care of the
older population and invite continued research on the effectiveness of long-term intervention, cross-cultural
applicability, and innovative digital strategies to older
populations. With an emphasis on evidence-based methods,
this article aims to contribute to the evolution of
psychosocial care in older adult care towards increasing
dignity, activity, and emotional strength in older age.

SCHOOL LEADERSHIP AND FUNDING PRACTICES OF HIGHER INSTITUTIONS

2025-11-20T09:05:19+02:00

Financing university education presents a major challenge
for the Nigerian population. This study examines the
impact of school leadership, specifically governance
structures and stakeholder participation, and funding
practices in higher education. A purposive sampling
technique was used to select 450 participants from
Nigerian public universities. Data were analyzed using
Smart PLS tools to assess the relationship between school
leadership management and funding practices. The
findings indicate that strong governance structures and
active stakeholder participation significantly enhance the
effectiveness of funding practices in higher education
institutions. These factors contribute to improved resource
utilization and accountability. To strengthen higher
education funding, universities should implement robust
governance frameworks and encourage stakeholder
involvement in decision-making processes. This approach
ensures transparency, democratic governance, and
sustainable financial practices. This study provides
empirical evidence on the positive correlation between
school leadership management and effective funding
practices, contributing to the limited research on
governance and financial sustainability in Nigerian higher
education.

THE EFFECTS OF MIGRATION ON COMMUNITY COHESION IN RURAL ROMANIA: ANTECEDENTS AND CONSEQUENCES

2025-11-20T09:09:56+02:00

This paper examines the effects of migration on community
cohesion in rural Romania, with particular emphasis on its
antecedents and consequences. Drawing on qualitative
thematic analysis, the study integrates insights from rural
sociology, social capital theory, and social disorganization
theory to situate Romanian migration within broader
European and global debates. Findings highlight how
economic factors such as unemployment and income
disparities intersect with social and institutional drivers,
including family expectations, cultural norms, and weak
governance, to shape migration flows. Consequences for
rural communities are multi-layered: while remittances
and return migration can support household economies
and even stimulate entrepreneurship, demographic decline,
family separation, and challenges for left-behind children
erode traditional forms of trust, participation, and
solidarity. The paper argues that migration reconfigures
social cohesion by transforming networks of reciprocity,
altering community identities, and reframing the meaning
of belonging across transnational spaces. By integrating
theoretical perspectives with empirical evidence from
Romania, the study contributes to understanding how rural
communities negotiate resilience and vulnerability in the
face of sustained out-migration. Implications for rural
policy stress the need for long-term strategies that go
beyond mitigating economic loss to strengthening social cohesion, educational opportunities, and inclusive
community development.

ADAPTIVE DIGITAL PARENTING IN EARLY CHILDHOOD: SUPPORTING HEALTHY MEDIA HABITS FOR PRESCHOOLERS

2025-11-20T09:13:40+02:00

Preschoolers today are growing up surrounded by digital
media, which presents both developmental opportunities
and risks. Parental guidance plays a key role in shaping
healthy media habits from early childhood. This study
presents the Adaptive Digital Parenting for Preschoolers
(ADPP) program, an intervention program combining
parent education with a personalized mobile application.
The 10-week randomized controlled trial involved 60
families with children aged 3–5 years, divided into
intervention and control groups. The ADPP program
offered interactive workshops and app-based feedback
tailored to each family’s digital behavior. Results indicated
substantial improvements in parents’ digital parenting
competence (+20 points on a standardized scale, p < .001),
significant reductions in children’s daily screen time (–40
minutes on average), and greater parent–child coengagement
with educational media. Qualitative findings
highlighted decreased parenting stress, improved family
routines, and higher confidence in managing technology
use. While limited by its pilot scope and short-term
duration, the study demonstrates that adaptive, technologysupported
parenting interventions can enhance digital
literacy, reduce excessive screen use, and strengthen family
relationships. The ADPP model contributes a scalable
framework for supporting families in the digital age,
promoting resilience and meaningful media use in early
childhood.

ASSESSING PRINCIPALS’ ARTIFICIAL INTELLIGENCE (AI) AWARENESS, LITERACY AND COMPETENCIES

2025-11-20T09:18:27+02:00

This study assessed principals’ awareness, literacy, and
competency in Artificial Intelligence (AI) in secondary
schools in Gusau Metropolis, Zamfara State. The study
adopted a descriptive survey design. A researcher-designed
questionnaire was used as the instrument for data
collection, with an overall reliability coefficient of 0.83
established through Cronbach’s Alpha. Data were
analyzed using mean and standard deviation to answer the
research questions, while regression analysis was
employed to test hypotheses at the 0.05 level of
significance. Findings revealed that principals had a high
level of awareness of AI in education (x = 3.2), but their
literacy and competency in applying AI tools for
administrative and instructional purposes were low (x =
1.6 and 2.3). Also, there was a positive significant
interrelationship among principals’ awareness, literacy
and competency of AI (p<0.05). This study concluded that
there is a pressing need for targeted interventions that
move beyond awareness campaigns and focus on building
functional AI literacy and hands-on competence. The study
recommended among others that specific capacity-building
programs and continuous professional development should
be organized to bridge the gap between awareness and
effective application of AI in school leadership.

THE FAMILY–SCHOOL PARTNERSHIP IN THE INTEGRATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (SEN)

2025-11-20T09:22:13+02:00

Family–school partnerships play a critical role in
supporting children with special educational needs (SEN).
Inclusive education frameworks emphasize removing
barriers to learning for all students. The Bronfenbrenner
ecological model highlights that interactions between
family and school (the mesosystem) significantly influence
child development. In this simulated study, 80 participants
(parents and educators) were surveyed via questionnaire
and interviewed about family involvement in education of
children with SEN. Results (Tables 1) show high parental
help with homework and participation in meetings, while
volunteer activities were less frequent. Key qualitative
themes were identified: communication/cooperation,
practical barriers, and the role of the school counselor.
These findings align with literature emphasizing reciprocal
communication and joint goal-setting. We discuss these
results in light of Epstein’s multi-faceted involvement
model and Hoover–Dempsey’s motivational framework.
The study underscores that authentic family–school
collaboration enhances students’ outcomes and should be
actively promoted.

SYSTEMATIC ANALYSIS OF STUDIES ON THE RELATIONSHIP BETWEEN SCHOOL DROPOUT AND TECHNOLOGY USE

2025-11-20T09:40:22+02:00

This paper proposes a systematic analysis of the specialized
literature on the complex relationship between school
dropout and the use of technology in the educational
process. The study highlights that school dropout is a
multidimensional phenomenon determined by the
interaction of individual, school-related, family, and
contextual factors, all of which have significant
implications for the personal and social development of
young people. In the context of the digital era, technology
emerges as a double-edged instrument: a valuable learning
resource and, simultaneously, a potential risk factor when
used inappropriately. The reviewed research emphasizes
the importance of the conscious and responsible
integration of technology in education through early
prevention programs, the development of digital
competences, and the strengthening of the school–family–
community partnership. The study concludes that
educational success in the age of digitalization depends on
maintaining a balance between technological skill
development and socio-emotional competences—
fundamental elements for active

LEVELS OF UNDERSTANDING NON-LITERARY TEXTS IN CONTEMPORARY TEACHING

2025-11-20T09:44:09+02:00

Non-literary texts are objective, written in clear and
accessible language, with the main characteristic of
containing information that should be comprehensible to
the reader. Such texts are included in textbooks across all
subjects in the lower grades of primary school, which
encourages the transfer and integration of knowledge, as
well as the development of cross-curricular connections,
thereby contributing to the long-term acquisition of
knowledge. This type of text encompasses a wide range of
materials which, due to their nature and characteristics,
are not only found in schoolbooks but are also available
through various platforms. Contemporary education
requires an innovative approach to reading non-literary
texts, making it essential to monitor the development of
technologies that provide numerous opportunities for
diverse forms of learning, thereby enhancing student
engagement, text comprehension, and the overall quality of
the teaching process. This paper presents the results of an
informal knowledge test among fourth-grade primary
school students, as well as their attitudes toward nonliterary
texts. The research was conducted on a sample of
264 fourth-grade students from urban and suburban
schools in Serbia. The survey method and the method of
theoretical analysis were applied. Based on theoretical
insights, eight progressively complex levels were identified,
reflecting different degrees of comprehension. Students’
attitudes toward this type of text were examined using a
five-point Likert scale. The paper also presents an
assessment of the correlation between students’ attitudes
and their knowledge test results on non-literary texts using
the X² test. The research findings indicate that students hold
positive attitudes toward reading non-literary texts and
interpret them in accordance with the identified levels of
understanding. The results also showed that no statistically
significant difference was found between the level of
comprehension on the knowledge test and students’ attitudes toward non-literary texts. Identifying levels of
understanding provides teachers with a basis for more
effective guidance of students toward deeper
comprehension of content and improvement of the teaching
process. Knowledge at different levels contributes to the
development of skills and competences that are essential
for students throughout schooling as well as for lifelong
learning.

STUDENTS’ PERCEPTION AND KNOWLEDGE OF THE USAGE OF BLOGGING FOR EDUCATIONAL PURPOSES IN TERTIARY INSTITUTIONS IN ONDO STATE, NIGERIA

2025-11-20T09:47:44+02:00

Blogging has become a vital tool in modern education,
providing a platform for reflective learning, collaboration,
and knowledge sharing. However, its adoption and
effective use in Nigerian tertiary institutions remain
limited, particularly due to students’ perceptions and
knowledge gaps. This study investigates students’
perceptions and knowledge of blogging for educational
purposes in tertiary institutions in Ondo State, Nigeria. The
population for the study consists of all students in tertiary
institutions in Ondo State, Nigeria. A total sample of 300
respondents were selected using convenience sampling
techniques from three major institutions in the State. Data
were collected using a structured questionnaire, which was
validated and tested for reliability (Cronbach’s alpha =
0.85). The findings reveal that participants have positive
perception toward the usage of weblogs for educational
purposes with average percentage of 75.4%. The findings
reveal with average percentage of 94.4%, that participants
have knowledge of weblog for educational purposes. The
constraints identified include lack of skills and insufficient
knowledge of weblogs (70.3%), weblogs is only accessible
by 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 the
tertiary institutions (80.0%), and lack of relevant
software’s and poor maintenance of weblog limit the use of
weblogs among the students (90%). Despite these challenges, students expressed strong interest in learning
how to utilize blogs for educational purposes. The study
recommends that curricular integration, improved access
to digital infrastructure, and structured training programs
should be implemented in order to maximize the usage of
weblog for educational purposes in tertiary institutions.

FOSTERING DIGITAL WELLBEING AND BALANCED SCREEN USE IN PRIMARY SCHOOL PUPILS

2025-11-20T10:12:10+02:00

In today’s increasingly digital world, children are exposed
to screens from an early age, both in educational contexts
and during leisure time. While technology offers significant
benefits for learning and development, excessive or
unregulated screen use can have negative consequences on
children’s physical health, emotional wellbeing, social
skills, and academic performance. This article aims to
explore how digital wellbeing and balanced screen use can
be effectively fostered in primary school pupils, through a
combination of pedagogical strategies, family involvement,
and school policies. The article presents a theoretical
overview of digital wellbeing, highlighting its importance
in early education, followed by a qualitative research
component based on focus groups with teachers and
parents of primary school children. The findings reveal
shared concerns regarding overexposure to screens, lack
of digital self-regulation among pupils, and a need for
consistent strategies between school and home. Teachers
emphasized the educational value of technology when used
purposefully, but also noted challenges in managing
children's digital behavior. Parents expressed a desire for
guidance and collaboration with schools to establish
healthier digital habits at home. The results suggest that
fostering digital wellbeing requires a holistic, collaborative
approach that includes curriculum integration, teacher
training, and parental support. Recommendations include
introducing digital wellbeing education from an early age,
promoting critical thinking about media use, and
encouraging a balanced lifestyle that includes physical
activity, face-to-face interaction, and screen-free time. This
research contributes to the growing field of digital
education by offering practical insights into how schools and families can work together to promote healthier, more
conscious use of technology among young learners.

COGNITIVE ACTIVISM: THEORETICAL APPROACHES AND IMPLEMENTATION PERSPECTIVES IN PRESCHOOL AGE

2025-11-20T10:15:37+02:00

The article aims to analyze the phenomenon of cognitive
activism as an essential dimension of personality
development in preschool-aged children. The work is not
exhaustive; rather, it seeks to highlight those aspects of
major interest that define the specific process of forming
cognitive activism during the early stages of human
development. The essence of the scientific approach is
defined through the notion of activism/cognitive activism,
interpreted from both philosophical and psychopedagogical
perspectives, as an approach updated in
relation to contemporary social transformations and the
educational demands of the developing generation. The
theoretical exploration of the concept of cognitive activism
provides the possibility of outlining analytical directions
that integrate the essential characteristics of older
preschool age. Based on a synthesis of existing research,
the main factors of cognitive activism, as well as its stages
of formation—which describe the gradual development of
cognitive manifestations in children—are examined. At the
same time, the article emphasizes that the theoretical
grounding of the concept of cognitive activism can provide
valuable reference points for understanding and fostering
active cognitive behavior in preschool-aged children.

BRIDGING THE GAP: A DEVELOPMENTALLY-SENSITIVE INTERVENTION FRAMEWORK FOR CHILDHOOD PROCRASTINATION

2025-11-20T10:19:12+02:00

Procrastination in children represents a significant selfregulatory
failure, yet it is distinct from the conscious,
irrational delay observed in adults. Grounded in recent
developmental research (Mahy, Munakata, & Miyake,
2024), this review argues for a reconceptualization of
childhood procrastination as an early behavioral
precursor linked to underdeveloped executive functions,
future-oriented thinking, and emotion regulation. Informed
by Miyake and Kane's (2022) process model—which
identifies task-induced negative moods and goalmanagement
failures as core mechanisms—we propose a
developmental framework for intervention. This integrative
approach focuses on two synergistic strategies: (1)
optimizing the child's environment to make it less
"procrastination-friendly" through structured routines and
minimized distractions, and (2) teaching simple,
habitualized compensatory strategies, such as "starting
rituals" and task segmentation. By proactively targeting
these underlying mechanisms, this framework provides a
practical roadmap for parents and educators to foster selfefficacy
and help children build adaptive habits.

“DOG LEGENDS”- RETURNING TO MYTH: A NARRATIVE MODEL FOR EDUCATION AND MEANING IN THE TECHNOLOGICAL ERA

2025-11-20T10:22:40+02:00

In the contemporary context marked by accelerated
digitalization and increasing frequency of identity crisis of
children and adolescents, story reemerges as a powerful
educational, symbolic, and therapeutic tool. “Dog
Legends” is a transdisciplinary narrative project which
reinterprets Campbell’s hero’s myth through a series of
stories that combine archetypal symbolism, artificial
intelligence, and innovative educational applications.
Inspired by the 6 archetypes model proposed by Carol S.
Pearson (“The Hero Within: Six Archetypes We Live By”),
these stories offer a frame for emotional and moral
learning through some canine emblematic characters,
Shiba- The Orphan, Rey- The Altruist, Ryo- The Warrior,
and Algo the degu squirrel- The Innocent. These symbolic
figures become mirrors for identity formation processes,
offering children and educators a language through which
they can explore vulnerability, courage, care, and
meaning. By integrating contemporary narrative
technologies- 3D Pixar style animations, avatars generated
by AI (artificial intelligence), and interactive storytelling-
“Dog Legends” series become an educational ecosystem
that can be applied both in schools or therapeutic
interventions or personal development. This paper
proposes a cultural and pedagogical analysis of the way
myth can have a new manifestation in the digital era, not
as a relic of the past, but as a live instrument for
cultivating empathy, critical thinking, and social cohesion.
Thus, “Dog Legends” is shaping as a model integrated at
the intersection of story, symbol, and technology.

VOLUNTEERING AS A FORM OF SOCIAL CAPITAL IN YOUTH CAREER ORIENTATION: THE CASE OF HIGH SCHOOL STUDENTS FROM ARAD COUNTY

2025-11-20T10:27:17+02:00

Volunteering has become an increasingly visible dimension
of educational and community life in Romania, especially
in regions where schools have established partnerships
with local organizations. This paper explores volunteering
as a form of social capital that supports the career
orientation of high school students in Arad County.
Through the theoretical lenses of Bourdieu, Coleman, and
Putnam, the study highlights how voluntary engagement
contributes to the development of professional identity,
civic competence, and relational networks that facilitate
career decision-making. Volunteering is understood as
both an educational and sociological process—one that
links the school environment to the broader community and
the labor market.

COMMUNICATION, IMAGE, AND SYMBOLIC POWER WITHIN EDUCATIONAL INSTITUTIONS: FROM THE DRAMATURGY OF INTERACTION TO HABITUS AND SIMULACRA. AN INTEGRATIVE FRAMEWORK WITH AN APPLIED CASE STUDY

2025-11-20T10:31:23+02:00

This article examines communication between families and
a bilingual kindergarten-primary school (“Institution X”)
in Hungary, as a producer of legitimacy and symbolic
authority rather than a mere conduit for information.
Integrating Goffman’s dramaturgical sociology,
Bourdieu’s theory of habitus and symbolic capital,
Baudrillard’s analysis of sign-value and hyperreality, and
Dancu’s account of symbolic communication, we develop
an operational Institutional image capital (IIC) index
combining front-stage practices, symbolic capital, and
sign-governance. Using longitudinal institutional data
(2012-2025) – parent satisfaction, mentoring evaluations,
enrolments/transfers, media presence, and digital activity –
we show a sustained increase in all sub-indices and in IIC
(76.8 to 86.8, 2021-2025). Findings support five
hypotheses: media/digital visibility and consistent
communicative rituals are associated with higher parental
trust, reduced conflict, and enrolment growth. The analysis
demonstrates that (1) predictable front-stage routines
stabilize interactional order; (2) public recognition of
pedagogical expertise converts cultural into symbolic
capital; and (3) proactive sign-management anchors
meaning before rumor produces simulacra. We conclude
that communication is constitutive of educational quality: it
sustains symbolic contracts with the community, shapes the
interpretive environment of learning, and secures the
institution’s right to define legitimate educational
narratives.

THE PROFESSIONAL DEVELOPMENT NEEDS OF EARLYCAREER TEACHERS AND THE PROMOTION OF REFLECTIVE PRACTICE

2025-11-20T11:43:35+02:00

This study explores the fundamental theoretical frameworks
of reflective practice in professional development, based on
the premise that the professional debut of teachers
continues to be described in the specialized literature as a
critical stage for the formation of professional identity and
the maturation of teaching competences. The article offers
a critical and integrative analysis of both international and
Romanian literature, examining the evolution of the
concept of professional reflection from classical models
(Dewey; Van Manen; Schön) to contemporary frameworks
focused on identity, emotional and digital integration,
reflective mentoring, and collaborative learning
(Korthagen; Akkerman & Meijer; Redecker & Punie).
Beyond the theoretical synthesis, the study includes an
exploratory qualitative analysis conducted through a semistructured
interview survey addressed to novice teachers,
aiming to capture how they understand and practice
reflection, as well as the barriers and facilitators of its
implementation in concrete school contexts. The results
converge toward interpreting reflection as a contextual,
dialogical, axiological, and technologically mediated
phenomenon that combines cognitive, affective, and ethical
dimensions of teaching practice and calls for systemically
oriented initial and continuous training policies.

TEACHERS’ PERSPECTIVES ON SOCIAL CHANGES AMONG MIDDLE SCHOOL STUDENTS

2025-11-20T11:51:27+02:00

The rapid social changes of the last decades, generated by
digitalization, globalization and changes in family values,
have profoundly transformed the behaviors and
interpersonal relationships of secondary school students.
This study explores teachers' perceptions of these
transformations and how they influence school dynamics,
motivation and socio-emotional development of students.
The research, of mixed type, was carried out on a sample
of 85 secondary school teachers, from three counties in
Romania. The tools used were a semi-structured
questionnaire and a focus-group interview, designed to
capture perceptions of students' behaviors, the relationship
with the family, the influence of the online environment and
changes in the classroom climate. The results highlight an
increase in individualism, a decrease in emotional
resilience and a growing difficulty in managing collegial
relationships. Teachers emphasize the need for educational
interventions focused on emotional intelligence, empathy,
and cooperation. The study contributes to understanding
how social transformations affect the school environment
and provides recommendations for strengthening an
education centered on positive social values.

DEVELOPING EMPATHY IN RELATION TO DISABILITY THROUGH EDUCATIONAL PROJECTS: THE ESSENTIAL ROLE OF THE MULTIDISCIPLINARY TEAM IN SUPPORTING INCLUSIVE EDUCATION

2025-11-20T12:01:38+02:00

Promoting empathy towards individuals with disabilities is
a key objective of inclusive education, with direct effects on
reducing stigmatization and fostering positive social
relationships within the school environment. This paper
examines the impact of two applied educational projects:
“Disabilities Explained to Children” and “Disabilities
Explained to Teenagers” implemented in Arad County
between 2021 and 2025. These projects were developed
through the effective collaboration of a multidisciplinary
team (including support teachers, school counselors,
speech therapists, and classroom teachers) and were based
on experiential learning activities, thematic short films,
and disability-simulation activities or games. The data
analysis indicates a significant increase in student and
teacher participation, reflecting enhanced receptiveness to
the topic of disability and a strengthened culture of
inclusion within the participating schools. The results
confirm the potential of these projects to generate genuine
attitudinal change and support the need for their
adaptation and expansion in other educational
communities, through locally sustained initiatives and
coherent institutional support.

THE ROLE OF TEACHERS IN DEVELOPING CRITICAL THINKING THROUGH CULTURAL ACTIVITIES IN PRIMARY EDUCATION

2025-11-20T12:07:18+02:00

In a world characterized by cultural diversity and
unprecedented information abundance, the development of
critical thinking among primary school students becomes a
fundamental educational priority. This study investigates
the role of teachers in stimulating critical thinking through
cultural activities, considered privileged contexts for the
formation of analysis, reflection and interpretation skills.
The research, of mixed type, was carried out on a sample
of 60 primary school teachers, coming from urban and
rural schools. A questionnaire and semi-structured
interviews were used to identify pedagogical perceptions
and practices regarding the integration of the cultural
dimension in the teaching process. The results highlight
that cultural activities – such as storytelling workshops,
thematic visits, educational theatre and intercultural
projects – are an ideal framework for developing critical
thinking, cultural empathy and reflective thinking. The
participating teachers emphasized the importance of
interdisciplinary approaches and experiential learning to
stimulate autonomous and creative thinking. The study
contributes to the understanding of how the cultural
dimension can become a strategic tool in the formation of
the essential cognitive and social competences of the
contemporary child.