LUCIAN CIOLAN Professor Ph.D.
Educational Research & Policy at University of Bucharest, Faculty of Psychology and Educational Sciences, where he is also serving as Vice-rector for Development Projects and Lifelong Learning. His main academic fields of interest include (but are not limited to): influencing decision-making through public / educational policy, applications of cognitive sciences in behavioral change, learning transfer in policy and educational practice.
Lucian is President of Romanian Educational research Association and Secretary General elect of European Educational Research Association.
Alongside his academic activity, Lucian was extensively involved in consultancy programmes in Europe and beyond, mainly focused on public policy and educational reforms.
INNOVATIVE PEDAGOGIES AND DIGITAL TRANSFORMATION IN HIGHER EDUCATION
Higher education in Europe is undergoing probably the most profound change process from the launch of Bologna process, and the key drive of this change is the movement towards European University Alliances. But is this just a structural change, or it entails also reshaping of inner learning and development processes?
In trying to advance some answers to this question we will look how this movement is accompanied by two entwined transformations: digital and technological advances, on one side, and innovative pedagogies, on the other side. When looking to the process of learning transformation, innovative pedagogies emerging in this new context are partly based on technological innovation, partly stimulated by the tight cooperation among universities forming alliances. When trying to anticipate the future of universities in Europe, we will try also to look into the future of teaching and learning and the key role of pedagogy in this endeavour.
Ion Albulescu ProfessorPh.D. habil.
Professor at Babeș-Bolyai University, the Director of the Educational Sciences Department at the Faculty of Psychology and Educational Sciences and doctoral supervisor within the Education, Reflection, Development Doctoral School. His main research directions assumed in the field of Educational Sciences are included in the thematic areas: Educational Alternatives, Comparative Pedagogy, Pedagogical Doctrines, Didactics, Initial Education and Continuing Training of Teachers.
FLEXIBLE LEARNING
When we talk about flexibility in education, it is tempting to focus our attention first of all on the issues of flexibility of systems and structures, very important by the way, but it is equally important to highlight the main aspects related to the achievement of learning by students. The concept of “flexible learning” is a generic one, covering all those situations where students have a say in how, where and when learning takes place, whether in the context of traditionally taught courses, in the classroom, or in non-traditional contexts, such as open learning, distance learning, mobile learning with the help of ICT. Thus, flexible learning is centered on the student, encouraging greater autonomy on his part. Its ethos is to empower students with responsibility for their learning and give them greater control over it so that they become more self-directed, to increase the range of options available to both students and teachers, resulting in a blurring of internal boundaries and traditional external. It seems that “flexibility” is an umbrella term – and even a diffuse term – that tries to bring out a whole family of concepts: personalization, differentiation, student-centeredness of the instructional process, etc. An intended outcome of flexible pedagogies is flexible graduates, that is, those graduates able to successfully cope with the complexities, uncertainties and demands of a changing world.
BOCOȘ MUȘATA Professor Ph.D.
Mușata BOCOȘ is a PhD professor at the Department of Education Sciences, Faculty of Psychology and Education Sciences of Babeș-Bolyai University of Cluj-Napoca, PhD supervisor in the field of “Education Sciences”, founder and editor of the journal “Education 21”, coordinator of the collection “Paedagogia” of the University Press of Babeș-Bolyai University of Cluj-Napoca.
The main scientific fields addressed are: theory, methodology and management of instruction; theory, methodology and management of curriculum; interactive pedagogy; didactics of pedagogical disciplines.
In these fields he has produced numerous specialist works – single-authored, coordinated and collaborative, aiming to support the work of teachers and educators.
MULTIPLE INTELLIGENCES – INTERDISCIPLINARY INVESTIGATIONS: PEDAGOGY, PSYCHOPEDAGOGY, NEUROPEDAGOGY, ARTIFICIAL INTELLIGENCE
Since the 1980s, through the contributions of Howard Gardner, the concept of intelligence has been re-semnified, considering that one of the great vulnerabilities of Piagetian genetic psychology was the consideration of intelligence as a whole, as a general aptitude.
Professor Howard Gardner, the author of the theory of Multiple Intelligences, started from a criticism of the education system, which he reproached for the following:
- i) The emphasis on pupils’ linguistic and logical-mathematical abilities, the fact that pupils who do well in literacy and mathematics are considered ‘intelligent’, while the others are only ‘gifted’. In other words, only two types of intelligence were recognised – verbal and mathematical.
- ii) The lack of predictability of the results of standard/traditional intelligence tests, which only superficially tested the psychological differences between children, highlighting exclusively linguistic and logical-mathematical skills; they had no predictive value, they failed to predict how well pupils would perform after completing formal education, the extent to which they would be able to integrate socially and professionally, the quality of their professional performance;
iii) A one-sided view of the intellect, considering intelligence as a general ability, given by the ability to solve problems involving linguistic and logical-mathematical skills, which schools valued and valued highly.
Instead of the one-sided view of intellect, Gardner proposes a pluralistic view, which takes into account the many different facets of cognitive activity. He considers intelligence to be multidimensional, approaches it in a flexible manner and defines it as the ability to solve problems and/or create products that are valued at a given time by a given human culture.
Gardner recommends the Multiple Intelligence Developmental Assessment Scales (MIDAS® Questionnaire), developed by Dr.Branton Shearer, as an effective tool for measuring multiple intelligences.
The disadvantage of these scales is that the research perspective is single-method, with instruments being completed either by students/teenagers or by parents (in the case of preschool and primary school studen ts); the person completing the questionnaire may be subjective (underestimating or overestimating abilities or strengths);
In order to ensure the scientific, objective and rigorous nature of the determination of the configuration of the intelligence profile of children and adolescents, it is intended to design a digital application to be used to determine the configuration of the intelligence profile of children and to use it for educational purposes, school, vocational and professional counselling, school and professional guidance.
GEORGETA PÂNIŞOARĂ Professor Ph.D.
Associate doctor habilitate in the Department of Psychotherapy and Applied Psychology, Faculty of Psychology, University of Bucharest.
She holds courses on the psychology of learning, education, motivation, verbal and non-verbal communication, parenting, etc. He coordinates the “Child Psychology & Parenting” collection of the Polirom Publishing House. He has written numerous successful volumes (14), among which we mention: Parenting from A to Z. 83 challenging topics for today’s parents (2022), Management of human resources (three editions; Polirom, 2004, 2005, 2016), Motivation effective (Polirom, 2005), Psychology of the modern child (coord. ; Polirom, 2011), Medals of success (2013, 2014). He participated in numerous national and international grants and conferences; supports workshops, webinars and training programs in the field of parenting. Author of educational games (Provocarea emotioli, 2017; Personality Game, 2018; Festina Lente, 2019; Acord primule ajutor, 2021). Founder of the educational website www.academicparenting.ro and co-founder of www.performante.ro.
SELF-SABOTAGE AND INCREASING RESILIENCE IN LEARNING
Georgeta Pânişoară, Phd Professor
Andreea Șițoiu, PhD Candidate
Self-sabotage and resilience are two complementary concepts which are linked: self-sabotage is a concept produced by experience and education, conscious or unconscious, reaction to difficult situations or stress and resilience is one of the ”skill”or psychological mechanisms learned or developed to cope with these situations. Managing stress or unproductive emotions through resilience, self-sabotage can be overcome. So, the two concepts are related to how people are dealing with life’s challenges. Self-sabotage is behavior that prevents a person from achieving their goals (through self-criticism, procrastination, lack of actions, fear of failure of success etc). We must teach our students from an early age the skill to overcome challenges, learning from both successful or unsuccessful situations in life and being emotionally balanced as much as possible.
DZIUGINTA BARALDSNES Associate Professor Ph.D.
Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Norway
Dziuginta Baraldsnes works as an Associate Professor at the Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger and she is involved in multiple research projects on school bullying issues, with a focus on teacher’s role and effort in school bullying prevention and intervention.
TEACHER PRACTICES AIMED AT PREVENTING SCHOOL BULLYING: A COMPARATIVE ANALYSIS OF LITHUANIA AND NORWAY
This study investigates similarities and differences in Lithuanian and Norwegian teacher practices aimed at preventing school bullying by applying a whole-school approach anti-bullying programme. The quantitative data was collected from 1576 teachers (n = 1501, 95.2%, females) from 99 schools in Lithuania and 82 teachers (n = 63, 76.8%, females) from 13 schools in Norway that have implemented the Olweus Bullying Prevention Programme (OBPP). The mean age of Lithuanian sample was 47.96 years (SD = 8.59), while the mean age of Norwegian sample was 44.91 years (SD = 9.91). A descriptive analysis, an independent samples t-test and a two-way between-groups analysis of variance were carried out. The comparative analysis of the study results indicates that Norwegian teachers are slightly more active in working with the OBPP on school and individual levels, as well as in working with the programme in general. The study reveals that female teachers are more active than male teachers on classroom and individual levels of the OBPP as well as whole programme and that primary education teachers are more active than lower secondary education teachers on classroom level of the OBPP. The results of the current study reveal only general trends and some similarities and differences between Lithuanian and Norwegian teacher practices aimed at preventing school bullying. Keywords: school bullying, school bullying prevention, whole-school approach anti-bullying programme, Olweus Bullying Prevention Programme
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CRISTIAN NICOLAE STAN Professor Ph.D.
Ph.D. Stan Nicolae Cristian is licensed in Psychology and in Philosophy (1991 – Babeș Bolyai University, Cluj Napoca). Professor Stan received her PhD in Sciences of Education from
Babeș Bolyai University, Cluj Napoca (2000). He is member of the Doctoral School Education, Reflection, Development (since 2013) and the director of the Doctoral School Education, Reflection, Development (since 2017). He is evaluator of the Romanian Agency for Quality Assurance in Higher Education (ARACIS) for the field “Education Sciences”. He has published over 150 books, articles and specialized studies and has participated with papers in numerous national and international conferences. The main areas of interest are: didactic evaluation, educational theory, didactic communication, conflict and crisis management and reform and change in education.
HORAȚIU CATALANO Associate Professor Ph.D.
Horațiu CATALANO is an associate professor in the Department of the Science of Education, The Faculty of Psychology and The Science of Education from Babes-Bolyai University, Cluj-Napoca. He has a bachelor’s degree in Pedagogy, a PhD in Educational Sciences, is a PhD coordinator and a supervisor for students in the Educational Sciences studies. He is also the coordinator of the programs for the continuous professional development for teachers offered by the Department of the Science of Education. He has an extensive teaching experience in secondary and higher education. He also holds an important managerial experience through being General Inspector, Assistant General Inspector, and the Director of University Extensions.
TOWARDS A NEW EMERGING DIGITAL DIDACTIC THROUGH CONNECTIVISM, GAMIFICATION AND AUGMENTATION
Approached from a social-constructivist perspective, the new digital didactic represents an upward direction of modernization and reconstruction of the entire design of the educational process, whose functional, structural and operational dimensions will take into account the evolution of the Web, moving from a static initial phase , which does not interact with the user, to a dynamic and flexible phase facilitated by Web 3.0 and 4.0 tools…Internet of Things (IoT) and implicitly by new digital technologies. In this context, the student is the teacher’s partner in the construction of procedural knowledge (immersive learning), so knowledge management changes and declarative knowledge takes a back seat.
Emergence in instruction satisfies “cognitive impatience” and students’ tendency towards accelerated learning, which involves a set of methods, techniques and theories applied so as to compress the time for cognitive acquisition and minimize memorization. From the emerging perspective, learning is not only viewed at the level of consumption, but also at the level of creation and adaptation to personalized needs.
Bondarenko Tetiana Professor Ph.D.
UKRAINIAN ENGINEERING PEDAGOGICS ACADEMY
Department of Information Computer Technologies and Mathematics
GAMIFICATION APPROACHES IN FOSTERING OF MODERN EDUCATIONAL ECOSYSTEMS
A new impetus for the development of information technology in the educational process was given by the COVID-19 coronavirus pandemic and the quarantine imposed to prevent the spread of the disease. Due to the quarantine and the war in Ukraine, the educational process has moved to the online space, which has created conditions for remote learning using media content. Media education is designed to prepare students for life in the new information environment, to teach them to fully perceive different types of information, to understand and master the means of communication based on interactive forms of communication. It also improves the quality of information perception, students’ engagement in interactive classes and the engagement of all participants in the learning process in the online environment. Thus, today’s realities require new approaches and teaching tools that should be implemented by modern higher education institutions in the era of Education 4.0.
In order to implement new approaches to the organization of high-quality online learning, it is necessary to adhere to the Concept of Digital Transformation of Education and Science, namely the Effective Usage of Digital Technologies in the Educational Process. In the context of long-term digital learning and the lack of live communication with students, as the result the new problem occurs – decrease of motivation to learn. For solving this problem, teachers need to develop and apply new approaches to the organization of online learning. One of the approaches is implementation game-based educational technologies, namely gamification the educational process.
Gamification is the process of using game design principles and mechanics in non-game contexts, such as education, to make the learning process more engaging and effective. Gamification is used to deepen learner engagement and motivation, enhance their learning experience and improve academic performance.
Virtual gamified teaching is an effective approach to studying process in case if the right platform, studying material and tools are used. One of the approaches to gamification is the development and use of a set of video lessons with a virtual teacher, which helps to draw students’ attention to important points of the lecture and diversify the explanation of infographic objects.
Keywords: Digital Technologies, Gamification, Virtual Teacher, Interactivity.
MARINEL NEGRU Associate professor Ph.D.
Teacher Education Faculty, Belgrade, member of the Scientific Board of the international scientific journal Journal Plus Education, published by „Aurel Vlaicu” University of Arad, Romania. He has experience in mentoring, but also in other forms of work with graduate and master’s students. He was a mentor during the preparation of several master’s theses and a member of the committees for the preparation and defense of a large number of graduate and master’s theses. He was a member of the committee for the defense of a doctoral thesis at the Western University of Timisoara, Romania. He is the author of the Plan and Program of teaching and learning of general education subjects (Romanian language and literature) of secondary professional education in the field of Economics, Law and Administration
APPLICATION OF THE MODEL OF CREATIVE TEACHING OF LITERATURE IN ROMANIAN LANGUAGE CLASSES IN THE YOUNGER GRADES OF PRIMARY SCHOOL
Abstract: The creative reception of literature is immanent to the nature of the literary work, by using it nothing is applied but discovered, nothing is viable but everything is relative and functionally interpretative. The knowledge of normative interpretation is also used in creative processes, but in a different way – therefore, the dynamics of processing a literary work in class changes. The position of teachers and students changes radically in the process of creative reception of literature. The teacher organizes the reception lesson of the literary work in such a way that the student becomes the bearer of the activity, he explores and discovers, concludes, compares and thinks, in other words he becomes independent. The paper investigates the influence of the application of new learning models on the development of students’ creative thinking in the teaching of Romanian language and literature. The possibilities of applying three selected models of creative teaching of literature were explored – the reception of the literary text with the help of research tasks, the reception of the literary text with the help of the dominant literary character and the problematization method in the reception of the literary text. In order to examine the effects of the application of the mentioned teaching models on the development of students’ creative thinking, compared to the traditional model, an experimental study was conducted in three elementary schools in the territory of the municipality of Alibunar – Elementary school “3. October” in Lokvе, Elementary School “Prvi Maј” in Vladimirovac and Elementary School “2. October” in Nikolinci, in the first semester of the 2022/23 school year. on a sample of 24 4th grade students. The results of the research show that the application of the model of creative teaching of literature in Romanian language classes in the younger grades of primary school directs students to creative thinking, independent and exploratory work.
Key words: models of creative teaching of literature, research tasks, dominant literary character, problem-based teaching, creative thinking.
LUÍS MIGUEL CARDOSO Adjunct Professor Ph.D
Department of Language and Communication Sciences at the School of Education and Social Sciences of the Polytechnic Institute of Portalegre, Portugal, he is a professor of Higher Education since 1995.
He is a researcher at the Centre for Comparative Studies at the University of Lisbon.
EDUCATION AND TECHNOLOGY: COMMON CHALLENGES AND HORIZONS FOR 2030 Horizon 2030 makes us believe that we can expect education and technology to be even more intertwined than they are now. Potential ways that education and technology may evolve over the next decade include Personalized Learning, because advances in technology will allow students to learn more at their own pace; Virtual Reality and Augmented Reality will enable immersive learning experiences, where students can explore new concepts and ideas in a virtual world; Artificial Intelligence will play an increasingly important role in education, assisting teachers in identifying student learning patterns, providing real-time feedback and analysis of student performance, and even developing customized lesson plans based on individual student needs; Gamification in the future will get new techniques as well as the development of new educational games and simulations; Collaboration and Communication will enable a more diverse and global learning experience, where students can learn from people with different backgrounds and perspectives, and networking opportunities for teachers and researchers will set a trend for our common future. Keywords: Horizon 2030, Education, Technology, Personalized Learning, Virtual Reality and Augmented Reality, Artificial Intelligence, Gamification, Collaboration and Communication. |
ILDIKÓ RUDNÁK Associate professor Ph.D. habil.
Soproni University, Hungary
THE IMPACT OF THE TRAINING METHOD ON STUDENT SATISFACTION: THEORY VERSUS PRACTICE – ONE OF THE MOST CONTROVERSIAL ISSUES IN HIGHER EDUCATION
In my presentation, after introducing the training method, I will present the so-called T-subjects integrated in the curricula of our university, which are implemented in the economics courses (bachelor, master, and PhD). As T-courses are present in both our Hungarian and English-language economics courses, so I can present both Hungarian and international student feedback. In the empirical part I group the opinions of the students participating in the training sessions as expressed in the textual reflections. Their cultural differences and their educational background, which in many cases is a difficulty, certainly influence their opinions, but the positive connotation of their opinions and the recognition of their knowledge gained through experiential learning, both confirm for us the continued use of T-subjects, i.e. the training method, as there is a clear satisfaction among our students.
Keywords: training method, experiential learning, T-subject, university student feedback
HENNING PETTERSEN Associate Professor Ph.D
INLAND NORWAY UNIVERSITY OF APPLIES SCIENCES, NORWAY
Faculty of Health and Social Sciences, Department of Social Work and Guidance
JOINT TRAINING FOR ACADEMIC RESEARCHERS AND CO-RESEARCHERS: EXPERIENCES FROM A PILOT PROJECT
The aim was to examine how joint training of academic researchers and co-researchers with user experience influenced cooperation and productivity in the research process. The training program was carried out during the fall of 2021 for academic researchers employed at Inland Norway University of Applied Sciences. The data were collected through individual evaluation forms in connection with each of the three training sessions, and through notes from each of the participating project groups. The latter information was collected 3-4 weeks after completing the training. The results show that the participants experienced safety through interaction, and the training also contributed to enhanced insight and understand of their roles. To some extent the participants experienced that theory was converted into practical project work, while suggestions to improvements of pedagogical tools were also put forward. The time the training took place seemed to be of importance in the sense that most participants emphasized the advantage of training in advance of joining a research project. On the negative side, some of the academic researchers questioned the utility of undergo training in the parts of the training where they already felt competent.
Keywords: training program, co-production in research, co-researchers, academic researchers, evaluation.
ESRA MOLU Lecturer Ph.D.
Coordinating the Erasmus Mundus Joint Master’s Degree
Programme PETAL (Play, Education, Toys and Languages) co-funded by EU, under the partnership of University of Cordoba- Spain, Lisbon Polytechnic Institute- Portugal and Marmara University- Turkiye
Esra Molu worked as a lecturer at Marmara University, Faculty of Arts andSciences, Department of Sociology, and Ataturk Faculty of Education; Departmentof Psychological Counselling and Guidance, until her retirement in 2020.
IMPORTANCE OF PLAY IN EARLY CHILDHOOD EDUCATION AND CHILDREN’S RIGHT TO PLAY
Children’s play is first and foremost a matter of human rights. As declared in the United Nations Convention on the Rights of the Child (UNCRC, 1989), all children and young people have the right to play and have an intrinsic need to play. Play provides opportunities for children and young people to be free to choose what they do, and to challenge themselves, take risks and enjoy freedoms. (Playboard Northern Ireland, Young researchers team, 2013). General Comment 17 of the UNCRC states that children need to play in order to grow, learn and that play is a way of taking part in everyday life. Play also provides opportunities to promote gender equality and is essential for children’s health and well-being. The importance of play in early childhood education (ECE) will be analyzed with a specific emphasis on the sociological dimension and as a right granted to children by the UNCRC.
Key Words: play, right, gender equality, early childhood education. |
ONUR KÖKSAL Associate Professor Ph.D.
Selçuk University, School of Foreign Languages
A REVIEW STUDY ON THE
INCREASED MOTIVATION OF STUDENTS BY DISTANCE EDUCATION IN
FOREIGN LANGUAGE TEACHING
Onur KÖKSAL, PhD Professor
Beyza Nur ZORLU, Res. Asst.
With new chances for language learning worldwide, distance education has grown significantly for the past ten years. The convenience and potential of new language learning settings in distance education have been acknowledged by many language learners, teachers, and researchers. Because digital technology used in distance education has advanced, it is now possible to use its tools and applications to motivate students outside of the classroom, in formal and comfortable contexts. It is a widely held concept that motivation and engagement are essential components of language learning. Increasing motivation through distance education can encourage students to use their own personal, cognitive, emotional, and behavioral resources, which will improve their learning outcomes. A detailed review of the literature with an emphasis on research that examined the impact of technology use in distant foreign language education on learners’ motivation in order to school themselves has been conducted in the study. This study additionally presents conclusions and suggestions for the efficient use of technology in distance education as a motivating tool or element in the context of learning a foreign language.
DALILA LINO Auxiliary Professor Ph.D.
Polytechnic Institute of Lisbon, Higher School of Education, Head of the Department in Training and Research in Education and Development, and integrates the Interdisciplinary Center for Educational Studies-CIED. She is the coordinator of the Erasmus Mundus Joint Master Degree “Play, Education, Toys and Languages”-PETaL, the Post-Graduation Program in Education in day care centers and other facilities for children aged 0 to 3 years, and a team member of the coordination of the Master in Preschool Education and the Master in Early Intervention.
Mihaela Birescu, PhD
Mihaela Birescu, PhD, is a lecturer at Gal Ferenc University in Szarvas, Hungary – The Faculty of Pedagogy, Romanian and English Sections. She has been teaching Romanian (language, methodics) in Hungary for more than 10 years. She was elected member of the Educational Commission of the Romanian Nationality Self-government Organization in Hungary. She is the author of many presentations, articles and of a book, symbolic construction and representation in Pierre Bourdieu. She covered multiple communication areas over the years: governmental communication strategies, commercial/institutional PR events, election campaigns, symbolic construction and representation, pedagogical communication, public speaking. She worked in PR and communication campaigns for the Romanian Government, Romanian Space Agency and Astronaut Dumitru Prunariu, Coca-Cola a.o. She also is the author of a book for children. She lectured as a keynote speaker on different educational topics – from communication and lie detection in children, to communication with the parents, from class management to bilingualism and teaching bilingualism, from multiculturalism to the children relationship with the community. Now she works for children. And learns from them.