REd Issue 13

Carol Ann Tomlinson’s The Differentiated Classroom is a foundational work in the field of inclusive pedagogy and instructional design. It advocates for responsive teaching that accommodates students’ diverse needs, interests, readiness levels, and learning profiles. Grounded in constructivist theories of learning, the book promotes active, student-centred classrooms where instructional planning is dynamic, purposeful, and structured around equitable access to content and success. Tomlinson challenges educators to move beyond rigid, one-size-fits-all approaches and embrace flexible grouping, choice, and multiple modes of assessment and instruction to reach every learner. This edition integrates updated research in cognitive psychology and educational neuroscience, reflecting how developments in understanding the brain can and should inform classroom practices. It discusses the systemic pressures educators face, including standardised testing, bureaucratic constraints, and shifting societal expectations, and situates differentiated instruction (DI) as both a pedagogical and ethical response to such challenges.

The study examined final-year physiotherapy students’ perceptions of effective teaching and learning opportunities and the roles and attributes of clinical teachers during clinical education. Conducted at the Faculty of Health Sciences, University of Ljubljana, Slovenia, the study used a culturally adapted, structured questionnaire based on validated instruments. Students identified demonstrations, feedback, and discussion as the most valued teaching and learning opportunities. Clinical teachers were mainly seen as knowledge providers, feedback givers, and role models. Key personal attributes included communication skills and approachability. The findings underscore the importance of standardised training for clinical teachers to promote consistency and enhance the quality of clinical education.

The present study explores university teachers’ understanding and experiences in developing critical thinking among students in higher education. To investigate how educators perceive and encourage critical thinking in the classroom, a qualitative phenomenological research approach was employed. Fourteen higher education teachers, lecturers, and university professors from different cities and disciplines at the tertiary level were selected for this purposive sample. In-depth semi-structured interviews were used to achieve a more nuanced understanding of how they conceptualise and practice challenging the critical thinking concept. Data were transcribed and subject to a thematic analysis aimed at identifying patterns/themes. The results showed that the majority of teachers had a good understanding of the concept of critical thinking and were well aware of its significance in fostering intellectual development, improving problem-solving ability, and encouraging independent learning. Collaborators described using class discussions, question-and-answer sessions, cases, and reflective activities to strengthen students’ analysis and evaluation skills. Despite this will and intention, teachers pointed out contextual-institutional obstacles that do not always consistently foster critical thinking. In general, the research highlights how important teachers are and can be (or, on the other hand, are not) in the development of critical thinking skills through GE and calls for continual provision of support and training by HE institutions to enhance this crucial skill.

The present study explores the educational needs and challenges of students from the rural area of Cluj County, focusing on middle school students. This research employed a quantitative approach, encompassing a sample of 459 students ranging in age from 11 to 14 years. The survey concentrated on evaluating the present circumstances of the students with regard to educational provisions, their motivation to attend school, and their challenges in their educational process.

Problem solving is a central skill in mathematics education, yet it remains a persistent challenge for many students, particularly in proportional reasoning. This concept, essential for success in mathematics and science, requires abstract thinking and the coordination of multiple quantities through multiplicative relationships. Research shows that difficulties persist well into secondary school, with consequences for academic performance and confidence. In this exploratory study, we investigate the abilities of 13-year-old students in French-speaking Belgium to solve simple direct proportionality problems, classified according to Vergnaud’s (1990) framework. Using a specially designed diagnostic test, we aim to identify the problem types causing the greatest difficulties. The diagnostic approach, rooted in both internal and external assessment practices, allows for the early detection of conceptual obstacles and the adaptation of teaching strategies. Our preliminary findings reveal distinct performance variations depending on problem structure, with certain categories posing significant cognitive challenges. Performance varies significantly according to this typology, with a critical rate of 59% for the fourth proportional group. Interpreted as a gap in mastery (Leclercq, 2003), this result identifies 41% of students as a target population for remediation. This study fills a gap in the francophone context and provides a basis for designing effective interventions to strengthen proportional reasoning skills in lower secondary students.

Generative AI (genAI) has spread through higher education since late 2022, raising urgent questions about assessment practices and academic integrity. Yet students’ ethical reasoning about these tools remains under-examined. This cross-national survey study compares how Romanian and Moldovan students perceive and reason about genAI in academic assessment. We collected data from 189 students (146 Romanian, 43 Moldovan) at two pilot institutions during 2024-2025. Students show complex reasoning: 95% use AI and 70% endorse it for education, but 58% worry about plagiarism alongside concerns about critical thinking, privacy, and fairness. Romanian students report higher AI familiarity (χ²=13.00, p=.011, V=.26) and stronger perceived benefits for research skills (Mann-Whitney U: M=3.35 vs. M=2.98, p=.042, r=.15) and content creation (M=3.32 vs. M=2.70, p=.002, r=.23). Benefits and concerns did not correlate (r<.07, p>.37), showing students can hold both positive and critical views simultaneously. Both groups want clear institutional policies, AI literacy education, redesigned assessments, and ongoing dialogue about responsible use. These findings challenge both prohibition and unrestricted approaches, instead supporting context-sensitive policies that distinguish among AI types, assessment contexts, and teaching purposes. This pilot study adds empirical evidence to debates about AI integration and offers practical guidance for educators and policymakers in contexts with different technological development levels.

The Sustainable Development Goals (SDGs) provide a structured framework for addressing sustainability, and their applicability for higher education institutions has only increased in recent years, as some international rankings use them as a reference. In this context, the purpose of this study is to map the strategies of Romanian public universities to determine how they internalise the SDGs in their actions. Our perspective is twofold as we are interested in identifying both explicit and implicit references. For this purpose, we conducted a content analysis by examining any explicit references to sustainability and then using keywords associated with the first 16 SDGs. The results indicate that universities that report their commitment to sustainability international rankings have more SDG-related links in their strategies. However, institutional documents do not directly pursue the UN SDGs; instead, they implicitly correlate to them through their specific operations and activities. Additionally, we determined the most relevant SDGs for universities’ operations, observing differences in the distribution of interest. Clustering universities based on their interactions with the SDGs was influenced by their internal characteristics. As sustainability becomes increasingly important on universities’ agendas, our approach provides a state-of-the-art analysis showing that, although not always directly, institutions have prior experience.