REd Issue 9

The main role of inclusive education is to respond to the needs of all beneficiaries of education, regardless of their biopsychological and sociocultural characteristics, respecting their age and individual particularities, with the ultimate goal of social and professional inclusion. The book by Dr. Karla Melinda BARTH, University lecturer, addresses the topic of inclusion, more precisely inclusive education, which is also a current and controversial topic in the field of Educational Sciences. Through this book, the author emphasizes the role of inclusive education, both through theoretical and practical aspects, combining them harmoniously, providing a logical structure of information.

The book Biblioteca 2.0 Apomediator al cunoașterii, comunicării și cooperării [Library 2.0: Mediator of Knowledge, Communication, and Cooperation] has its origins in the PhD thesis of Mrs. Voichița Dragomir, a well-known name in the field of information science and documentation in Romania, with a solid professional culture, rich experience, and accomplishments in the world of academic libraries in our country. Engineer by background, Mrs. Voichița Dragomir has a vast expertise in automation of academic libraries and library management, being a former deputy director of BCU Bucharest, and currently the director of SNSPA Library.

The study assessed the impact of core activation and toning programs on the static and dynamic balance of students with special educational needs (SEN) in middle school physical education classes. We found that over a period of 6 weeks, with 2 lessons per week, these programs led to significant improvements in the students’ balance, regardless of the type of disability. Students with visual impairments and sedentary lifestyles showed the greatest progress. Somatic and functional measurements were conducted on the 15 students with special needs, and 9 tests (Bass Test, Flamingo Test, Functional Reach Test, Unipodal Test with left eye closed, Unipodal Test with right eye closed, Unipodal Test with left eye open, Unipodal Test with right eye open, Y-Balance Test left, Y-Balance Test right) were administered to assess static and dynamic balance. After implementing the core activation and toning program, a correlation analysis between the two variables was conducted, followed by the calculation of the t-test for paired samples to assess if there were significant differences between the two sets of measurements and tests. After 6 weeks of using core activation and toning exercises with a frequency of 2 lessons per week for students with special needs, we observed a favourable increase in both static and dynamic balance for six pairs of tests. The differences were statistically significant at a significance level of 0.05 out of the 9 tests conducted. Proprioceptive stimulation played a crucial role in these improvements in static and dynamic balance among those with various types of disabilities (intellectual, visual, and auditory). We recommend incorporating core activation and toning programs into physical education for children with disabilities to enhance muscle tone and balance. However, the small sample size reminds us that data generalization should be done with caution, and we suggest conducting further studies with a larger number of participants and a longer training duration. This study emphasizes the importance of balance development among students with SEN and the potential benefits of a core-focused approach in middle school physical education.

This paper aims to identify the proper means of integration of education for sustainable education (ESD) into the educational practice of all areas, since an early age. ESD is considered a catalyst for transforming individuals and society, offering values and competences that will contribute to building a sustainable future. The first part of the paper presents the concept and a brief history of ESD, while the second part introduces an original set of entry points needed in instructional practice of any subject to lead to a sustainability-oriented education. This set of best practices is to be used by teachers in their routine educational practice and has the potential to produce transformative shifts into the present pupils and future adults. The results may increase the literacy on sustainable development making the teaching process more oriented on sustainability goals. The findings of this paper may accelerate the desired behavioural change needed to progress building a sustainable future.

This paper investigates how sociodemographic factors and the family background contribute to the development of children’s social competence. Social competence is interpreted within an integrative approach, being analysed according to two indicators: the development level of social skills and interpersonal coping forms of children. The present article focused on negotiation, which has been found to be the most adaptive coping among preschool age children. Measurements were obtained using questionnaires: a Social Competence Screening about Preschoolers filled in by teachers, a Questionnaire on Coping Strategies completed both from children and teachers, and a Family Background Questionnaire compiled only for parents. Data was collected for a total of 536 preschoolers, of whom 309 parents provided data about home environment. In the linear regression models conducted the most influential demographic factors were the age and gender of the children and the age of the parents. Microsocial factors as the parents’, in particular the mother’s, employment was determinate in the models, and other sociocultural aspects, as the child’s participation in extracurricular activities beside short screentime, the lack of conflicts and disease in family, marital satisfaction are among influencing factors. The study offers various prospects for new research and nuances our views on social competence and child-development.

In the context of global interest in inclusive education, the demand for effective teacher training on inclusion in education has grown significantly. This paper aims to identify opportunities for engaging pre-service teachers in learning about inclusive education within Romania’s existing initial teacher education curriculum. The analysis delves into the curricula of psycho-pedagogical training programs (Level I and II) offered by universities through the Teacher Education Departments and the curricula of four subjects included in the teacher training program (Level I). Specific subject contents suitable for an infusion approach of inclusive education are identified. The study suggests learning activities that can be integrated into the analysed subjects’ curriculum. The proposed approach and activities represent valuable resources for university teachers involved in psycho-pedagogical training programs, offering adaptable strategies for university teaching practice and potential extension to other disciplines with necessary adjustments.

The paper explores the synergistic integration of action research methodology and experiential learning in undergraduate logistics and supply chain management (LSCM) programs. We examine how this novel approach addresses the demands of the dynamic LSCM industry by combining theoretical knowledge with practical skills, enhancing critical thinking abilities, and real-world engagement. By examining case studies and extant literature, we illustrate how action research and experiential learning synergise to create a holistic educational experience. We present a comprehensive framework for integrating action research and experiential learning pedagogies that aims to empower students with the essential skills and adaptability to excel in the evolving world of LSCM. The study highlighted several critical elements for educators to implement this integrated approach successfully. Additionally, we explore the impacts of artificial intelligence (AI) on teaching and learning within this integrated framework. The potential benefits and concerns when adapting AI within this integrated framework include enabling personalised learning, data-driven insights, collaborative engagement, and ethical considerations.

Outdoor education represents a holistic and innovative approach to learning, having a significant impact on student development. Students have the opportunity to apply theoretical knowledge in practical contexts, which can stimulate interest and curiosity, thus facilitating the learning process. Outdoor activities can improve students’ mood, health, and overall well-being. Integrating outdoor education into the curriculum allows for a diversified and balanced approach to learning by implementing new teaching techniques. Teachers can adopt innovative methods such as learning through discovery and collaboration in nature, can propose outdoor school programs by planning activities that combine formal education with experiences in nature. Teachers need specialized training to effectively implement outdoor education, to develop group management skills regarding the initiation and active involvement of students in outdoor activities. The study explores the way in which outdoor education is integrated into the school curriculum, in the Religion discipline, with a possible research theme in the future, which would discover examples of good practices that correlate curriculum documents (framework plans, school programs) with didactic strategies involving outdoor activities. The results can provide information and recommendations for the improvement of educational practices in this field, considering aspects of the curriculum, the influence on the development of students and the optimization of the teaching-learning-assessment process.

English is a necessity in the world we are inhabiting at present. Education all over the world is placing great importance on reaching proficiency in this language. In Romania, there is a strong tendency towards learning this language from very early ages and finding the most effective teaching methods to help students improve their language skills in English. The present article summarizes a small-scale investigation from a Romanian school where 50 upper secondary students and 2 EFL teachers participated in EFL classes that integrated the Creative Writing technique. The study aimed to investigate the effectiveness and the benefits of teaching English as a Foreign Language with the help of Creative Writing. The combination of various creative tasks led to students who were more engaged with the target language and more interested in improving their English.

The paper presents the scientific and practical improvements made in the educational process with particular focus on how technology has been used to help readjust the learning action and deliver online lectures. Particular example regarding online learning features and workflow process is described using Moodle functionalities for the demography field of study. The paper further elaborates on the support which the Erasmus+ EO4GEO project brings to the e-learning education system, by using dedicated tools and training materials assigned to Earth Observation and the Geoinformation sector, which advance support in educational and professional development.