Acta et Commentationes, Sciences of Education

The application of topological methods in the study and solution of problems with parameters

Laurentiu CALMUTCHI — 2026-10-11

Abstract. This article investigates the possibilities of applying topological methods in the study and resolution of parameter problems. The conditions under which the topological properties of spaces and applications allow for the determination of the existence, number, or structure of solutions depending on the values of the parameters are analyzed. Examples of methods based on continuity, connectivity, the fixed-point principle, and compactness are provided. The application of these methods to solving parameter problems significantly simplifies the resolution of certain classes of parameter problems.

Modern techniques for solving parameter problems with didactic applications in the development of higher cognitive abilities

Laurentiu CALMUTCHI — 2026-10-11

Abstract. The article examines the optimization of solving mathematical problems with parameters through modern heuristic strategies aimed at developing higher-order cognitive skills. The theoretical-methodological research draws on ERIC-indexed literature and recent studies on heuristics, complex problem-solving, and mathematical thinking. It analyses techniques such as systematic parameter variation, specialization and generalization, case analysis, multiple representations, mathematical modelling, heuristic dialogue, and metacognitive reflection. The main contribution is a methodological model integrating these techniques into the problem-solving process and highlighting the cognitive mechanisms involved at each stage. The proposed approach promotes critical thinking, cognitive flexibility, and the transfer of problem-solving strategies to new contexts.

Artificial intelligence in digital education and STEM: between learning and assessment

Ala GASNAS — 2026-10-11

Summary. The article addresses the role of artificial intelligence in digital education, with an emphasis on how it can support learning and assessment. It highlights the main ways in which AI-based tools can contribute to the personalization of content, the provision of rapid feedback, the monitoring of learners’ progress, and the streamlining of certain teaching activities. The article also examines the applicability of AI tools in interactive and interdisciplinary educational activities, including STEM/STEAM contexts, where they can support problem-solving, activity design, and project-based learning. At the same time, it analyzes the risks associated with the use of AI in education, such as dependence on automatically generated responses, algorithmic bias, data protection, the authenticity of assessment, and the need for human oversight.

Interdisciplinarity in upper secondary mathematics: a longitudinal curriculum analysis across two generations of syllabi and its implications for instructional design

Aniela AMIHALACHIOAE — 2026-10-11

Abstract. Why do so few upper secondary graduates recognise, outside the mathematics classroom, the structures practised for years inside it? The article argues that school mathematics suffers not from a deficit of content but from one of context and coordination. A longitudinal curriculum analysis of the Romanian syllabi for grades 9–12, across two generations of documents, identifies twelve conceptual nodes distributed along four axes. Observable indicators and three modes of implementation are added to the IMIA didactic model and illustrated through two lessons. Modelling emerges not as a compromise between rigour and relevance, but as the point where they coincide.

The use of information and communication technologies in teaching geography in the public institution of the vocational school in Orhei

Igor CODREANU — 2026-10-11

Abstract. The digitalization of education is a necessity in the context of technological transformations and the current requirements of society. The development of digital competencies among teachers and students contributes to the modernization of the educational process and to the development of competencies specific to Geography. The article analyzes the use of Information and Communication Technologies in teaching Geography at the Vocational School in Orhei, highlighting the benefits and challenges of their integration. Examples of the use of digital platforms and tools, such as Google Classroom, PowerPoint, Google Earth Pro, National Geographic MapMaker, and Quizizz, are examined, along with the use of digital devices available to students.

Analytical study regarding the impact of innovative didactic technologies on the development of creativity and plastic expressivity in preschool children

Lilia CEBANU — 2026-10-11

Abstract. This study examines the impact of innovative teaching technologies on the development of creativity and artistic expression in preschool children. The research was conducted on a sample of 75 students enrolled in the Preschool Education program, using a questionnaire comprising both quantitative and qualitative items. The findings reveal a predominantly positive perception of interactive methods, unconventional artistic techniques, recyclable materials, and information and communication technologies (ICT), which are considered effective in fostering creativity, motivation, and artistic expression. The study also highlights a gap between the recognized importance of these technologies and their practical implementation, influenced by the availability of resources and the professional training of teachers.

Teachers’ perceptions of organizational conflict in Romanian educational institutions: an exploratory study

Angela CHIROSCA — 2026-10-11

Abstract. The study explores Romanian teachers’ perceptions of organizational conflict in pre-university education, using a mixed-methods approach. The sample consisted of 32 teachers enrolled in a Master’s program in Educational Management. The results identify ineffective communication (M=4.56), professional overload (M=4.22), and role ambiguity (M=3.94) as the main causes of organizational conflict. The analysis reveals a significant association between management style and conflict intensity (r=0.68; p<0.01). Transparent communication, clarification of responsibilities, and mediation are considered effective strategies, with the study providing relevant insights for training school managers in preventing and managing organizational tensions.

Continuing professional development program for teachers to foster students’ “learning to learn” skills in elementary school

Andreea Gabriela CHIVU — 2026-10-11

Abstract. This article presents a continuing professional development program for elementary school teachers, designed to foster students’ “learning to learn” skills. The program is based on theoretical frameworks regarding the “learning to learn” competency and on curriculum guidelines related to demonstrating curiosity and creativity, clarifying learning tasks, identifying and using information sources, as well as monitoring and adjusting one’s own learning.

From concrete experience to conceptual understanding: experiential learning in primary science education

Silvia GOLUBITCHI — 2026-10-11

Abstract. Experiential learning provides a relevant framework for teaching Science in primary education by drawing on direct experience, reflection, and students’ active engagement in the educational process. However, participation in practical activities does not automatically lead to conceptual understanding. The educational value of experience depends on how students are guided to observe, reflect, establish connections with prior knowledge, formulate explanations, and apply newly acquired knowledge in different contexts. This paper theoretically examines the transition from concrete experience to conceptual understanding in Science education, with particular emphasis on the mechanisms that support meaning-making and concept formation. It also highlights the teacher’s role in designing and guiding learning experiences. The analysis emphasizes the need to integrate concrete experience with reflection, conceptualization, and the application of knowledge in order to foster authentic, active, and meaningful learning.

Educational, cultural and spiritual dimensions of glass icon painting in contemporary lower secondary school

Dan-Gicu HORGAN — 2026-10-11

Abstract. The article examines the role of reverse glass icon painting in art education and in the holistic development of lower-secondary school students. It highlights the relationship between artistic development, spiritual formation, and the strengthening of cultural identity, while taking into account the psychopedagogical characteristics of students aged between eleven and fourteen. The study presents the origins and development of glass icon painting in Romania, its main traditional centers, the specific features of the reverse painting technique, and the symbolic meanings of color. It also emphasizes the formative value of this artistic activity in developing creativity, attention, patience, planning skills, and aesthetic sensitivity. Integrating glass icon painting into the educational process encourages a transdisciplinary approach and brings students closer to Romania’s spiritual and cultural heritage. Cooperation among school, family, and religious and cultural communities can support the authentic transmission of this valuable tradition.

The formative power of sacred art: personal development through glass icon painting in lower secondary education

Dan-Gicu HORGAN — 2026-10-11

Abstract. Personal development constitutes an essential component of contemporary education, aiming at the balanced cultivation of students' personalities and the strengthening of their cultural identity. The present study proposes the integration of Romanian sacred art into the discipline of Visual Arts Education as an instrument of personal formation, through an interdisciplinary approach that brings together visual education, religious education, and ethno-folkloric heritage. The research underscores the formative value of reverse-painted glass icons, hearth icons, and the pristolnic, examined from artistic, pedagogical, and symbolic perspectives. Engagement with artistic and spiritual heritage supports the development of aesthetic sensitivity, creativity, the capacity to decode symbols, respect for cultural heritage, as well as self-awareness and emotional stability. The findings indicate that the inclusion of sacred art in Visual Arts Education enriches the repertoire of teaching strategies, contributes to the development of curriculum-based key competencies, and stimulates transdisciplinary learning.

Contemporary perspectives of the cultural component in the formation of personal identity in primary education students

Laura-Monica MORARASU — 2026-10-11

Abstract. The article analyses the cultural component of the personal identity of primary school students, as a fundamental dimension of the proposed three-dimensional construct for the formation of personal identity through education for emotional development. By referring to international documents, as well as to the normative framework in Romania and the Republic of Moldova, the study highlights the theoretical, curricular and legislative basis of this component. The cultural component is examined through two complementary dimensions: national consciousness and axiological integrity, considered essential values of personal identity. At the same time, the article proposes a model for capitalizing on the cultural component through curricular and extracurricular activities brought together in the Me and My Roots module, demonstrating how these contribute to the formation of the identity profile of primary school students, respectively to the development of the attributes of the Graduate Profile for primary education.

Developing language and narrative competence through Propp’s fairy-tale morphology: practical directions for teachers

Adelina OLTEANU-STURZA — 2026-10-11

Abstract. This article examines how Vladimir Propp’s theory of fairy-tale morphology can support language and narrative development in preschool and the early years of elementary school. By transforming recurring narrative functions and character roles into age-appropriate visual cards, children are encouraged to understand, retell, organize, and create stories. This approach develops vocabulary, oral fluency, grammatical accuracy, coherence, imagination, and critical thinking. Practical activities include collaborative storytelling, role-playing, sequencing, matching exercises, and creating original stories. The article also presents implementation principles and a teacher training program, demonstrating that educators gain confidence in designing inclusive, interactive, and linguistically rich learning experiences.

Formation of social competences of future nurses in the context of professional communication

Adriana SLUSAR — 2026-10-11

Abstract. The development of social competences represents an important component of the education and professional preparation of future nurses, as nursing practice involves continuous interaction with patients, their families and healthcare team members. Professional communication requires not only specialised knowledge but also active listening, empathy, cooperation and the ability to manage difficult situations. This article examines the relationship between social competences and professional communication in the education of future nurses and proposes a framework for investigating these competences in relation to situations specific to healthcare practice.

Didactic dimensions of the reception of children's literary works in primary education

Irina-Mariana TODORUT — 2026-10-11

Abstract. The reception of children's literary works represents a fundamental component of literary education in primary education, contributing to the development of reading competence, critical thinking, creativity, and pupils' aesthetic sensitivity. In the context of competency-based education, the use of active-participatory strategies facilitates pupils' active involvement in the process of interpreting and understanding literary texts. This article highlights the role of active-participatory strategies in the reception of children's literary works, analyzing the ways in which these approaches stimulate reflection, dialogue, the expression of personal opinions, and the construction of literary meaning. Furthermore, the paper presents practical examples of implementing these strategies in primary education and argues for their contribution to the development of literary reception competencies and the formation of active, reflective readers.

Development of emotional intelligence of primary school students through play activities

Liliana TOMILINA — 2026-10-11

Abstract. The article addresses the issue of developing children's emotional intelligence through play activities. It reveals the significance of emotional intelligence for the formation of a child's personality, their successful socialization, and the establishment of constructive interactions with others. Special attention is given to play methods and exercises aimed at recognizing and expressing emotions, developing empathy, self-regulation, and communication skills. The article justifies the effectiveness of using play activities as a key tool for forming emotional competence. It analyzes the psychological characteristics of primary school age and proposes specific play directions for developing skills in recognizing and regulating emotions. The role of teachers and parents in creating an emotionally supportive environment is emphasized. It concludes that the systematic use of play technologies contributes to the effective development of children's emotional intelligence.