Acta et Commentationes, Sciences of Education

Problems with parameters as a valuable teaching tool of the intellectual development of students

Laurentiu CALMUTCHI, Ozkan TURAN — Sat, 04 Jul 2026 19:59:10 +0000

In the current context of modern education, the emphasis is increasingly shifting from the mechanical accumulation of knowledge to the intellectual development of tje student, to the creative solution of problems. Problems with parameters prezent an important area of didactis of mathematics, which manifests the basic role in the development of logical thinking, cognitive flexibility and creativity of students. This type of problems contributes not only to the consolidation of theoretical knowledge, but also to the formation of skills of analysis, generalization and argumentation. The paper proposes concrete metodical strategies for integrating problems with parameters into the school curriculum. The rezults of the research demonstrate that the systematic use of this teaching tool not only enhances academic performance, but also cultivates superior intellectual capacities, preparing the student for solving complex problems in real life.

Quality assurance of pedagogical research through statistical arguments

Maria PAVEL, Dorin PAVEL — Sat, 04 Jul 2026 20:04:58 +0000

The quality of pedagogical research is determined by methodological rigor, the validity of the results and the scientific substantiation of the formulated conclusions. Statistical analysis is one of the essential tools that contribute to the verification of hypotheses, the reduction of subjectivity, the generalization of results and the substantiation of educational decisions. The paper describes the main criteria for ensuring the quality of research through statistical arguments, highlighting the importance of correctly building databases, comparing means, determining correlations between variables and arguing statistical significances. The stages and conditions necessary for the correct application of statistical methods in pedagogical research are analysed, and recommendations are formulated regarding the consolidation of the culture of evidence-based research.

Burnout among university professors in the Republic of Moldova: from silent exhaustion to the crisis of the higher education system

Teodora VASCAN — Sat, 04 Jul 2026 20:10:21 +0000

Academic burnout represents one of the most underestimated challenges of higher education systems in transition. This study investigates the prevalence, determinants, and consequences of professional burnout among university teaching staff in the Republic of Moldova, within a context marked by structural economic constraints, administrative overload, and insufficient institutional recognition. Although university professors appear to hold an "elitist" status, they are exposed to a toxic mix of administrative burden, modest salaries, research pressures, and adaptation to modern demands (digitalization, internationalization, student retention). This leads to chronic exhaustion that threatens the future of universities in the Republic of Moldova.

Integrating artificial intelligence into the study of school informatics

Teodora VASCAN — Sat, 04 Jul 2026 20:15:17 +0000

The article explores the integration of Artificial Intelligence (AI) into school informatics education, focusing on the context of the Republic of Moldova. The first part provides a comparative analysis of how AI is introduced into the Informatics/ICT curricula of Romania, the Republic of Moldova, Germany, and Finland for the 2025-2026 period. The second part proposes a practical and accessible AI integration model, termed a "low-resource hybrid" model, adapted to Moldovan realities. This model relies exclusively on free and open-source tools—such as Teachable Machine, Google Colab, Scikit-learn, Scratch, and local Ollama—and is structured around three pillars: conceptual foundations, practical implementation, and an adapted curriculum. Furthermore, the article presents a realistic implementation strategy involving "Clasa Viitorului" hubs, Tekwill partnerships, and open government data, alongside a detailed lesson plan for the 9th grade and an interactive worksheet. The emphasis is placed on ethical aspects, prompt engineering, and narrowing the urban-rural digital divide.

Identifying disinformation narratives: a systemic approach

Dumitru ANDONI, Nicu ENI, Angela GLOBA, Ala GASNAS — Sat, 04 Jul 2026 20:23:18 +0000

Disinformation narratives represent one of the most challenging threats to the contemporary information ecosystem, particularly in the Republic of Moldova, which has been the target of coordinated influence campaigns documented by DFRLab, Recorded Future, and EUvsDisinfo. Unlike isolated fake news, narratives operate through repetition and coordinated distribution across multiple channels simultaneously, making them difficult to detect through traditional methods. This paper describes the architecture of the RealInfo system, an automatic narrative detection platform built on a hybrid three-layer pipeline: local linguistic analysis based on rhetorical pattern matching, emotional classification through pre-trained models, and narrative analysis through RealInfo LLM - a 14-billion-parameter model running locally on a distributed GPU cluster. The system integrates a semantic similarity module for detecting coordinated narratives across multiple sources. The proposed architecture demonstrates that a multi-layer hybrid approach is superior to any isolated method, while providing complete explainability of the decision.

Artificial intelligence in higher education in Moldova: pedagogical opportunities, institutional challenges, and emerging practices

Alexandr PARAHONCO — Sat, 04 Jul 2026 20:28:28 +0000

The article examines the role of artificial intelligence in higher education in the Republic of Moldova, focusing on pedagogical opportunities, institutional challenges, and emerging practices. It discusses the use of AI in instructional design, personalized learning, automated feedback, and academic workflow support. Particular attention is given to academic integrity, anti-plagiarism policies, and the need for responsible, transparent, and human-supervised implementation. The article argues that AI should be integrated as a pedagogical assistant that supports teachers and students rather than replaces human academic judgment.

Extending musical education – Romanian legislative and curricular references

Ion NEGRILA, Ramona RADUT-TACIU — Sat, 04 Jul 2026 20:35:17 +0000

The National Curriculum is the architecture of meaning and organization of school education. It defines, organizes the educational offer and guides the design, implementation, and evaluation of learning. In the current Romanian legal framework, the curriculum appears at the student's decision from the school's offer, namely an offer through which the student chooses according to his or her own needs and interests. The change in terminological emphasis is visible from the school's decision to the student's decision. This move emphasizes not only the autonomy of the school institution, but also the student's right to participate in configuring his or her own learning path, including the offer with possibilities for curricular customization for teachers.

Semantic changes in the dialogic discourse of literary texts

Nigar Vagif gizi SEYIDOVA — Sat, 04 Jul 2026 20:41:28 +0000

This study is motivated by the need to understand how semantic shifts occur within the fluid environment of modern literary texts. It is hypothesized that semantic changes, specifically broadening and narrowing, are not merely structural linguistic shifts but are dynamic phenomena driven by the interaction between speaker and listener in real-time communication. The primary purpose of this research is to analyze the functional and discursive capacities of language that allow for these shifts. To achieve this, the study employs qualitative linguistic analysis and discourse analysis of dialogic exchanges in literary works. The findings indicate that words in dialogue transcend fixed lexical meanings, acquiring pragmatic and emotional nuances that create multi-layered interpretations based on context. The research concludes that dialogic discourse serves as the primary environment for semantic evolution. By highlighting the role of communicative intent in meaning-making, this study offers a fresh perspective on semantic flexibility, demonstrating that linguistic units are inherently adaptable within social and literary frameworks.

Educational tasks as a means of developing cognitive independence of primary school students

Liliana TOMILINA — Sat, 04 Jul 2026 20:46:49 +0000

The article examines the development of cognitive independence in primary school students as a key objective of contemporary education. It highlights the role of educational tasks in fostering learners’ ability to acquire, process, and apply knowledge independently. The study provides a theoretical and practical analysis of educational tasks as an effective didactic tool for developing planning, critical thinking, self-control, and self-assessment skills. It also presents approaches to designing tasks that consider pupils’ age characteristics and individual abilities, along with methodological recommendations for classroom practice. The findings emphasize the importance of well-designed educational tasks in promoting cognitive independence and enhancing the methodological competence of primary school teachers.

Conceptual frameworks and reflections on the institutionalisation of non-formal education (NFE)

Ludmila BOTNAR — Sat, 04 Jul 2026 20:52:32 +0000

This paper presents the results of research on the conceptual and methodological framework of non-formal education for children in the Republic of Moldova. One of the main objectives is to clarify the conceptual aspects of the institutionalisation of non-formal education and to develop a pedagogical model for its institutionalisation within a European context.

The article argues in favour of neo-institutionalism as the central theoretical foundation, highlighting the need for a flexible, adaptive, participatory and accessible (FAPA) framework. At the same time, it presents a model for the institutionalisation of non-formal education for children, adapted to the realities of the Republic of Moldova and aligned with European trends in the field.

The profile of the learning-to-learn competence in primary school students

Andreea CHIVU — Sat, 04 Jul 2026 20:57:43 +0000

This paper outlines an operational profile of the learning-to-learn competence in primary school students, partitioning the construct into cognitive, metacognitive, and reflective components. The analysis operationalizes this transversal ability as a systemic configuration of knowledge, skills, and attitudes that facilitates autonomous knowledge acquisition. The cognitive component encompasses the psychological processes necessary for knowledge acquisition and schema organization; the metacognitive component governs self-regulation and monitoring; and the reflective component provides the critical, self-referential synthesis of educational experiences. These components interact to generate a unified typology of the autonomous, self-directed learner, thereby offering an objective conceptual framework for contemporary primary school pedagogy and empirical educational research.

Methods and techniques for forming communicative competence in the Gagauz language in gymnasium students through development of dialogical speech skills

Nadejda COCEANJI — Sat, 04 Jul 2026 21:02:22 +0000

The article presents the key principles and stages involved in developing dialogic speech among Gagauz students. It highlights effective teaching methods, with particular emphasis on interactive strategies and the situational-thematic approach to language instruction. The paper includes practical examples of speech exercises designed for the subject Gagauz Language and Literature. The findings indicate that a structured system of dialogic exercises effectively develops students’ communication skills by fostering the ability to participate in dialogues according to specific communicative tasks and contexts. The proposed approach also promotes the flexible use of language resources, functional speech patterns, and various forms of interpersonal and role-based interaction.

Qualitative research methods applied to educational policies in the Republic of Moldova in the context of alignment with European Union standards

Liudmila CUROS — Sat, 04 Jul 2026 21:07:24 +0000

The transformations of the educational system of the Republic of Moldova are largely determined by the pace of European integration processes and by the alignment with educational policies promoted at the level of the European Union. Adaptation to European values—such as equity, inclusion, digitalization, quality, and efficiency—requires not only institutional reforms, but also a profound understanding of the way in which these policies are designed, implemented, and perceived at the national level. The research involves the use of qualitative methods that may be applied in the analysis of the evolution of the educational system of the Republic of Moldova. Alongside quantitative methods, the qualitative methods examined contribute to the construction of a dynamic, statistical, and interpretative framework capable of describing the rapid alignment with the educational policies of the European Union.

Adaptation to the student environment and academic demands: empirical analysis

Diana-Elena DRAGOMIR — Sat, 04 Jul 2026 21:13:21 +0000

The study investigates the relationship between quality of life and psychosocial adaptability in students with anxiety, analysing the level of adaptation to the university environment and academic demands. The research was conducted on a sample of 420 students from Romania and the Republic of Moldova, using the Student Adaptation to the Environment and Academic Demands Questionnaire (AMSSA). The results highlight the predominance of medium and high levels of socio-communicative, eco-social and professional adaptation, but also the existence of important vulnerabilities in the socioeconomic domain, academic relationships and personal time management. Effective communication with relatives, colleagues and teachers was associated with an increased level of resilience and social integration. In contrast, difficulties in time organisation and economic insecurity were correlated with anxiety and psychological discomfort. The results emphasise the need to implement psychological and educational interventions aimed at strengthening psychosocial adaptability.

Reflection as an integrative element in preschool experiential learning

Amalia ENACHE — Sat, 04 Jul 2026 21:19:35 +0000

The article examines the role of reflection in preschool experiential learning by reinterpreting the experiential model proposed by D.A. Kolb. Drawing on the theoretical contributions of J. Dewey, D.A. Kolb, J. Piaget, L.S. Vygotsky, J. Bruner, and D. Schön, reflection is approached not only as a stage of the experiential cycle, but as a transversal, continuous, and integrative process of the child’s experience. The article highlights its specific preschool forms and functions in organizing experience, meaning-making, conceptualization, self-regulation, convergence of types of knowledge, value internalization, and the axiological dimension of learning

Psycho-pedagogical conditions for preventing and reducing bullying-type aggressiveness in educational institutions

Ioana-Corina GEORGESCU — Sat, 04 Jul 2026 21:24:59 +0000

Bullying is one of the most serious problems in contemporary educational environments, with negative effects on students’ psycho-emotional, social, and academic development. This article examines, from psycho-pedagogical and managerial perspectives, the conditions required to prevent and reduce bullying in secondary schools. The study draws on theoretical and empirical approaches from educational psychology, sociology, and pedagogy. The analysis highlights the importance of implementing integrated measures based on the development of socio-emotional competencies, the promotion of a positive school climate, teacher professional development, and effective institutional management. The findings emphasize the need for an interdisciplinary approach and sustained cooperation among schools, families, and communities to foster an inclusive and non-violent educational environment.

The pedagogical value of oral discourse in the development of teachers’ linguistic identity

Ema-Rebeca LAPADUS — Sat, 04 Jul 2026 21:29:59 +0000

This article examines how oral discourse shapes teachers’ linguistic identity in modern educational settings. The study is based on the assumption that spoken communication is a foundational pedagogical asset, enabling educators to project professional values, articulate educational philosophies, and cultivate a unique expressive voice. The analytical framework targets three interrelated dimensions: the role of speech in educational settings, the core of linguistic identity, and the nexus between them. The methodological framework outlines an experimental research design intended to leverage the formative power of oral communication. Preliminary findings suggest that reflective practices and authentic classroom dialogue reinforce the teacher’s linguistic profile and professional voice. The urgency of this investigation is heightened by ongoing educational shifts driven by pervasive digitalization, and by the rise of artificial intelligence.

Participation of social partners in creating an inclusive educational environment

Sofia LINCA — Sat, 04 Jul 2026 21:34:46 +0000

Inclusive education represents a complex and multidimensional field, characterized by theoretical debates and practical challenges. Its significance lies in its profoundly social nature, as it directly influences the lives of individuals, families, and communities. The international community increasingly recognizes inclusive education as both a legal obligation and a moral imperative, aimed at ensuring the realization of the fundamental human right to quality education throughout life. Inclusive education reflects a state policy focused on eliminating barriers and promoting equal participation for all learners. The effective collaboration between school, family, and community plays a crucial role in this process, requiring scientific understanding, strategic planning, and the anticipation of both positive and negative outcomes. This paper analyzes the role of social partners in fostering inclusive educational environments and highlights the importance of coordinated actions in supporting students with special educational needs.

Formative approach on developing the motivation for learning English by primary school students

Dana-Maria MOTFOLEA — Sat, 04 Jul 2026 21:46:50 +0000

In this article, we intend to carry out an analysis of the formative approach regarding the development of motivation for studying English in primary education and to present the role of a formative program in terms of motivation formation aspects and what this psychic process represents in primary classes. Motivating students in our research is addressed – first – from the perspective of interest in learning, and second – analysing the organization of learning content transposed into the formative curriculum part of the psycho-pedagogical model of developing motivation for learning English.

The structural dimensions of digital communication competence in primary school students

Daniela RACHERU — Sat, 04 Jul 2026 21:52:27 +0000

This article examines digital communication in primary education as a key component of contemporary pedagogy that supports the development of twenty-first-century competencies and learners’ adaptability. Drawing on the theories of multimedia learning and cognitive load, it highlights how the integration of text, images, animations, and sound enhances comprehension and optimizes cognitive processing. A case study on fourth-grade geography demonstrates the educational value of interactive maps, 3D visualizations, and simulations in promoting inquiry-based learning and spatial reasoning. The findings emphasize that the successful integration of digital communication depends on effective instructional design, continuous teacher professional development, and a balanced combination of traditional and digital teaching methods.

Values and principles of student participation in democratic decision-making processes

Natalia SEMENIUC — Sat, 04 Jul 2026 21:57:47 +0000

The values and principles of student participation in democratic decision-making processes constitute the axiological and conceptual foundation of genuine participation of children in the educational environment. Values, such as respect for individuality, shared responsibility, respect, trust and autonomy, express the normative guidelines that support the involvement of students in decision-making. The principles of participation – respect for students’ dignity, authentic listening, shared responsibility, mutual trust, decision-making autonomy – operationalize these values in concrete educational practices. Thus, the values provide the ethical and guiding framework, and the principles guide their application in decision-making processes, ensuring real, meaningful and responsible participation of students in school life.

Facilitating socio-educational inclusion of students with special educational needs through self-esteem development

Liliana SURDU — Sat, 04 Jul 2026 22:05:05 +0000

This study examines the role of self-esteem development in facilitating the socio-educational inclusion of students with special educational needs (SEN). The research was conducted during the 2019–2020 school year at Poplaca Secondary School (Romania) and involved a sample of 12 students aged between 7 and 14 years. The methodology included systematic observation, semi-structured interviews, focus groups, evaluation grids, and the Rosenberg Self-Esteem Scale. The educational intervention, based on a school–family partnership, aimed to enhance students’ socio-emotional development. The results indicate a statistically significant improvement in self-esteem levels and social participation. The findings highlight the importance of inclusive educational practices and collaborative strategies in supporting effective integration.