Human Education Today for Tomorrow’s World Feed

Readability and sentiment analysis of Romanian national frameworks for adult learning and financial education

Thu, 26 Feb 2026 00:00:00 GMT

National education strategies increasingly function not only as administrative planning instruments but also as economic signaling devices, communicating priorities, institutional credibility, and expected behavioral responses to citizens, firms, and international partners. This study conducts a computational text analysis of Romania’s two flagship policy documents governing adult learning in the 2024–2030 period: the National Strategy for Continuing Adult Education (SNECA) and the National Strategy for Financial Education (SNEF). Using Valence Aware Dictionary and sEntiment Reasoner sentiment analysis and the Gunning Fog readability index, the study evaluates whether these strategies are linguistically aligned with their stated economic and social objectives: increasing adult participation in lifelong learning, improving financial literacy, and supporting Romania’s convergence with European human-capital benchmarks. The study contributes to the economics of education literature by integrating natural language processing tools into policy evaluation, moving beyond outcome indicators toward ex ante institutional communication quality. Results (to be computed empirically) are expected to show a structurally positive but institutionally dense sentiment profile, paired with high readability complexity, reflecting a tension between European alignment and domestic accessibility. The findings have implications for policy effectiveness, labor-market responsiveness, and inclusive growth strategies in emerging European Union economies.

Test anxiety in students with disabilities

Wed, 31 Dec 2025 00:00:00 GMT

Test anxiety represents a significant challenge for students with disabilities, particularly within inclusive educational settings. Previous research indicates that test anxiety varies according to gender and educational context and may be influenced by the level of teacher support perceived by students. The present study aimed to investigate the level of test anxiety among students with disabilities enrolled in special and mainstream education and to examine its relationship with perceived teacher support, as well as differences based on gender. The sample consisted of 56 primary school students with intellectual disabilities enrolled in special or mainstream education. Participants completed standardized measures of test anxiety and perceived teacher support. Data were analyzed using Pearson correlation coefficients and independent sample t-tests. Results indicated a strong negative correlation between perceived teacher support and test anxiety (r = −0.84, p < 0.001). Girls reported significantly higher levels of test anxiety than boys, and students in mainstream education reported higher anxiety than those in special education. These findings highlight the importance of supportive teacher–student relationships and context-sensitive educational practices in reducing test anxiety among students with disabilities.

The Pedagogy of Enchantment: Discovering sensitive and aesthetic pathways in the context of the atelier

Wed, 31 Dec 2025 00:00:00 GMT

This study explores the emergence of the Pedagogy of Enchantment, a concept under construction that seeks to reimagine educational experience through aesthetic sensitivity, listening, and imagination. In dialogue with thinkers such as Loris Malaguzzi, Gaston Bachelard, John Dewey, Rubem Alves, and Paulo Freire, this article positions enchantment as both a poetic and political act in education. The atelier, understood as a space for research, creation, and transformation, becomes a fertile ground for investigating how aesthetic experience and imaginative processes can foster more humanising and participatory forms of learning. Drawing from narrative inquiry and phenomenological reflection, the study highlights lived experiences within atelier-based practices and proposes enchantment as a lens through which education can be re-enchanted, valuing the beauty of everyday life and the transformative potential of imagination.

Factors influencing the success of student veterans in higher education

Wed, 31 Dec 2025 00:00:00 GMT

A case study was conducted at a private institution of higher education to gain a deeper understanding of the factors that support student veterans, a nontraditional student demographic in a private institution of higher education. The article explains the interplay and relationship between what nontraditional students bring to the academic experience, the role of educators, and factors contributing to or detracting from their success in higher education. Analysis of key issues related to combat student veterans in higher education revealed common themes and contextual information from which the lessons learned were developed. The results of the study indicate that the quality of support services, caliber and characteristics of faculty and staff, and distinctive personal factors of student veterans were most supportive of their success in higher education. This study also yielded data indicating a need for a veteran-specific orientation session or course, and for targeted training for staff and faculty at institutions of higher education.

Awareness program on plastic waste management among students of class VIII of Gujarat secondary education board of Vadodara city

Wed, 31 Dec 2025 00:00:00 GMT

The aim of this study is to develop and assess the effectiveness of a plastic waste management awareness programme for VIII standard students in Vadodara city. The programme focused on topics such as plastic, plastic pollution, microplastics, and waste management techniques, and was delivered using lesson plans, PowerPoint presentations, and multimedia resources. A quasi-experimental design with pretest and post-test measures was used, involving an experimental group and a control group. The results showed a significant improvement in the post-test scores of the experimental group compared to the control group, indicating the programme’s effectiveness. Feedback from students also reflected a positive response to the programme, with increased awareness of plastic waste management. The findings highlight the importance of incorporating environmental education into science curricula to foster sustainable practices among students, and to achieve the Sustainable Development Goals (SDG 13, SDG 14, and SDG 15).

Carrying out a school evaluation from the perspective of learning through graphic organizers

Wed, 31 Dec 2025 00:00:00 GMT

Today’s students face the challenge of learning in a dynamic world, where knowledge is continuously enriched, and the skills of the twenty-first century are becoming mandatory. In this context, the need arises to change the educational landscape, to rethink and implement educational assessment in a new way – adapted to a digitally participative world. The teaching–learning–assessment process requires the continuous adaptation of teachers to different student generations. From the perspective of teacher training, assessment-assisted learning promotes the transition from the notion of controlling knowledge acquisition to a concept of assessment focused not only on learning outcomes but also on the processes involved. This shift signifies the move from a pedagogy of knowledge transmission to a pedagogy of acquiring knowledge and a science of becoming. In the twenty-first century, sophisticated competencies and knowledge can no longer be evaluated through a traditional, outdated, test-based approach that relies on item responses and minimizes the need for human judgment and creativity in answer selection. From the perspective of constructivism, graphic organizers, as pedagogical resources, value active and non-directive pedagogy, favoring real learning contexts, student support rather than intervention, guided discovery, encouragement to explore diverse perspectives, collaborative learning, project-based approaches, etc. Graphic organizers highlight the relationships between concepts, ideas, factors, and so on.

Understanding learners’ attitudes towards science subject: A school-based study

Wed, 31 Dec 2025 00:00:00 GMT

Science has become an inseparable part of modern life, profoundly influencing every aspect of human existence. In today’s scientific and technological era, scientific literacy and a favourable attitude towards science are crucial not only for academic achievement but also for societal advancement. Despite its significance, science is often perceived as difficult and disconnected from everyday life, leading to a decline in student interest during the secondary school years. Recognizing this challenge, the present study seeks to understand the attitudes of school-going adolescent students towards the science subject. The study employed a descriptive survey method to assess students’ attitudes. The sample consisted of 119 class IX students from secondary school in Goa, selected using Convenience Sampling. Data were collected using a standardized attitude scale. For data analysis, descriptive statistics (mean, standard deviation, percentage) were used to interpret the overall trends, while independent samples t-tests were employed to examine differences in attitudes based on gender and locality. The findings reveal that a majority of students possess a favourable attitude towards science; however, a significant proportion still demonstrate unfavourable views. Gender was found to be a significant factor influencing students’ attitudes, with female students showing more positive orientations towards science. In contrast, no significant difference was observed based on place of residence. These results underscore the importance of fostering a positive attitude towards science through inclusive and engaging teaching approaches, thereby preparing students to contribute meaningfully to a scientifically driven and sustainable society.

Analysis of test items in school-based assessment and National Achievement Survey with reference to learning outcomes in science at the middle stage

Wed, 31 Dec 2025 00:00:00 GMT

Learning outcomes (LOs) in elementary education have been crucially emphasized by the Indian Education Policies as a vital source for holistic development and future learning of a child. This study probes the effectiveness of assessment practices in Science, for the students of class VIII with the mandated LOs as designed by NCERT using Revised Bloom’s Taxonomy as a conceptual framework. It offers a comparative study between standardized National Achievement Survey (NAS) questions and teacher-made test items, which emphasizes on the broad level of cognitive distributions while adhering to the specified LOs of NCERT Science Curriculum. The methodology interprets the empirical data of 300 teacher-made tests and NAS data (2017 and 2021) through a mixed method approach. The findings revealed that the teacher-made assessments overwhelmingly favoured lower order skills of cognition such as remembering rather than understanding, whereas the NAS endured progressive skills such as applying, conceptualizing and analysing. The insights of this study jeopardize the gaps in teacher’s awareness, preparedness, implementation of curriculum as well as ensuring the coherence between the competency base objectives and classroom assessments. The study also accentuates the necessity for training teachers for the targeted interventions of designing the assessments to bridge and nurture the learning of science at the middle school level in meaningful manner. This analysis also reveals the unevenness in the integration of curriculum-defined assessments and teacher-made test questions. These highlights are crucial for educators, curriculum developers, policy makers those who aim to amplify the education of science at the middle school level.

Students’ intrinsic and extrinsic motivation in learning the English language

Wed, 31 Dec 2025 00:00:00 GMT

The purpose of the study was to describe the students’ intrinsic and extrinsic motivation in learning the English language at Instituto São João de Brito (ISJB), Kasait, Timor-Leste. The study aimed to answer the main problems: (1) What kind of motivation do the students use to learn English? (2) How motivated are the students to learn the English Language? To answer the research questions, the researchers applied a mixed-methods approach. The data were collected from 33 respondents using a questionnaire and an interview. The data gained were interpreted and analyzed descriptively. The quantitative findings show that the students’ intrinsic motivation was higher than extrinsic motivation, as rated with a mean of 4.22 out of 5. The extrinsic motivation was rated with a mean of 3.79, which is high. The qualitative findings revealed that the students took the English language as more than just an instrument for achieving academic goals. It was seen as an exciting language to learn. This study recognizes the importance of motivation to learn English and prompts future researchers to conduct similar research in various learning contexts.

Higher education and digitalization as drivers of entrepreneurship in Central and Eastern Europe

Wed, 31 Dec 2025 00:00:00 GMT

This study investigates the determinants of entrepreneurial activity in Central and Eastern Europe (CEE), focusing on the transition toward innovation-driven economies. Utilizing a balanced panel dataset comprising 11 EU member states, the research analyzes the impact of human capital and digital infrastructure on new business formation. The empirical strategy employs a panel data regression framework, adopting the random effects estimator as the appropriate specification based on the Hausman test results. The findings reveal that structural factors are the primary drivers of entrepreneurship in the region. Tertiary education and digitalization exhibit a positive and statistically significant impact on new business density. In contrast, short-term economic growth (gross domestic product per capita) did not exhibit a statistically significant impact, suggesting that entrepreneurial dynamics in the CEE region are becoming less cyclical and increasingly contingent upon structural determinants.

Examining correlation of scientific attitude and aesthetic values

Wed, 31 Dec 2025 00:00:00 GMT

The field of science has been reimbursed with increased knowledge. Great scientific advances and the application of those advances have increased the value of science more than ever before by advancing human welfare through their usage in a variety of disciplines. Every aspect of life has undergone revolutionary change thanks to science. Its effects may be seen everywhere and in all facets of life, including the social, political, economic, and cultural ones. A person’s attitude towards life is referred to as their science attitude. It denotes a readiness to apply scientific methods and techniques to problem-solving and evaluation of concepts or information. Scientific attitude refers to one’s interest in or sentiment towards science subjects.

Mentoring in education and the integration of beginners into professional activity

Wed, 31 Dec 2025 00:00:00 GMT

The present study is conceived as a theoretical foundation and research valorization on the topic of mentoring, initial teacher training, and their integration into the educational system. It focuses particularly on investigating the problems and difficulties faced by beginning teachers at the start of their teaching careers and the opportunity to address them through mentoring activities. Through this research, we seek to analyze the needs of beginner teachers in primary education and to highlight the extent to which mentoring positively influences their integration into professional activity. The visions of mentors, students, and beginners are considered regarding the impact of mentoring in the education system, as well as strategies for optimizing the mentor-beginner collaboration for success in the teaching career. The purpose of this relationship, namely, the mentor–beginner interaction, is thus to provide the beginner teacher with the support needed to succeed at the beginning of their teaching career and to cope with the challenges in education. The investigative approach presents a quantitative research (survey by questionnaire). This study is part of the author’s doctoral thesis and presents only part of the research results.

The teacher between tradition and innovation: Willingness to meet the needs of the digital generation

Wed, 24 Dec 2025 00:00:00 GMT

In a society undergoing continuous transformation, marked by the rapid advancement of technology, education is the field in which all stakeholders must keep pace with change. This study explores how primary school teachers are willing to adapt their teaching styles, improve their instructional strategies, and innovate in order to meet the needs and expectations of today’s generation of children – the digital natives. In this context, teachers are challenged to integrate interactive strategies, innovative methods, and digital technologies into the teaching and learning process, while still preserving traditional values and practices. As part of this investigative approach, a questionnaire was administered to teachers from both urban and rural areas. Additionally, a focus group session was held with primary education teachers from a school in Bucharest. The findings of the research highlight significant differences based on age, teaching experience, and both initial and ongoing professional training. While there is openness toward innovation, some concerns remain regarding excessive digitalization. The study emphasizes the importance of balancing tradition and innovation in the teaching process, as well as the need for training programs focused on developing digital competencies. The conclusions provide a basis for formulating recommendations to support teachers in adapting to the demands of contemporary education.

Gamification in the educational process: Motivation or distraction?

Sat, 06 Dec 2025 00:00:00 GMT

In the context of the accelerated transformation of contemporary education, gamification emerges as an innovative pedagogical strategy aimed at increasing students’ motivation and engagement in the learning process. This article seeks to investigate the impact of gamification in the educational environment, exploring both its potential to stimulate learning interest and the risks it entails, particularly concerning attention distraction and the superficial treatment of content. The analysis is based on an extensive literature review, supplemented by relevant case studies and comparative evaluations of gamified educational platforms. Through a critical approach to the pros and cons, the article provides a balanced perspective on gamification, offering recommendations for its effective use in pedagogical practice.

Transforming teacher education in Odisha through ICT integration: A study on transaction modalities

Wed, 05 Nov 2025 00:00:00 GMT

The synergy of information and communication technology (ICT) with teacher education has predominantly emerged as a transformative ally to develop the pedagogical practices and to improve learning outcomes. In states like Odisha where educational disparities and infrastructural challenges exists, ICT can play a vital role in modernizing the education system and ensuring equitable access to education. The study examines the integration of ICT within teacher education programmes, focusing on teacher trainees’ access to resources, digital competencies, and pedagogical practices. Findings revealed an inconsistent access to ICT infrastructure, with many trainees reporting only occasional use of essential tools such as personal computers and interactive whiteboards. While basic ICT tools, including multimedia and email, are utilized frequently, the engagement with advanced applications, such as video conferencing and collaborative platforms, is notably limited. Furthermore, a significant disparity exists in the digital competencies of trainees, underscoring the necessity for training programmes that prioritize the pedagogical application of ICT rather than mere operational proficiency. The study also identifies barriers to effective ICT integration, including inadequate infrastructure, insufficient technical support, and time constraints. Teacher trainees express the need for enhanced access to quality equipment and structured pedagogical training to facilitate meaningful technology use. In conclusion, this research highlights the critical need for teacher education institutions to address infrastructural, policy, and professional development challenges to adequately prepare future educators for the demands of digitally enriched learning environments, thereby improving the overall quality and relevance of education.

Assessment in religious education through learning outcome levels

Fri, 03 Oct 2025 00:00:00 GMT

The article analyzes the evaluation process in Religious Education through the lens of learning outcomes, emphasizing the qualitative-appreciative dimension over traditional quantitative methods. It advocates for the replacement of rigid grading systems with evaluative practices centered on the cognitive, volitional, and affective-attitudinal dimensions of student development. The study promotes a shift from control-based assessment to one rooted in metacognition, reflection, and personal transformation. Anchored in theological, pedagogical, and psychological perspectives, the article combines formative and summative assessment while highlighting the importance of students’ moral and spiritual development. Based on a qualitative educational research project – questionnaire and focus groups conducted with students, teachers, and parents – this article demonstrates the effectiveness of outcome-based assessment in fostering responsibility, empathy, and internalized values. It argues for the redefinition of Religious Education as a discipline oriented toward the integral formation of the individual, through a meaningful, student-centered assessment process. Furthermore, the research confirms the compatibility of this model with current curricular and legislative provisions, proposing practical implementation tools and frameworks.

Power of norms in higher education: Effects of positive and negative normative information on student exercise behavior

Fri, 03 Oct 2025 00:00:00 GMT

Background/purposeThis study explored how positive and negative descriptive norm information influenced muscular endurance performance and self-efficacy.MethodCollege students (N = 102; 51 males, 51 females; M age = 22.06, SD = 2.27) were randomly assigned to positive, negative, or control groups. All performed a maximal-effort abdominal plank, rested for 3 min, and then the norm groups received corresponding feedback. Participants then completed a second plank, a manipulation check, and a task efficacy measure.Analysis/resultsControlling for initial plank time, analysis of covariance revealed a significant group difference in second plank performance (F(2, 98) = 8.152, p < 0.001, η 2 p = 0.15). The positive norm group outperformed both the negative and control groups. A repeated measures ANOVA showed a significant time-by-group interaction on self-efficacy (F(2, 97) = 9.95, p < 0.001, η 2 p = 0.17).ConclusionPositive normative feedback enhanced task self-efficacy and improved performance, suggesting that exposure to encouraging peer-based information can effectively boost physical effort.

Learning beyond the classroom: Outdoor education as support for resilience and positive parenting

Fri, 03 Oct 2025 00:00:00 GMT

This work explores the role of outdoor education in fostering resilience and promoting positive parenting practices. As traditional educational settings often limit experiential learning, outdoor education emerges as a transformative approach that nurtures adaptive skills, emotional well-being, and social competence. By engaging children and families in natural environments, outdoor learning fosters critical thinking, problem-solving, and emotional regulation. Additionally, it serves as a valuable tool for parents, enhancing parenting strategies by encouraging connection, empathy, and active involvement. The study highlights the intersection of resilience-building practices and positive parenting through outdoor educational experiences, advocating for their integration into both formal and informal educational contexts.

The role of educational films in enhancing high school student motivation to learn geography

Mon, 15 Sep 2025 00:00:00 GMT

This study investigates the impact of educational films on high school students’ motivation for learning in Geography classes, assessing students’ motivation through pre-tests and post-tests through a quasi-experimental design. The research involved 84 students from the ninth and tenth grades of high school classes. The experimental group watched educational films in geography classes, while the control group did not. The questionnaire evaluated the dimensions of instructional motivation on the attention and relevance axis on a scale from 1 (Not at all) to 5 (Always). The conclusion points out a significant increase in motivation to learn Geography in the attention axis in the experimental group but not in the relevance axis. Educational films enhance student engagement, but other factors affect the perception of relevance. The conclusion was that educational films effectively capture students’ attention and engagement but do not significantly influence the perception of content relevance.

Pedagogical alternatives – Directions for modernizing primary education in Romania

Mon, 15 Sep 2025 00:00:00 GMT

In a constantly evolving educational landscape, the need to adapt traditional instructional practices to the cognitive, emotional, and social realities of students has become imperative. This research study explores the impact of implementing selected elements from alternative pedagogies – mainly Step by Step, Waldorf, Montessori, Freinet, and the Jena Plan – within the traditional Romanian primary school system. An experimental study was designed and conducted over the course of 6 months in three second-grade classes (total N = 82). A mixed methodology combining qualitative observations and quantitative SPSS analysis was employed. The paired samples t-tests demonstrated statistically significant improvements in “pupils” motivation, engagement, autonomy, and collaborative skills. Parental involvement also increased substantially. Results suggest that the incorporation of child-centered, experience-based activities inspired by alternative education models can support the modernization of public school practices. This study offers concrete recommendations for integrating such methods into the national curriculum without disrupting its core structure, paving the way for a more flexible, inclusive, and holistic approach to primary education.