Ion Creangă State Pedagogical University (Romanian: Universitatea Pedagogică de Stat "Ion Creangă") is a higher educational institution in Chișinău, Moldova. It was formed in August 1940 as the Moldovan State Pedagogical Institute, being renamed the Ion Creangă State Pedagogical Institute in 1955, and receiving its current name on 21 May 1992. It is named after the Romanian writer and story-teller Ion Creangă. The university offers Bachelor, Master and Doctorate level degrees..
Visible learning technologies represent an innovative pedagogical approach that supports active student engagement and enhances the interpretative process in literary education. This study examines the role of visual learning tools, such as concept maps, analytical worksheets and metacognitive journals, in improving the reception and interpretation of literary texts among high school students. The research combines theoretical analysis with case study observations conducted in literature classes. The results highlight increased motivation, improved critical thinking, and stronger metacognitive awareness in students.
Teachers’ innovative culture is a multidimensional construct that influences educators’ ability to identify innovative competencies, to maintain motivation in the face of change, and to disseminate innovative best practices. This article examines three hypotheses concerning the correlations between teaching experience, professional rank, motivation and commitment to the implementation of innovations, and involvement in the dissemination of innovative best practices. The literature review indicates that the development of an active innovative culture involves both individual and institutional factors, including professional experience, intrinsic and extrinsic motivation, and effective dissemination strategies.
The present study investigates the relationship between stress exposure, coping strategies, and basic world assumptions in individuals with and without chronic diseases from the Republic of Moldova. Eighty participants completed three psychological instruments: the Holmes–Rahe Stress Scale, the Heim Coping Test, and the World Assumptions Scale (WAS). The results indicate a generally elevated level of stress exposure and a predominance of maladaptive coping strategies. Additionally, participants demonstrated low levels of belief in the benevolence of the world, the meaningfulness of life, and personal self-worth. The findings suggest that chronic illness is associated not only with increased stress but also with cognitive-existential restructuring of fundamental beliefs about reality and the self. The hypothesis was statistically supported: regardless of the type of chronic disease, participants tend to present weakened positive world assumptions and reduced adaptive coping resources. The results highlight the importance of psychological interventions focused on meaning-making, resilience development, and adaptive coping formation.
The text focuses on the concept of intercultural competence, which is configured as an essential component of modern education, representing a pillar of the formation of a personality capable of interacting effectively and empathetically in a globalized and multicultural context. Intercultural competence manifests transversal and integrative valences, which favor the development of plurilingual and pluricultural skills of students. Next, the essential aspects of the pedagogical experiment aimed at developing intercultural competence are presented, which consisted of the design and implementation of a complex formative approach, based on various educational activities: interdisciplinary projects, thematic debates, the celebration of an intercultural holiday and the use of theatre as a didactic method for experiential learning. These activities aimed to encourage intercultural dialogue and to cultivate an open attitude toward cultural otherness. As a result of the experiment, a pedagogical model for developing intercultural competence in high school students was created, which is briefly presented in this article.
The reception of literary texts constitutes a complex process of interpretation and understanding, in which the reader mobilizes cognitive, affective, and cultural competencies to construct the meaning of the artistic message. In the context of high school education, the development of reading and literary interpretation skills represents one of the essential objectives of literature study, contributing to the formation of students’ critical thinking and aesthetic sensitivity. The present study aims to analyze the main dimensions influencing the reception of literary texts by high school students, with a focus on cognitive, affective, and pedagogical factors involved in the interpretive process. The research methodology is based on the analysis of specialized literature in reception theory and literature didactics, as well as on investigating students’ perceptions regarding reading literary texts. The results highlight that students' understanding and interpretation of literary texts are influenced by their cultural experiences, the teaching strategies used in the educational process, and their motivation to read. Moreover, the study emphasizes the role of interactive teaching methods, which can stimulate students’ active participation and contribute to the development of an authentic relationship with literature. In conclusion, optimizing the literary text reception process requires an integrated pedagogical approach, aimed at developing interpretive competencies and fostering interest in reading.
