Population ageing is a major demographic shift of the 21st century, creating significant challenges for healthcare systems and nursing education. As the number of older adults grows, understanding how future healthcare professionals perceive ageing becomes increasingly important. Nursing students’ attitudes toward older adults can influence the quality of care they provide and their willingness to pursue geriatric nursing. This study explores nursing students’ perceptions of older adults’ mental health, quality of life, and depression symptoms using a mixed‑methods design. Sixty students enrolled in an academic nursing program in central Israel participated in the quantitative phase, completing two validated measures: the Mental Health Continuum–Short Form (MHC‑SF), assessing emotional, social, and psychological well‑being, and the CES‑D scale, assessing four categories of depression symptoms. Quantitative analyses included repeated‑measures ANOVA, Pearson correlations, and multiple regression. Qualitative interviews with a subgroup of students provided deeper insight into their views on ageing and well‑being. Findings show that students did not significantly differentiate between emotional, social, and psychological aspects of older adults’ mental health, suggesting they view mental well‑being in later life as a unified construct. However, they distinguish between types of depression symptoms, perceiving depressed affect and somatic or retarded activity as more salient indicators than lack of positive affect or interpersonal difficulties. Overall, the study underscores the need to strengthen gerontological content in nursing education. Enhancing students’ clinical exposure to older adults and improving training in recognizing diverse mental health and depression symptoms may help reduce age‑related stereotypes and foster more balanced professional attitudes toward ageing populations.
Health system resilience has emerged as a critical competency in health management education, yet pedagogical frameworks for teaching resilience through structured comparative analysis remain underdeveloped. This study addresses this gap by developing and demonstrating a replicable educational framework that integrates organizational resilience theory with comparative health policy analysis, specifically designed for graduate-level health management, public health, and public administration curricula. The study makes three distinct contributions to international health management education. Conceptually, it provides a unified analytical framework integrating macro-level policy analysis with meso-level institutional outcomes, enabling multi-scalar resilience teaching. Methodologically, it models rigorous secondary analysis research design accessible to graduate students in resource-constrained environments, supporting research literacy development. The pedagogical applications are immediate and concrete: the framework can be integrated directly into health systems governance courses, policy analysis modules, and crisis management curricula; the comparative findings provide structured case teaching material suitable for problem-based learning exercises; and the methodological transparency supports student-led comparative research projects. By explicitly connecting theoretical constructs, empirical evidence, and pedagogical implementation, the study advances evidence-informed curriculum development in health management education and provides a model for translating health systems research into teaching practice.
Teachers' occupational stress is an important topic in educational research, with implications for their well-being and performance. This study analysed the relationship between grit, defined as passion and perseverance for long-term goals, and the perception of occupational stress among primary school teachers in Romania, in the context of school year reorganisation from 2 semesters to 5 modules. This exploratory cross-sectional study included a sample of 158 primary education teachers from the northwestern region of Romania. Work-related stress was assessed through a questionnaire adapted from "School Teachers Job Stressor Scale" (Naono-Nagatomo et al., 2019), and the grit level was measured using the scale developed by Duckworth (2016). The results revealed differentiated levels of occupational stress, the highest being associated with the reorganisation of the academic year. The correlation analysis indicated significant negative relationships between grit levels and certain stress dimensions, particularly self-assessment of professional skills and peer relations, while the relationship with the overall stress was not significant. The qualitative data supported these findings, suggesting that grit facilitates stress management in specific contexts without equally influencing all dimensions of work-related stress. These preliminary findings emphasise the multidimensional nature of occupational stress and highlight the need for future research with larger, more representative samples to replicate and extend these associations.
Assistive technology represents an integral part of contemporary approaches in special education practice and is recognized within the system of inclusive education. In recent years, 13 resource centers in Serbia have been established to support children with developmental disabilities and their families in AT implementation. The aim of this study was to examine the attitudes and self-reported perceptions of competence, barriers, and beliefs of special educators employed in resource centers regarding the use of assistive technology in their practice. The study used the Attitude Towards Assistive Technology Scale and a custom-designed questionnaire assessing competencies, beliefs, and perceived barriers to AT use. The sample included 110 participants. The attitudes of special educators toward the use of assistive technology were predominantly positive. Regarding their self-reported perceptions related to AT use, a positive perception of its benefits was observed, as well as the identification of areas that represent challenges and limitations in its application. Most participants expressed a need for additional professional development in this field. Special educators hold positive attitudes toward the use of assistive technology and report diverse self-reported perceptions of competence, barriers, and beliefs related to AT implementation. There is a need for further education, access to relevant information, and improved availability of resources.
This article presents the concept for the development and practical application of a method for solving professional problem situations in the activities of cooks in extreme conditions. Current realities are characterized by the emergence of professional contexts that go beyond the standard technical and technological processes of the food industry and can be qualified as extreme: military actions, natural disasters, man-made accidents, humanitarian crises, and disruptions to logistics or energy supply. Such conditions significantly transform the professional activities of cooks, as they create situations where traditional technologies, resources, and operating modes become inaccessible or unstable. This leads to the emergence of production problem situations that require the search for variable solutions while maintaining the need to ensure safe and adequate nutrition for consumers. This has actualized the need for theoretical substantiation and definition of the concept of "production problem situations in the extreme conditions of a cook's professional activity." A method based on a structural-functional model for describing a production problem situation is proposed for solving this type of situation. The method allows for determining the essence of the problem, identifying the element of the activity structure that generates it, and accordingly selecting effective ways to solve it and evaluate the obtained results. The practical implementation of the method is illustrated by the example of solving a problem situation related to organizing food preparation in a temporarily converted logistics center for evacuated persons under conditions of an unstable number of consumers, uneven arrival of people, and periodic interruptions in water and energy supply. The proposed method can be integrated into educational programs as a tool for training students to analyze and resolve production problem situations that arise in non-standard working conditions.
In the context of increasing global emphasis on sustainability education, integrating environmental competences into foreign language instruction represents an important interdisciplinary strategy. This study examines the effectiveness of a structured educational intervention aimed at developing environmental literacy in intermediate-level English language classrooms. A quantitative quasi-experimental design with a pre-test/post-test structure was implemented. The study involved 70 undergraduate students enrolled in English language courses at “Ion Creangă” State Pedagogical University of Chișinău. Environmental literacy was assessed using a structured environmental literacy questionnaire measuring knowledge, attitudes, and skills, complemented by a structured environmental knowledge test. The intervention lasted eight weeks and integrated sustainability-related content through Content and Language Integrated Learning (CLIL), Task-Based Learning, and Project-Based Learning strategies. Statistical analysis using mixed ANOVA and independent samples t-tests revealed significant improvements in overall environmental literacy and in all measured dimensions. Effect size indicators demonstrated large practical effects, confirming the meaningful impact of the intervention. The results indicate that the deliberate integration of sustainability topics into language instruction is associated with significant gains in students' environmental literacy. While linguistic proficiency was not formally measured, the pedagogical integration suggests a viable pathway for interdisciplinary instruction. Additionally, it illustrates that language instruction can promote interdisciplinary collaboration in accordance with the tenets of instruction for Sustainable Development (ESD). In this perspective, the study underscores the current and prospective significance of language education in enhancing awareness and fostering responsible attitudes towards sustainability objectives. The investigation is carried out within the research project "Integrating and promoting green education in the initial training of English language teachers", strategic priorities: societal challenges, strategic direction: Innovative Educational Technologies and Products, with the code 25.80012.0807.56SE, which studies integrated approaches to green education in English language learning contexts..
Assistive Technology (AT) is a vital tool for adapting educational programs to the specific needs of children with developmental disabilities due to its growing accessibility. However, its successful implementation depends on teachers’ knowledge and prior experience within the school setting. This research surveyed 203 participants in order to compare how mainstream and special education teachers perceive their own AT skills. A translated and modified version of "The Questionnaire of Teachers' Knowledge on the Use of Assistive Technology " was used in order to collect the relevant data. The results indicate only partial familiarity with the usage of AT in schools. There were no significant differences found regarding stress, time requirements, impact on student achievement and the years of experience, however special educators perceive their knowledge to be greater than teachers employed in mainstream schools. These findings indicate that education, training and cooperation between both institutions are imperative and should be facilitated via established resource centres. By integrating AT, children with special needs can acquire necessary lifelong skills, expand vocational opportunities, and improve their overall inclusion in society.
Having contact with nature is widely recognized as beneficial to psychological well-being. However, youth today are spending increasing amounts of time on electronic devices, thus leading to a gradual distancing from natural environments and green nature. Indeed, many young people are all too willing to embrace a digital lifestyle under the impression that this will lead to greater happiness than spending time in nature. To better understand how contact with nature contributes to happiness among young people, a study involving 231 youths – all university students – from Sabah, Malaysia, aged between 18 and 30 years, was conducted. This study found that contact with nature, as measured by the Nature Relatedness Scale, explained 5% of the variance in self-reported happiness. This finding demonstrates that happiness can be derived through connection and relatedness with nature. Notably, connectedness with nature – per the Nature Related Scale – was assessed across three dimensions, i.e., self, perspective, and experience. To be sure, this research serves as a salient reminder to young people that having contact with natural environments remains important despite the growing influence of digital environments. Accordingly, the findings of this study support recommending contact with nature as a practical means of promoting happiness and general mental well-being among youth.
The contemporary positive-psychology perspective departs from a purely deficit-based account of well-being. Instead of defining it by what is absent, namely distress, it characterizes well-being through several facets of functioning: the emotional, the psychological, and the social. In the Romanian context, research on psychological well-being has primarily relied on instruments measuring either subjective well-being or eudaimonic well-being. These instruments address important facets of well-being, but the model Martin Seligman proposed reaches further. Grouped under the label PERMA, its five elements are positive emotion, engagement, the quality of one's relationships, a sense of meaning, and a sense of accomplishment. The validated Romanian version of the PERMA-Profiler would facilitate research on flourishing, evaluation of well-being in clinical and non-clinical samples and would enable cross-cultural comparisons with international studies and intervention based on PERMA theoretical model. The present study aims at translating, culturally adapting and validating the PERMA-Profiler for use with Romanian populations. Although the evidence remains preliminary, it points to the Romanian version of the questionnaire as being both reliable and valid. These findings suggest that the PERMA-Profiler can be used as a multidimensional tool for assessing psychological flourishing in Romanian populations. The availability of a validated Romanian version may facilitate future research on well-being and enable cross-cultural comparisons within the field of positive psychology.
This article examines the relationship between Jean-Jacques Rousseau’s personal life experiences and the educational framework he developed in Emile. While Rousseau is widely acknowledged as a major influence on early childhood education, the connections between his biography and his pedagogical principles are often treated in a general or descriptive manner. This study seeks to explore how key elements of his life—such as early experiences of loss and abandonment, formative encounters with nature, and unsuccessful teaching attempts—may have informed the structure and intentions of his educational thought. Based on an analysis of Rousseau’s autobiographical writings alongside Emile and relevant secondary scholarship, the paper argues that his approach to education cannot be reduced to a simple endorsement of freedom or natural growth. Instead, Rousseau’s model reflects a carefully designed balance between guidance and autonomy, shaped by personal tensions and contradictions. The study also considers how contemporary preschool approaches, including Montessori, Reggio Emilia, and nature-based education, draw upon Rousseau’s ideas. It suggests that although these models inherit important elements of his philosophy, they often present a more streamlined and less paradoxical version of his educational vision.
This study aimed to investigate gender-related differences in postural malalignment and musculoskeletal pain by analyzing postural body angles, their associations with anthropometric and occupational variables, and the intercorrelations between postural parameters and pain intensity in a group of 82 police officers employed by the Ministry of Internal Affairs in Romania. Using a cross-sectional observational design, significant gender differences were identified in anthropometric and occupational characteristics. Significant gender-related differences were observed in postural alignment and musculoskeletal pain patterns, with females presenting greater cervical and pelvic malalignment, whereas males demonstrated greater thoracic spine length and knee flexion angle values. These findings support the concept of global postural malalignment as an integrated biomechanical phenomenon and highlight the importance of gender-specific approaches in postural assessment, prevention, and rehabilitation practice in occupational settings. The educational significance of the present study resides in its potential to support the development of evidence-based physical training curricula, ergonomic education initiatives, and preventive physical therapy programs within law-enforcement institutions. By identifying gender-specific patterns of postural malalignment and musculoskeletal symptoms, the findings provide relevant information for the design of targeted educational and corrective interventions aimed at promoting postural health, preventing musculoskeletal dysfunction, and enhancing occupational readiness among border police officers. Furthermore, the results may provide valuable insights for occupational health education by informing gender-sensitive approaches to postural assessment, injury prevention, and rehabilitation, which are associated with the promotion of long-term physical well-being and professional performance among personnel exposed to sustained occupational demands. Importantly, the findings of the present study will be incorporate into the development of a training manual addressing physical preparation strategies for police operational activities, highlighting their practical educational value and direct applicability within law-enforcement training contexts.
This study investigates cultural attitudes and values across respondents from the United States and Romania. Drawing on cross-cultural psychology, modernization theory, and comparative survey methods, the research applies descriptive statistics, chi-square tests, and Likert-scale analyses to identify areas of convergence and divergence between the two societies. The sample included 315 participants, of which 164 American and 151 Romanian students, attending master's programs in the fields of social work and psychology. In this research, we aimed to identify the main sets of values, principles, or attitudes acquired through university educational programs, which prepare graduates to practice their profession internationally. Results indicate both similarities in broad cultural orientations and significant differences in value priorities, with implications for theories of cultural persistence, modernization, and democratic development. The findings contribute to the growing literature on cross-national survey research and highlight methodological considerations for comparative studies.a
The study focuses on identifying factors related to the subjective sense of happiness and life satisfaction among children and adolescents from marginalised communities in Slovakia in the context of online risks. The research sample consisted of 777 respondents aged 11–18 (M=14.8; SD=2.2). Data collection was conducted in the fall of 2024 via online questionnaires in a school setting. The results of the analysis using classification trees showed that the strongest negative predictor of subjective happiness in the entire sample is exposure to toxic online content, e.g., self-harm, violence, or drugs. In the subset of respondents at risk of material deprivation, cyberbullying as a victim is the dominant risk factor. The key protective factor associated with the highest level of subjective well-being is the presence of parental monitoring of online activities. Paradoxically, the average level of life satisfaction among respondents (M=3.19) was higher than that of the general population (M=2.83), which may indicate specific adaptive mechanisms to disadvantaged living conditions. The findings highlight the need for targeted cyberbullying prevention and the strengthening of parental mediation in socially disadvantaged environments.
The aim of this article is to investigate the educative function of psychoanalysis and religion in shaping human self-understanding, moral responsibility, and the integration of unconscious processes into conscious life. More specifically, the study seeks to demonstrate how the theories of Sigmund Freud and Carl Gustav Jung, although developed in distinct conceptual frameworks, converge in revealing that human formation is not limited to rational instruction, but fundamentally depends on the recognition, interpretation, and regulation of unconscious forces.It was designed as a qualitative, theoretical, and hermeneutic analysis of selected psychoanalytic, religious, philosophical, and literary texts dealing with the concepts of the unconscious, evil, the Devil, the Antichrist, and the Self. The methodological approach combines historical contextualization, conceptual analysis, and comparative interpretation. Starting from Freud’s post-First World War reflections, the study shows how psychoanalysis becomes a form of moral education by teaching the subject to recognize unconscious impulses, guilt, ambivalence, and the fragility of rational control. Freud’s concepts of the death drive, group regression, and paternal substitution are analyzed as pedagogical tools for understanding how civilization can be threatened by uncontrolled instinctual forces. Particular attention is given to Freud’s interpretation of Christoph Haizmann’s pact with the Devil, understood as a demonological neurosis generated by the loss of the father. In this context, the Devil functions as a negative educative figure, revealing the dangers of desire detached from moral authority and responsibility. The Faustian myth is also interpreted as a cultural pedagogy of limits, illustrating the consequences of excessive ambition, unregulated freedom, and the pursuit of knowledge or creation without ethical integration. The article then contrasts Freud’s demystifying approach with Jung’s symbolic interpretation of evil. In Jung’s Aion, the Self appears as the archetype of psychic totality and integration, while Christ and Antichrist represent two opposed educational models: ethical unification versus domination by the Shadow. Religion, therefore, is not treated merely as doctrine, but as a symbolic system that guides the psyche toward moral discernment, responsibility, and inner balance. The study concludes that psychoanalysis and religion share a profound educative function. Both help the individual identify, interpret, and integrate hidden psychic forces that may otherwise lead to guilt, violence, fragmentation, or moral failure. Their common pedagogical value lies in revealing the human being as fragile, ambivalent, but transformable, permanently situated between instinct and meaning, Shadow and Self. In conclusion, viewed from the perspective we have proposed in the present work, psychoanalysis and religion are no longer two incompatible things, but ways of symbolically revealing deeply human truths. Thus, the educative role of psychoanalysis and religion converges in their shared aim, meaning to help the individual confront and integrate the reality of evil.
The article outlines the content, functions, elements, and goals of gamification, as well as the importance of game models, video games, computer games, and digital applications in higher education. The main elements of the gamification structure are highlighted. The advantages and risks of using gamification in higher education are discussed. The features of end-to-end and point or partial gamification are described. Determining the actual state of preparation of future specialists in the higher education process for the use of gamification was the goal of the ascertaining stage of the experimental part of the work. Analysis of future specialists' readiness levels for the specified phenomenon, conducted using the specified criteria and indicators, indicates the need to establish pedagogical conditions that form the basis of an effective system of professional training for specialists, based on an assessment of the state of the issues under study. Thus, the successful implementation of the developed system and the pedagogical conditions were facilitated by the experiment's formative stage. Comparison of the dynamics of changes and research results between the control and experimental groups demonstrated, at the final stage, a positive effect of the implemented methods and pedagogical conditions. Recommendations have been developed for the application of gamification in higher education to strengthen the educational process.
The purpose of ethical education is to develop critical thinking skills and cognitive capacities that a This study was carried out among students at Politehnica University of Timișoara, România, exploring their perceptions of women's rights and freedoms as well as gender relations both in Romania and Afghanistan, a country they primarily know through media representations. The main research objective was to gather insights into Romanian students’ perceptions of gender issues within the distinct political and cultural contexts of the two countries. To facilitate this analysis, a questionnaire comprising 34 variables was administered, enabling a comparative examination of gender perceptions in Romania and Afghanistan. The findings revealed significant differences in how women's rights and freedoms are perceived in the two nations. In Romania, factor analysis identified four key dimensions: women's rights, violations of gender behavioral norms, sanctions for behavioural deviations, and punishment of women for adultery. In contrast, the analysis of Afghanistan revealed three main factors: women's rights, sanctions against men for behavioral deviations, and punishment of women. These results underscore the contrasting frameworks through which gender issues are understood in Romania and Afghanistan, reflecting deeper societal values and norms. Ultimately, this research highlights the critical role of context in shaping perceptions of gender rights, suggesting that students' views are influenced not only by their personal experiences but also by external narratives about different cultures.
The present research investigates the cognitive profile of children diagnosed with dyslexia, focusing on the development of visual-spatial abilities such as mental rotation and visual attention. The objective of the study was to explore how children with dyslexia perform in comparison to typically developing children within the 8 to 13 age range. The group of participants was 87 students, 19 of whom were diagnosed with dyslexia. A quasi-experimental quantitative design was employed, with independent variables including age, sex, and dyslexia diagnosis, and dependent variables represented by scores on mental rotation and visual attention tasks. Findings indicate a positive correlation between age and performance on mental rotation tasks, suggesting that these abilities improve with cognitive maturation. No significant gender differences were found in mental rotation performance, although boys achieved slightly higher scores in egocentric rotation tasks. Children with dyslexia performed significantly lower than their non-dyslexic peers in visual attention tests, confirming the presence of attentional deficits associated with dyslexia. Interestingly, dyslexic participants demonstrated relatively strong results in object-based and 3D mental rotation tasks, suggesting possible compensatory mechanisms or enhanced processing in realistic spatial contexts. Overall, the results contribute to the understanding of cognitive variability in dyslexia and highlight the importance of assessing nonverbal cognitive skills. These findings may support the design of early, evidence-based intervention programs tailored to the specific cognitive profiles of children with dyslexia.
The CNFIS-FDI-2025-0489 project, "Integrated strategies for counselling young people at academic risk" (PRO-EDU@UBc) consolidates the efforts previously made by "Vasile Alecsandri" University of Bac & abreve;u (UBc) regarding social inclusion policy and reducing university dropout rates, especially among young people from disadvantaged backgrounds. The problems faced by the academic environment regarding inclusive education have led universities to develop their own intervention mechanisms to increase access to education, combined with packages of measures to support students from disadvantaged backgrounds in completing their studies. This study uses a multi-method qualitative design, combining document analysis and literature review with a descriptive institutional micro-case study. The latter aims to illustrate some of the strategies for addressing university dropout over the last 14 years at the UBc, at the Bachelor's and Master's degree levels. The results presented reflect the trends in university dropout and contribute to the identification of possible future strategies that could support intervention in academic management.
Inclusive education in higher education is often addressed through institutional strategies and policy frameworks, while less attention is paid to how inclusion is experienced by students in everyday academic life. This study adopts a student-centered perspective to examine perceptions of inclusion among first-year university students enrolled in programs oriented toward education and related helping professions. Focusing on students at the beginning of their studies enables the capture of early encounters with institutional culture, accessibility, and support structures, while establishing a baseline for planned longitudinal follow-up research. Using an online survey design, data were collected from 117 first-year students and analysed using descriptive statistical methods. The questionnaire examined key domains of inclusion, including institutional climate, diversity and equality, gender sensitivity, digital accessibility, participation, support for individual educational needs, and physical accessibility. The findings indicate a clear pattern in which inclusive values and interpersonal climate are evaluated positively, whereas structural and material aspects of inclusion, particularly physical accessibility and systematic support for individual needs, receive lower ratings. The results point to a persistent tension between inclusive culture and institutional conditions in higher education, with implications for the preparation of future professionals for inclusive practice.
The primary aim of this study was to compare the effects of DNS and conventional core training on intra-abdominal pressure (IAP) across selected postural positions. A total of 20 healthy university students were assigned to two intervention groups in a parallel-group design. Group E1 underwent DNS training (mean age = 19.95 t 0.79 years), while Group E2 performed conventional core training (mean age = 21.77 t 1.77 years). IAP was measured using the Ohmbelt device in two postural tasks, sitting and forward lean, representing increased postural demand. The intervention lasted 4 weeks, with sessions held three times per week. In Group E1, diaphragmatic test values increased from 59.5 g (SD t 22.6) to 69 g (SD t 25), while in Group E2, values rose from 66.3 g (SD +/- 23.59) to 75.1 g (SD +/- 20.64). Forward-lean test values in the DNS group increased from 113.9 g (SD +/- 39.5) to 134.9 g, and in the CORE group from 110.2 g to 141.2 The overall increase in IAP was 18% in the DNS group and 28% in the CORE group. assessment proves to be a relevant diagnostic and monitoring tool for postural and musculoskeletal function. Both DNS and conventional core training resulted in improvements IAP, with conventional core training showing a greater relative increase. Beyond their biomechanical relevance, these findings highlight the educational value of understanding different stabilization concepts, enabling students of sport sciences and physiotherapy critically evaluate, select, and apply trunk stabilization strategies in performance enhancement, rehabilitation, and preventive care.
