Creative writing can be characterized as a complex blend of imagination, linguistic competence and narrative craftsmanship which traditionally was considered as an inherent talent, but which is now more widely recognized as a skill that can be cultivated through structured practice and organized instruction. This paper focuses on the art of creative writing from an interdisciplinary perspective, integrating insights from literary theory, cognitive psychology and educational studies, taking into account imagination as a driving generative force and examining storytelling as the framework that gives coherence and meaningful substance to creative expression. Based on scholarly research and critical analysis, the study emphasizes that creative writing operates simultaneously as both an art and a craft, requiring a balance between intuitive creativity and acquired technique. Through an exploration of the writing process, pedagogical approaches and the cultural role of storytelling, the transformative impact of creative writing on both individuals and society as a whole is emphasized in this article.
Immersive technologies have become increasingly important in the audiovisual sector and have significantly transformed the way in which content is created and experienced by audiences. In today’s media landscape, communication increasingly involves the active participation of the audience. Against this backdrop, this article presents a state-of-the-art analysis of the main immersive technologies used in the audiovisual sector, such as virtual reality, augmented reality, mixed reality, extended reality, 360° video, spatial storytelling, volumetric video, motion capture and generative artificial intelligence. The analysis examines the main areas of research and application of these technologies and how they are transforming the relationship between content, creators and the public. A key aspect is the transformation of how audiovisual stories are created. New technologies enable the creation of more interactive and spatial narratives, in which the user can play a more active role. Thus, the sense of presence, the ability to make decisions and the sensory experience become key elements of communication. The study highlights both the advantages of these technologies for the development and innovation of audiovisual content, and the main challenges. These include high production costs, limited access to certain technologies, the need for new professional skills, and ethical issues relating to the use of artificial intelligence.
This study extends previously published analyses of the same cross-sectional dataset by examining whether psychological and academic correlates of social media engagement vary across social networking platforms. Whereas Seceleanu, Șunda, and Garabet (2026) focused on a general mechanism linking social media addiction to affect, authenticity, self-image, academic performance, and flourishing, the present secondary analysis focuses on platform-specific heterogeneity and on sincerity and self-esteem as distinct self-evaluative variables. The analytic sample comprised 940 participants aged 18–72 years (M = 31.00, SD = 11.35). Measures included the Bergen Social Media Addiction Scale (BSMAS), Positive and Negative Affect Schedule (PANAS), PAS subscales for sincerity, self-esteem, and gratitude, the Academic Performance Scale, and the Flourishing Scale. Platform use was examined for Facebook, X/Twitter, Instagram, TikTok, LinkedIn, Snapchat, Discord, Twitch, and Reddit. Higher BSMAS scores were associated with use of Instagram, TikTok, Snapchat, and X/Twitter, while platform-specific patterns also emerged for sincerity and self-esteem. Indirect association models suggested that affect and sincerity were related to self-esteem and that self-esteem, in turn, was associated with academic functioning and flourishing. Because the design is cross-sectional and the platform analyses are exploratory, the findings should not be interpreted causally. The results extend the earlier mechanism-based study by showing that the psychological correlates of social media engagement may differ according to platform context and self-presentational dynamics.
This paper analyze the role of memory in the construction of identity in Pedro Almodóvar's Julieta (2016) and Pain and Glory (Dolor y Gloria, 2019). Through a comparative textual and narratological analysis, I will examine how both films portray memory as a way through which loss and emotional suffering are reinterpreted and transformed into narrative and artistic creation. Drawing on Paul Ricoeur's theory of narrative identity and Cathy Caruth's concept of trauma, I will argue that the protagonists reconstruct their identities through acts of remembrance triggered by bereavement, physical pain, depression, and the enduring relationship with their mothers. Particular attention is paid to the autobiographical dimension of Pain and Glory, the melodramatic aesthetics characteristic of Almodóvar's cinema, and the intersection between autobiography and autofiction. Overall, I will demonstrate that memory functions as the central organizing principle of both films, allowing the director to transform personal experience into a particular reflection on identity, trauma, nostalgy and motherhood.
Teachers play an important role in enhancing Inclusive Education (IE). This study explored primary teachers’ perceptions of inclusive dimensions of quality educational processes and examined how these perceptions informed their classroom practices. Semi-structured interviews in a qualitative approach were conducted to understand how teachers enacted IE implementation, pedagogy, and assessment. Thematic analysis revealed four themes: (w)holistic purpose teaching, thematic teaching, blended instructional methods, and localised and contextualised assessment. Teachers demonstrated a strong awareness of inclusive principles and applied them consistently, focusing on learners’ cognitive, physical, and spiritual development. The use of contextualised blended learning assessment contributed to high academic performance in Grade Seven. These findings show the potential of teacher-driven inclusive practices in promoting equitable learning outcomes which aligns with Sustainable Development Goal 4.
