An effective school environment contributes to identifying students’ specific needs and promoting a positive climate for learning. Bullying represents an important factor that can negatively affect students’ motivation, emotional skills, attention, and overall attitude. This study aims to investigate the influence of the school climate on the negative emotional effects of bullying in preadolescence. For this purpose, a sample of 214 preadolescent students (5th to 8th grade, secondary schools) completed a questionnaire assessing school climate, bullying in terms of aggressiveness, victimization, positive behaviors, and depressive symptoms. The findings indicate that school climate is negatively associated with aggressive behaviors, victimization, and depression, and positively associated with positive behaviors. Additionally, depression has a significant positive correlation with aggression and victimization, as well as a significant negative correlation with the manifestation of positive behaviors. Mediation analysis indicated that bullying, through aggressiveness and positive behaviors, but not through victimization, mediates the relationship between the school climate and depressive symptoms. These results highlight the essential role of the school climate, be it positive or negative, in understanding the phenomenon of bullying and its emotional effects, such as depression. Integration in the class group, the feeling of safety, and the existence of authentic friendships contribute to reducing the risk of depressive states among students. Future research could analyze the influence of psychosocial factors such as social support, emotional regulation, or self-esteem in the relationship between school climate and depression

This study explores the experiences and perceptions of English as a Foreign Language (EFL) master’s students in using cognitive-behavioral strategies to promote psychological resilience during the dissertation writing process. Many students face a high level of stress, anxiety, academic burnout, low motivation, time mismanagement, and procrastination. These factors affect their mental health and hinder their ability to meet the demands of academic writing. The current study adopts a phenomenological approach to investigate participants' experiences and challenges in completing their master’s dissertations. Data were gathered through semi-structured interviews and reflective journals. The findings reveal that cognitive-behavioral strategies such as planning, self-reflection, and breaking down tasks were not consistently used by participants to manage stress and overcome psychological and academic adversities. This inadequate and often unconscious use of strategies negatively affected their ability to effectively cope with academic pressure. However, a consistent application of these strategies plays a critical role in fostering psychological resilience and improving students’ coping mechanisms. The study underscores the relevance of psychological interventions and counseling services to address students’ needs and challenges

Parental stress is a significant factor that influences family dynamics and child development. This paper explores how parental stress affects children’s academic performance. Based on data from 92 parents, the study shows that high levels of stress are linked to lower school achievement, especially in rural areas. It examines the causes of stress - such as educational pressure, lack of time, and limited support - and its impact on the parent-child relationship. We will also analyse how parents with a positive attitude toward their child's performance and a strong social network can contribute to their child's development and how the most common causes of parental stress can affect parents' attitudes toward their child's performance. The purpose of this research is to offer suggestions for reducing the negative effects of parental stress on children and to help parents support their children in their academic and personal development.

Motivation is an important lever in the process of individual self-regulation. The effectiveness of the teaching-learning process is closely linked to the teaching staff’s motivation level. An unmotivated teacher is an ineffective teacher. Furthermore, teacher motivation translates directly into student motivation. The study aimed to investigate the influence of teacher motivation on students' motivation and, implicitly, on students' performance. y cultivating high motivation among teachers, student motivation can be positively influenced, contributing to a productive and stimulating educational environment. Thus, educational institutions should pay particular attention to the factors that influence teacher motivation, promoting their professional recognition, providing opportunities for professional development, and ensuring an optimal working environment. There is an interdependency relationship between motivation and job satisfaction. When teachers are motivated at their workplaces, they feel professional satisfaction and fulfilment.

Generative artificial intelligence (GAI) is a recent technology with valuable contributions to many educational fields, including initial and continuing teacher education. An essential component of teacher training is related to lesson planning, namely the step-by-step anticipation of the stages of educational actions, integrating strategic decisions about what students will learn and how they will learn. Developing lesson planning skills is a complex process that takes place over years of initial and continuing training, through theoretical courses and consistent teaching practicum. The major goal of this article is to present prompting-engineering good practices that contribute to innovative and relevant lesson planning. Access through GAI to a huge amount of theoretical data offers the unique opportunity to facilitate the construction of lesson plans according to the many existing psycho-pedagogical frameworks from the research literature. Psycho-pedagogical models and theories can be quickly accessed, and GAI offers the unique opportunity to generate lesson scenarios taking into account both psycho-pedagogical and disciplinary knowledge in an explicit manner.

In line with the current educational revolution, numerous high-tech devices have infiltrated the educational systems. Although it falls under the umbrella of the 21st century, the English language proficiency among many learners remains lagging. There is no doubt that many learners studying English as a Foreign Language face hurdles concerning grammar acquisition. In fact, the inherent nature of grammar has made it difficult to master due to its intricacy, which is why gamification has recently been widely adopted in English teaching as a teaching method. Thus, the present research work sought to examine the usefulness of games in enhancing grammar among EFL students. To this end, a total of 40 students took part in this research work. They were divided into two groups: an experimental group and a control group. This study has adopted a mixed-method approach for analysing quantitative and qualitative data. It involves analysing quantitative data collected from the pre-test and post-test for grammar proficiency and qualitative data from students’ surveys. In addition, the acquired information was examined using descriptive and inferential statistics, which comprised two paired and one independent samples t-test. Numerical results exposed that the experimental group did better than the control one, showing a remarkable enhancement in the grammar competencies of EFL learners who engaged in gamified instructional activities in comparison to learners receiving traditional class instruction. Moreover, the investigation placed special emphasis on the improvement of learner participation and engagement alongside their positive attitude towards the learning of grammar.

The excessive use of smartphones can lead to significant physical, psychological, social, and academic problems and may create the conditions for the development of pervasive emotional and behavioral disorders. Over the past two decades, substantial scientific evidence has accumulated regarding the factors associated with smartphone addiction, as well as the consequences of this dysfunctional behavioral pattern. The correlational study presented here aimed to determine the predictive role of depression, anxiety, and psychological stress in explaining smartphone addiction among preadolescents and adolescents. Additionally, the study sought to identify the contribution of smartphone addiction to the occurrence of sleep disturbances. A standardized protocol (k = 71 items) was administered to 356 students in grades 5-8 to operationalize the main variables in regression models, with smartphone addiction and sleep quality as the criterion variables. Gender and participants’ place of residence had statistically significant effects on sleep quality but not on smartphone addiction. Depression, anxiety, and psychological stress demonstrated moderate positive correlations with smartphone addiction. Smartphone addiction was positively associated with lower sleep quality. Regression models revealed significant predictive contributions from depression, anxiety, and psychological stress, which together explained 20.7% to 23.6% of the variance in students’ smartphone addiction score. Conversely, smartphone addiction accounted for 20.2% of the variance in students’ sleep quality. The study’s findings are interpreted in relation to mechanisms that may explain the links between the factors contributing to smartphone addiction and the consequences of this problematic behavior.

Despite numerous initiatives in recent decades, there is still a shortage of approximately 449,300 STEM professionals in Germany. Furthermore, the increasing digitalization of all areas of life is increasing not only the demand for IT professionals but also the requirements of companies and employees with digital expertise. In line with this development, there are calls to strengthen the use of digital media in schools. In particular, simulations offer great potential for science lessons due to their high degree of interactivity and similar characteristics to experiments. A comprehensive literature review was conducted to identify research gaps. A multistage process, which included a title analysis, abstract analysis, and full-text analysis, was employed to analyze 42 full texts. These were qualitatively evaluated and discussed. The majority of studies looked at simulations in isolation or compared simulation-based teaching with other forms of learning. It was found that simulations promote self-efficacy and knowledge growth, among other things. However, no clear conclusions could be drawn with regard to interest and cognitive load.

This paper aims to present an innovative perspective on social and educational policies, in accordance with changes at the European and international levels. A multidimensional analysis of the concepts of social and educational policies is carried out, on the one hand, as well as the main general and specific guidelines, on the other hand. The framework of educational policies is approached in an integrative vision, in which content, context, process, stakeholders, and process are closely correlated. Social policies are described as a set of regulations, measures, and activities aimed at promoting individual, family, and community well-being. The pillars of educational and social policy are also described both at a general level (social security, health, education, employment, housing) and under a specific aspect (pensions, sustainable development). The directions of action of educational policies in the context of the Romanian education reform are captured. Therefore, a holistic perspective on social and educational policies is offered to respond to the challenges of the current curricular reform.

In today's knowledge-based society, young adults need to work on their social and emotional skills to grow both personally and professionally. This study, grounded in empirical evidence, reflects students' perceptions regarding the degree of guidance received in clarifying their career choices and in augmenting their socio-emotional competencies pertinent to their labor market adaptation. The program aims to support students in their transition into the workforce and improve their personal and professional growth. The study used a mixed-methods approach, quantitative and qualitative, structured into a feedback questionnaire, administered to 137 third-year undergraduates at Politehnica University. The qualitative approach emphasizes a wide range of development levels in students’ perceptions and feedback, covering aspects of real life, from higher self-awareness, improved emotional control, stronger communication and interpersonal skills, and strengthened self-confidence to greater clarity in professional choices. Keeping emotional balance, managing stress properly, and attempting to achieve better well-being remain the key socio-emotional skills that help students create a more favorable academic environment. Universities should investigate appropriate policies to integrate emotional well-being into their vision of development, especially referring to the introduction of mental health programs, peer-support networks, and staff training centered on effective communication skills.