March 11, 2020 was the day when in Romania the pandemic moved school classes online. Nobody had the slightest idea that we were facing an entirely new situation. An invisible enemy (Covid-19) started to spread fear, changed rules and behaviors. Most of us gave up natural gestures, changed our way of working, vacations were different or didn t take place at all, in short, we adapted to a different lifestyle. The school and the children were struck by the pandemic in a very particular way. Schools closed and no one knew what was coming, because no one was prepared for something like that. The consequences were unsuspected, for the students, parents and teachers alike: they all found themselves in an unpredicted situation. The shock was strong. The Romanian education system had to adapt along the way, to enter, for the beginning, in the virtual, online or hybrid meeting. The communication difficulties, at least at the beginning, were very high. Even now, the shortages of the pandemic period are being felt. But, despite all these, the school had to go forward, to function. The directions of action were and are multiple, involving various scenarios. Although even today this enemy has not disappeared, teachers, parents, students and education specialists continue to find plausible scenarios for the good functioning of the school and society.

In modern pedagogy, the concept of teaching has acquired a lot of new meanings and has had numerous interpretations, but also reinterpretations. The redefinition of teaching is imposed by the transition process from transmission pedagogy to active and constructive pedagogy, oriented in the direction of effective learning, immediately, but also in the medium and long term. Thus, the relationship between teaching and learning becomes very important, as actions subordinate to the training activity. In postmodern (contemporary) pedagogy, the concept of teaching is defined as the action of formative communication of the pedagogical/didactic message, designed according to the objectives of the training activity, carried out at the level of the common repertoire between the teacher and the class of students, aimed at immediate learning and in the medium and long term, regulated and self-regulated by continuous evaluation of results. Teaching is the dominant activity of the teacher and a causal variable on which the state of preparation of the students largely depends. Approaching the creative dimension in teaching is considered an optimal way for the development of the student s personality, in the context of contemporary educational models, which emphasize educational innovation.

After the COVID-19 pandemic, the world massively embraced the transition to a digital environment, generating significant repercussions in various sectors, including education. The revolutionary technological development that has given rise to the so-called 5.0 industry represents a turning point that calls for a revision of the global economic development model, basing it henceforth on knowledge instead of industry. The concept of Education 5.0 has emerged in this context to offer a humanized education centered on the learner, fostering his or her social and emotional development, and based on the use of advanced technologies such as artificial intelligence and the Internet of Things (IoT). This educational model, recommended by organizations such as UNESCO and UNICEF, promotes a holistic, multidimensional approach to learning, aimed at training responsible citizens and workers. This study examines the adoption of Education 5.0 in the context of a developed country, Japan, and a developing country, Zimbabwe, using a comparative approach. This is based on an analytical grid assessing learning performance, learner well-being and the acquisition of work values. By analyzing feedback from these two countries, this study aims to better understand how Education 5.0 can be adapted to different contexts to meet the needs of the knowledge economy and society.

The alliance between neuroscience and education promotes better analysis of the learning process and enriching teaching practices to make it more dynamic and effective. On the one hand, cognitive neuroscience is concerned with our behavior and eventually our memory as well as the acquisition of our knowledge and reflexes according to four factors (attention, active engagement, feedback, consolidation), which determine the speed and facility of learning (Dehaene, 2012). On the other hand, emotional neuroscience studies the interactions between the heart and reason, moving towards a new neurobiology of feeling and social behavior (Damasio, 2017). With the increasing digitization of the educational context in the postpandemic era, it would be essential to consider, on the one hand, to what extent the implementation of new communication and collaboration tools makes it possible to condition our perception and stimulate memorization. On the other hand, we can get a look at social cognition in online interactions without neglecting the influence exerted by technological tools not only on the way of thinking but also on our mental balance. Finally, it is important to take a look at the future of computational neuroscience and Artificial Intelligence such as the Chatbot Generative Pre-Trained Transformer (ChatGPT) and even the Cerebro project, an innovative method for imaging brain activity with a view to linking neuroscience (for understanding the brain) and concrete strategies (for helping to learn) (Brault Foisy L.-M., Masson S., 2022, https://doi.org/10.26034/cortica.2022.1956). https://aucpp.ro/wp-content/uploads/2024/02/1.EFTHIMIADOU_AUC_PP_2023_no_45_issue_2_Supplement_pp_7-20.pdf

In Morocco, as almost everywhere in the world, the preventive measures induced by the health crisis have forced not only urgent and massive but also radical and permanent changes in school practices. Therefore, digital technology has been introduced as the most appropriate outcome to ensure pedagogical continuity. Apprenticeships and classes, which until then were entirely provided in person, were suddenly turned into an educational model that alternates face-to-face and virtual self-learning courses, at a distance, hence the concept of “hybrid” teaching. Given its abrupt and hasty nature, much has been said about this “hybrid approach”. Some may see it as a fantastic opportunity to promote ICTs, but most consider it very random and even chaotic. With that being said, the following contribution aims to study the hybridization of FLE teaching/learning as it has been implemented by some high schools in Kenitra during the pandemic (school year 2020/2021) to analyze its effects and main factors, before giving suggestions to improve and take full advantage of this learning system.

Our article focuses on the complex issue of creating the emotional well-being needed by the students in academic learning. Especially after the COVID-19 pandemic, this challenge has become an aspect that is better acknowledged by both the trainers and the learners, and, following the applied empirical research, we managed to find out to what extent the well-being of our students conditions the activity of teaching-learning-assessment and, above all, how we can contribute to its establishment. Social connection is a central factor, which has an impact on well-being, and the pandemic situation, evaluated through the eyes of the students included in the research sample, some time after it ended, confirmed that the most important factor for their well-being was the relationship with those close to them, with their colleagues and with the teachers they felt connected to. An essential role in this situation is attributed to affective regulation, possible to achieve through external facilitation, but, above all, through self-determination. However, whether they have a positive hedonic tone or are negatively felt, emotions, as reactions to change, have an adaptive role and are absolutely necessary for everyone.

Remote support training for newly recruited university teachers has been adopted by the supervisory authority in Algeria during the post-pandemic period. This system represents an invitation to teachers to renew their modes of action and redefine their practice. This training approach also represents a real online learning platform that encourages exchanges between teachers and students, as well as collaboration and mutual support between students. The substance of our contribution aims to highlight our experience, in this context, to create an online course entitled "Observation of Pedagogical Practices" on the Moodle platform, with new learning strategies. Positive feedback from testers confirms the success of this new educational approach. Via this device, we were able to improve our technical skills by exploiting a variety of media available to us. This support was an experience of educational assistance and a real situation of using the platforms. It allowed us to combine collaborative activities with more individualized learning, customizing learning paths to student needs. Moreover, it helped us to develop our spirit of synthesis, thus allowing the students to learn without being constrained to go frequently to the university.

Inclusive measures to ensure university education for Deaf students can be analyzed in the context of the bio-psycho-social model of disability in which we respect the particularities and value the real potential of the student. The approach that I propose for this paper is the bicultural- bilingual-bimodal way of regarding instruction, education and inclusion of Deaf Students. Taking into consideration just some theoretical aspects, I will focus more on pragmatical particularities that can interfere in the educational process of the Deaf Students from the point of view of the Sign Language Interpreter.

We explore the increasing integration of digital tools, particularly the adoption of chatbots like ChatGPT, in post-pandemic higher education. Focused on the context of higher education in Morocco, the qualitative study, based on interviews with 15 teachers, examines the potential benefits and implications of using ChatGPT. Our methodology is grounded in a thematic content categorization approach to analyze the collected responses. The results highlight two main themes: the first delves into the application areas and perceived advantages of ChatGPT, while the second addresses teachers positions and concerns regarding this technology, emphasizing the delicate balance between technology and human interaction in higher education.

The present study aims to address the issue of digital platforms used during the post-pandemic period in academic education, starting from the premise that some of the digital teaching or learning methods and tools used during the pandemic period, which have proven their effectiveness and usefulness, have continued to be present in the didactic activity. The research carried out was focused on a sample consisting of 126 students and master s students, who were completing their psycho-pedagogical initial training program for the teaching career and who had the availability to respond to the opinion questionnaire, applied through a Google form. The results of the questionnaire highlighted some essential aspects regarding the platforms used in academic activity over the period that followed the pandemic and, at the same time, allowed the highlighting of some advantages, shortcomings of their integration in making learning more efficient.

The Pandemic period determined an abrupt transition of education systems, including tertiary education, from the traditional face-to-face learning environment to alternative ones in the online space, which had significant consequences on the teachers didactic roles and especially on the quality of student learning, due to them being placed under the conditions of the absence of a transitional period with a formative effect. The article aims to identify the students perceptions regarding the favorable elements of learning in the digital realm in comparison to the face-to-face environment, having as a purpose the improvement of the quality of university studies in the post-pandemic period. The empirical research used in the study involved undergraduate students from the Faculty of Sociology and Social Work (University of Bucharest), being based on the comparative approach of learning analytics elements in order to highlight the differentiated effects caused by online learning versus the face to face one. Analyzing the changes felt by students in the post-pandemic period at the university education level regarding the efficiency of the organizational efforts when it comes to the learning process in the academic space, led to drawing interesting conclusions concerning: the need to expand the usage of blended learning forms, recommendations that can be useful for the teaching staff regarding the stimulation of the students’ learning and the utility of involving a new type of specialist within the university, the one of a learning process analyst that sustains direct forms of mediate learning and learning support, offered especially for undergraduate students.

The concept of life quality is a construct concept, which is most often defined by the component elements and the interdependent relationships that are established between them. Crossing the pandemic period has led to the multiplication of studies on the quality of life, but most of the time these studies are carried out on adult or elderly subjects. We are trying to signal the importance of studying the quality of life of teenagers and young people, considering that the formation of healthy life skills can be formed more easily at these ages, which can lead to the formation of a healthy physical, mental, emotional and social. The study consists of the analysis of European and national level documents developed in recent years, in which the life quality of young people, respectively of students/master s students, is probed. We also try to identify the research on the life quality of young people carried out in recent years in the area of research of recent years.

With the aim of strengthening the didactic capacity of teachers in the French speaking Belgium in the teaching of proportionality, we designed a distance training course. The training lasted four weeks and benefited a total of 93 teachers. To evaluate the effectiveness of this training, we administered a pre-test and a post-test, assessing respectively the teachers self-efficacy, their feeling of confidence in the didactic field and their satisfaction with the training. The results showed a significant improvement in teachers confidence and self-efficacy. These positive results underline the importance and relevance of offering further online training courses focusing on the teaching of proportionality, with the aim of optimizing teachers pedagogical skills in this specific mathematical area.

The process of making the transition from secondary to higher education easier involves providing support and guidance to students while they navigate the challenges of entering a new academic environment. The transition from high school to university is a major event in a student s life. Not only the new responsibilities a student faces, such as living away from home, less direct support from the family environment, the responsibility for their own finances, can create difficulties or cause stress, but also the new academic culture to which they must adhere, can lead to adaptation difficulties or even to the abandonment of university studies. Specialized literature presents ways for the university environment to help students during this transition. In practice, each university tries to discover and implement various ways to facilitate the adaptation and integration of young people in the university academic environment. Orientation programs are held to familiarize students with the campus, academic resources, and available support services. This helps them feel more comfortable and connected to their new educational setting. Students need academic advising to understand the requirements and expectations of their chosen program, they need guidance on course selection, degree planning, and strategies for success in higher education. Young people need the training and development of study and also time management skills. The present study is a diagnostic one and aims to investigate the needs and expectations of first-year students, after their first month of academic activity, enrolled in the study programs of the University of Craiova, in order to be able to identify the programs that can help them, facilitating their transition from secondary to university education. We consider it important to facilitate the adaptation of the transition from secondary to higher education because the elements of novelty that come with the university period require a state of preparation of the young people who need support to discover and internalize the demands of the academic environment.

Emotions are part of our life and have the extraordinary quality of giving it color. These complex states of feeling generate a series of psychological and physical changes in the individual capable of influencing his thinking and behavior. Sometimes the intensity with which he feels them is so strong that the individual can be driven to take actions that, under normal conditions, he would not have done. Starting from these realities, the present study aims to create, both, an inventory of the negative emotions students currently face in school, as well as an updated inventory of the strategies they use to manage them. 243 high school students participated in our exploratory research, based on the questionnaire, the resulting conclusions highlighting, in addition to the two inventories, the fact that beyond positive or negative emotions, it is more important to understand that any individual, and in particular the student is, in fact, subjectively confronted with stabilizing or destabilizing emotions, the strategies for their efficient management taking on extremely personal forms.

The attempt of the scientists to understand and explain/describe the mechanisms of human learning has been an ongoing and important concern with implications in various fields of endeavor. Thus, the variety of learning theories that are objectified in learning models or styles is explained. In the present study, we analyze the most important psychological theories of learning, viewed from the perspective of an environment that is increasingly present in people s lives, when we talk about learning - the virtual environment. A reassessment of these theories is important, because although they are well-known, they have an explanatory power, facilitating learning in the online environment, with the mention of correctly capturing the pedagogical/educational demands of designing such an activity. On a practical-applicative level, we have carried out pedagogical microresearch of a constative type, following the attitude of teachers towards learning carried out in virtual environments, the challenges that the act of designing entails, psycho-pedagogical demands of learning in the virtual environment. The questionnaire applied to more than 100 teachers in pre-university education captures their needs regarding the organization of the training space in the virtual environment. So, the ubiquity of learning is a modern characteristic of instruction and education, it remains for teachers to identify solutions for achievement, adaptation to situations and contexts as different as possible, as well as revaluing the psychological theories of learning from the perspective of technological learning environments.

The present study aims to draw attention to a possible systemic model of academic learning. The objectives pursued were: a) investigating the opinion of students-future teachers regarding the academic learning process; b) building and applying an experimental program focused on the development of academic learning competence; c) conducting an opinion poll regarding the role of the experimental Program. The experimental program designed and applied, based on a holistic approach to learning, had in mind the following directions: a) motivational attitudinal support; b) action at the cognitive and metacognitive level; c) practicing the skills and affirming the desirable behavior, more precisely, putting the students in a situation. The research undertaken allowed us to collect data that we then subjected to quantitative and qualitative analysis. Following the results obtained, we were able to formulate directions regarding the development of students competence to learn effectively.

In this article, I explore the hybridization of courses in the post-pandemic context, focusing on the advantages and challenges of online teaching. I present a didactic project aimed at developing digitalized scenarios. The project specifically targets undergraduate students training to become foreign language teachers, using Polish as the language of instruction. The distance teaching/learning sequences designed for this course are offered either as assignments or as supplementary content to in-person session work. The activities, focused on personal reflection and autonomous work, included critical reading of research papers, analysis of classroom textbooks, and an introduction to theoretical themes. Two particular aspects of my work are detailed: first, I explain how the modalities of online work meet the needs of student-future teachers and fit into the requirements of contemporary academic training. Then I discuss the challenges, both conceptual and technical, related to the scripting of online sequences. The research highlights the potential of hybridization for improving both the structure of courses and the clarity of teaching.