Many studies show that repeating a year primarily concerns students who repeat a year. Rarer are those that highlight the consequence of its absence, the automatic passage. However, it has an impact on the dynamics of the classroom and therefore potentially on the way in which students co-construct their learning. The short exploratory study presented below aims to begin an observation on this phenomenon.

Olfaction is an unloved and poorly known sense, yet it brings pleasure, emotions, and memories. Schools train future professionals, for example, in fine or laundry perfumery. The olfaction course is fundamental: you learn to (re) know smells, which is the basis of the professional s work. How is it taught? Through the case of a teacher in charge of this course, we wish to answer this question to more broadly develop milestones for research in olfaction didactics.

The study aimed to examine the impact of aspects of religiosity and meaning of life on resilience and perceived stress in health sciences students. The study was conducted with 227 Bulgarian undergraduates. The instruments used were Perceived Stress Scale (PSS), Brief Multidimensional Measure of Religiosity and Spirituality (BMMRS), Brief Resilience Scale (BRS) and Meaning of Life Questionnaire (MLQ). Analyses showed that meaning in life and organizational religiousness positively predicted resilience. Positive religious coping performed as a positive predictor of perceived stress, whereas the presence of meaning in life acted as its negative predictor. Resilience fully mediated the relationship between organizational religiousness and perceived stress, and it partially mediated the relationship between meaning in life and perceived stress. Findings indicated that meaning in life and participation in organized religious practices are protective factors that strengthen students’ ability to positively adapt to daily stress, address the resilience as a mechanism through which these factors lead to more positive appraisals of stress as well as shows the tendency to cope with stress through the transcendent source as unfavorable to subjective perception on stress. Practical implications of the findings and directions for future research were discussed.

The article highlights the increasing focus on clarifying the concept of pedagogical action research (PAR) and its critical role in the professional development of educators. It emphasizes the importance of designing and conducting PAR to cultivate investigative competence and foster innovation within educational settings. By refining the theoretical framework of PAR, the article lays the groundwork for advancing contemporary pedagogical thinking, with an emphasis on integrating innovative practices into education to enhance efficiency and effectiveness. The Theoretical Model of Pedagogical Action Research, developed as part of this work, addresses the gaps in existing definitions and models by emphasizing the specificity of PAR. It outlines a framework for the cyclical development of competences such as conceptualizing research, strategic management, critical reflection, educational innovation, re-planning of pedagogical action research etc. This Model provides a structured approach to conducting PAR while advancing educators’ abilities to adapt to dynamic teaching environments. Additionally, the paper underscores the benefits of PAR for teachers, including improved problem-solving skills, renewed teaching strategies, and enhanced selfreflection. These qualities contribute to continuous professional growth and resilience in addressing challenges in teaching. Furthermore, PAR equips teachers to respond effectively to contemporary educational demands, such as integrating students with special needs, managing cultural diversity, and aligning with evolving labor market requirements. In the context of globalized education, PAR fosters educators’ preparedness to guide students in navigating an interconnected world. By integrating PAR practices, teachers not only enhance their professional competences but also strengthen their capacity to drive educational innovation, ensuring their relevance and impact in a rapidly changing educational landscape

Distance assessment in higher education represents a significant advancement, providing a relevant alternative to traditional in-person evaluation methods. To ensure the success of this approach, it is essential to consider students perceptions, which play a crucial role in the acceptance and effectiveness of this mode of assessment. Our research aims to explore in depth the representations of students regarding distance assessment, analysing their understanding through the lens of their lived experiences. To achieve this, we developed a questionnaire survey targeting a diverse sample of university students. This methodology allowed us to collect both qualitative and quantitative data, offering a nuanced view of students attitudes and perceptions. The analysis of the results highlighted the various ways in which students experience and interpret distance assessment. By revealing their ideas, concerns, and challenges, we hope to make a significant contribution to improving the implementation of this approach.

This article delves into an innovative pedagogical experiment in the field of didactics, shedding light on the process of rewriting on Instagram using the renowned African novel Chaka by Thomas Mofolo as a case study. In this approach, teams of students, each composed of three to four members, are tasked with creating a dedicated Instagram account for a specific chapter of Chaka. The objective is to visually and textually capture the essence of the chapter, with a focus on the complex character of Chaka and his relationship with the world. This study paves the way for deeper reflection on how literature can be reinterpreted and reinvented through digital platforms, while also offering insights into how students perceptions of characters, literary works, and their own online presence evolve.

The article explores the importance of developing research/investigation competence in primary school students, highlighting the didactic strategies and methodological approaches essential for this process. It emphasizes the importance of practical activities and experiments for assessing research/investigation competence (CCI), proposing concrete examples of activities and taxonomies for evaluating the levels of this competence. It examines the didactic strategies and methodological approaches necessary for the development of research/investigation competence (DCCI) in primary school students within the context of pedagogical research for a doctoral thesis, particularly the pilot phase (PP), emphasizing the significance of education that integrates investigative and experimental activities.

Streamlining learning has always been an important concern of psychologists, education specialists, both theorists and practitioners. The acquisition of autonomy in learning is the clearest proof of the formation of an effective learning style, which ensures and determines a deep, sustainable learning. One of the ways that can be leveraged to achieve autonomy and flexibility is problem-solving. The present study aims to analyze the role of this learning modality in the development of autonomy, to identify ways, strategies, concrete techniques of realization, all this – from the perspective of some students-future teachers. The sample of subjects consisted of 74 second-year master s students from the Faculty of Letters, who are also attending the Initial Professionalization Program, level II, this being a level of deepening, of developing the skills previously formed, by going through the same program, level I. We considered this sample considering the specificity of their training (psycho-pedagogical, methodical, practical), but also their role as future trainers. The research methods used were the questionnaire-based survey and the focus-pit, the tools applied being a questionnaire and an interview guide. The results recorded, cumulative, following the application of the two research methods, allowed the formulation of conclusions regarding the importance of autonomy and flexibility in learning, respectively the role of problem-based learning in achieving this objective.

Interactions occupy a fundamental place in the field of education and training. The learners and the teacher are incessantly in interaction and the latter is always the first responsible for the production and management of the interactions, which goes the same with the success or the failure of the activities. Indeed, recourse to the principles of teaching action through the study of interactions proves sine qua non, although these are difficult to access because the teacher juggles with speech, gestures, facial expressions, postures, typographic elements, etc. Our study is interested in this multimodal character where the verbal and non-verbal aspects overlap. The interest that governs the choices of this subject stems from the accumulated experiences and observations that we have made as teachers in the secondary cycle as well as the mutual relations with the pupils and the teachers, the majority of whom experience difficulties caused by the lack of interactions. In this perspective, our contribution will consist in presenting and discussing the results of a case study based on the empirical-qualitative method conducted with a French teacher who practices in a public high school in the province of Taounate. Our task aims to contribute to the knowledge of the teacher s action through the observation of interactions and the analysis of the verbalizations of the teacher surveyed. To this end, it is a question of showing the multimodal aspect of the said interactions and the imbalance between the verbal and the non-verbal in order to clarify the importance of the awareness of their multimodality for the optimization of action professorial.

In today s world, where multilingualism has become the norm and monolinguals are in the minority, academic research has been slow to adapt to this reality. This phenomenon, which highlights the human brain s ability to master multiple languages whether it be the native language (L1), a second language (L2), or even a third language (L3) calls for a reevaluation of traditional paradigms. This study aims to challenge conventional approaches in cognitive linguistics, particularly those related to language acquisition, language choice, and the underlying cerebral processes. The research questions addressed include: how individuals navigate between multiple languages in various cognitive and social contexts, and what are the implications for our understanding of human cognitive abilities? The methodology employed combines experimental analyses using brain imaging, psycholinguistic testing, and sociolinguistic surveys of multilingual speakers. The findings reveal that bilingualism and multilingualism not only enhance cognitive flexibility but also improve problem-solving abilities and adaptability in multicultural environments. In conclusion, this study demonstrates that multilingualism is not merely the acquisition of multiple linguistic systems, but a complex phenomenon that impacts cognition, social interactions, and brain structures. By redefining our understanding of cognitive and linguistic processes, this research proposes new paradigms for studying language in a globalized context.

This paper explores the complex interplay between artificial intelligence and education through Michel Foucault s governmentality theory. It investigates how AI affects power dynamics, knowledge dissemination, surveillance, and individual agency in educational contexts. By applying Foucault s concepts of biopower, disciplinary power, and control, the paper uncovers the intricacies of AI in learning environments. It stresses the importance of ethical governance, critical reflection, and responsible decision making in utilising AI for education. The analysis highlights the need to understand AI s influence on knowledge formation, educational hierarchies, and student experiences. It examines surveillance in AI powered education, revealing control and regulation nuances. The paper emphasises addressing power imbalances, ensuring privacy, and promoting transparency in AI driven education. It contributes to discussions on technology s ethical and practical implications in education, calling for strategies that prioritise student wellbeing, equity, and empowerment as technology evolves.

In large-scale testing, validity stands out as a cornerstone in developing and evaluating tests. This is because it helps in designing tests that yield meaningful results. In this respect, this study seeks to examine whether the English tests of the BAC examination assessed the content that test designers intended to assess. To achieve so, the present article employs a descriptive content analysis, following Bachman and Palmer s model of test usefulness. The data are analysed through curriculum mapping to compare test tasks against learning objectives. Importantly, the obtained results have revealed partial content validity as the exam aligns adequately with the curriculum content. The findings highlight key strengths and gaps in the test s design. Thus, a list of recommendations are offered to strengthen the two validities in the English Baccalaureate tests.

Feedback aims at the regulatory character of the educational process, the regulatory action being possible due to the reverse connection or feedback that is specific to any system. Feedback is an integrant part of the instructional-educational process. It offers learners a comparison between their performance and the educational objectives, with the intention of helping them achieve their intended goals. Along with the development of digital applications, providing feedback in the field of training can be done faster and easier, which is why we turned to providing feedback to students through the Google Classroom platform. The purpose of our research is to analyze the extent to which students capitalize on the feedback provided by the teacher in order to increase their academic performance. The study uses a mixed methods approach that underlies the analysis with both quantitative and qualitative schemes. Both student and teacher perspectives on their experiences of using and capitalizing on feedback are also used. A major advantage of using feedback in school education is that its regular use leads to effective learning, an aspect that can be noted not only at the content level, but also at the level of making learning strategies more efficient.

Environmental education at pre-school age is becoming essential in the formation of sustainable environmental awareness and the cultivation of responsible behavior towards nature. In this context, research activities carried out in the preschool environment are not only an opportunity for interactive learning, but also a powerful tool for stimulating children s natural curiosity and developing the practical skills needed to conserve the environment. This article explores in a curricular context, through the analysis of educational documents from Romania and the Republic of Moldova, the role of environmental education among pre-school children, highlighting the benefits of research activities in the formation of a future generation of responsible citizens aware of the importance of protecting our planet.

The problem of interpersonal interaction between spouses has been and remains a serious problem in research to date. The article presents the results of the study of the peculiarities of the manifestation of the ability to intimacy of interpersonal relations of spouses and their satisfaction with marriage. The total sample consisted of 250 married couples. The results of the comparative analysis of gender peculiarities of intimacy ability characteristics and their differences depending on the degree of satisfaction with marriage are discussed. It was revealed that the structure of the ability to intimate interpersonal relations in men and women has qualitative differences: men are more favorable in getting out of internal conflicts, feel their own strength and confidence, sexually more free from prejudice; women in their ability to establish intimate relations surpass men in the parameters relating to the emotional sphere and the sphere of interpersonal communication: more responsive to the feelings of others; open in communication; less often than men feel awkward among acquaintances, and in love with others. The conclusion is made about the need for further research on the peculiarities of the manifestation of the ability to intimacy and its role in marital life.

This contribution aims to explore how the linguistic biographies of Arabicspeaking students influence their perceptions of France, the French language, and its culture within an educational framework. Considering the learner as an individual with representations requires an awareness of their linguistic biography within their micro-community. We will focus specifically on the Arabic-speaking students at Sorbonne University Abu Dhabi and the impact of their backgrounds on the construction of their linguistic and cultural representations. After an introduction to this concept and a sociolinguistic overview of the Emirates, we will present a detailed analysis of a questionnaire aimed at identifying the sources of these representations. By employing a mixed methodology that combines the study of linguistic biographies and word association tests (Zarate), this article will shed light on the influence of the educational and sociocultural environment on the formation of these representations.

This article focuses on the methodological and psychopedagogical dynamics underlying teachers continuing professional training, emphasizing the integration of innovative approaches in educational practices. Based on an analytical review of psychological theories applied to lifelong learning, this study explores the interaction between advanced pedagogical strategies and their application contexts. This contribution aims to propose an updated theoretical framework that can enrich pedagogical practices, validating various intervention models while providing methodological guidelines tailored to the contemporary demands of lifelong training. An empirical and qualitative methodology, based on descriptive analysis of case studies and teacher groups, highlights current trends and optimal improvement methods.

The study examined the relationship between academic stress and depression among students of Federal universities in South-west, Nigeria. A descriptive survey of correlational type was employed for the study. A simple random sampling method was used to select 420 respondents from six Federal universities in Southwest, Nigeria, but 398 were properly retrieved and analyzed. Data collection was conducted using the Academic Stress and Depression Questionnaire (ASDQ). The findings revealed high levels of academic stress and depression among respondents in Federal universities in South-west, Nigeria. A notable relationship was found between academic stress and depression among respondents. Furthermore, variables such as gender, age, class level, and course of study significantly predict academic stress and depression among respondents. It is therefore recommended that students should utilize guidance and counselling services available at their universities when dealing with academic stress, as this can help in preventing depression and its related consequences.

The use of information and communication technology in education has shed new light on the very notion of learning, supporting the possibility of its achievement through online collaboration. In well-designed online learning environments, students experience meaningful knowledge acquisition in an e-Learning community, where collaborative group activities are encouraged. Together with the emergence of the knowledge society and the theory known as connectivism, knowledge is transformed into a certain dynamic relationship model, and learning is transformed into a continuous process of new connections and creation of network patterns. Knowledge increasingly becomes a social act distributed through networks. Today, global connectivity facilitates new ways of social interaction and allows collaboration in virtual environments, turning students into protagonists of common actions. In recent decades, researchers have explored the extent to which information and communication technology could support the collaborative learning process. While some have relied on learning theories already developed without considering computer support, others have suggested that the field needs a theory adapted to the challenges faced by those trying to specifically understand how technology contributes to the achievement of collaborative learning. New developments in collaboration theory shows the fact that ICT offers new types of media, which encourage the collaborative construction of knowledge, facilitate the comparison of knowledge constructed by different groups and help groups in the act of negotiating the knowledge they build. Moreover, these technologies and models eliminate blockages in the communication process with the teacher (Albulescu, 2021).

The massive proliferation of GAI has evoked a surge of interest in education and a heated debate among educators, researchers and stakeholders about promising benefits and potential threats that may radically transform the landscape of the pedagogical relationship between teachers and students. Emergent AI technologies are perceived to be alarming since they could contribute to passive learning that may hinder critical thinking and deskill the students in the writing classroom. Hence, it is important to seek understanding of how evolving technologies influence students learning of writing via current research studies. This systematic review of literature aims at synthesizing empirical studies to highlight the patterns of the impact of AI on the students’ writing, and underscoring any challenges and limitations. A total of seven empirical studies were identified based on a literature review search across a research database. Qualitative and mixed-methods designs were selected, showcasing the employment of several data collection methods. The findings highlight three dominant themes: advancing the students’ writing skills across multiple components; generating content, timely feedback and feedforward, and ethical considerations and fear of loss of authentic writing style. The results suggest that though GAI can enhance the students writing skills in academic settings, it can also result in undesired limitations, challenges and ethical issues that should be addressed by academic institutions to ensure the ethical, responsible use of GAI.

The purpose of the present study is to analyze the career expectation differences between social sciences and physical education students. The participants were 306 students aged between 18 and 32 years, MAge = 20.32, SD = 2.39, 178 enrolled in the Faculty of Physical Education and Sports and 128 students enrolled in the Faculty of Social Sciences (42%). Career discrepancy was measured with Career Discrepancy Scale (Creed & Hood, 2015), translated for the purpose of this study to assess the four dimensions of career discrepancy: achievement discrepancy, effort discrepancy, standards discrepancy, and ability discrepancy. The results show that there are significant differences for all the four domains of career discrepancy, with sports students reporting lower scores. In the conclusions, the practical implications of the obtained results are discussed.

The development of digital technologies has had a profound impact on society, the economy and everyday life in recent decades. The role of technology in education is becoming more and more important. As technology continues to advance, educators are finding new ways to use it to promote engagement, collaboration, assessment, and personalized learning experiences for students of all ages. In today s context, both teachers and students need to be prepared to face technological challenges. The present study aimed to evaluate the impact of online platforms on the academic learning process. The results demonstrate that online courses and platforms are a practical and effective solution for teaching activities, helping students to improve their skills and adapt to modern educational requirements. However, if they have to choose between traditional teaching and online teaching, students prefer face-to-face teaching.