The factors influencing university dropout are varied, complex, and not easily identifiable. The aim of this study is to assess students’ perceptions of these dropout factors. A total of 36 students from “Vasile Alecsandri” University of Bacău participated in the research, which included a focus group to identify the main factors contributing to dropout among students. The research results highlighted several important aspects related to university dropout, such as: the reasons behind choosing a particular faculty, how students manage doubts or concerns that arise during their studies, the categories of reasons (personal, family, relational, financial) which may lead to dropout, learning difficulties encountered during studies, and suggestions provided to peers considering dropping out as well as to university managers to help keep students motivated and ensure regular attendance. Understanding the factors contributing to university dropout is crucial for preventing and reducing this phenomenon within the academic environment.

Our paper presents the results of a questionnaire-based inquiry aimed to investigate the level of intercultural sensitivity concerning respondents' workplace background, namely urban versus rural. The main purpose of our research is to highlight possible differences in intercultural sensitivity levels at teachers working in urban and rural schools, which constitutes our contribution to the research existing in the field. The general hypotheses of our research are: the workplace background (urban/rural) impacts the level of manifesting intercultural sensitivity; the urban workplace of respondents is connected to a higher level of manifesting intercultural sensitivity. This investigation is part of wider research that aims to identify teacher training practices that may raise pre- and in-service teachers' levels of intercultural sensitivity and better prepare them to work with groups of students characterized by diversity, as well as solutions to educational issues in the Romanian context by considering the two different contexts in which education takes place, namely urban and rural. Our findings have revealed higher levels of intercultural sensitivity at teachers working in urban schools, compared to those working in rural schools and the results obtained for each specific hypothesis and objective reveal the particularities involved for each scale dimension.

Our study is rooted in a theoretical analysis of the concepts of personal self-efficacy and career choice, which are deeply interconnected. In response to the question, “What is the relationship between self-efficacy and career decision-making?” we have synthesised various insights from the literature with potential applications in career counselling within higher education. This study was conducted with a group of 377 students and focused on three hypotheses: H1 - we assume there are significant differences among participants regarding how general self-efficacy is influenced by the students’ level of education; H2: general self-efficacy positively predicts job searching self-efficacy; H3: career crafting positively predicts students’ self-efficacy in career searching. The results obtained, as well as the validation of the hypotheses based on these results, allow us to recommend that it is important to assess self-efficacy in career counselling activities and to initiate action plans aligned with the findings.

Inclusive education is a key aspect of quality assurance in higher education, closely linked to equity and diversity issues. The attitudes of higher education teachers play a crucial role at the decision-making and policy levels, as well as in their practical teaching approaches. This study aims to explore teachers’ attitudes towards inclusive education both theoretically and practically. A review of the scientific literature revealed five main attitudinal trends: 1) predominantly positive towards the inclusion of students with special educational needs; 2) predominantly negative; 3) uncertain or undefined; 4) reported as positive but with undefinable behaviour; and 5) positively proactive. Our research was carried out using the methods of focus groups and qualitative content analysis, gathering data from 64 participants across five focus groups held between May and July 2024. The findings highlighted a gap between what academic staff teach and their practical actions, with many expressing support for inclusion in theory but showing reluctance or insufficient skills to implement inclusive practices effectively.

The contemporary trend of the globalization does not cancel the cultural differences among the various human entities: states, nations, individuals. It currently constitutes the economic, financial, political frame, able to facilitate interactions and connections. Under these circumstances intercultural education represents a opportunity. Our study aims at identifying the way in which 1^st-year students from the Pedagogy of Primary and Pre-School Education, from “Petrol-Gaze” University of Ploieşti and “Vasile Alecsandri” University of Bacău, understand this type of education and its place in the context of their training. Finally, we propose several themes and lines for approaching this education's objectives and principles.