While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes can best support teacher education to address sustainable development challenges. This study aimed to develop a teaching readiness model with a focus on education for sustainable development. Therefore, the research investigated pre-service teachers’ readiness for fostering education for sustainable development by applying its principles to teaching and learning activities. Pre-service teachers in science, technology, engineering, and mathematics responded to a survey regarding their perception of the readiness for designing, conducting, assessing, and engaging in teaching and learning experiences underpinning sustainable development. The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers’ job readiness, each of them encompassing a set of components or vectors. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In regard to professional knowledge, the ability to conduct didactic transposition is the most influential component. The most significant vectors of the professional practice dimension were found to be the ability to design effective evaluation tools and interpret learning outcomes. The research also revealed weak areas of teacher training: the ability to manage students’ disruptive behaviors, to customize learning and to self-regulate teaching emotions.

Based on Social Cognitive Theory and Positive Psychology, this study addresses a research gap by examining internet entrepreneurial self-efficacy as a mediating mechanism between psychological capital and internet entrepreneurial intention in the digital context—a relationship rarely explored among engineering students in Eastern European economies. Using a quantitative, cross-sectional design, data were collected from 900 undergraduates enrolled in three Romanian technical universities who completed a set of specific instruments. Entrepreneurial intention was measured with the Individual Entrepreneurial Intent Scale adapted for online entrepreneurship; entrepreneurial self-efficacy in the online context was assessed using the Internet Entrepreneurial Self-Efficacy Scale; and psychological capital was measured with the Psychological Capital Questionnaire adapted for the student environment. The mediation analysis conducted through PROCESS-macro showed that psychological capital exerts a significant indirect effect on internet entrepreneurial intention via internet entrepreneurial self-efficacy. Psychological capital exerted a strong effect on internet entrepreneurial self-efficacy (β = 0.538), which in turn influenced the intention to start an online business (β = 0.213), while the direct effect on internet entrepreneurial intention remained relatively reduced (β = 0.037). The results indicate that positive psychological resources foster entrepreneurial intention by strengthening confidence specific to the digital environment. This study advances Social Cognitive Theory by demonstrating that internet entrepreneurial self-efficacy operates as the proximal cognitive pathway through which psychological capital is translated into entrepreneurial intention in online settings, clarifying how general psychological resources acquire domain-specific relevance in digital entrepreneurship.

Gamification is one of the most innovative directions in contemporary education, combining the principles of games with teaching and learning processes. By integrating playful elements—points, badges, levels, missions, and rewards—into educational activities, gamification stimulates student motivation, engagement, and performance. The purpose of this paper is to highlight the role of gamification in the educational process, based on the main motivational and pedagogical theories. The analysis includes international examples—Kahoot!, Duolingo, Minecraft Education Edition, Classcraft—and Romanian initiatives such as Adservio and "Școala din Valiză" (School in a Suitcase), demonstrating the positive impact of gamification on academic performance and student motivation. The paper also highlights the challenges of integrating gamification into the Romanian education system and offers recommendations for a gradual and sustainable implementation. Through a balanced approach, gamification can become a strategic tool in modernizing education and creating an attractive, interactive learning environment tailored to the needs of 21st-century students.

Human activities affect the environment in different ways with direct and indirect effects on ecosystems. The climate, the atmosphere, water and soil composition are changing. Nearly half the land surface has been modified, and over 40% of the ecosystems production is used in various purposes. Human actions are the cause of the VI major event of extinction of species, which induces radical changes in the interactions between the different components of the ecosphere. Understanding the structure, the functioning and changing of ecosystems under the impact of human activities, allows the evaluation of the consequences and taking the appropriate measures that are imposed. Correct and accurate information on the status and the evolution trends of ecological systems are necessary for this. This information can be obtained by carrying out effective and quality programs that try to answer a series of questions such as: Why? What? Where? When? And How? To measure parameters that allows characterizing ecosystems. Various types of media use the concept of “monitoring”. Scientists and managers talk about monitoring ecosystems, some populations, air, water and soil quality or pollution. So what is monitoring? Why? And How? to monitor. The information for different user categories is quantified through the processing and analysis of empirical data. In the case of natural resources, monitoring involves repeated measurements and for an unlimited period of time of the resources or the parameters of interest. Monitoring is done for the following reasons: to detect trends, to investigate the impact of an event, and to determine the basic conditions

In recent years, the rapid expansion of online learning in higher education has raised important questions regarding its impact on students' academic motivation and satisfaction. Despite the growing adoption of digital learning environments, empirical evidence comparing motivational outcomes between online and traditional face-to-face instruction remains limited. The present study aims to investigate differences in academic motivation and satisfaction across these two learning formats, while also examining the influence of selected demographic and educational variables. A questionnaire-based survey with closed-ended items was administered to a sample of 391 bachelor's and master's students enrolled in Educational Sciences and Physical Education and Sports programs. Differences in students' satisfaction with online and face-to-face learning were analyzed using the Wilcoxon Signed Rank Test. Additionally, standardized regression analyses (β coefficients) were conducted to examine the relationship between satisfaction levels and variables such as study program, type of study, and student status. The results indicate statistically significant differences in satisfaction between online and traditional learning environments, with higher satisfaction levels reported for online learning. Furthermore, satisfaction was positively associated with the study program, type of study, and student status. These findings suggest that online learning environments may better align with students' motivational needs, highlighting the importance of considering both instructional format and learner characteristics when designing higher education programs.