Based on a methodological framework structured on quantitative and qualitative analysis methods pursuing a systematic literature review and literature collection design, following the steps proposed by Pickering and Byrne (2014), this study is focused on the analysis of imagined futures of higher education in the age of artificial intelligence (AI). Our study aims to answer the following research questions: (1) What is the imagined future of higher education in the age of artificial intelligence? (2) What are the factors influencing the connection between higher education teaching process and artificial intelligence? (3)What are the effects of students and teachers improving databases and developing ChatGPT? The authors explore the impact of AI in the context of current governance arrangements and ethos of universities in the Western world. The in-depth analysis is aligned with some identified major challenges, opportunities and risks associated with the emergence of artificial intelligence systems, such as technological surveillance or the general access to AI and Large language Models such as ChatGPT in academia and constructs the argument for an informed selection and use of artificial intelligence solutions for learning and teaching in higher education. The analytical framework adopted for this research study is also used to summarise new directions for research in this field to restore the agency of universities, for quality enhancement of higher learning for students, academics and the common good.

We are preoccupied with early childhood education policies at the international level in general, but in particular with early childhood education in Romania. Therefore, the research direction of our study focuses on how early education teachers can integrate the principles of slow education into the development of child-centered competence. The formation and development of the child’s early ontogeny personality occur at the natural pace of development and learning rather than in an accelerated manner. While preparing for the research, we reviewed relevant articles circumscribed to the same topic: slow, child-centered education, deep learning, constructivism, and the enthusiasm of children and teachers. Most of them conclude that the use of child-centered competence in early childhood significantly contributes to slow education principles and characteristics. At the same time, the research aims to provide quantitatively and qualitatively validated arguments for verifying the incidence of child-centered competence from the perspective of sustainable education, in connection with the constructivist orientation of the teachers. Our research included a group of 376 teachers selected from early childhood education institutions in the North-West of Romania, all of them with initial preparation in the field. Using the focus group method, we identified differences in the perception of the two paradigms (child-centeredness and slow pedagogy), the link between these two, and the connection with the constructivist orientation. At the same time, we intended to identify the degree of continuous professional development training according to these paradigms that are not studied and practiced together in early education in Romania, because only the child-centeredness principle is mentioned in the initial teacher training. Therefore, in-service training activities were conducted and they were focused on facilitating and raising awareness of the value of using child-centered competence and the principles of slow education among training participants. At the end of the program, through the quantitative method—the survey—we concluded that the activities included in the training program led to a significant increase in the teachers’ capacity to appreciate the natural pace of development and learning of children to such an extent that the participants themselves adopted the promotion of sustainable slow education in a dynamic society. The methods used helped us deduce that all teachers with a constructivist orientation improved their child-centered competence, and teachers who gave children the freedom to choose activities from the proposed educational offers, according to their needs, interests, and potential, identified the development of the ability to consider children’s natural pace of development and learning as a result of the training. In conclusion, our research complements the literature, proposing a new and useful perspective to approach early childhood education practices by respecting the child’s natural pace of development and learning, which provides a suitable context for promoting international sustainable educational policies. We encourage teachers around the world to reflect on an important issue in the holistic development of the child—if faster means better—in the race to performance.

Family is the frame in which the future adult child's personality is formed, built. Children's basic education is given here and school only gives it the final shape.In order to emphasize the importance the school-family relationship has in the pupils’ intellectual and social-emotional development, we have conducted a study in which III, rd grade children’ parents from the educational alternative Step by step were involved.In order to improve these situations we have run a program called Together for our children's success, during the experimental phase, in which we approached 8 topics.We also saw the need to organize certain programs of parent education, not only at the level of a single educational institution, but at a national level.The parents’ interest for this type of program is motivated by the pupils’ growth of school performance, their development and social integration as well as by the development of social-emotional skills

Achieving the didactic communicative competence through teaching practice, need of achieving teacher's competence. The student teachers for Preschool and Primary School, need to develop specific abilities and skills. These can lead to the integration of future teachers in a modern school based on communication. In order to know the students’ theoretical and practical knowledge, and to identify the importance of the communicative competence for them, we administered a questionnaire survey on a sample of 58 undergraduated students of PIPP specialization, from the 3rd year of study. We wanted to find out which would be the ways to make the communication efficient.