Introduction: This study aimed to investigate the impact of teachers' facial emotional displays (joy, neutrality, anger, and fear) on students' perceptions, compliance, and motivation.Methods: Using an experimental design, data were collected from 121 students, aged 912, (M = 10.3, SD = 0.78), from schools in Suceava, Romania. Participants were exposed to vignettes featuring teachers displaying different emotional expressions, and they completed questionnaires to assess their responses.Results: The intergroup comparisons revealed that joy had the most significant positive impact on students' willingness to participate, respect for the teacher, and overall enjoyment, while fear and anger led to negative outcomes.Discussion: The findings encourage the positive emotional expressions in fostering better student-teacher relationships and improving classroom engagement.

The need to diversify economic activities in rural areas is essential for stimulating sustainable development. In this regard, rural tourism can be an effective tool for supporting the development in rural areas. The purpose of this article was to identify the favorability of Hunedoara County for rural tourism activities, which would contribute to the sustainable development of tourism. Rural tourism activities would generate economic and social benefits both for local communities and for tourists, and at the same time preserve and protect the cultural and natural values of the area. The research methods used to carry out this study are both qualitative (documentary study) and quantitative (a questionnaire applied in order to identify the perceptions of tourists with respect to the tourist development potential of Hunedoara County through rural tourism). The main results of the research consist in the identification of some directions for future development of Hunedoara County. These directions would, in the future, lead to an increase in the visibility of local rural communities; to the preservation of local traditions and customs, while promoting sustainability and respect for the environment; and to the implementation of a plan for sustainable development through rural tourism in the studied area.

Education for Sustainable Development (ESD) increasingly relies on e-learning environments to deliver scalable, flexible, and accessible educational experiences. While existing research has extensively examined the role of digital technologies in facilitating sustainability-oriented learning, significantly less attention has been given to how learners themselves adapt to the structures and dynamics of these environments. This study adopts a theory-building approach, grounded in integrative conceptual synthesis, to develop a coherent explanatory framework that combines insights from cognitive load theory, self-regulated learning, neurocognitive adaptation, and systems theory. The paper proposes the Sustainable Learning Loop, a recursive mechanism describing how repeated interaction with e-learning systems leads to pattern recognition, expectation stabilization, reduced cognitive effort, decreased active engagement, and the emergence of stable behavioral learning patterns. In addition, a novel typology of Sustainable Learning Habituation (SLH) is developed, distinguishing between cognitive, engagement, behavioral, and sustainability habituation. The framework highlights a dual dynamic in digital learning environments. On the one hand, habituation enhances efficiency, usability, and scalability, supporting the broader goals of sustainable education. On the other hand, it introduces critical risks, including superficial sustainability learning, reduced critical thinking, platform dependency, and the emergence of an illusion of learning, where perceived competence exceeds actual understanding. The study contributes to the literature by reframing e-learning as a co-adaptive system that actively shapes cognitive and behavioral processes, rather than merely delivering content. From a practical perspective, the findings underscore the need to design digital learning environments that balance efficiency with reflexivity, ensuring that ESD remains transformative rather than procedural. The framework also offers actionable design implications, suggesting that e-learning environments for ESD should incorporate reflective prompts, task variability, learning analytics indicators, and metacognitive feedback mechanisms to prevent excessive routinization and support deeper sustainability-oriented engagement. Future research should focus on the empirical operationalization of SLH and the development of adaptive systems that support critical engagement and sustainable learning outcomes.

Research Journal of Agricultural Science

Research Journal of Agricultural Science