The terms of bullying and cyberbullying have been more and more present in the educational systems all over the world. The changing social life and the increase of technological resources, has brought to different forms of aggressiveness within children and teenagers. Bullying is a form of aggressive behavior in which someone intentionally and repeatedly assaults, harasses, harasses or intimidates another person. Bullying can be physical, verbal or in the form of more subtle actions. It involves an imbalance of power between two people, most often children or teenagers. Cyberbullying means bullying through the use of digital technologies. It can happen on social networks, messaging platforms, gaming platforms and mobile phones. It is a repeated behavior in order to scare, anger or humiliate those targeted. Face-to-face bullying and online bullying can occur simultaneously. Cyberbullying leaves recordings that can prove useful and provide the evidence needed to end the aggression. Schools, have to find new ways to fight this trend. The present article, shows a brief theoretical approach on the main concepts, and deeper research on the situation of cyber violence in public schools from Iraq, Baghdad.

The approach to the teaching process is continuously evolving. The main directions of reference are based on the integrated, modern perspective, respectively, of a single discipline, classic. Each of these has distinct benefits. The best framework is probably represented by a fusion of the two. Integrating thematic projects in science teaching at an early stage offers opportunities to develop and capitalize on multiple perspectives from different people’s interpretations and diverse disciplinary approaches to a given problem or situation. An integrated approach to learning enables teachers to implement the school’s core values in a natural and applied way, thereby elevating the learning experience to foster social-emotional strengths and character development. The research focused mainly on establishing the benefits of the future teacher who will be active in young education. Considering this context, research was conducted among second and third-year students from the primary and preschool education pedagogy area. The main findings that must be underlined relate to the future educator’s capacity to implement the new concepts. Even if they were not beneficiaries of the current methods, they can use these successfully and see their benefits.

In the formal and non-formal educational systems in Romania, outdoor education has been a subject of great interest in the last few years. However, its use, was highly debated, because of the lack of knowledge on the topic, lack of information on the benefits, and mostly the fear of confronting the challenges that come with its implementation. This last challenge, comes into account because of the lack of a specific frame regarding this topic in the scholar national curriculum. The present article, presents the main challenges that can come with the implementation of outdoor education and its activities in the frame of the formal educational system, at the level of core procurement cycle. In the study, there is an analysis on the main elements of outdoor education that are present in the scholar curriculum at this level. Also, it presents the results of a brief research on the beliefs of primary school teachers from Arad County, on the most important challenges that they face when implementing outdoor learning activities in schools. The research was made using the survey method, with the use of the instrument: questionnaire, in the school year 2020-2021, on a number of 77 teachers.

Decision-making skills are essential for future educators, particularly for students specializing in Primary and Preschool Pedagogy. This study examines the practical impact of structured training interventions on the decision-making competencies of students enrolled at Aurel Vlaicu University of Arad. The research follows a mixed-methods approach, combining quantitative surveys and qualitative observations to assess students’ ability to analyze complex situations, weigh alternatives, and make informed decisions in an academic setting. The study sample consists of undergraduate students from the Faculty of Educational Sciences, Psychology, and Social Work, engaged in group-based learning activities designed to enhance their problem-solving and critical-thinking capabilities. The findings demonstrate practical improvements in students' confidence and efficiency in decision-making through active learning methodologies, including collaborative projects, case studies, and scenario-based discussions. Furthermore, the research highlights the role of peer interaction and reflective practice in fostering deeper cognitive engagement. These results have direct implications for curriculum design, proposing the integration of structured decision-making training as a core competency in teacher education programs.

Outdoor learning has emerged as a dynamic educational strategy, particularly beneficial for students with special educational needs (SEN). This systematic review investigates the impact of outdoor learning on social and cognitive development in special needs education, synthesizing evidence from studies published over the past two decades. The review aims to assess how outdoor learning environments influence social interaction, cognitive skills, emotional regulation, and adaptive behaviour in students with diverse needs. The findings indicate that outdoor learning promotes social engagement by encouraging communication, cooperation, and peer interaction. Additionally, outdoor experiences enhance cognitive development through problem-solving activities, sensory stimulation, and experiential learning, fostering critical thinking and self-regulation. Immersive outdoor environments also support emotional well-being by reducing stress and building resilience, contributing to improved self-confidence and motivation. However, the review also highlights challenges related to program implementation, including resource availability, teacher training, and the need for structured, individualized approaches to accommodate diverse learners. Contextual factors, such as school support and environmental accessibility, significantly influence the success of outdoor learning interventions. This review underscores the potential of outdoor learning to complement traditional classroom instruction, offering a holistic approach to education that supports both social and cognitive growth. The study concludes by recommending further empirical research to optimize outdoor learning frameworks and integrate them more effectively within special needs education settings.