The paper presents a theoretical analysis of the academic curriculum's relevance for the labour market and life, especially about the recognition of learning outcomes. The purpose of this approach is to discover if there is strong consent and a common interest both at the national and international levels related to the relevance of transformative competencies developed through the academic curriculum. Concerns about the key competencies have led to reflection on the importance of being aware of knowledge created by Higher Education (HE) institutions. The research questions related to the theoretical approach are as follows: What are the national and international trends regarding the academic curricula in higher education? What are the transformative competencies and what do they entail? What are the ways in which transformative competencies can be included in the national university curriculum? The results of our theoretical approach underline that the set of competences developed in HE institutions must constantly transform into learning outcomes by the trends and needs of the labour market. This type of academic curriculum development anticipates the future dynamics of a society. We conclude that the mission of the HE institutions has to be strongly related to the specifics of globalized economies. Also, it is to develop an academic curriculum orienting itself towards innovation and a competency-based approach. This holistic approach provides policymakers, researchers, administrators and teachers a theoretical framework for practical interventions in HE institutions.

In a global context marked by an increase in acts of aggression in schools, it is essential to focus on discovering new theoretical benchmarks and practical strategies for prevention and intervention in such situations. This article, evidence of this concern, aims to identify (1) how common school anti-bullying programs are that integrate creativity and metacognition processes, (2) what the theoretical background is that justifies the application of these tools in anti-bullying programs, and (3) what the elements of methodology and the evaluation criteria and methods are that have been applied in these programs. We conducted a rigorous analysis, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), of articles identified in the Web of Science Core Collection, PubMed, PsychoNet, and Eric Gov. Out of the total 203 articles identified that met the inclusion criteria, only 11 were finally selected. Analyzing the training/teaching, learning, and evaluation methods proposed in the programs in the 11 articles, we synthesized and developed a theoretical model that highlights how creative and metacognitive processes contribute to cognitive and behavioral dynamics when addressing bullying. This holistic approach could provide policymakers, researchers, administrators, principals, and teachers with a theoretical framework for developing and implementing practical and effective interventions against bullying in schools.

Teachers’ occupational well-being is increasingly recognized as relevant for instructional quality, teacher retention, and student outcomes, yet research in Romania lacks a psychometrically examined instrument aligned with the multidimensional OECD framework. This study aimed to adapt the OECD-aligned Teachers’ Occupational Well-Being scales for use in the Romanian educational context and to provide preliminary evidence regarding their psychometric adequacy. A non-probabilistic convenience sample of 444 Romanian teachers completed the translated questionnaire. Post-stratification weights were computed through survey raking based on national distributions of age, gender, and school location. The psychometric evaluation combined confirmatory factor analysis, diagnostic exploratory factor analysis, model refinement, and a weighted sensitivity analysis. The refined Romanian version broadly preserved the multidimensional architecture of the original framework, although several items required removal and some model modifications were introduced. Model fit ranged from acceptable to good overall, with internal consistency generally satisfactory; psychometric performance was most robust for the cognitive and social well-being subscales, whereas the physical/mental and subjective well-being subscales showed more mixed results and warrant more cautious interpretation. Overall, while the adapted scales provide a preliminary tool for future research, independent external validation using probabilistic samples and external criteria remains necessary.