Repozitoriul Instituțional al Universității de Stat din Moldova (RI USM)

Institutional Repository of Moldova State University (IR MSU)

Repozitoriul Instituțional al Universității de Stat din Moldova reprezintă arhiva digitală cu acces deschis a rezultatelor cercetărilor științifice și științifico-didactice efectuate în cadrul universității. Conținutul arhivei este multidisciplinar și include lucrări din domeniile științelor exacte și socio-umanistice.
The Institutional Repository of the State University of Moldova is an open access digital archive of the results of scientific and scientific-didactic research carried out within the university. The archive's content is multidisciplinary and includes works from the fields of exact sciences, social sciences and humanities.

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Recent Submissions

Integrare curriculară: concept și semnificații valorice [Articol]
(CEP USM, 2025) Guțu, Vladimir; Țurcanu, Carolina
The integrated educational curriculum is a current topic that involves heated debates and controversial positions regarding some conceptual/epistemological, as well as methodological aspects. The article is structured around several theoretical and practical issues regarding the construct, called the integrated curriculum. The first issue concerns current general curricular approaches and approaches to curricular integration. The integrated curriculum can be developed/argued only in the case of clear visions on the concept of curriculum. The issue concerns the relationship between different areas of study, different school subjects from the perspective of integrative concepts and mechanisms. The issue concerns cognitive approaches, mental mechanisms involved in the process of knowledge: solving problem situations, case studies, etc. The issue concerns aspects of construction/reconstruction of integrated curricula at different levels of the education system. The last issue refers to the clarification of some notions: curricular integration, curriculum integration, integrated curriculum, transferable skills, transformative skills.
Metodologia proiectării competențelor specifice disciplinei școlare: concept și instrumentar [Articol]
(CEP USM, 2025) Guțu, Vladimir; Șevciuc, Maia
This article proposes a concept and methodology for designing competencies specific to a school discipline. The need to develop a concept and a mechanism for designing competencies of varying degrees of complexity is argued, starting from a brief analysis of the concept of "competence" and the possible definition of this phenomenon. The emphasis is placed on the process of deriving key competencies and discipline-specific competencies. The method of applying a taxonomy in carrying out this process is extensively argued, based on concrete examples. The proposed methodology includes three stages of action: formulating discipline-specific competencies in relation to the taxonomic domains and categories of competencies, but also in relation to the derivatives of key competencies, designing competency units in relation to the derivatives of subject-specific competencies; designing teaching tasks in relation to competency units, by estimating their complexity and variability presented in disciplinary curricula. A concept of the dominant content unit is also proposed within the study of content units.
Rolul educației tehnologice în formarea competențelor pentru societatea cunoașterii [Articol]
(CEP USM, 2025) Cimbriciuc, Aurelia
Technological education is becoming an essential pillar in forming the skills necessary for active integration into the knowledge society. In the Republic of Moldova, this school subject contributes significantly to the development of students’ critical thinking, practical abilities, and digital competences. The article analyzes the role of technological education in the national educational system, highlighting both the current challenges and the opportunities for curricular and teaching modernization in accordance with the requirements of the digital era. Furthermore, technological education proves to be a crucial component in preparing future citizens capable of innovation, responsible technological use, and adaptation to the rapid transformations brought by digitalization.
Cadrul didactic monitor: rolul specific privind monitorizarea continuă a curriculumului școlar [Articol]
(CEP USM, 2025) Turchină, Tatiana; Derejovskaia, Valentina; Petcu-Manolii, Mădălina; Țurcan, Lucia
This article addresses the issue of the monitor teacher, a new concept of its status and responsibilities. The substantiation of a model of continuous monitoring of the school curriculum implies the need to establish the subjects executing the given process. Namely, teachers are in permanent contact with students, namely teachers who are the first to detect the weak parts of the curriculum but also their own errors. In order to become monitor teachers, they must be trained to perform this role. Structuring the monitor teacher profile and describing the curriculum monitoring competencies according to creates premises for their professionalization through various forms of continuous training. The emphasis is on self-monitoring and monitoring of the teaching-learning evaluation process by other teachers and the selection of information: a) for achieving the reverse connection at the level of the taught curriculum b) for achieving the reverse connection at the level of the national curriculum but also for the continuous and cyclical development of the school curriculum.
Educația fizică în învățământul general: analiză comparativă națională și repere europene [Articol]
(CEP USM, 2025) Bragarenco, Nicolae; Țurcanu, Carolina
The study examines the Physical Education curriculum in general education in the Republic of Moldova and in selected European Union countries (Romania, Estonia, Ireland) from two complementary perspectives: (I) benchmarking against European references on time allocations, and (II) comparing curricular architectures across common dimensions (aims, competences, content, teaching approaches, assessment). The approach is descriptive–comparative, based on documentary analysis and synthesis in a comparative matrix. The findings indicate a shared core oriented toward competences, health, participation, and well-being, alongside differences in formulation and operationalization across systems. The conclusions provide general guidance for curriculum updating, including the value of European experience with respect to content organization, vertical coherence, and the use of formative assessment instruments.