Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work
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Item New education vs school curriculum from the vision of prospective pedagogy [Articol](CEP USM, 2025) Clichici, VeronicaIn this scientific article we elucidate references for the development of new educations vis-à-vis school curricula in the vision of prospective pedagogy at the European and national level. The super-technological society in the 21st century is dominated by research, innovation, creativity through new models of education and approaches to contemporary development, and in the Republic of Moldova the curricular policy documents themselves acquire new valences by capitalizing on the concept of lifelong learning. In a descriptive sense, we approach scientific developments of European researchers in the field of New Education curricula from a prospective perspective, through its representatives: G. Berger, B. Suchodolski, G. de Landsheere, G. Văideanu. New educations in school curricula between the necessity and actuality of the knowledge society identify directions of integration through the key competences stipulated by the European Commission.Item The valorization of intercultural education in national and international educational policies(CEP USM, 2024) Dicusară, OlgaIntercultural education becomes an essential tool for developing a more tolerant and cohesive society, where diversity is perceived as a valuable resource. The analysis of the intercultural dimension in national and international educational policies highlights not only the necessity of integrating it into the school curriculum but also emphasizes the importance of developing intercultural competencies among all actors involved in the educational process (teachers, students, families, communities). The integration of diverse cultural values and practices into all aspects of the educational process must be carried out with care and responsibility, taking into account the specifics of each cultural environment and avoiding superficial or standardized implementations. Without well-thought-out measures and a deep understanding of diversity, efforts can become counterproductive, leading to stereotypes and inequalities instead of inclusion and mutual respect.