SCHOOL AND ACADEMIC LEARNING – NEW CONTROVERSIES, NEW HYPOTHESES, NEW RESEARCH DATA
SCHOOL AND ACADEMIC LEARNING – NEW CONTROVERSIES, NEW HYPOTHESES, NEW RESEARCH DATA

Summary/Abstract: The interest towards the quality of school and academic learning in the new formal and informal education environments has significantly increased, as well as that towards applying the modern research data from the psychology of education, education sciences, neuro epistemology etc. Such issues can consistently be found on the agenda of international organizations and of the decision factors responsible for the sustainable future of the new generations of pupils and young people. The introduction of the forming of the learning competency, of efficient self management at EU level paradigm cannot disregard curricular values, the use of interdisciplinary and cross curricular strategies approaches in education institutions. Hence, the need for examining the current context, the stage reached in the reference domain or by certain prestigious scientific research, whose impact is either direct, or indirect on the understanding, valorisation and optimization of pupils’ and/or students’ learning. The arguments invoked are connected with the nature of challenges waiting for answers, with the quality of certain working hypotheses or with the ecological validity of empirical research results.

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