Theoretical differences between data-driven decision-making (DDDM), data-based decision-making (DBDM), and data-informed decision-making (DIDM) approaches have received relatively limited attention in digital pedagogical environments. This conceptual review draws on peer-reviewed literature between 2009 and 2025 to clarify these differences and examine their pedagogical implications. While DDDM is often reliant on systematic data use and predictive tools, DBDM is concerned with collaborative interpretation supported by digital dashboards and formalized methodologies, and DIDM integrates professional judgment with digital evidence and ethical considerations. The analysis highlights the impact of digital environments – such as learning management systems, digital trace data, and new AI-supported tools – on educational decision-making. Each approach has distinct benefits and challenges that have implications for teacher professional development and learning as well as institutional practices. An understanding of these differences is essential to effectively balance technological capabilities with pedagogical expertise, as well as to foster ethical and context-aware data use in contemporary education.
Artificial Intelligence for Educators – Practical Guidelines: Tool Selection, Attribution, and Assessment of Student Work
The observation that artificial intelligence plays and will continue to play a prominent role across all professional fields, in political and social life, in education, and for personal development has led to growing awareness of the importance of making anticipatory adjustments to educational systems and processes. This recognition has prompted the proposal and continuous refinement of various resources: suggestions, guidelines, reference frameworks, educational policy documents, and legislative regulations that vary in their utility, pertinence, and coherence, yet remain undeniably relevant for our changing times.
Building upon these existing resources, this article serves as a practical introductory guide for the responsible integration of artificial intelligence in teaching and research activities. It provides useful elements for selecting AI tools appropriate to specific pedagogical tasks, reviews protocols for citing and acknowledging AI contributions in various professional contexts, and proposes effective methods for assessing the authenticity of student work in the AI era. The guide advocates for maintaining a careful balance between harnessing technological potential and preserving the essential human component in the educational process.
Percepții și practici ale cadrelor didactice privind integrarea inteligenței artificiale în educație: un studiu transnațional în România, India, China și Brunei
Teachers’ perceptions and practices regarding the integration of artificial intelligence in education: a transnational study in Romania, India, China and Brunei
This research examines the transformative role of artificial intelligence (AI) in education, placing it within the broader context of a cognitive industrial revolution. Despite the increasing integration of AI-based tools – such as automated assessment systems, adaptive learning platforms or virtual assistants – their adoption in education remains uneven globally. This disparity, driven by institutional, cultural or infrastructural differences, risks deepening existing educational inequalities and fostering superficial use of digital technologies. The present study draws on empirical data collected in July 2024 from over 250 teachers in Romania, India, China and Brunei, to investigate perceptions of the effectiveness, frequency of use and integration of AI tools in teaching practice. Variables such as prior professional training, teaching experience, internet access and field of study are analyzed. Through comparative and contextualized analysis, the research highlights the need for adapted training programs, informed educational policies, and culturally sensitive pedagogical innovations. The results contribute to filling a significant gap in the literature, which has thus far neglected the transnational empirical perspective on how teachers evaluate and use educational technologies based on artificial intelligence.
Competențele digitale ale cadrelor didactice în ansamblul competențelor pedagogice
The Digital Competences of Teaching Staff within the Framework of Pedagogical Competences
Teachers’ digital competence has become a fundamental element for the success and efficiency of the educational process in the 21st Century. In the context of accelerated digital transformation of educational systems, teaching staff are at the forefront of social change and need solid digital competencies to use technology efficiently, creatively and responsibly, transforming it into a valuable tool for teaching, learning and assessment. This paper analyses the complex and multidimensional concept of digital competence, exploring its theoretical evolution and the importance of integrating it within the framework of pedagogical competencies. The study highlights that digital competence goes beyond the simple instrumental use of technology, involving a complex combination of knowledge, skills and attitudes that enable critical and responsible use of digital technology in various educational contexts. Through analysis of existing theoretical frameworks, including DigComp and DigCompEdu, the research demonstrates that initial training and continuous professional development of teaching staff must follow a modern, reformist trajectory, with emphasis on developing integrated didactic and digital professional competencies. The purpose of this paper is to contribute to a deep understanding of digital competence as an essential component of contemporary teaching professionalism and to highlight its importance for improving the quality of the educational process in the digital age.
Integrating Artificial Intelligence into Digital Pedagogy: An Analysis of Challenges and Opportunities
L’Intégration de l’Intelligence Artificielle dans la Pédagogie Numérique : Une Analyse des Défis et des Opportunités
Within the context of fast digital transformation, the integration of artificial intelligence (AI) in digital pedagogy opens new horizons for personalized learning, optimized school management, and a redefinition of the pedagogical relationship.
This article investigates how AI can support digital pedagogy not only through automation and increased efficiency, but also by assisting teachers in instructional decision-making and adapting learning paths to individual student needs.
Alongside the clear benefits, it also addresses significant ethical and socio-cultural challenges – such as algorithmic bias, the opacity of automated decisions, the impact on students’ digital identity, and the need for critical digital literacy among educators. Drawing from interdisciplinary theoretical frameworks and applied examples, the study advocates for a responsible and value-oriented integration of AI into educational systems.
The conclusion emphasizes that AI should be seen not as a substitute for teachers, but as a pedagogical partner – one whose success depends on balancing technological innovation with humanistic principles.
The Role of Artificial Intelligence in School Leadership
Le rôle de l’intelligence artificielle dans la direction scolaire
This paper examines the transformative role of Artificial Intelligence (AI) in school leadership and management. It examines how AI can enhance decision-making, personalize learning experiences, improve digital pedagogy, and increase administrative efficiency. Additionally, the study discusses the challenges and ethical concerns associated with AI integration in educational leadership, such as bias and transparency. To address these issues, the review proposes strategies for implementing AI tools that align with educational goals while promoting equity and accountability. Furthermore, it reviews relevant literature on digital pedagogy, which extends traditional teaching methods into the digital space. A clear understanding of technological possibilities and their practical applications is essential for effectively integrating AI into education.
Dezvoltarea morală a inteligenței artificiale
The Moral Development of Artificial Intelligence
Le développement moral de l’intelligence artificielle
This article examines the moral development of artificial intelligence, exploring both theoretical dimensions and practical implications of implementing ethical principles in AI systems. Starting from the fundamental distinction between two architectures – Combinatorial-state automata (CSA) and Level of Abstraction (LoA) – the study investigates how AI systems can incorporate and exhibit behaviours aligned with moral principles. Through comparative analysis of two concrete AI implementations – the „Cătălin” call centre robot and the Character.ai platform – the article demonstrates significant differences between CSA systems, which strictly pursue predefined objectives, and LoA systems, which incorporate ethical thresholds and adaptive capabilities. In the current context of accelerated artificial intelligence development, the paper argues for the fundamental necessity of integrating moral databases into AI system architecture, emphasizing the significant impact of this approach in both educational and commercial interactions. The conclusion highlights that, while we cannot yet speak of an intrinsic morality in artificial intelligence, implementing ethical principles in AI system programming represents an imperative necessity for developing human-machine interactions based on trust and moral values.
Identitatea în mediile virtuale. Problema meta-narațiunii în domeniul metamorfozelor digitale
Identity in Virtual Environments. The Problem of Meta-Narrative in the Field of Digital Metamorphoses
L’identité dans les environnements virtuels. Le problème du méta-récit dans le domaine des métamorphoses numériques
This article examines the fundamental transformations of human identity in the context of the contemporary digital revolution. Starting from a conceptual analysis of identity in the post-humanist era, the paper investigates how digital technology is not merely a tool, but rather a distinct way of understanding and relating to reality. The study explores how virtual and digital environments trigger a profound mutation in the construction and manifestation of individual identity, arguing that the continuous exposure and permanent openness to the exterior facilitated by digital technology modify the very nature of human identity. The perspective is interdisciplinary, combining philosophical theories about technology with sociological analyses and contemporary cultural studies. Classical concepts of static and unitary identity are critically examined in relation to the new realities of the digital world, where the boundaries between real and virtual, between self and otherness become increasingly diffuse. Special attention is paid to how virtuality transforms the relationship with corporality and physical space, leading to a fusion between identity and technology that goes beyond mere instrumental use. The paper explores the implications of this fusion for the traditional concept of identity and for how we understand ourselves in the digital age.
The study’s conclusion emphasizes that we are facing a paradoxical situation: instead of witnessing a withdrawal into the self as a reaction to the assault of the digital new, we are witnessing a continuous and total exposure. Contemporary identity no longer represents a balance between static and dynamic, but becomes so fluid that it risks losing any defining contours. This transformation raises fundamental questions about the future of human identity in the digital age and about our ability to maintain a coherent sense of self amid this technological revolution.
Valoarea resurselor educaționale multimodale pentru achiziția lexicului în învățarea limbilor străine
The Value of Multimodal Educational Resources for Vocabulary Acquisition in Language Learning
This research examines the role of multimodal educational resources in optimizing the lexical acquisition process in the context of learning French as a foreign language, highlighting the need for a paradigmatic shift in current pedagogical approaches. The study combines a theoretical analysis of multimodal media literacy and multimodal document concepts with mixed empirical research, including interviews with 21 teachers and a questionnaire administered to a sample of 58 students.
The results reveal that, while multimodal documents are perceived as valuable tools for improving lexical retention and increasing student motivation (96.5% of respondents confirming their effectiveness), their implementation in pedagogical practice remains limited and primarily focused on passive reception rather than developing production and critical analysis skills. The research highlights the need to reconfigure school curricula and teaching methodologies to systematically integrate multimodal literacy, thus contributing to the formation of competent digital citizens.
This work opens new perspectives for further research on optimizing the lexical acquisition process through the lens of linguistic intercomprehension and neurolinguistics, while proposing an updated theoretical framework for integrating multimodal resources into teaching practice.
AI Agents in Education: An Early Systematic Review of Emerging Roles, Potential, and Limitations
In a world where ChatGPT writes essays and solves math problems in seconds, an important question emerges: who will shape the character and values of the next generation – cold and precise algorithms or teachers who understand the needs, potential, and sensitivity of human beings?
Recent advances in artificial intelligence, particularly the emergence of sophisticated AI agents like ChatGPT, have sparked intense debate about their role in education. While these technologies promise to transform teaching and learning processes, their rapid evolution and widespread adoption have outpaced our understanding of their implications.
This scoping review addresses a critical gap in current literature by systematically examining the potential, limitations, and challenges of integrating AI agents in educational settings. The review is particularly timely given the accelerated digitalization of education following the global pandemic and the subsequent proliferation of AI tools in classrooms. By synthesizing emerging research and empirical evidence, this study provides educators, policymakers, and researchers with a comprehensive framework for understanding how AI agents can effectively complement, rather than replace, traditional teaching methods.
Our analysis explores key dimensions including: the typology and functionalities of educational AI agents; their impact on student engagement and learning outcomes; their limitations in developing higher-order cognitive skills and social-emotional competencies; and the evolving role of teachers in AI-enhanced learning environments. This systematic examination helps identify research gaps, inform evidence-based implementation strategies, and guide future investigations into the long-term effects of AI integration in education.
The findings underscore the need for a balanced, nuanced approach to incorporating AI agents in educational practice, while highlighting critical areas requiring further research and development. This review contributes to the growing body of knowledge essential for developing effective policies and practices that maximize the benefits of AI in education while preserving the irreplaceable human elements of teaching and learning.