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The increasing intersection of psychotherapy, cognitive science, neuroscience, and systems engineering beckons us to rethink what it means to talk the language of the human mind in the clinical setting. This position paper proposes the idea of entangled autopoiesis, a metatheoretical paradigm that addresses the mind and therapy not as linear processes but as self-organizing, adaptive processes enfolded across neural, cognitive, relational, and cultural domains. Psychotherapy, from this viewpoint, is less a corrective technique and more a zone of systemic integration, wherein resilience and meaning are co-created in the interaction of embodied brains, lived stories, and relational fields. Neuroscience informs us about plasticity and regulation; cognitive science emphasizes the embodied and extended nature of cognition; and systems engineering sheds light on feedback, emergence, and adaptive dynamics. Artificial intelligence appears as a double presence: as a metaphor for complexity and as a practical tool able to chart patterns below human sensibility. By adopting a complexity-aware epistemology, we advocate a relocation in clinical thinking—one recognizing the psyche as an autopoietic network, entangled with culture and technology and able to renew itself in therapeutic encounters. The implications for clinical methodology, therapist training, and future interdisciplinary research are discussed.

This study investigates the influence of positive feedback on students’ motivation and engagement in the classroom. It explores teachers’ perspectives on how positive feedback affects students’ learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances of positive feedback. The main objective is to determine if there is a statistically significant correlation between the provision of positive feedback during educational activities and students’ motivation levels. The study underscores the crucial role of feedback in shaping student motivation and stresses the significance of positive feedback in creating an inclusive and supportive learning environment. The research question revolves around understanding how positive feedback influences students’ motivation and involvement in the classroom. The study employs qualitative methods, including interviews and surveys, to gather teachers’ perceptions and experiences regarding positive feedback practices. The results reveal that teachers perceive positive feedback as a powerful tool for enhancing students’ motivation and engagement in learning activities. In conclusion, this research underscores the importance of incorporating positive feedback strategies in educational settings to foster a supportive and motivating learning environment for students.

Assessment practices in Romanian primary education remain largely recall-based, despite curriculum expectations that prioritize reasoning, metacognition, and inclusive learning processes. This conceptual–analytical study examines the structural misalignments between curriculum goals, classroom assessment cultures, and national evaluation systems, highlighting their impact on learning equity and cognitive development. Drawing on international frameworks (OECD, UNESCO), national assessment data, and Romanian pedagogical literature, the analysis identifies three systemic gaps: curriculum–assessment misalignment, assessment–instruction misalignment, and a mismatch between equity-oriented policies and classroom practice. To address these challenges, the article proposes the ECEI Framework, an integrated developmental model that combines principles of cognitive education, metacognitive strategy development, inclusive pedagogy, and formative assessment. The framework introduces four categories of indicators—cognitive, metacognitive, inclusive, and assessment—designed to support teachers in observing and evaluating learning processes more effectively in diverse classrooms. Discipline-based illustrations in mathematics, reading, and science demonstrate how innovative assessment practices can make students’ thinking visible through authentic tasks, learning progressions, and multimodal response pathways. The findings suggest that developmental and inclusive assessment is essential for improving learning outcomes and reducing socio-economic disparities in primary education. Implementing the ECEI Framework requires targeted teacher training, coherent curriculum–assessment alignment, and system-level support to ensure sustainable changes in instructional practice.

First-grade students often encounter challenges in understanding and solving arithmetic word problems due to their limited reading comprehension abilities. Despite these difficulties, students may employ arbitrary strategies, such as combining numbers based on specific keywords, even if they lack a full understanding of the problems. Research suggests that effective mathematical reasoning involves the use of visual mental representations during the problem-solving process. To address this, some studies have explored methods to enhance students’ comprehension of word problems. Building on this, the current study explores the impact of first-grade pupils creating visual representations of problem situations on their comprehension and the number of correct solutions. In a typical math class, 45 first graders received a paper-and-pencil task, and, in a visual context, they solved similar problems after reading and illustrating the situation. The findings reveal that while most participants correctly represented the problem situations through drawing, about half struggled to determine the numeric solutions. Nevertheless, the visual context led to an increase in the number of correct problem solutions compared to the normal context, suggesting the potential benefits of incorporating visual representations in enhancing comprehension and problem-solving skills.

The objectives of the current survey study targeted the overall questionnaire-based assessment of EHR functions trialed by occupational medicine physicians, the presence of correlations between observed advantages and disadvantages of the trialed EHR as well as the intention or factors that should stimulate its integration in medical practice. Statistical analysis of questionnaire responses revealed that occupational medicine physicians have an overall appreciative opinion on the application functions and consider that its integration into practice is good. All physicians were interested in applying EHR into practice, most of them intending to use it in the future. Most physicians mentioned the lack of legislation as main obstacle in their EHR use. Advanced knowledge of computer use as well as knowledge of the significance of the term EHR, represent differentiating characteristics of specialists' perception that EHR exploitation will lead to positive changes in the health surveillance of workers. [PUBLICATION ABSTRACT]

During periodic occupational medical checkup, in a sample including all employees from two high schools, a secondary school and a kindergarten, we administered through voluntary completion, questionnaires which assessed the employees’ occupational stress in terms of individual characteristics, anxiety, sense of self-efficacy, work ability, emotional exhaustion and health status (using ShortForm 36 questionnaire). A number of 233 questionnaires were returned. Only the occupational stressor represented by communication with superiors correlates significantly negatively with work ability in all four units. Work ability and communication with superiors also have average scores which differ significantly and are concordant in all four units. In the secondary school, work ability has the highest average value and the lowest average value of “communication with superiors” stressor. The same values are decreasing for WAI in order, from high school 2 to high school 1 and kindergarten while the stressor represented by communication with superiors has increasing values in order from high school no 2 to high school no. 1, and kindergarten. These results show that programmes to reduce occupational stress in school units should primarily address the school unit leadership in order to improve their communication with employees.