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All Journal International Journal of Education and Digital Learning (IJEDL) Integrated Education Journal
Daniela Florina Stancu
University of Craiova, Romania
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Comparison of Romania’s Digital Education Model with Other Eastern European Countries Daniela Florina Stancu; Rodica Andreea Munteanu; Irina Roxana Petrescu
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.351

Abstract

This study presents a comparative analysis of Romania's digital education model in relation to other Eastern European countries, namely Poland, Hungary, the Czech Republic, and Russia. The research employs a descriptive qualitative approach, analyzing secondary data such as academic publications, government policies, and institutional reports. The findings reveal that while Romania has made significant strides in aligning its education system with European Union standards—through initiatives like SmartEDU and integration with the Bologna Process—its implementation remains inconsistent, especially in rural regions. Compared to Poland and the Czech Republic, which demonstrate strong infrastructure, decentralized governance, and sustained teacher training, Romania’s digital integration is hampered by bureaucratic inertia, infrastructure gaps, and a lack of equitable access. Hungary shows a more centralized governance model, while Russia presents significant regional disparities. Notably, Romania has shown promise in informal education, such as the Romanian Science Festival, helping bridge digital divides through community-led innovation. The paper concludes that for Romania to advance its digital education goals, it must prioritize teacher training, infrastructure development, and localized policy execution. This study contributes to understanding how post-communist education systems navigate digital transformation amid structural and socioeconomic constraints.
Reconstructing Islamic Religious Education in the Era of Artificial Intelligence: A Qur’anic Framework for Ethical Digital Engagement Abubaker Kashada; Md. Sultan Mahmud; Daniel Thompson; Liv Paulsengaard; Daniela Florina Stancu
Integrated Education Journal Vol. 2 No. 1: Integrated Education Journal (Jan-Juni)2025
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

The rapid advancement of artificial intelligence (AI) has significantly transformed contemporary educational practices, including the way knowledge is accessed, interpreted, and disseminated in digital environments. These developments present both opportunities and ethical challenges, particularly for Islamic Religious Education, which seeks to guide students not only in intellectual development but also in moral responsibility. This study aims to reconstruct Islamic Religious Education in the era of artificial intelligence by developing a Qur’anic framework for ethical digital engagement. The research focuses on how key Qur’anic ethical principles such as tabayyun (verification of information), responsibility in knowledge acquisition, and ethical communication can serve as moral foundations for digital literacy and responsible technology use among students, this study employs a qualitative approach using the library research method, which involves a systematic analysis of scholarly literature related to artificial intelligence in education, digital literacy, ethics of technology, and Qur’anic perspectives on knowledge and communication. The data sources consist of peer-reviewed journal articles, academic books, and relevant research publications published within the last five to ten years. The collected literature was analyzed through content analysis and conceptual synthesis to identify key themes connecting AI-based educational environments with Qur’anic ethical teachings relevant to responsible digital engagement, the findings indicate that integrating Qur’anic ethical principles into digital learning environments provides a strong moral framework for guiding students in the responsible use of artificial intelligence technologies. Principles such as tabayyun encourage critical verification of information, while Qur’anic guidance on ethical communication promotes respectful interaction and prevents the spread of misinformation in digital spaces. The novelty of this study lies in proposing a conceptual integration between AI-driven digital learning and Qur’anic ethical epistemology, offering a framework for reconstructing Islamic Religious Education that balances technological innovation with ethical and spiritual values in the digital age
Co-Authors Abubaker Kashada Daniel Thompson Irina Roxana Petrescu Liv Paulsengaard Md. Sultan Mahmud Rodica Andreea Munteanu