Pedagogical alternatives – Directions for modernizing primary education in Romania
Article Category: Research Article
Published Online: Sep 15, 2025
Page range: 10 - 16
Received: Jul 16, 2025
Accepted: Jul 27, 2025
DOI: https://doi.org/10.2478/hettw-2025-0008
Keywords
© 2025 Luiza Nicoleta Moraru and Corina Costache Colareza, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The modernization of primary education inevitably requires the rethinking of teaching strategies in alignment with the complex realities of today’s learners. In a world shaped by continuous technological, cultural, and psychological transformation, traditional methods of instruction often fall short of addressing students’ individuality and potential.
After 1990, Romania experienced a strong need to restructure its educational system in line with new social and cultural realities. Alternative pedagogies provided a meaningful response to these challenges, emphasizing diversity, freedom of expression, and experiential learning (Albulescu, 2014; Cuciureanu, 2011).
This national context of transformation aligned with broader international educational trends, where validated alternative pedagogies – such as those developed by Steiner, Montessori, and Freinet – offered innovative responses to the limitations of traditional instruction.
Internationally validated alternative pedagogies – such as those developed by Steiner, Montessori, Freinet, and others – advocate for a child-centered model of learning, one that fosters autonomy, intrinsic motivation, creativity, and social responsibility (Freinet, 1977; Montessori, 1964; Steiner, 1998). These models emphasize experiential learning, emotional development, and adaptive teaching strategies tailored to each learner’s rhythm and interests (Burke-Walsh, 2010; Pânișoară & Manolescu, 2019).
The Romanian educational system is progressively embracing the need for pedagogical reform through inclusive and participatory instructional practices. Recent studies emphasize the effectiveness of interactive group learning methods (Moraru, 2024), the motivational impact of context-sensitive digital tools (Moraru-Pană, 2023) and the psycho-pedagogical relevance of lifestyle education, emotional awareness, and social context.
Alternative pedagogies emerged in response to the standardization and rigidity of traditional schooling, offering a vision of education rooted in the child’s individuality, emotional development, and social engagement (Pânișoară & Manolescu, 2019). These models promote flexibility, intrinsic motivation, and hands-on learning – elements that are increasingly necessary in today’s educational environments (Serdyukov, 2017).
These alternatives promote holistic development, autonomy, and creativity in children, contrasting with traditional education, which often emphasizes knowledge reproduction and hierarchical structures. For example, the Step-by-Step pedagogy supports interest-based centers and active parental involvement (Burke-Walsh, 2010), while the Waldorf model integrates educational rhythms and artistic expressiveness into the learning process (Steiner, 1998).
“Education should not be merely a process of transmission, but one of shaping individuals for a democratic and responsible life” Dewey, as cited in (Albulescu, 2014).
According to constructivist theory, these approaches align with the theories of Dewey, Vîgotsky, and Bruner, who pointed out learning as a process of meaning-making through guided interaction and problem-solving.
Recent research in the Romanian context supports the relevance of these models. For example, Costache Colareza (2023) emphasized the role of lifestyle, emotional values, and learner autonomy in effective pedagogy. Likewise, Moraru (2024) demonstrated the benefits of interactive group methods for boosting engagement in primary classrooms, while Moraru-Pană (2023) highlighted how adapted instructional strategies influence student motivation in digital and hybrid contexts.
Alternative pedagogies are not meant to replace national curricula but to enrich them by offering methodological diversity and a greater focus on personalized, experience-driven learning (Badoi-Hammami & Costache Colareza, 2023). In this sense, their integration represents not a rupture with tradition but a necessary evolution toward inclusivity and educational relevance (Table 1).
Traditional vs alternative pedagogies in primary education.
| Aspect | Traditional pedagogy | Alternative pedagogy |
|---|---|---|
| Learning focus | Knowledge transmission | Experience-based knowledge construction |
| Role of the teacher | Authority figure, transmitter | Facilitator, guide |
| Student’s role | Passive recipient | Active participant |
| Evaluation method | Standardized testing | Formative, portfolio-based, self-assessment |
| Classroom organization | Rigid, frontal instruction | Flexible, centers or group-based |
| Parent involvement | Occasional, limited | Continuous, collaborative |
This comparative synthesis reinforces what has already been demonstrated through empirical evidence in this study: that alternative pedagogies, through their emphasis on personalization, emotional development, and experiential learning, provide a coherent and effective response to the limitations of conventional instructional models, particularly in primary education.
The study was designed within the framework of action pedagogy, aiming to implement a context-responsive educational intervention in real classroom settings. This approach is rooted in the educational philosophy of Montessori (1964), who emphasized the principle of self-education and the importance of individualized learning pathways. Following this logic, the intervention taught not merely to test predefined outcomes, but to adapt and respond organically to the needs, rhythms, and autonomy of each learner. The didactic structure therefore privileged flexible organization, active exploration, and the child’s agency in constructing knowledge through experience.
This study employed a mixed-method, quasi-experimental design aimed at assessing the impact of integrating alternative pedagogical elements into traditional primary education settings. The research was implemented over the course of 6 months and focused on three second-grade classes within a Romanian urban public school.
The study involved a total of 82 pupils, who were distributed across 3 second-grade classes as follows: 26 pupils in Class A, 28 in Class B, and 28 in Class C. Participants were aged 7–8, with an even gender distribution and a socio-economically heterogeneous background. The selection of classes was based on voluntary teacher participation and parental consent.
Each class received a tailored pedagogical intervention inspired by one or more alternative educational models: Class A implemented elements from the Step by Step approach, including learning centers, collaborative tasks, and daily morning meetings; Class B followed the Waldorf model, incorporating rhythmic storytelling, artistic expression, and eurhythmic activities; while Class C adopted Montessori principles, focusing on autonomous material selection, individualized pacing, and self-assessment practices. Across all three classes, instructional strategies included emotional literacy exercises, student journals, experiential learning projects, and peer feedback mechanisms. Teachers received initial training and ongoing coaching, following the approach described by Moraru (2024) regarding group-based interactive instruction.
A triangulated methodology was applied, including
Additionally, performance scores were recorded for each pupil at two moments: at the beginning (T1) and end (T2) of the intervention semester.
Quantitative data were processed using IBM SPSS Statistics. A paired-samples
The results showed statistically significant improvement in all groups. These findings are consistent with earlier research that highlights the benefits of personalized and interactive instructional models (Badoi-Hammami & Costache Colareza, 2023; Moraru-Pană, 2023).
The data analysis revealed statistically significant improvements in pupils’ academic performance, autonomy, and engagement following the intervention in all three classes. A paired samples
These results indicate that the pedagogical interventions had a significant positive impact in all three settings. Furthermore, the effect sizes observed were moderate to high, suggesting more than random variation and pointing toward practical significance in the classroom.
Throughout the semester, systematic observations conducted by teachers indicated a noticeable shift in classroom dynamics and pupil attitudes (Table 2).
Behavioral observations by category.
| Aspect | Observation |
|---|---|
| Active participation | Over 80% of the pupils engaged actively in all classes |
| Collaboration skills | Improved teamwork and mutual help noted in Classes A and C |
| Reduction in disruptive behavior | Disruptive behaviors reduced by 40% overall |
These findings support the idea that creating a positive educational climate – one based on authentic interactions and developmentally relevant tasks – has a direct impact on students’ school behavior and emotional engagement. In an environment where students feel safe, valued, and encouraged to express themselves, collective responsibility, peer assistance, and a reduction in negative behaviors tend to emerge (Neacșu & Moraru, 2022; Negreanu, 2006). Moreover, such an educational context fosters active learning and the development of healthy teacher–student and peer relationships, contributing to a collaborative and respectful classroom atmosphere.
Qualitative observations confirmed these findings. Teachers reported increased participation, improved peer collaboration, and reduced disruptive behavior. Reflective journals revealed greater emotional expression and self-awareness among pupils. For instance, in Class B, students demonstrated deeper engagement with artistic activities and displayed improved verbalization of feelings, as noted in teacher logs and student portfolios (Figure 1).
Behavioral observations.
The use of teacher journals and parent interviews is supported by qualitative research in educational action studies (Neacșu & Moraru, 2022), which highlight their value for contextual feedback and reflection.
Qualitative analysis of student work and self-evaluation tools provided insight into individual growth in reflective and expressive domains (Figure 2, Table 3) Reflective journals demonstrated enhanced introspection and emotional vocabulary. Student portfolios showed progress in creative thinking, narrative coherence, and written expression. Self-evaluation results, particularly in Class C (Montessori), reflected a positive self-concept and an increased capacity for identifying personal strengths.
Self-assessment and portfolios.
Progress indicators in self-assessment activities (estimated %).
| Aspect | Outcome |
|---|---|
| Reflective journals | Enhanced introspection and emotional expression |
| Student portfolios | Improved written expression, creativity, and thinking structure |
| Self-evaluations | Positive self-image, especially in Class C (Montessori) |
Semi-structured interviews with parents (
Parental feedback.
| Feedback aspect | Percentage | Comment/observation |
|---|---|---|
| School enthusiasm | 89 | A visible increase in school enthusiasm |
| Autonomy at home | 74 | Higher levels of autonomy in completing school tasks at home |
| Parental engagement | 66 | Improved communication and more open relationship between school and family |
These results are consistent with previous research underlining the transformative power of interactive and personalized pedagogies (Figure 3) (Badoi-Hammami & Costache Colareza, 2023; Moraru, 2024).
Parental feedback on student development.
Despite the positive outcomes, the implementation process also revealed several constraints (Table 5): The need for extended preparation time to design and implement differentiated activities. Initial parental skepticism, particularly concerning non-traditional learning strategies. The lack of systematic teacher training in alternative pedagogy methods.
Limitations and challenges.
| Challenge | Comment |
|---|---|
| Extended preparation time | Teachers required more time for differentiated planning |
| Parental skepticism | Some parents resisted non-traditional approaches |
| Ongoing teacher training required | Training in alternative pedagogies is crucial for sustainable change |
The findings of this study confirm the pedagogical and developmental value of integrating alternative educational models into traditional primary school settings. By applying tailored strategies inspired by Step by Step, Waldorf, and Montessori approaches, the intervention led to consistent improvements in student motivation and engagement, collaborative behavior and peer support, self-regulation and autonomy, as well as stronger school–family communication.
These outcomes validate previous research that emphasizes the role of personalized, experience-based learning in modern education (Costache Colareza, 2023; Moraru, 2024). The use of reflective journals, self-assessment tools, and differentiated instruction allowed pupils to express themselves more authentically and grow at their own pace – particularly evident in Class C under Montessori principles.
Importantly, the study revealed that alternative pedagogical methods can be successfully integrated without displacing national curricular requirements. They offer a meaningful way to humanize education, making it more responsive to the real-life needs of today’s students. However, for long-term sustainability, systemic efforts are needed especially in teacher training and stakeholder communication.
These conclusions reinforce the idea that alternative pedagogies do not reject the national curriculum but rather represent an opportunity for methodological diversification and personalization of the teaching process as a summary of the main findings: improvement in motivation, autonomy, collaboration, parent involvement provide further clarification that alternative pedagogy complements the national curriculum.
Considering the findings, several strategic recommendations emerge to support the effective integration of alternative pedagogical approaches within the Romanian primary education system. First, we suggest the gradual introduction of structured morning meetings and activity-based learning centers in public schools, to foster student autonomy, emotional regulation, and classroom community. Second, there is a pressing need to develop and institutionalize national-level teacher training programs focused on the principles and methods of Step by Step, Waldorf, and Montessori education, ensuring that educators are adequately prepared to implement these approaches with both fidelity and contextual flexibility. Third, the success of such reforms depends heavily on active family involvement; therefore, parents should be engaged as collaborative partners through structured dialogue, participatory school projects, and workshops that align school goals with home environments. Finally, to ensure coherence with national standards, we recommend the development of methodological guides tailored to the Romanian curriculum. It closes with a reflection that this model can be replicated nationally to modernize primary education.
The authors thank the primary school staff, participating teachers, pupils, and parents for their valuable support during the study.
Authors state no funding involved.
Luiza Nicoleta Moraru and Corina Costache Colareza contributed equally to the conception, design, data collection, analysis, and writing of this article. Both authors have read and approved the final manuscript and are equally responsible for its content.
Authors state no conflict of interest.
The data supporting the findings of this study are available from the corresponding author upon reasonable request.