Education represents a process in constant evolution, which continuously adapts its structure and vision, objectives and strategies in order to successfully meet the challenges and significant changes occurring in society, but also in the psychical structure of its actors. As a suitable alternative to traditional learning, the experiential learning directly capitalizes skills and attitudes related to critical thinking and problem solving, being less anchored in mechanical learning and memorizing. The experiential learning includes learning by doing, through experience, through exploration and discovery, having the aim to teach the student how to learn, to develop his/her skills by individual work, to emphasize his/her creativity and originality, but also its self-confidence. The paper has an exploratory character, its aim being to discover how experiential learning can influence the student's motivation, knowledge transfer, creativity, self-confidence and how may be created learning opportunities, which can influence development of metacognitive skills, practical and independent work skills, exploratory skills and efficient learning through non-formal activities. The paper also highlights on the students' perception related to their involvement in a series of non-formal activities, organized in the frame of the EU FP7 project entitled: "IRRESISTIBLE -Including Responsible Research and Innovation in Cutting Edge Science and Inquiry-based Science Education to Improve Teacher's Ability of Bridging Learning Environments", and dedicated to the promoting of cutting-edge scientific subjects, together with the disseminating of Responsible Research and Innovation (RRI) dimensions. The feed-back offered by the students -who expressed their degree of interest and their openness to such activities -led to the conclusion that those contexts could create proper opportunities to facilitate the knowledge transfer, emphasizing more on developing practical skills and producing a sustainable learning.

In the context of the pandemic generated by the COVID-19 (SARS-CoV-2), the global education system is currently facing an unprecedented situation which has proven to be difficult to be managed-closing schools and identifying alternative on-line methods in order to continue the educational process. Therefore, teachers, students and parents have become actors playing new roles to which they have to adapt as well and fast as possible. Innovative solutions, good practices, teaching staff creativity and a receptive attitude are fully used and exploited. The way in which the lessons, the strategies and the instruments used in teaching, learning and assessment are developed has to relate to a series of variables: digital skills-competences of teachers and students, their attitude toward modern available technological means, ways for customizing the instructive process and learning conditions. The teachers have to turn students into trustworthy and responsible parties, as active partners in the process of their own formation. The proposed research aims to identify-from the psychological point of view-the perceived self-efficacy among teachers in relation to the use of mobile technology in education, in the context of working just from home. The sample of the research consisted on 125 teachers, having different ages and background in Science and Technology, who carry out educational activities both in urban and rural areas.

Recent research in Psychology stipulates that the Emotional Intelligence represents an important resource underpinning for the success in life, along with the general intelligence or the academic one. The Emotional Intelligence involves the individual's ability to understand the own emotions, the ability to perceive the emotions (including other ones), but also to feel compassion, to be self-motivated, to perseverate, to restrain impulses and to postpone immediate satisfactions. It contributes to the integration of the emotional processes in the general functioning of the psyche and relationships and interaction with others. The emotional intelligence is interrelated with the general intelligence of the person causing how positively harness the powers they have, including the IQ. The paper tries to illustrate whether the Emotional Intelligence characterizes the young students' psychological structure, in the particular context of Science education (secondary level), and how this is valued by them in the Science learning process. The analysis was made in the frame of the European FP7 Project entitled "PROFILESProfessional Reflection Oriented Focus on Inquiry-based Learning and Education through Science", 529 upper secondary school students participating to the survey.

The human potential represents the highest point which can be reached by an individual in his/her development and requires the activation of all bio-psycho-physical resources. Among the factors that converge in the maximal development of the individual, it can be included the self-image, which may influence the success in life and the failure of personal actions. The self-image is a fundamental psychological structure and is involved in the holistic development of the personality, which is constructed through social interactions of the individual, through the internalization of models and experiences. In this respect, the present paper highlights a number of components of the self-image that can be found in the psychological portrait of science specialists. The students who think to a career in the field of sciences tend to design at the level of self-image, specific features of this field, identifying so with their models in the psychological plan. For each person, it is important to choose a profession that meets their needs and expectations. The self-image is one of the factors that make the correspondence between desires and possibilities of accomplishment, but also of the success in carrier and life. The study was done based on the feedback offered by the secondary students to a specific questionnaire applied after the implementation of inquire-based science teaching modules, developed in the frame of the European FP7 Project entitled: "PROFILES -Professional Reflection Oriented Focus on Inquiry-based Learning and Education through Science".