The present research aims to identify the training needs of military students and their perceptions about the importance and necessity of training the intercultural competence, before participating in an international mobility stage. Their mobility takes place within the international Erasmus Plus program. The questionnaire that was the basis of this research had two dimensions. Following the processing of the results, it was found that the students need to be well trained before interacting with a new culture.

This study aims to evaluate intercultural competence for military students before they go on an international mobility stage and after its completion, in order to see if intercultural competence is formed in real intercultural contexts. In the study, we addressed both theoretical and practical aspects of intercultural competence. As an instrument for data collection, an intercultural competency assessment questionnaire was used and, following its application, it was found that the high level of the “knowledge” component of intercultural competence determines a higher level of the other two elements - “attitudes” and “skills”.

The concern for the training of intercultural competence has become more and more accentuated because in the contemporary society we are witnessing a significant increase in student mobility. In countries such as France or Germany teachers have created special programs for training this competence for students that studying in a different culture. It was found that such intercultural competence training programs help students to better understand the characteristics of the cultures and the differences between them, to respect them and to integrate better. Possessing intercultural competence allows students to better manage relationships in a multicultural space. The goal of this paper is to explain the notion of intercultural competence and its importance for students who will participate in international mobility.

The present research aims to highlight the relationship between locus of control and learning styles. The study was attended by 225 students from several faculties with a humanistic profile in the University of Bucharest, aged between 22 and 23, both male and female. Statistically significant differences in terms of locus of control depending on learning styles, are to be measured in terms of the dependent relationship between the two variables (p < 0.01). On the other hand, we aimed to highlight gender differences depending on learning styles and locus of control (p < 0.01). The results can be used in the adaptation of teaching methods in the university environment.

The pandemic period brought major changes in terms of the teaching-learning process in the university education system and represented an experience both for teachers and students. This study investigates the views, difficulties faced by students while attending online courses and seminars, but also disadvantages and benefits. In order to carry out the study, a questionnaire with several items aimed at achieving clear objectives was applied. The study was attended by 70 students from the PIPP specialization, bachelor’s cycle, who attended the online courses in a percentage of over 50%. The analysis captured various results regarding the way of teaching-learning in the online system, which indicates that most of the students in the research lean towards learning in a physical format, and only in exceptional cases online, among the causes or difficulties identified being the weak Internet connection, lack of concentration and focus of attention in classes caused by various disturbing factors in the home environment, difficulties in understanding the classes, the impossibility of physical participation in practice activities.