We have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of know which are the opinions of teachers on communication skills and motivation of their students in the classroom. It is a descriptive case research with the objective of knows which are the opinions of teachers on communication skills and motivation of their students in the classroom. The study included a total of 245 people from four universities in Romania. The results obtained by analyzing the responses of the subjects included in our sample have showed that group of teachers have the same opinions regarding the competencies of communication. The research findings coming according to recent studies, confirming that without communication, the teaching and learning process will not take place. Therefore, teachers with good communication skills will create a more successful teaching and learning ambience for the students. On the other hand, someone with great communication skills has the potential to influence others and effective communication strategies will lead to success. Communication skills and work motivation have a high influence in the teaching aspect. The teacher's communication style can influence the interest and attitude of the students in creating a fun and learning atmosphere.

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The present study is based on the importance of social approving reasons in the development of academic motivation. This research intends to investigate the effect that they have reasons for social approving on academic motivation of students. For this the study aims to observe the differences that appear in the ability to retain a list of words by students and general motivation that they have in the presence of social approval (provided by the teacher and peers) in the absence of social approval. It is a descriptive case research based on our teaching experience in higher education. Was analyzed the population of students, aged between 18 and 28 years in university in Romania. The results of analysis of available data, students consider as fundamental the need for approval in the development of academic motivation. The need for approval is a positive factor in point of view of social integration, it supports social behavior as one possible predictor of how a person will relate to others, depending on the axis between the existence of maximal and minimal existence of this needs at a certain person.

Online teaching environment is a challenge for science, technology, engineering, and mathematics (STEM) in-service teachers who feel worried about their ability to succeed in what might be an unfamiliar learning environment. This research focused on testing the effects of perceived risks and concerns by in-service teachers during online-only classes due to the coronavirus outbreak on student academic progress requirements across the different STEM disciplines. The research hypotheses were tested on a sample of 1444 in-service teachers teaching exclusively in the online environment, in Romania. A structural equation model was used to explore the possible links among two external variables (pedagogical and technological perceived risks), one mediator variable (student engagement), one control variable (school settings), and one output variable (student academic progress requirements). The results revealed significant negative paths from challenges mediated by student engagement to student academic progress, as well as positive paths from them to mediator factor. The school setting categories were negatively correlated with both perceived risk dimensions. The moderator role of student engagement on the challenges-outcome link was supported. The online teaching effects on student’s academic progress varied across the different STEM disciplines. The relevant common features for all STEM disciplines were further then demonstrated. Keywords: online class, pandemic emergency, STEM, structural equation modelling, student academic progress, in-service teachers

This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior. Keywords: digital storytelling tool, natural sciences didactics, technology education didactics, pre-service teachers’ digital age, pre-service teachers’ status, TAM model.