The main idea of this investigation is to identify a series of challenges and opportunities presented by telecommuting within the school system as a result of the SARS-Cov-2 pandemic. The objective of the paper is to identify key elements which are able to provide concrete assistance in building a sustainable online education system, with particular reference to Romania, as a system that can be used beyond the timeframe of the current pandemic. The methodology used for our scientific investigation is quantitative, based on an eight-item data collection instrument/questionnaire with 459 respondents (bachelor, masters, doctoral, and postdoctoral students—which makes this research a study from the perspective of the students’ perceptions) with ages ranging from 18 to 53. In terms of results, the eight items were evaluated on a Likert Scale from 1 to 5, leading to the formulation of seven hypotheses (H1 to H6), of which six were accepted and one was rejected (H7) (the questionnaire has a margin error/confidence interval of ±4.5% and a confidence level of P = 95%). We concluded from the six validated hypotheses, coupled with the one which was invalidated, that telecommuting to online education was not only successful but also garnered a system characterized by sustainability. Despite the swiftness of telecommuting to online education and the perceptions of the student population, online learning can be efficient and sustainable, in which case further government policies can only improve a system that has already been proven to work.

This is a qualitative research based on a phenomenological perspective of understanding, that aim to captures the way in which the population of rural areas from the western part of Romania understands the terms of nature and environment. Starting from valuable scientific studies related to the relationship between man and nature, we propose an original interdisciplinary approach that combines social methodology with a geographical, ecological and land use perspective. This study aims to identify the forms in which social representations about nature and environment are outlined on the level of rural areas people perceptions. As Romania is a European Union member state, its rural areas have seen transformations and changes in detail that reflect in the environmental-geographical ambience typical of the three main relief types (mountains, hills and plains), the mixed geomorphological type, its residents’ basic aspirations and conscious attitudinal and behavioral levels. The two study benchmarks are the notions of nature and environment, raising perception sensitivities and everyday concerns belonging to the residents of the rural areas surveyed. The administrative unit of Bihor County, belonging to the northern half of the Crișana Province and comprised of rural communities in 97 villages, was selected as the study’s target area. These villages were selected in such a way that they had to meet the requirements of balance and diversity of local environmental conditions, land use and the result of changing their land cover and the socio-geodemographic conditions of the population. A series of 1576 questionnaires were administered to subjects who are over 18 years old and are aware of the reality of their places. The results of the applied tests (Levene’s test) show that the concrete factors of daily activities are very good predictors of the relationship between man and nature.

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Through the game you can highlight the child's personality, thinking and feelings. Education has a welldefined purpose and best, this aim, can be achieved through play. It is the game that makes the child understand reality. In life, we have different roles, we take up different social positions, but what is the role of adult in the non-formal game of child education? In teaching theories, adult plays a catalyst role, helping the child understand himself, understand others and understand what he or she learns.We can believe that games and, in particular, motion games contribute to the formation of positive emotional States and moral qualities, will and character traits. They educate the child's trust in their own forces, a sense of friendship, stimulate the pleasure of acting in and for the collective. He also develops the courage, the courage, the perseverance, the spirit of competition and responsibility toward his own actions, discipline and self-control. Games capture the world's ideas on their cultures and pass them on to future generations. Games are seen as important social and cultural events as learning tools and signs of social status. Education experts describe children as a key element of their development. When a child spends a lot of time playing, it is not considered a waste of time, but a way for the child to interact with the world around him. Play the child requires neither many elements nor specialized guidance, in conditions where the child plays safely. There is no need for adult intervention. The game is the environment through which information from the real world reaches the child's mind and is the first means of directing and knowing reality. This Article wants to bring the idea of the teaching game as an object of trust in its educational value. We must not see the game or reference it to a simple way of effortless expansion. In the course of his history, the Game manages to overcome this status, and more and more scientists are beginning to appreciate its educational virtues. Many theories have been formulated on the game. Some authors view the game as a survival exercise, for other authors the game plays a cathartic role, in downloading the negative emotions. But, through the game, the child has the authority to create a representation, to establish a flexible situational model in order to achieve emotional development..

Today's world, the society in which we live, is one of interference. From one day to the next we see an enhancement of culture, and that is because of people-to-people meetings. In these circumstances, we are witnessing different ways of thinking, action and understanding. The main culture court is the school. This institution cannot remain neutral to the challenges of the current times. The cultural phenomenon is reproduced and expressed in schools.The school is a factory of people, because it does not form an individual in general, but has a duty to integrate the person ethnoculturally and socio-Community The formation of our cultural identity must not be built against the other, but must aim to mark individuality by integrating it into a particular cultural model. School practices highlight strategies for marking cultural identity.