3rd International Conference on Innovation in Psychology, Education and Didactics (ICIPED 2021)

Call for Papers

The Third “International Conference on Innovation in Psychology, Education and Didactics – ICIPED” will take place on September 17 – 18, 2021 in Bacău, “Vasile Alecsandri” University of Bacău, Romania. This conference aims to bring together educational scientists, teachers, councillors, education experts, managers/ administrators, graduate students and representatives of the civil society to share and discuss scientific theoretical and practical knowledge.

The members of the scientific committee encourages the submission of articles that communicate applied and empirical findings of interest to higher education professionals. Topics of interest include, but are not limited to, the following topic areas: Educational psychology, Pedagogy, Didactics.

Selected papers will be published in Journal of Innovation in Psychology, Education and Didactics – http://jiped.ub.ro/


Aims and Scopes

This conference aims to bring together the educational scientists, teachers, councillors, education experts, administers, graduate students and civil society organization and representatives to share and to discuss theoretical and practical knowledge in the scientific environment. The scope of the current international conference includes the following major topics relate to the Educational psychology, Pedagogy and Didactics, but are not limited to.


Keynote Speakers




Title: Content and Language Integrated Learning for Recently Immigrated Students – What did we learn from four years of practice?


The number of refugees has increased tremendously all around Europe between 2014 and 2016. Apart from the resulting rather general political and economic issues, the educational sector faced the challenge of educating students with no or only limited language skills. In order to foster both language and content learning at the same time, the project “Biology for Everyone” established science teaching tailored to the needs of recently immigrated students in Bielefeld, Germany. In a longitudinal mixed-method study, the intervention was evaluated with a focus on the suitability of content learning in terms of interest, motivation, and possible advantages for the transition into the mainstream classroom. Furthermore, a first study on students’ language and content knowledge was conducted with preliminary results indicating advantages in terms of subject specific vocabulary and content knowledge in favour of the intervention group.

Otilia CLIPA, Ștefan cel Mare University of Suceava

Title: Early Childhood Education – Development of Social and Emotional Competences


Nowadays, for entire world is consider a priority to invest in Early childhood education and to realise upon this European educational Policies. On September 2019, the European Commission had published the comparative report about Data on Childhood Education and Care in Europe and this document describes the main policy measures to ensure access specifying which countries guarantee a place in Early Childhood Education and Care from which age and it show how investment in this field have many benefits in entire life of this people. In many educational policies are highlighted the values of early age education and their effects on the children’s social and emotional integration within that society. In these debates, many countries focus their educational policies to teacher training for early childhood education and we described in this presentation.  Today’s society, facing a fast-forward transformation in the area of communication and the impact of technology in all areas of life, is distinguished by increasing aggression and decreasing the collaboration and teamwork and involvement in the social life of the community. Under these conditions, it is up to education to ensure the harmonious development of the human personality – with its real needs, both intellectual and emotional, social – and its integration into a society that is constantly changing. The educator is asked to be himself developed emotionally and socially, and bring an extra kindness, harmony, to create the space in which the child is integrated, with openness to the community, and the parents to want the full development of the candidate for humanity. Contemporary pedagogy acknowledges that education at a very fragile age determines the harmonious development of the personality and a very good social integration.


Title: Evaluating the Applicability of Campus Law in Responding to College Sexual Harassement among Genders


The present study investigates the ways in which university perceives and positions sexual harassement in campus among female bachelors. Campus or dorm aims to welcome students who successfully passed their Baccalaureate exam. Students who live far might suffer from homesickness which would impact their behaviour at University. To undertake this study, we have qualitatively examined the students’ attitudes after data collection in Salami El Dine Campus- Tiaret-. The researcher has selected over 150 participants out of the population to verify the reliability of our queries. As research instruments, an observation and a survey were selected to collect data. The findings exhibit that females are openly exposed to sexual harassement in the campus, they suffer from over-generalization and stereotype which urge the community to create negative attitudes towards females who further their studies at the University level. It is prerequisite to re-consider the ruling system of the campus and reduce violent discourse; strict laws are mandatory at the level of Universities and campuses against  females who praise sexual harassement to pass the year as well as against workers who embrace such an act to fulfil their concupiscence.


Title: Self-regulation Effect on Academic Procrastination: What Keeps Master Students from Writing their Final Dissertations?


Procrastination as a phenomenon invading the academic field in an ever-growing issue lately. The fact that there are many factors preventing students from finishing their written assignments on time is also another struggle for both students and teachers. When it comes to a bigger project like the graduation one, students tend to procrastinate due to various factors. One major factor contributing to this issue is poor self-regulation. Therefore, this paper attempts to investigate the impact of poor self-regulation on Master students’ academic writing. More specifically, how this factor delays or even prevents students from submitting their final dissertations by the deadline. Thus, a mixed methodology was used involving a questionnaire submitted to Master Two EFL students at Ibn Khaldoun University of Tiaret, Algeria. In addition, an interview was conducted with EFL teachers at the department who also assume supervision tasks along their teaching load to be able to extract meaningful data. The results confirmed that poor self-regulation is a main factor leading to procrastination. They also confirmed that students’ tendency to be distracted by non-academic tasks emphasize their poor self-regulation habits and practices. Moreover, other factors can also contribute to the issue such as anxiety and poor time management.

 Abstract Submission

The draft abstracts can be one-page long (150-250 words). The abstract will include Problem Statement, Purpose of Study, Methods, Findings and Results, and Conclusions and Recommendations (These elements may need some adaptation in the case of discussion papers: Background, Purpose of Study, Sources of Evidence, Main Argument, and Conclusions). Please note that some elements are optional in abstracts.

Scientific committee

  • Nuri Balta – University of International Business, Almaty, Kazakhstan
  • Louiza Belaid  – Ibn Khaldoun University, Tiaret, Algeria
  • Luminita Bibire – “Vasile Alecsandri” University of Bacău, Romania
  • Ioana Boghian – “Vasile Alecsandri” University of Bacău, Romania
  • Elena Bonta – “Vasile Alecsandri” University of Bacău, Romania
  • Otilia Clipa – “Ştefan Cel Mare” University of Suceava, Romania
  • Venera-Mihaela Cojocariu – “Vasile Alecsandri” University of Bacău, Romania
  • Carmen-Mihaela Cretu – “Alexandru Ioan Cuza” University of Iasi, Romania
  • Otilia Dandara – Moldova State University of Chişinău, Moldova
  • Lorin Dragan – “Al. I. Cuza” University of Iasi, Romania
  • Carlos Hervás-Gómez, University of Seville, Spain
  • Gabriel Mareș – “Vasile Alecsandri” University of Bacău, Romania
  • Liliana Mâţă – “Vasile Alecsandri” University of Bacău, Romania
  • Lahmer Mokhtaria – Ibn Khaldoun university of Tiaret, Algeria
  • Elena Nechita – “Vasile Alecsandri” University of Bacău, Romania
  • Lefkios Neophytou – University of Cyprus, Cyprus
  • Carmen Violeta Popescu – “Vasile Alecsandri” University of Bacău, Romania
  • Abolfazl Rafat – Atrak University of Quchan, Iran
  • Dennis Relojo – University of Edinburgh, United Kingdom
  • Viorel Robu – “Vasile Alecsandri” University of Bacău, Romania
  • Mehmet Sahin – Necmettin Erbakan University, Konya, Turkey
  • Naima Sahli, Ibn Khaldoun University, Tiaret, Algeria
  • Petronela Savin – “Vasile Alecsandri” University of Bacău, Romania
  • Mario Schmiedebach – Bielefeld University, Germany
  • Ionut Stoica – “Vasile Alecsandri” University of Bacău, Romania
  • Roxana Timofte – Babes-Bolyai University of Cluj, Romania
  • Katerina Tzafilkou – University of Macedonia, Greece
  • Claas Wegner – Bielefeld University, Germany

Organization Committee

  • Liliana Mâță – “Vasile Alecsandri” University of Bacău, Romania;
  • Roxana Timofte – Babes-Bolyai University of Cluj, Romania


Abstracts will be sent by September 10, 2021.

The conference will take place online on the Teams platform. Participants will receive their login details one week in advance.

There is no conference fee. Participation is free.