Prezenta lucrare realizează o analiză comparativă între programa de Informatică pentru clasa a IX-a, profil Matematică-Informatică, aplicată în anul școlar curent și programa care va intra în vigoare în anul școlar viitor.

1. Structura programei actuale

Programa actuală pentru clasa a IX-a, profil Matematică-Informatică, este centrată în principal pe dezvoltarea gândirii algoritmice și pe formarea deprinderilor de bază în programare. Conținuturile sunt organizate gradual, pornind de la noțiuni introductive și ajungând la rezolvarea unor probleme algoritmice elementare.

Principalele teme studiate sunt:

noțiunea de algoritm și caracteristicile algoritmilor;
tipuri de date, constante și variabile;
operatori și expresii;
structuri de control:
structura liniară;
structura alternativă;
structura repetitivă;
reprezentarea algoritmilor în pseudocod;
algoritmi elementari pentru:
prelucrarea cifrelor unui număr;
divizibilitate;
calculul unor expresii;
determinarea minimului și maximului;
generarea unor șiruri numerice.

Programa pune accent pe rezolvarea de probleme și pe dezvoltarea unei gândiri logice riguroase. Elevii învață să construiască algoritmi și să îi implementeze într-un limbaj de programare, cel mai frecvent C/C++.

Un alt aspect important al programei actuale este caracterul său teoretic. Deși există activități practice, accentul cade în mare măsură pe sintaxa limbajului de programare și pe rezolvarea algoritmică tradițională.

2. Caracteristicile programei pentru anul școlar viitor

Noua programă propusă pentru anul școlar viitor face parte din reforma curriculară inițiată după adoptarea noilor planuri-cadru. Documentele oficiale arată că accentul se mută de la simpla învățare a sintaxei către dezvoltarea competențelor digitale și a aplicabilității practice.

Una dintre cele mai importante schimbări este reorganizarea timpului de studiu. Pentru profilul Matematică-Informatică, programa prevede ore distincte pentru activități teoretice și practice, desfășurate obligatoriu în laboratorul de informatică.

Noua abordare urmărește:

dezvoltarea competențelor digitale;
învățarea prin proiecte;
utilizarea unor aplicații moderne;
introducerea unor concepte apropiate de informatica actuală;
accent pe colaborare și rezolvarea practică a problemelor.

De asemenea, în spațiul educațional au existat discuții despre introducerea limbajului Python în locul limbajului C++, considerându-se că Python este mai accesibil pentru elevi și mai apropiat de cerințele actuale din industrie.

Noua programă promovează mai mult:

creativitatea;
aplicabilitatea practică;
proiectele interdisciplinare;
utilizarea resurselor digitale moderne.

În același timp, se urmărește reducerea încărcării excesive cu noțiuni teoretice și apropierea conținuturilor de experiența reală a elevilor.

3. Analiza comparativă
3.1. Diferențe privind obiectivele educaționale

Programa actuală urmărește în principal formarea gândirii algoritmice și pregătirea elevilor pentru studiul aprofundat al informaticii. Accentul este pus pe rezolvarea riguroasă a problemelor și pe algoritmică.

În schimb, programa viitoare pune accent pe competențe digitale și pe utilizarea practică a informaticii în contexte reale. Astfel, elevul nu mai este văzut doar ca viitor programator, ci ca utilizator competent al tehnologiei.

Prin urmare:

programa actuală este mai teoretică și mai orientată spre performanță algoritmică;
programa viitoare este mai practică și mai apropiată de competențele digitale moderne.
3.2. Diferențe privind conținuturile

Conținuturile de bază legate de algoritmi și structuri de control se păstrează și în noua programă, însă apar diferențe de abordare.

În programa actuală:

predomină pseudocodul și algoritmii clasici;
accentul este pus pe probleme matematice;
se studiază intensiv structurile repetitive și algoritmii elementari.

În programa viitoare:

se introduc mai multe activități practice;
sunt încurajate proiectele și aplicațiile reale;
accentul cade pe utilizarea tehnologiei și pe dezvoltarea competențelor digitale.

De asemenea, există tendința de simplificare a sintaxei și de utilizare a unor limbaje mai accesibile elevilor începători.

3.3. Diferențe privind metodele de predare

Programa actuală utilizează predominant metode clasice:

explicația;
exercițiul algoritmic;
rezolvarea de probleme la tablă.

În noua programă sunt recomandate:

învățarea prin proiecte;
activități colaborative;
utilizarea platformelor digitale;
activități practice în laborator.

Astfel, rolul profesorului se transformă din simplu furnizor de informații în coordonator al activităților de învățare.

3.4. Avantaje și dezavantaje
Avantajele programei actuale
dezvoltă foarte bine gândirea logică;
pregătește elevii pentru olimpiade și concursuri;
oferă baze solide de algoritmică.
Dezavantajele programei actuale
este considerată dificilă pentru mulți elevi;
accentul excesiv pe teorie poate reduce interesul pentru disciplină;
conținuturile sunt uneori prea abstracte.
Avantajele noii programe
este mai apropiată de realitatea tehnologică actuală;
stimulează creativitatea și aplicabilitatea practică;
poate crește interesul elevilor pentru informatică.
Dezavantajele noii programe
există riscul reducerii nivelului de algoritmică;
elevii foarte buni ar putea fi mai puțin pregătiți pentru performanță;
schimbarea limbajului de programare poate crea dificultăți de adaptare pentru profesori și școli.
Concluzie

Compararea celor două programe evidențiază o schimbare importantă de viziune asupra predării informaticii în liceu. Dacă programa actuală este orientată în principal spre algoritmică și performanță teoretică, noua programă pune accent pe competențe digitale, aplicabilitate și metode moderne de învățare.

Ambele variante au avantaje și limite. Programa actuală oferă o bază solidă pentru elevii care doresc să urmeze studii universitare în domeniul informaticii, însă poate fi dificilă pentru elevii cu un nivel mediu de pregătire. În schimb, noua programă încearcă să facă disciplina mai accesibilă și mai utilă în viața reală, adaptând-o la cerințele societății moderne.

În concluzie, reforma programei de informatică reprezintă o încercare de echilibrare între pregătirea teoretică și dezvoltarea competențelor practice, iar succesul acesteia va depinde atât de modul de implementare, cât și de pregătirea profesorilor și resursele disponibile în școli.

Solutions must be developed, awareness must be raised, and products designed to address this. We must be producers, not just consumers.

Our students should not only find solutions to problems but also be aware of the problems around them.

With this awareness, we designed our project.In today's information society, there is a need and obligation for individuals to develop their mental thinking skills and production attitudes rather than their labor and muscle power.

For this reason, it becomes important to design the environment we live in in a healthy way without forgetting our traditions.

We will use STEM disciplines in education processes so that students can demonstrate their skills and interests in asking questions, researching, producing and making inventions. We will work across curricula with project-based learning and raise awareness in our environment while preparing our students for the professions of the future.

With STEM education, our students; We will contribute to their preparation for life by carrying out project activities and learning to cooperate. Thanks to the questioning, research, invention and product development skills gained by our students through the STEM education approach, the success of our students who graduate from their schools will increase in their business lives and their contributions to our country's economy.

With our partners, we will organize the main parts of the project with a teacher division of labor table. In our project where we will use STEM teaching steps, a teacher will manage each activity and create the project page. Students will be divided into groups with children from different countries in the project. By working together, they will take leadership in the classroom. Our project will be completed in two months of activities.

Water efficiency training programs from various countries have been examined, and those to be implemented in classrooms have been developed into projects and will be put into practice.

https://school-education.ec.europa.eu/en/etwinning/projects/i-am-water-ambassador/twinspace/pages/project-promotion

In April 2026, eight students and three teachers from Turkey visited our high school, Liceul Teoretic “Radu Vlădescu”, in Pătârlagele, Buzău County, for a group mobility and job shadowing mission within the Erasmus+ project “I Have Time to Share with You.” What began as a simple exchange soon evolved into a meaningful experience of connection, learning, and inspiration.

Through interactive activities, shared lessons, and meaningful discussions, the participants discovered not only new academic perspectives but also each other’s cultures, ideas, and values. From exploring creative thinking and digital responsibility to experiencing modern, student-centered education, every moment encouraged curiosity and collaboration.

Beyond classrooms, the project sparked something deeper - a sense of unity and purpose. The coordinating teachers exchanged innovative practices, the students built friendships across borders, and together they embraced the true spirit of international cooperation.

This mobility was more than a short visit. It was a reminder that when we take the time to share - with openness, respect, and creativity - we build bridges that last far beyond the project itself.

The contents of this publication reflects only the views of the author, and the National Agency and Commission cannot be held responsible for any use which may be made of the information contained therein.

On April 21, 2026, Liceul Teoretic “Radu Vlădescu” hosted a meaningful dissemination activity within an Erasmus+ mobility that brought together members of the Romanian school community alongside students and teachers from Etimesgut Şehit Kaymakam Muhammed Fatih Safitürk Anadolu İmam Hatip Lisesi. This enriching exchange took place within the framework of the Erasmus+ project “I Have Time to Share with You” (2025-1-TR01-KA121-SCH-000336297), highlighting the power of international collaboration in education.

A central moment of the event was the presentation of two inspiring eTwinning projects: “Bookfest 2026” and “A Song for Our Souls in an English-Speaking World.” The dissemination was led by the three Romanian coordinators - Mrs. Adelaida Iorga, Mrs. Mihaela Neacșu, and Mrs. Claudia Emilia Frînculeasă - who shared the goals, activities, and outcomes of these projects with enthusiasm and professionalism.

Through engaging presentations and meaningful discussions, the activity showcased how these projects promote creativity, innovation, and collaboration among students and teachers. Emphasis was placed on the development of communication and digital skills, as well as the cultivation of shared European values such as inclusion, cultural awareness, and mutual respect.

More than just a formal presentation, the dissemination activity became a space for dialogue, inspiration, and connection. The participants had the opportunity to exchange ideas, reflect on best practices, and strengthen partnerships that extend beyond borders.

This video stands as a testament to the spirit of Erasmus+ and eTwinning - where learning is collaborative, cultures come together, and friendships are built through shared experiences. It reminds us that education is not only about knowledge, but also about connection, empathy, and the joy of learning together.

Mai multe informații despre proiect, activitățile desfășurate și produsele realizate în cadrul acestuia pot fi consultate pe site-ul oficial: www.together4europe.weebly.com.

https://www.youtube.com/watch?v=kb_3FqycwgE

Between March 30 and April 4, 2026, a group of sixteen high school students (grades 9–11) and three teachers from Liceul Teoretic “Radu Vlădescu”, located in Pătârlagele town, Buzău County, participated in a structured learning mobility hosted by Varnenska Morska Gimnazia “Sv. Nikolai Chudotvorec” in Varna, Bulgaria. The activities of this transnational mobility, organised within the Erasmus Project no. 2025-1-RO01-KA121-SCH-000321135, focused on the objectives established in the Learning Agreement, primarily aiming to enhance the Romanian students’ access to quality ecological education and to familiarize them with some of the best European practices in sustainable development and responsible lifestyles.

From a pedagogical and methodological perspective, the mobility programme was grounded in an integrated approach to learning, combining formal, non-formal, and informal educational contexts. The activities were structured to address the cognitive, attitudinal, and behavioural dimensions of learning, with a strong emphasis on the development of civic competences and ecological awareness.

A key component of the program consisted of participation in formal STEM-based learning activities. The demonstration lesson entitled “Ships and Pollution in the Black Sea” provided a relevant interdisciplinary framework through which students explored the impact of human activities on marine ecosystems. By engaging with scientific content drawn from environmental science, geography, and biology, the students developed analytical skills and deepened their understanding of cause-effect relationships in ecological systems. This type of inquiry-based learning contributed directly to the formation of informed and responsible attitudes towards environmental protection, thereby supporting the overarching Erasmus objective.

Complementing the formal learning dimension, the multimedia presentations delivered by the students facilitated knowledge exchange and peer learning. These presentations encouraged active participation, critical thinking, and the ability to communicate environmental topics effectively. The use of digital tools in preparing and delivering these materials also contributed to the development of digital competences, which are essential for active citizenship in contemporary society.

A particularly impactful activity in terms of civic competence development was the meeting with a Greenpeace Ambassador. This interaction provided the students with insights into environmental activism, the role of non-governmental organizations in shaping public policy, and concrete strategies for civic engagement. By connecting theoretical knowledge with real-world applications, the session fostered a sense of responsibility and empowered our students to perceive themselves as active agents of change within their communities. This aligns closely with the Erasmus priority of promoting active citizenship and participation in democratic life.

The transnational digital workshop further reinforced collaborative and intercultural learning. This activity both enhanced the participants' creativity and communication skills and fostered teamwork, adaptability, and intercultural understanding. By engaging in collaborative problem-solving within an international context, the students developed key social competences and gained practical experience in working across cultural boundaries-another essential aspect of European citizenship.

Experiential learning was another central pillar of the mobility. The cultural and documentation visits enabled the project participants to observe sustainable practices within real-life contexts, thereby facilitating the transfer of theoretical knowledge into practical understanding. These activities supported the development of critical thinking and comparative analysis skills, allowing the Romanian and Bulgarian learners to evaluate different approaches to sustainability and reflect on their applicability in their own communities.

A significant contribution to behavioural change was achieved through the organization of a clean-up activity in a public space. This hands-on experience exemplified the principle of “learning by doing” and had a direct impact on the internalization of pro-environmental values. By actively participating in environmental protection, the students developed a stronger sense of civic responsibility, initiative, and teamwork. The subsequent picnic featuring traditional Romanian products also contributed to strengthening group cohesion and promoting cultural identity within an intercultural framework.

The inclusion of structured evaluation activities - initial, formative, and final - ensured the coherence and effectiveness of the learning process. The use of digital assessment tools facilitated continuous feedback and reflection, enabling both students and teachers to monitor progress and adjust learning strategies accordingly. This approach supported the development of metacognitive skills and encouraged students to take responsibility for their own learning outcomes.

In terms of results, the mobility successfully achieved its primary objectives. The students demonstrated improved ecological awareness, a deeper understanding of sustainability concepts, and an increased willingness to engage in civic actions related to environmental protection. Additionally, they developed a range of key competences, including critical thinking, digital literacy, communication skills, teamwork, and intercultural awareness.

In conclusion, our Erasmus+ mobility in Varna represented a coherent and effective educational intervention, characterized by methodological rigour and pedagogical innovation. By integrating diverse learning contexts and focusing on competence development, the programme contributed significantly to the formation of responsible, informed, and active citizens. The outcomes highlight the essential role of international mobility experiences in promoting education for sustainable development and in preparing young people to address the complex challenges of contemporary society.

The contents reflect the views only of the author, and the National Agency and European Commission cannot be held responsible for any use which may be made of the information contained therein.

At the core of the circular economy is the idea of sustainability. Products are designed from the beginning with their entire life cycle in mind. This means using durable materials, creating items that can be easily repaired, and ensuring that components can be separated and recycled efficiently. As a result, fewer raw materials are extracted from the environment, reducing pollution and conserving natural resources.

One of the key principles of the circular economy is extending product life. Instead of discarding items after use, consumers and businesses are encouraged to maintain, reuse, or repurpose them. For example, electronic devices can be repaired rather than replaced, and clothing can be reused or redesigned into new garments. This approach not only reduces waste but also lowers production costs and energy consumption.

Another important aspect is innovation. Companies are increasingly developing new business models, such as product-as-a-service, where customers lease or share products instead of owning them. This encourages manufacturers to create higher-quality, longer-lasting goods and take responsibility for their maintenance and eventual recycling.

The circular economy also plays a significant role in addressing global environmental challenges, including climate change and resource depletion. By reducing the need for raw material extraction and limiting waste, it helps decrease greenhouse gas emissions and environmental degradation.

In conclusion, the circular economy represents a shift toward a more sustainable and responsible way of producing and consuming goods. By rethinking how resources are used and valuing longevity over disposability, this model offers a practical solution for building a greener and more resilient future.

Upcycling, on the other hand, is the process of transforming waste materials or unwanted products into new items of higher value or quality without breaking them down into raw materials. For instance, turning old glass jars into decorative lamps or repurposing wooden pallets into furniture are forms of upcycling. This approach is generally more environmentally friendly because it minimizes the need for energy-intensive processing and reduces demand for new raw materials.

Another key difference lies in creativity and functionality. Recycling is typically an industrial process carried out on a large scale, whereas upcycling often involves individual creativity and craftsmanship. Upcycling encourages people to think innovatively about waste, extending the life cycle of materials in a more sustainable way.

In summary, while both recycling and upcycling aim to reduce waste and protect the environment, recycling focuses on reprocessing materials, whereas upcycling emphasizes reuse and creative transformation. Together, they play complementary roles in promoting sustainability.