This study examined the impact of aluminium doping on the structural, electrical, and magnetic properties of Li_(0.5)Co_(0.75)Al_xFe_(2−x)O₄ spinel ferrites (x =0.15 to 0.60). The samples were synthesised using the sol-gel auto-combustion technique, and they were examined using X-ray diffraction (XRD), scanning electron microscopy (SEM), Fourier-transform infrared spectroscopy (FTIR), dielectric measurements, and vibrating sample magnetometry (VSM). All samples possessed a single-phase cubic spinel structure with Fd-3m space group, according to XRD analyses. SEM images showed the creation of homogeneous particles with an average size of about 21 nm. All samples had spinel ferrite phases, confirmed from FTIR spectra. DC electrical conductivity studies showed that the conductivity increased with increasing aluminium content up to x = 0.45 before dropping at x = 0.60. The maximum saturation magnetization value was found at x = 0.45, according to VSM measurements, which demonstrated that the magnetic characteristics were strongly correlated with the amount of aluminium.

The study examines the impact of various theories on the reflection and transmission phenomena caused by obliquely incident longitudinal and transverse waves at the interface between a continuously elastic solid half-space and a thermoelastic half-space, using multiple thermoelastic models. Numerical calculations reveal that the thermoelastic medium supports one transmitted transverse wave and two transmitted longitudinal waves. The modulus of amplitude proportions is analyzed as a function of the angle of incidence, showing distinct variations across the studied models. Energy ratios, derived from wave amplitudes under consistent surface boundary conditions for copper, are computed and compared across angles of incidence. The results demonstrate that the total energy ratio consistently sums to one, validating energy conservation principles. Graphical comparisons of amplitude proportions and energy ratios for SV and P waves across different models illustrate significant differences in wave behavior, emphasizing the influence of thermoelastic properties on wave transmission and reflection.

Using the Intercultural Competence and Inclusion in Education Scale (ICIES), this study examines variations in intercultural competence and inclusion between mainstream and multiethnic high schools. The sample consisted of 384 high school students, aged 17 to 18, from both rural and urban areas in Western Romania, enrolled in grades 11 and 12. The ICIES demonstrated strong reliability, with a Cronbach’s alpha of 0.721. Exploratory factor analysis revealed three distinct dimensions: Intercultural opportunities and activities, Comfort in diverse settings, and Cultural reflection and values. Independent samples t-tests identified significant differences between mainstream and multiethnic schools across several items, with students in multiethnic schools reporting higher levels of intercultural competence and inclusion. These findings highlight the critical role of multicultural educational settings in fostering students’ cultural awareness and inclusive attitudes. This study provides actionable insights for enhancing multicultural education practices and policies, including teacher training programs, inclusive curricula, and extracurricular initiatives that promote intercultural engagement and reduce intergroup biases.

This study examines the impact of structured cultural educational activities on various dimensions of student well-being in primary education. Using a randomized controlled trial design, 120 third- and fourth-grade students from Arad County, Romania, were assigned to either an experimental group, which participated in cultural educational activities, or a control group, which received no intervention. Well-being and social behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ) and the EPOCH Measure of Adolescent Well-Being, administered before and after the intervention. The SDQ evaluated emotional symptoms, hyperactivity, conduct problems, peer relationship issues, and prosocial behavior, while the EPOCH scale measured engagement, perseverance, optimism, connectedness, and happiness. Analysis revealed statistically significant improvements (p < 0.05) in the experimental group compared to the control group. Students in the experimental group exhibited reduced hyperactivity and peer relationship problems, alongside notable increases in engagement, perseverance, optimism, connectedness, and happiness. These findings highlight the efficacy of integrating cultural educational activities into the primary school curriculum as a strategy for enhancing emotional and social development. The study underscores the importance of such interventions in fostering positive developmental outcomes and offers a foundation for further research into their long-term effects and adaptability across diverse educational contexts.

This study validates the Intercultural Competence and Inclusion in Education Scale (ICIES), a novel instrument designed to assess students’ perceptions of inclusivity and intercultural competence in multiethnic secondary schools. Using a sample of 276 high school students from Western Romania, the ICIES identified three dimensions: ethnic appreciation and support, intercultural engagement and integration, and school unity and cohesion. Exploratory factor analysis confirmed the scale’s structural validity, while network analysis revealed key interconnections among its components. Findings highlight the critical role of inclusive teaching strategies and school cohesion in fostering intercultural competence. The ICIES provides educators and policymakers with actionable insights for designing interventions that promote empathy, mutual respect, and a sense of belonging in diverse school settings. These results contribute to the development of educational policies aimed at fostering inclusion and addressing the needs of increasingly multicultural classrooms.