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Modern education, especially the artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive praxeology, does not take over the rough theoretical and methodological approaches, but obliges the practitioner to gather from the available sources only the ideas of perceived essences, so that later to come before pupils with new actional options. Such a praxeology becomes more than just a practical act, because it puts the teacher in the role of interim manager function between theory and practice. In this hypostasis, the practitioner fully corresponds to praxeologic rigors which are reduced to the specifics of the logistic design and achievement of artistic action., Bularga, Tatiana. Artistic education through innovation = Educația artistică prin inovație / Tatiana Bularga // Dezvoltarea economico-socială durabilă a euroregiunilor şi a zonelor transfrontaliere. Vol. XLIII. – Iaşi : Performantica, 2022. – P. 25-30. – ISSN 2971- 8740.

Every human being is born with a genetic program consisting of a series of qualities/ availabilities, which during its daily evolution, depending on the conditions of development/ formation, can attest both a considerable dynamic growth and a latent state of stagnation, slowed development. The contemporary school, the social institutions (society, family, cultural associations) contribute to the creation of favorable conditions for the multidimensional manifestation of the capacities and abilities of children and adolescents, in the most diverse fields of activity, both in the class and in the extracurricular activities., Bularga, Tatiana. Copiii dotaţi/talentaţi – cadrul de referinţă al învăţământului artistic extraşcolar = Gifted/talented children the reference framework for extracurricular art education / Tatiana Bularga // Lucrările Conferinţei Ştiinţifice Internaţionale "Geniu, talent, creativitate – o perspectivă psiho-pedagogică", Ediţia a-XIII-a, mai 2022. – Iaşi : Performantica, 2022. – Vol. 2. – P.15-19. – ISBN 978-606-685-906-6.

In our research we proceed from the reality that the artistic activity differs much from other human activities through its ontological specifics, which requires taking into account the opportunities and challenges that arise in individual potential manifestation of the child, act that expresses by transposing the theoretical prescriptions into practical actions indisputable by the presence of emotional-affective reactions, by developing projects and logistical maps of action, is not waiting for certain stimuli coming from outside, but by enhancing the artistic intentions and decisions of child – subjects of education. In the process of artistic perception in instructive and formative actions is identified with the educative action itself. The considerable weight rests on the participative state kid to the design, development and evaluation/self-evaluation (through prescription of individual behavioural maps, anticipating practical actions, varying operations, performing the tasks by choosing the optimal variants for solving) and the dynamics of professional competence of teachers to achieve gradually the theoretical design process and practical actuating, by identifying educational content and valuable actions, diagnosing the individual resources, planning, forming hypotheses, sequential and final evaluation., Bularga, Tatiana. Implementarea conceptului eficienţei artistice prin promovarea unei viziuni progresiste / Tatiana Bularga // Relevanța și calitatea formării universitare: competențe pentru prezent și viitor : Materialele Conf. șt. intern., consacrată celor 75 de ani de la fondarea universității bălțene, 09 oct. 2020. – Bălţi, 2020. – Vol. II. – P. 104-110. – ISBN 978-9975-50-256-6.

In the context of the current educational process, the features of the new paradigm in the evaluation process are highlighted: the focus of the evaluation falls on the formative evaluation that evaluates the students in action, within the learning process; it is contextualized, within the modular themes, based on the connection between the concrete experiences of life and what is learned. The evaluation produces visible effects on students, teachers and other educational agents, on the decision makers responsible for the quality of the teaching process. The change that occurs is not accidental, as it is increasingly intense and rightly speaking, it is talking about elements of student discrimination, namely through classical evaluation. The diversity of the evaluation functions and their formative valences is ensured by the diversity of the evaluation methods and techniques specific to the disciplines., Crişciuc, Viorica. Eficientizarea procesului de evaluare a studenților: modalități, contexte, oportunități / Viorica Crişciuc // Tradiţie şi inovare în cercetarea ştiinţifică, Ediţia a 9-a: Materialele Colloquia Professorum din 11 oct. 2019. – Bălţi : US "Alecu Russo", 2020. – P. 144-147. – ISBN 978-9975-50-243-6.