International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
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Validation of the Social Skills Rating System: The Serbian Preschool Teacher Version
Get PDFSocial competence is a key aspect of early development, with long-term implications for children’s functioning in educational and social environments. Given its importance, it is essential to have reliable and valid instruments for assessing both social skills and challenging behaviors in early childhood. This study aimed to evaluate the psychometric properties, factorial structure, and measurement invariance across developmental status and age groups of the preschool teacher version of the Social Skills Rating System, which includes the Social Skills Scale and the Problem Behaviors Scale, within the Serbian preschool population. A total of 309 teachers provided evaluations for 450 children aged 3 to 7, including both typically developing children and those with developmental challenges. Confirmatory factor analysis supported the original structure of the Social Skills Rating Scale, with good overall model fit. While the Problem Behaviors Scale was retained in its original form, three items were removed from the Social Skills Scale due to low factor loadings or validity concerns, resulting in a refined 27-item version. Both scales demonstrated high internal consistency, convergent and discriminant validity. The present findings suggests that the instrument holds potential for assessing social skills and behavioral challenges in Serbian preschool children aged 3 to 7 years, including those with and without developmental disabilities, thereby extending its applicability beyond the originally intended age range of 3 to 5 years. Although preliminary psychometric results are promising, further research is needed to more robustly confirm its validity and reliability across broader populations and contexts
Enhancing Early Childhood Students’ Computational Thinking Competency Through Digital Game-Based Learning
Get PDFThis study investigated how the computational thinking competencies of students classified in the early childhood category can be developed through digital game-based learning. Computational thinking is a way of thinking that includes problem solving, algorithmic thinking and logical inference skills is considered an important competence that should be acquired at an early age. Digital game-based learning stands out as a powerful tool for developing computational thinking skills while providing a fun and motivating environment by ensuring the active participation of students. Within the scope of the research, the effects of digital game-based learning activities on students’ computational thinking skills were examined by experimental method, one of the quantitative research methods. In this study, a 4-week training activity was conducted for the experimental and control groups determined during the research process to develop computational thinking skills in 5-year-old pre-school children. The study group consists of 50 students in the 5-year-old age group studying in the pre-school class of a state institution. In the study, student groups were divided into experimental and control groups. The experimental and control groups consisted of 25 students. The achievement test prepared for the cognitive domain was used as a pre-test and post-test as the data collection tool. In addition to this data collection tool, an evaluation rubric was also used in the study. The findings showed that digital game-based learning methods positively affect the development of computational thinking skills in early childhood. In light of these findings, recommendations were made in the study for the integration of digital games into relevant educational programs and the promotion of computational thinking at an early age
Signmatics: An Interactive Digital Based System for Multimodal Learning of Hearing Students in Bulgarian Sign Language
Get PDFThe proposed scientific text describes an experimental study, the purpose of which is prioritized to test an interactive digitally based system Signmatics for mastering linguistic content in Bulgarian Sign Language (BGSL) by students who study it as a second language (E2). The formed sample includes 62 participants –- students studying in a bachelor’s program in the specialty of Special Education. The study uses a quasi-experimental design of non-equivalent groups: an experimental group of 30 students (48.39%) which was subjected to the digitally based intervention and a control group of 32 students (51.61%), trained in conventional ways. The verification of receptive and expressive language skills in BGSL at the level of phonetics, vocabulary and morphosyntax was carried out by applying a standardized language test, decomposed into 3 subtests. The comparative approach to the results of the study convincingly shows that the interactive Signmatics system applied in a real time frame has a high efficiency coefficient in mastering the visual language at the level of vocabulary (F=26.574, p<0.000), morphosyntax (F=1.423, p<0.001). At the phonetic level, no statistically significant difference was found between the two groups (F=0.001, p=0.971), an explanation for which can be sought in the specificity of the visual phonemes, as building blocks of the sign. The latter finding suggests the idea of maintaining continuity between modern digital technologies and traditional strategies for teaching and learning linguistic material which have stood the test of time
Cryptography in Organizing Online Collaborative Math Problem Solving
Get PDFThe aim of this study is to examine the potential of cryptographic techniques in enhancing the organization of online group work for solving mathematical problems, while applying differentiated instruction. Engaging students in mathematics often requires additional motivational strategies and compelling incentives for sustained effort. Online group work presents a valuable opportunity for collaboration and intensive communication in solving mathematical problems. However, it also poses challenges, particularly concerning academic integrity and the risk of unauthorized copying. To address these issues, this study proposes the integration of cryptographic protocols with differentiated instruction in online collaborative tasks. Specifically, various levels of problem-solving assistance are made accessible only when the majority of the group members reach a consensus. Assistance is unlocked through the submission of individual cryptographic key segments, assigned by the instructor. A group password-required to access incremental guidance-can be generated only when a sufficient number of key segments have been submitted. This mechanism facilitates progress monitoring and fosters group accountability. The paper illustrates this approach with an example from mathematics instruction, supported by a Python-based software tool designed to aid collaborative learning. The software employs Lagrange interpolation to generate unique key parts for each participant. The method was piloted with six pre-service teachers in Serbia, and the qualitative findings are discussed alongside implications for educational research and practice
Between Progress and Peril: The Role of Artificial Intelligence (AI) in Shaping Modern Political Communication
Get PDFSince artificial intelligence (AI) has been integrated into our digital communication landscape, there have been major changes in how political campaigns are strategically designed and how public opinion is influenced. With the help of machine learning (ML), generative models (GM) and natural language processing (NLP), AI tools have introduced new opportunities for political engagement. Today, thanks to AI-driven data analytics, we can micro-target voters based on their psychographic profiles and adapt political messages with incredible precision. On the other hand, generative AI technologies are increasingly used to spread false information or to imitate political endorsements, which has a great impact on public opinion. The dissemination of such content can greatly reinforce ideological prejudices and contribute to social divisions. This paper draws on recent empirical research and case studies to illustrate how AI-generated disinformation campaigns can affect electoral processes and undermine trust in democratic institutions. Various examples, such as the use of bots to control social media to deepfake content impersonating political figures, show that ethical, technological and legal safeguards are urgently needed. Furthermore, this paper supports an approach to AI governance that strikes a balance between promoting innovation and reducing harm. This implies the development of tools for AI detection, transparency measures and cooperation between sectors in order to promote responsibility and integrity of information. Greater digital literacy among citizens and proactive policy responses will be necessary in the near future to ensure the resilience of democratic systems due to the increasingly rapid development of AI technology
From Awareness to Action: Preparedness of SMEs for Artificial Intelligence Implementation in North Macedonia and Serbia
Get PDFArtificial Intelligence (AI) is growingly recognized as a critical factor in fostering innovation and strengthening competitiveness within contemporary enterprises. As regards digital transformation, AI technologies are reshaping traditional operating models and enabling the optimization of core operating processes across various sectors. Small and medium-sized enterprises (SMEs) in the Republic of North Macedonia and the Republic of Serbia despite being key drivers of economic activity and employment, encounter considerable challenges in integrating AI into their daily operations, in contrast to larger enterprises that typically possess greater resources and structural capacities for technological adoption. The focus of the paper is to assess the level of awareness, viewpoints, and preparedness of entrepreneurs from both countries regarding the implementation of AI within their business strategies. Accordingly, the research examines the main sources of information available to SMEs, the extent to which planning processes incorporate AI adoption, the perceived limitations and associated risks, as well as the need for adequate professional expertise and institutional support to advance digital transformation
PhD Students’ Perceptions and Strategies For Managing Stress During Their PhD Studies
Get PDFUpdate (2025-09-26): Four references were corrected. No changes were made to the article text. See Crossmark: policy DOI.
The combined effects of academic demands, the need for effective time management, balancing work and personal commitments, and financial challenges lead to a significant degree of stress among PhD students. Understanding how stress is perceived and managed is crucial to understanding the challenges faced by PhD students during their most intense period of academic study. The study aims to examine how doctoral students display stress during their studies. A specially designed Questionnaire on how doctoral students perceive and manage stress during their studies was created for this study. It had seven items, and respondents were asked to rate their level of agreement with each one on a five-point Likert-type scale. A sample of 438 doctoral students from the Republic of Serbia with varying demographic, professional, and academic characteristics was used in the study. ANOVA and correlation tests, among other statistical analyses, revealed a high degree of stress related to difficulties balancing personal and academic commitments, particularly for doctoral students who are self-funded and have jobs. Gender differences show that female PhD students experience higher levels of stress, older PhD students struggle to find time for relaxation, and employed respondents report higher levels of stress than their counterparts without jobs. Scientific disciplines also differ, so that PhD students in the humanities report high levels of pressure. In contrast, those in the natural and technical sciences are less stressed by the competitive aspect of their study. The results emphasize the necessity of specialized institutional support services, such as financial aid, mentorship, and adaptable stress management programs, in order to reduce stress and enhance PhD students’ academic experiences
Young Teachers’ Perceptions of Professional Self-efficacy and the Implementation of the Pedagogical Referendum Program
Get PDFThe professional self-efficacy of young teachers plays a crucial role in shaping the quality of education and student outcomes. However, limited research has explored how self-efficacy perceptions are influenced by pedagogical reform initiatives. Addressing this gap, the present study aims to assess young teachers’ professional self-efficacy perceptions and evaluate their perspectives on the implementation of the pedagogical reform program. Employing mixed-methods research design, data were collected from a sample of 418 teachers. Quantitative data were gathered using the Teacher Self-Efficacy Scale, while qualitative insights were obtained through semi-structured interviews developed by the researchers. Quantitative data were analyzed using statistical software, and qualitative data were examined through descriptive analysis. Findings indicate that young teachers exhibit a high level of professional self-efficacy, with no significant differences observed across gender or teaching discipline. Additionally, while many participants reported a moderate understanding of the pedagogical reform program, they expressed positive attitudes toward professional growth under the mentorship of experienced educators. These results suggest that structured mentorship and targeted professional development initiatives within the pedagogical reform framework can further enhance teachers’ self-efficacy and instructional competencies
The Role of Education and the Digital Era in Reducing the Economic Gap and Gender Inequality
Get PDFThis paper explores the role of education and the digital era in reducing the economic gap and gender inequality. The main objective is to analyze how modern educational practices, combined with access to digital technologies, can contribute to the economic empowerment of women and the reduction of gender-based discrimination. The focus is placed on three interconnected areas: income disparity, access to digital technology, and educational inequality. Through a review of existing literature and statistical data, the paper highlights the importance of inclusive educational policies and digital literacy as key factors for improving women’s position in society and the labor market. Special attention is given to the need for equitable access to digital infrastructure, continuous support in education, and the creation of equal opportunities for participation in the digital economy