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Digitalna kompetenca učiteljev tujih jezikov na visokošolskih zavodih v Srbiji – raziskava, ki temelji na evropskem okviru DigCompEdu
No full textIn recent years, considerable literature has grown up around the theme of
digital education at higher education institutions. The issue has grown in
importance in light of Covid-19 pandemic, which made teachers face rapidly
changing demands. However, the question remains what this abrupt change
has brought when it comes to the development of digital competences of
teachers. This study therefore set out to determine the level of digital competence
of foreign language teachers working at HEI in Serbia, as well as to (self-)
assess their strengths and identify areas of improvement. In order to carry out
this study, a questionnaire of 33 questions was implemented based on the Dig-
CompEdu framework. The European Framework for the Digital Competence
of Educators (DigCompEdu) lists 22 competences organised in six areas: Professional
engagement, Digital resources, Teaching and learning, Assessment,
Empowering learners, Facilitating Learners’ Digital Competence. The findings
of this study show that the actual level of digital competences of teachers is
A2+/B1. They also outline concrete and feasible national, institutional and interinstitutional
policy recommendations to enhance the development of digital
competences in higher education.V zadnjih letih je nastala obsežna literatura na temo digitalnega izobraževanja v visokošolskih
ustanovah. Ta tematika je pridobila na pomenu zaradi pandemije covida-19,
ki je učitelje postavila pred izziv hitrega prilagajanja novim zahtevam. Kljub številnim
spremembam ostaja odprto vprašanje, kakšen vpliv je imela ta nenadna sprememba
na razvoj digitalnih kompetenc učiteljev. Raziskava je bila zato usmerjena v ugotavljanje
ravni digitalnih kompetenc učiteljev tujih jezikov, ki poučujejo na visokošolskih
zavodih v Srbiji. Poleg tega je raziskava vključevala njihovo (samo)oceno prednosti inidentifikacijo področij izboljšav. Za izvedbo raziskave je bil zasnovan vprašalnik, ki temelji
na okvirih digitalnih kompetenc DigCompEdu in OpenEdu ter vključuje 25 vprašanj.
Evropski okvir digitalnih kompetenc učiteljev (DigCompEdu) podrobno opisuje
22 kompetenc, razdeljenih v šest ključnih področij: strokovno udejstvovanje, digitalni
viri, poučevanje in učenje, ocenjevanje, opolnomočenje učencev ter spodbujanje razvoja
digitalnih kompetenc učencev. Rezultati raziskave kažejo, da je raven digitalnih
kompetenc učiteljev tujih jezikov na ravni A2+/B1. Ugotovitve vključujejo konkretna
in izvedljiva priporočila na nacionalni, institucionalni ter medinstitucionalni ravni za
izboljšanje razvoja digitalnih kompetenc v visokem šolstvu
Correlation between Civic Knowledge and Trust in Institutions: What Does ICCS 2022 Say about Serbia?
No full textThe International Civic and Citizenship Education Study (ICCS) is the
international survey concerning primary school students’ understanding of
main civic and citizenship concepts, but it also explores their attitudes, values
and behaviors toward participation in schools, local community and at
national and global levels. Among other attitudes, the study measures trust in
civic institutions. Serbia took part in this survey for the first time in 2022. Secondary
analysis of data from previous ICCS waves reveals a significant correlation
between civic and citizenship knowledge and trust in civic institutions.
Furthermore, it has been observed that this correlation varies across countries
in terms of its direction. The correlation depends on the social context and it
is negative in countries with higher perceived corruption and low scores on
indices of government efficiency. Considering that Serbia is characterized as
a low-trust society in terms of institutional and interpersonal trust, we aimed
to test whether civic and citizenship knowledge is correlated with trust in institutions
and if so, to explore which group of countries this correlation falls
into. In order to do so we analyzed data from ICCS 2022 for all 25 participating
countries. This study examines 14-15 years old primary school students.
Results reveal a statistically significant weak correlation. Furthermore, two
groups of countries were identified: one with a negative correlation and the
other with a positive correlation. The strongest negative correlations were
observed in Colombia and Brazil, while the strongest positive correlation is
noticed in the Netherlands and Norway. Serbia is among European countries
with the strongest negative correlation. It is worth noticing that, based on the
same dataset, we found that countries with a negative correlation tend to have
lower social capital index and lower Freedom House score of freedom compared
to countries with a positive correlation. Based on the analysis, we conclude
that correlation between civic and citizenship knowledge and trust in
institutions reflects the level of stability and democracy in society, suggesting
that Serbia is still far away from fully realizing democratic ideals.Book of abstract: New divisions, struggles, and solidarities
in South East Europe, Belgrade, 13–14 June 202
Simpson’s paradox in mathematics grading: a case study of Serbian primary schools
No full textУ раду је представљено емпиријско истраживање у коме се анализира успех из математике петнаестогодишњака на крају основног образовања у Србији. У анализи су коришћени резултати теста из математике на завршном испиту и оцене из математике. Истраживање обухвата период од седам година (2013–2019) и више од 440.000 ученика. Емпиријски налази потврђују да девојчице имају боље оцене из математике и постижу више резултате на националном тестирању. Међутим, појава Симпсоновог парадокса указује на то да постоји пристрасност у оцењивању у корист девојчица. Резултати додатно показују да девојчице у већој мери исказују спремност да покушају да реше задатке отвореног типа, чак и када нису успешне, док дечаци те задатке чешће остављају без одговора током тестирања. Квалитативни део истраживања обухватио је фокус групу са наставницима како би се боље разумели њихови ставови и искустава у вези са родним разликама у оцењивању.The paper presents an empirical study that examines the academic performance in mathematics
of fifteen-year-old students at the end of elementary school in Serbia. In conducting the analysis,
the student results of the national test and their mathematics grades were utilized. The study
covers a seven-year period 2013-19 and over 440 thousand students. Empirical findings affirm
that girls exhibit superior math grades and higher achievements in national testing. However,
the occurrence of Simpson’s paradox indicates a grading bias favoring girls. The results further
highlight that girls exhibit a notably higher interest in attempting to solve open-ended tasks,
even when unsuccessful, in contrast to boys, who leave those tasks unanswered during tests
more frequently. The qualitative component of the research involved a focus group comprising
teachers. It was conducted to gain insights into the teachers’ perspectives and experiences
regarding the gender grading gap
Narrative-based assessment of university-level achievement
No full textНаративи представљају приказ чињеничких или измишљених догађаја који на кохерентан начин садрже експлицитне или имплицитне поруке, значења и интерпретације. Иако могу имати значајну улогу у процесу подучавања и учења, на свим нивоима образовања, начин евалуације постигнућа ученика и студената који је заснован на наративу, није увек јасно одређен. Стога је циљ ове екплоративне студије да испита могућност да се за одговоре студената који су дати у форми наратива дефинишу и користе критеријуми вредновања у односу на предвиђене исходе у доменима знања и развоја социоемоционалних компетенција. Анализа је спроведена на задатим наративима студената у којима је требало да опишу лично искуство користећи концепте и теорије који су били тема лекције. У раду су представљене претпоставке за идентификовање индикатора, екплицирана је њихова веза са образовним циљевима и исходима предмета и лекције и представљена су два главна домена у оквиру којих ће се процењивати постигнућа: усвојеност чињеничних и концептуалних знања и процена социоемоционалне осетљивости (емоционално знање и експресија, емпатија/заузимање перспектива и разрешење конфликта). У наставку рада детаљно је објашњено квантификовање сваког индикатора, као и примери студентских наратива који демонстрирају предложену евалуацију. На крају је указано на предности али и на ограничења оваквог приступа евалуације постигнућа студената.Narratives represent depictions of factual or fictional events that coherently incorporate explicit
or implicit messages, meanings, and interpretations. Although they can play a significant role
in the teaching and learning process at all levels of education, the evaluation methods for
assessing student achievement through narratives are not always clearly defined. Therefore, the
aim of this exploratory study is to examine the possibility of defining and applying assessment
criteria for student responses presented in narrative form, in relation to the intended learning
outcomes in the domains of knowledge acquisition and the development of socio-emotional
competencies. The analysis was conducted on students’ assigned narratives, in which they
were required to describe personal experiences using concepts and theories covered in the
lesson. The study presents assumptions for identifying assessment indicators, explicates their
connection to educational goals and learning outcomes at both course and lesson levels, and
introduces two main domains for evaluating student achievement: the acquisition of factual
and conceptual knowledge and the assessment of socio-emotional sensitivity (including
emotional awareness and expression, empathy/perspective-taking, and conflict resolution). The
paper further provides a detailed explanation of the quantification process for each indicator
and includes examples of student narratives that illustrate the proposed evaluation approach.
Finally, the study highlights the advantages, as well as the limitations, of this method of student
achievement assessment
Test of self-conscious affect for adolescents (TOSCA-A) in Serbian: psychometric properties in three age groups
No full textTests of Self-Conscious Affect (TOSCAs) are a group of scenario-based dispositional scales frequently used to measure individual differences in shame and guilt. The main aim of the present research was to evaluate the psychometric properties of the Serbian version of TOSCA for adolescents (TOSCA-A) and to further explore the validity of guilt and shame measures. TOSCA-A was evaluated in three samples: 114 primary school students, 256 high-school students, and 365 college students. Several models were tested, but two-factor oblique solution had the best fit in all three groups. However, both shame and guilt demonstrated high internal consistency. Convergent validity of shame-proneness was also demonstrated by moderate correlations with self-esteem, perceived stress, and different affects. Results related to the measure of guilt were less consistent across age groups. Finally, we showed that guilt is a reliable measure of someone's motivation to make amends or apologize and someone’s feelings of remorse and regret - rather than feeling of guilt
Diskusija o obrazovanju u Srbiji tokom kovid 19 izolacije: analiza Tviter objava
No full textThe COVID-19 pandemic led to unprecedented changes in different aspects of
human life, including a significant impact on education systems. This study aimed to
explore the public perception of education during the initial five weeks of emergency
remote education (ERE) in Serbia in response to the COVID-19 outbreak. In a fiveweek timeframe starting from March 17, 2020, we collected tweets on the topic of
education using MAXQDA software, resulting in a final dataset of 1,777 tweets. The
tweets were analyzed using qualitative content analysis and interpreted through
the lens of Cultural-Historical Activity Theory. The results of the research show adecreasing trend in the frequency of posts related to education, starting from 1,402
in the first week to 92 tweets in the fifth week. The emotional tone of the tweets was
predominantly negative in the first five weeks of the pandemic, with the percentage of
tweets with a negative connotation increasing over time. The analysis of the content
of the tweets highlights key themes of public discussion and reveals contradictions
between ERE and pre-pandemic schooling. The Twitter community praised the use
of new tools and teachers’ efforts but criticized adherence to rules of conventional
schooling, as well as the learning content for being overly demanding and irrelevant.
The study results suggest that ERE during the lockdown increased the visibility of
teaching, offering potential for democratization of education, while the invisibility
of learning created risks to educational equity by obscuring the struggles of learners.Pandemija kovida 19 izazvala je do sada neviđene promene u različitim aspektima
života ljudi širom sveta, uključujući i značajne promene u obrazovanju. Cilj ove
studije bio je da istraži kako je javnost u Srbiji doživela promene u obrazovanju
koje su nastale kao odgovor na kovid 19 pandemiju. Tokom prvih pet nedelja pandemije, počevši od 17. marta 2020. godine, sistematično smo prikupljali Tviter
objave na srpskom jeziku, tematski ograničene na obrazovanje, što je rezultiralo
uzorkom od 1.777 tvitova. Tvitove smo analizirali koristeći kvalitativnu analizu
sadržaja, a kao okvir za interpretaciju rezultata koristili smo kulturno-istorijsku
teoriju aktivnosti. Rezultati istraživanja pokazuju opadajući trend u učestalosti
objava koje se odnose na obrazovanje, počevši od 1.402 tvita u prvoj nedelji do 92
tvita u petoj nedelji. Emocionalni ton tvitova bio je uglavnom negativan u prvih
pet nedelja pandemije, s tim da je procenat tvitova sa negativnom konotacijom
imao tendenciju da raste. Analiza sadržaja tvitova ukazuje na ključne teme koje
su privukle pažnju javnosti i otkriva kontradikcije između obrazovanja pre pandemije i obrazovanja na daljinu tokom pandemije. Rezultati pokazuju da je Tviter
zajednica pozitivno reagovala na upotrebu novih alata u nastavi, kao i na angažovanje nastavnika u situaciji krize. Najviše kritike bilo je usmereno na sadržaj
obrazovanja, koji je često ocenjivan kao preobiman, irelevantan, ideološki obojen
i neprilagođen uzrastu učenika. Ova studija ukazuje na to da je obrazovanje na
daljinu u situaciji krize učinilo vidljivijim proces nastave, stvarajući prostor za javnu diskusiju o obrazovanju, dok je istovremeno doprinelo nevidljivosti procesa
učenja, pojačavajući na taj način rizik po pravednost u obrazovanju
Toward an evidence-based framework for training students’ collaborative problem-solving skills: Introducing and testing the PEER model
No full textTaking into account the outcomes and constraints of past efforts aimed at enhancing students’ skills in collaborative problem-solving, in this article we introduce the PEER model—a novel synthesis of key components essential for effective peer collaboration. The PEER Model is an effort to address various influences that impact the quality of student collaborations by integrating four essential skill clusters—managing Personality differences, fostering Emotional intelligence, facilitating the Exchange of ideas, and utilizing Resources—forming the acronym PEER. Research focuses on investigating the impact of PEER training on the quality of adolescents’ collaboration (Hypothesis 1) and their ability to devise solutions for real-life problems (Hypothesis 2). This study used a pretest–posttest experimental design, with 192 secondary school students (16 years, 57.8% girls). In the pretest, triads of students were tasked with proposing a solution to a real-world problem. The experimental group underwent a 4-day PEER training, whereas the control group received no intervention. In the posttest, they reconvened in triads to address a similar problem. By analyzing recordings of group work in pre- and posttests, the researchers assessed the collaboration quality across four dimensions (sociocognitive, socioemotional, and task and relationship management), along with the quality of proposed written solutions. A comparison between the experimental group and control group in both pre and posttests revealed the training impacted all dimensions except for socioemotional aspects, as well as the quality of the solution. Results showed that the training effect on product quality was fully mediated by students’ improvement in the sociocognitive dimension of collaboration. (PsycInfo Database Record (c) 2025 APA, all rights reserved
Education and employment of visually impaired physiotherapists in socialist Serbia
No full textThe professional training and employment of persons with visual impairments in
socialist Serbia underwent significant changes after World War II. Efforts were made to
develop educational models that would expand the range of traditional occupations
(such as brush making, basket weaving, spinning, and weaving), that had historically
dominated employment opportunities for visually impaired individuals. These efforts
aimed to better prepare them for participation in the labor market shaped by socialist
industrial modernization. Drawing on international experiences, it became evident
that visually impaired individuals could be successfully trained and employed in
therapeutic professions such as massage therapy and physiotherapy. Beginning in the
early 1950s, visually impaired individuals were given the opportunity to study at
educational institutions on the secondary and tertiary level such as High Medical
School and Medical College in Belgrade. For this group of students, this represented a
development that continues to have lasting effects today. This paper aims to analyze
the processes of education and employment for visually impaired physiotherapists in
socialist Serbia. The key research questions include: What were the experiences and
organizational structures of professional training in the field of physiotherapy? How
did the employment process and professional engagement undergo? What were the
major challenges, obstacles, and struggles faced, and how were they addressed by
individuals and institutions? The research is based on an analysis of archival
documents, written memoirs, and secondary literature.Abstract book: EDUCATION AND EMPLOYMENT OF INDIVIDUALS WITH SENSORY DISABILITIES IN THE FIRST AND SECOND YUGOSLAV STATES (1919-1991), 5.–6. NOVEMBER 2025, INSTITUTE OF CONTEMPORARY HISTORY, LJUBLJANA, SLOVENI
ПОДДЕРЖКА ХУДОЖЕСТВЕННЫХ ФАКУЛЬТЕТОВ В ПРОЦЕССЕ САМОАКТУАЛИЗАЦИИ МОЛОДЫХ ХУДОЖНИКОВ
No full textWhether and how young artists will qualitatively achieve
professional self-actualization depends on numerous factors. By reviewing
literature on this topic, analyzing curricula, missions, and objectives of art
faculties, as well as the current state of artistic practice and the art scene in Serbia,we can draw several conclusions. Several studies on the perspectives of young
artists, specifically students of fine arts, provide additional guidance. We aim to
illuminate the platform through which entry onto the art scene takes place and to
examine the circumstances accompanying the self-actualization of young artists
in Serbia.Будут ли и каким образом молодые художники
качественно реализовываться, зависит от ряда факторов. Рассматривая
научную литературу по данной теме, учебные программы, миссии и цели
художественных факультетов, а также состояние художественной практики
и событий на художественной сцене Сербии, мы можем прийти к ряду
выводов по этой теме. Несколько исследований, посвященных
перспективам молодых художников, в частности студентов
изобразительных искусств, также дадут нам дополнительные ориентиры.
Мы ставим целью рассмотреть условия, на фоне которых происходит
самоактуализация молодых художников, и обстоятельства, которые ее
сопровождают.Материалы Всероссийской научно-практической конференции с международным участием Москва, РУДН, 28–29 марта 2025 г
UNDERSTANDING AND ADDRESSING YOUTH MENTAL HEALTH ISSUES WITHIN THE SCHOOL CONTEXT IN SERBIA
No full textCompared to education systems in high-income countries, the Serbian education system places less
emphasis on student mental health and lacks integration of mental health professionals in schools.
Within a broader project, we conducted quantitative and qualitative studies to examine how school
staff members understand, recognize, and address student mental health issues. All schools in Serbia
were invited to participate. However, the response rate was low, resulting in a final sample of
556 participants, including teachers, school psychologists and pedagogists, principals, and administrative
staff. The study aimed to: (a) validate instruments for assessing mental health literacy and
measure school staff knowledge; (b) examine teachers’ mental health stigma and its contributing
factors; (c) analyze school staff responses to student mental health issues, including nonsuicidal
self-injury (NSSI); and (d) identify school staff needs and concerns related to student mental health
at schools. Although the results revealed relatively high levels of mental health literacy among
school staff concerns were raised regarding the validity of assessment tools. Mental health literacy
was linked to reduced behavioral but not cognitive aspects of stigma. In the absence of national
protocols for students’ mental health problems, schools in Serbia have mostly developed internal
procedures of varying consistency and effectiveness. This project resulted in the development of
an NSSI response protocol designed to support school staff in managing NSSI more effectively.
School staff expressed concern and a perceived lack of competence in addressing students’ mental
health challenges, emphasizing the need for additional training and stronger collaboration with
mental health and child protection services. This presentation discusses implications for school
policy and practice, as well as methodological limitations, particularly the low participation rate