Digitalna kompetenca učiteljev tujih jezikov na visokošolskih zavodih v Srbiji – raziskava, ki temelji na evropskem okviru DigCompEdu

In 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

Local education policy design: analysis and methodological framework

Циљ рада је да се развије аналитичка матрица за систематско проучавање локалних образовних политика у Републици Хрватској. Концептуализацијом кључних димензија образовних политика, дефинише се оквир за анализу стратешких докумената, планова развоја и одлука које доносе јединице локалне самоуправе. Предложена аналитичка матрица заснива се на квалитативној анализи садржаја и омогућава кодирање и интерпретацију аспеката, као што су финансирање, управљање школама, учествовање заинтересованих страна и образовни приоритети. Структура матрице је осмишљена тако да обезбеди упоредивост података и да олакша идентификацију образаца у креирању и спровођењу образовних политика. Развијени методолошки алат пружа истраживачима и креаторима политика систематски приступ анализи локалних образовних политика, нудећи дубљи увид у њихове карактеристике и изазове. Као резултат тога, студија доприноси унапређивању истраживања и праксе у области образовне политике.This paper aims to develop an analytical matrix for the systematic study of local education policies in Croatia. By conceptualizing key dimensions of education policies, it defines a framework for analyzing strategic documents, development plans, and decisions made by local government units. The proposed analytical matrix is based on qualitative content analysis and enables the coding and interpretation of aspects such as funding, school management, stakeholder participation, and educational priorities. The structure of the matrix is designed to ensure data comparability and to facilitate the identification of patterns in the creation and implementation of education policies. The developed methodological tool provides researchers and policymakers with a systematic approach to analyzing local education policies, offering deeper insights into their characteristics and challenges. As a result, the study contributes to advancing research and practice in the field of education policy

Correlation between Civic Knowledge and Trust in Institutions: What Does ICCS 2022 Say about Serbia?

The 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

Senzorno-motorički izazovi kod dece oštećenog sluha: pregled istraživanja

Senzorna obrada i motoričke funkcije kod dece oštećenog sluha predstavljaju kompleksnu istraživačku oblast koja zahteva multidisciplinarni pristup, ali često nije u fokusu naučnih istraživanja. Ovaj rad istražuje uticaj senzorne obrade na motoričke funkcije gluve i nagluve dece, izazove sa kojima se susreću u svakodnevnom životu, kao i značaj rane dijagnostike i intervencije. Senzorno procesiranje igra ključnu ulogu u razvoju motoričkih veština i aktivnom učešću u svakodnevnim aktivnostima. Deca koja imaju teškoće u ovom procesu suočavaju se sa različitim izazovima koji mogu negativno uticati na njihov razvoj i svakodnevni život. Cilj rada bio je analiza postojećih istraživanja o senzornim i motoričkim karakteristikama gluve i nagluve dece, kao i identifikovanje ključnih oblasti u kojima se ta deca susreću sa teškoćama. U analizu su uključeni istraživački radovi objavljeni između 2014. i 2024. godine, fokusirani na gluvu i nagluvu decu i adolescente. Rezultati istraživanja sugerišu da deca oštećenog sluha uglavnom imaju lošije senzorno procesiranje u odnosu na svoje vršnjake urednog sluha. Posebno su uočene razlike u ravnoteži i motoričkim veštinama između gluve i nagluve dece i dece urednog sluha. Problemi sa kojima se susreću deca oštećenog sluha mogu se pripisati uslovima auditivne deprivacije i propratnim vestibularnim teškoćama. Iako nalazi istraživanja nisu jednoznačni po pitanju uticaja korišćenja slušnih aparata ili kohlearnog implanta na motoričke sposobnosti dece oštećenog sluha, naglašava se kako rana intervencija i pravovremeni tretman mogu doprineti poboljšanju senzornog procesiranja i razvoju motoričkih sposobnosti, kao i prevenciji dugoročnih smetnji. U zaključku se ističe značaj ranog prepoznavanja i intervencija koje su prilagođene individualnim potrebama dece, sa fokusom na senzorne i motoričke aspekte njihovog razvoja. Buduća istraživanja treba da obuhvate longitudinalne pristupe i razvoj normativnih protokola za procenu i rehabilitaciju dece oštećenog sluha i povezanim senzornim poremećajima.Zbornik rezimea: Stručno-naučna кonferencija sa međunarodnim učešćem Dani defektologa Srbije, Zlatibor, 06-09. februar 2025

The Serbian Short Version of the Mental Health Literacy Questionnaire for Young People (MHLq-yp): Validation with a Sample of Elementary School Students

The last few decades have brought an elaboration of the concept and the development of valid and reliable measures of mental health literacy (MHL) in adults, children, and adolescents. Nevertheless, most of the empirical evidence on MHL has come from developed, high income Western countries. The present study aimed to develop a Serbian short version of the Mental Health Literacy Questionnaire for Young People (MHLq-yp), suitable for application in elementary school settings. The original version of the MHLq-yp has been adapted into Serbian following the translation-back methodology and think-aloud procedure. This questionnaire was validated in a sample of 386 primary school students (52.2% girls), whose age ranged from 11 to 14 years (Mage=12.63, SDage=0.88). Based on exploratory factor analysis and internal consistency indices, a short version of the instrument was developed, which showed good internal and convergent validity.This paper contain: Table A1 Means, standard deviations, skewness, and kurtosis for all items: Table B1 Items of Serbian Short Version of Mental Health Literacy Questionnaire for Young People (MHLq_yp); Table C1 Recognizing mental health problems –Percentage of affirmative answers in additional questions of MHLq-yp

Narrative-based assessment of university-level achievement

Наративи 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

A bibliometric and meta-analytic review of the impact of moocs in higher education

Масовни отворени онлајн курсеви (МООК) предмет су све веће пажње у високом образовању. У овом раду представљен је систематски библиометријски и метааналитички преглед утицаја масовних отворених онлајн курсева на исходе учења. Библиометријском анализом издвојене су кључне теме, док је метаанализом извршена синтеза налаза зарад пружања свеобухватног увида. Анализом 116 публикација из базе података Скопус (енгл. Scopus) добијена је слика концептуалне структуре и нових тема. Даљом анализом 12 експерименталних студија процењени су ефекти масовних отворених онлајн курсева на стварно учење, доживљено учење и задовољство. Анализом података помоћу софтвера OpenMEE израчунате су просечне разлике по студијама, као и графикони распона поузданости и пристрасност објављивања. Резултати указују на значајан утицај масовних отворених онлајн курсева на исходе учења, са укупном величином ефекта од 0,683 (велики ефекат). У случају стварног учења, ефекат је био велики (0,847), док су за доживљено учење (0,354) и задовољство (0,284) добијени ефекти средње величине. Налази потврђују да масовни отворени онлајн курсеви могу битно да допринесу побољшању исхода учења у високом образовању. Закључује се да наведене разнолике утицаје на различите димензије учења треба узети у обзир како при теоријском, тако и приликом реализовања масовних отворених онлајн курсева. Налази ове студије могу битно да допринесу развоју наставних планова и програма, наставних пракси и институционалних политика са циљем делотворног примењивања масовних отворених онлајн курсева у домену високог образовања.Massive Open Online Courses (MOOCs) have gained increasing attention in higher education. This study presents a systematic review using bibliometric analysis and meta-analysis to examine the impact of MOOCs on learning outcomes. Bibliometric analysis identifies key themes, while meta-analysis synthesizes findings for a comprehensive understanding. A total of 116 publications from the Scopus database were analyzed to visualize the conceptual structure and emerging themes. Twelve experimental studies were further examined to assess MOOCs' effects on Actual Learning, Perceived Learning, and Satisfaction. Data analysis using OpenMEE calculated aggregate mean differences, forest plots, and publication bias. Results show that MOOCs significantly impact learning outcomes, with an overall effect size of 0.683 (strong). Specifically, Actual Learning had a strong effect (0.847), while Perceived Learning (0.354) and Satisfaction (0.284) had moderate effects. These findings confirm that MOOCs can significantly improve learning outcomes in higher education. The study concludes that both the theoretical development and practical implementation of MOOCs should consider these differentiated impacts across learning dimensions. The findings of this study are expected to offer meaningful pedagogical contributions to curriculum development, instructional practices, and institutional policies aimed at enhancing the effective integration of MOOCs in higher education setting

Toward an evidence-based framework for training students’ collaborative problem-solving skills: Introducing and testing the PEER model

Taking 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

Simpson’s paradox in mathematics grading: a case study of Serbian primary schools

У 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

Bullying victimization and life satisfaction among high school students

Bullying reflects repetitive and intentional acts of aggression that aim at harming a peer who is weaker or in a more vulnerable social position than the bullying perpetrator. Experiences related to bullying victimization are associated with short- and long-term negative outcomes for students, and there is some evidence that bullying victimization may be associated with low life satisfaction in adolescents. To investigate the relationship between bullying victimization and life satisfaction among adolescents, 243 students from two high schools in Belgrade (76.5% female) aged 14–19 years (M = 16.5; SD = 1.1) completed paper questionnaires. Bullying victimization was assessed using the Delaware Bullying Victimization Scale, a sixpoint Likert scale with a total 16 items (α = .92) grouped into four subscales: Verbal, Physical, Social/Relational and Cyberbullying. The total score is the sum of the three subscales - Verbal, Physical and Social/Relational (it is recommended that the score for Cyberbullying is not included in the total score), while separate scores were calculated for each subscale. Adolescents’ life satisfaction was assessed using the Brief Multidimensional Students’ Life Satisfaction Scale, a five-point Likert scale with 6 items (α = .77). The results indicate a weak negative correlation between the experience of bullying victimization and life satisfaction, meaning that high school students who are exposed to less bullying tend to have higher life satisfaction (r (241) = -.15, p < .05). An examination of the forms of bullying shows that exposure to social/relational (r (241) = -.18, p < .01) and physical bullying (r (241) = -.15, p < .05) is negatively associated with life satisfaction, while no statistically significant correlation was found between verbal (r (241) = -.08, p = .17) or cyberbullying (r (241) = -.08, p = .21) and students’ life satisfaction. The obtained results emphasize the need for further research to clarify the relationship between bullying victimization and adolescents’ life satisfaction by including potential moderating or mediating variables. Additionally, they highlight the importance of implementing appropriate interventions for students who are, or are at risk of being, victimized to minimize negative effects such as life dissatisfaction.Knjiga rezimea: XXXI međunarodni naučni skup Empirijska istraživanja u psihologiji 28–30. mart 2025; Filozofski fakulte