Cyberbullying is becoming a more frequent and serious problem among students, thus indicating the importance of its prevention. The school context is recognised as a significant and suitable area for preventive action; therefore, research on students’ perspectives on cyberbullying can substantially contribute to understanding the role of schools in its prevention. The focus of this research is to explore the students’ perceptions of the presence and effectiveness of preventive measures in schools. The research included 856 students from the 5th to the 8th grade of elementary schools in Belgrade. Using descriptive statistics, it was established that only half of the students recognise the preventive efforts of schools, and that only a third of them are informed about the activities of the team for the protection of students against violence. The factor analysis identified three dimensions of students’ perceptions of preventive measures effectiveness: educational, controlling and supportive. The findings indicated that students attribute the greatest preventive potential to the appropriate support to students and positive school climate, whereas they perceive the restrictions as less effective. The conclusion emphasises that it is essential to transform the existing preventive practice, which is not sufficiently oriented toward the holistic model and integration of socio-emotional learning, digital empowerment, and authentic involvement of all participants in creating a stimulative and safe school environment.
According to leading theories of successful learning, students are active participants in the process and regulate their learning, meaning they take responsibility and manage this process. The aim of this study is to assess learning approaches and the use of metacognitive strategies and their significance in relation to the mental health of students training to become healthcare professionals. The State Metacognitive Inventory (SMI) was used to assess students’ metacognitive processes, and the Mental Health Inventory (MHI) to evaluate their mental health. The study included 363 medical students from Novi Sad, comprising 34 males and 329 females, aged 18 to 29 years. Among the students, moderate levels of anxiety and depressive symptoms were observed, with mean scores indicating a mid-range level on the scales. Reported symptoms included feelings of nervousness, worry, tension, sadness, and worthlessness, while students simultaneously demonstrated relatively high behavioural control. Metacognitive strategies exhibited only weak loadings on mental health indicators, suggesting that moderate levels of strategy use were weakly related to psychological symptoms. This association may be viewed as an indication rather than a causal effect, given the study design. These findings point to the potential importance of further strengthening metacognitive awareness and regulatory strategies. The results emphasize the importance of systematically integrating metacognitive training into higher education and developing structured programs that enhance both academic competencies and students’ mental health. Institutional support and preventive interventions are crucial for reducing psychological distress and improving overall mental well-being among students. These findings further underscore that fostering metacognitive skills may serve as a supportive resource in coping with stress and emotional challenges in demanding academic environments and highlight the necessity of embedding such strategies in educational practice.
Reducing the effect of social status on learning outcomes constitutes one of the crucial challenges for contemporary education systems. This study sought to determine whether instructional clarity, as a teaching quality dimension, could moderate the effect of socioeconomic status (SES) on student achievement. The analysis was based on TIMSS 2023 data collected in 29 European education systems. The study examined a simple moderation model, with instructional clarity moderating the relationship between SES and achievement in mathematics and science tests. The results showed that the strength of the SES-achievement correlation varied across education systems, mostly proving moderate. Instructional clarity showed the potential to moderate the SES-achievement relationship, although in different ways across different education systems. In the ones with less pronounced educational inequalities, greater clarity weakened the SES achievement correlation, with students from the lowest SES backgrounds benefiting most from high instructional clarity. Conversely, in systems with more pronounced inequalities, instructional clarity proved able to even strengthen the SES-achievement correlation in the case of mathematics. The compensatory potential of high-quality instruction is shaped by the wider educational and social contexts. This has significant implications for inequality-reducing education policy measures.
Research findings on the prevalence and importance of physical activity (PA) among children and adolescents with developmental disabilities have indicated insufficient PA levels in this population, which may lead to adverse effects on their physical and psychosocial health. The aim of this study, drawing on Goodman’s approach, was to examine whether there are differences in the psychosocial functioning of students with developmental disabilities with respect to their PA level and whether the impact of their difficulties on areas of everyday life differs according to PA level. The sample included 95 students with developmental disabilities aged 11 to 17 years. The Strengths and Difficulties Questionnaire with the Impact Supplement (SDQ), parent-report form, was used to assess students’ psychosocial functioning. The short form of the International Physical Activity Questionnaire (IPAQ-SF) was used to assess PA level. The Mann-Whitney U test showed significant differences in students’ prosocial behavior with regard to attaining the recommended level of moderate PA. Significant differences also emerged between the sedentary and non-sedentary groups in terms of impact score and the influence of difficulties in the areas of school learning, leisure activities, and the burden on parents and the family. The results indicate that PA can serve as a basis for encouraging positive forms of social behavior and better everyday functioning among students with developmental disabilities.
Given current world events, health education (HE) is recognised as a critical component for the wellbeing of a healthy population. This comparative study aimed to analyze the representation of health themes in the curricula of selected Western Balkan countries (Croatia, Serbia, Bosnia and Herzegovina, and Montenegro) and to examine whether the analyzed curricula predominantly reflect goal-, outcome-, or content-oriented approaches. A qualitative content analysis of official documents for the first four grades of primary education was conducted using predefined analytical criteria related to curriculum orientation, health themes, planning and organization of learning, and assessment approaches. The findings indicate that all analyzed curricula include health-related themes, although important differences exist in curriculum structure and integration of health content. Croatian and Serbian curricula demonstrate stronger orientation toward learning goals and outcomes, while the curricula of Bosnia and Herzegovina and Montenegro remain predominantly content-oriented. The Croatian curriculum particularly emphasizes cross-curricular integration of HE. The study highlights similarities and differences in curriculum approaches to HE and points to the importance of curriculum orientation in organizing health-related teaching content.
This study explores how graduate students in educational sciences define academic success and the factors influencing it. Using a phenomenological approach in methodology, thirteen master’s and PhD students voluntarily participated. The analysis followed the stages of Interpretative Phenomenological Analysis (IPA), moving from detailed initial noting to the development of emergent themes and cross-case interpretations. The data analysis revealed four themes in students’ success definitions. These are academic development, personal or intrinsic values, professional development, and social or cultural values. Academia-oriented students emphasized publishing, academic identity, and specialization, while professionoriented students highlighted practical application, personal growth, and social recognition. Factors shaping their success were grouped as personal, family, cultural, supervision, peer, field, profession, and faculty related. Supervisor support, peer collaboration, and academic flexibility served as key enablers. However, time constraints, institutional barriers, gender roles, and limited workplace incentives appeared as common challenges. Overall, the findings indicate that success in graduate education cannot be understood only as an outcome of individual effort. Rather, it emerges through the interplay between personal aspirations and the conditions. These results point to the importance of more flexible, supportive, and socially responsive graduate programs in education.
Non-suicidal self-injury (NSSI) represents a significant mental health concern, particularly during the school years, which positions school staff as key actors in responding to such behaviors. This study aimed to explore Serbian school staff's emotional reactions and needs related to NSSI, and develop a school-based NSSI protocol. A questionnaire was administered that included questions assessing participants' demographic (e.g., gender, age, professional experience), work-related characteristics (e.g., job satisfaction, work stress level, perception of their profession's reputation in society), as well as two open-ended questions addressing participants' emotional reactions to NSSI and their related needs. The questionnaires were distributed online. A total of 556 school staff members from Serbia agreed to participate in the study and completed the questionnaire. In this study, the qualitative content analysis focused on participants' (n=155) responses to the question regarding their emotional reactions to NSSI and to the question concerning their needs (n=438). Participants reported feeling worried and unprepared, and their primary needs centered on education about NSSI and guidelines for responding in such situations, which is consistent with previous research findings. Moreover, additional systemic issues within the Serbian educational context were identified, limiting the applicability of existing international guidelines. Drawing on both the literature and the present findings, a context-specific NSSI protocol for Serbian schools was developed.
The Economics and Business elective was introduced into the third grade of grammar school in the school year of 2020/21. It was designed to improve grammar school students' economic literacy and support the development of their interest in this field. During the third year of this program's implementation, an evaluative mixed-method study was conducted based on the perspectives of the key school actors. This paper analyzes grammar school students' opinions and experiences regarding the content and implementation of learning activities encompassed by the Economics and Business elective. The research involved 371 third-and fourth-grade students from 21 grammar schools in which the program was implemented. A questionnaire was constructed based on the instructions for program implementation. The results showed that students most frequently opted for this program due to their interest in the themes covered. Money and Entrepreneurship were highlighted as the themes featuring the most interesting, practical, and useful content. The teaching practices applied supported inquiry-and project-based learning and formative assessment, in accordance with the formal guidelines. For the majority of students, the elective was of great assistance in mastering research skills. Students perceived the knowledge acquired as relevant to their future life, education, and career. The program met the expectations of most students. The conclusion discusses the implications of the findings and suggests directions for future research.
Innovations in the field of natural sciences have significantly improved the quality of modern everyday life. Yet, students commonly have a negative attitude towards the natural sciences due to the abstract nature of the subject content and the receptive approach to learning. Affective learning outcomes in this field can be improved through both hands-on and virtual laboratory work. However, previous (quasi-)experimental studies comparing their effectiveness in this regard have yielded highly conflicting results. To better understand which laboratory work type more positively influences affective learning outcomes in the natural sciences, this meta-analysis synthesized the results of 22 pertinent (quasi-)experimental studies published in the past 20 years. Virtual laboratory work proved to have statistically significantly higher effectiveness. Furthermore, the meta-regression showed that virtual laboratories' effectiveness was moderated by the approach to experimental work and the type of Likert scale used to evaluate affective outcomes. The results revealed a significantly higher effectiveness of guided versus open inquiry and a significantly higher mean g value when using a four-point versus a five-point Likert scale. These findings point to fruitful approaches to improving affective learning outcomes in the natural sciences, along with modes of evaluating their achievement. They also highlight the necessity of devoting special attention to the development of instruments for evaluating the effects of different laboratory activity types on affective learning outcomes. Further research is needed to examine the role of open versus guided inquiry in achieving these outcomes.
Adolescence is marked by profound physical, emotional, psychological, and interpersonal changes that have long-lasting implications for mental health. During its early stages, the family system is viewed as a key contextual factor that can either support or hinder the psychological well-being of young adolescents. In this study, we examined whether the effectiveness of family functioning and its aspects predict young adolescents' internalizing and externalizing problems. A total of 181 upper elementary school students participated in the study. The results of hierarchical regression analysis indicated that the impact of family functioning on young adolescents' behavioral problems can be attributed to two main variables: dysfunctions in problem solving predicted more internalizing symptoms while ineffective family communication predicted more externalizing symptoms. These findings not only justify the use of family-intervention models for young adolescents' behavioral problems but also highlight the importance of tailoring interventions according to the specific type of problem.
The introductory phase of a foreign language lesson serves a key pedagogical function: it stimulates students' motivation, activates prior knowledge, prepares them for more complex tasks, and encourages participation. The aim of this study is to identify which activities Serbian French language teachers use in the introductory segment of lessons in their written lesson plans for the teaching license, how these activities reflect their understanding of glottodidactic principles, and to what extent they align with contemporary learner-centered approaches. The research is based on a content analysis of forty-nine lesson plans from primary and secondary school teachers. The results confirm previous research findings that thematic sensitization and motivation are often overlooked and that students are not sufficiently emotionally engaged. They also highlight the discrepancy between recommendations in the glottodidactic literature and actual practice, especially in primary schools. The analysis shows that lesson introductions mainly focus on ritual exchanges, while discussions of lesson objectives, learning outcomes, tasks (metacognitive strategies), and use of the blackboard are often neglected. Creative and cooperative activities such as games and brainstorming are particularly marginalized. The conclusions highlight the need for a more systematic approach to planning the introductory part of lessons in teacher training, with more examples of good practice and stronger support for licensing candidates.
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.
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.
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 settings
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.
This paper examines the significance and role of thematizing queer issues in teaching German as a foreign language in primary and secondary schools in Serbia. A quantitative empirical study was conducted with German language teachers in Serbia to explore their attitudes towards the LGBTIQ+ population and their (un)willingness to incorporate queer topics into German language lessons. For the purposes of the research, a translated survey from the study by K?pper et al. (2017) was used. Out of 115 surveyed teachers, data were considered only from those who fully completed the survey (n=68). The results of the statistical data analysis revealed that most teachers hold relatively neutral attitudes toward the LGBTIQ+ population, and their views on including queer content vary depending on the marital status and age of the respondents. A qualitative analysis of the responses highlighted arguments both for and against implementing gender-sensitive teaching. Arguments in favor include the relevance of the topic, protection against violence and discrimination, and the development of empathy. Counterarguments include insufficient support for teaching staff, potential negative reactions from parents, and ideological disagreements.
The education paradigm oriented towards key competence development has shaped national curricula across the world, including Serbia. In line with this trend, the academic year of 2020/21 saw the introduction of the Economics and Business elective into grammar schools. Considering that every educational change requires monitoring and evaluation to provide decision-makers with information based on research data, this paper presents the findings of a qualitative study conducted as part of a larger mixed-methods evaluative research project. The study aimed to provide a deeper insight into teachers? opinions and experiences regarding certain characteristics of this elective program and its implementation in the third and fourth grades of grammar school in Serbia. It encompassed three semi-structured group interviews involving 19 teachers (55.6%) who taught this elective (six to eight respondents per group). A five-phase inductive-deductive qualitative analysis was conducted. Based on teachers? narratives, three themes were identified pertaining to experience with implementing the Economics and Business elective: 1) Program Content Contributes to the Youth?s Quality of Life and Education; 2) Program Implementation is Dynamic, Comprehensive, and Supportive of Teacher Autonomy; 3) Challenges in Program Preparation and Implementation. Teachers recognized the contents encompassed by the Economics and Business elective as relevant to grammar school students? education. Inquiry- and project-based learning constituted a didactic-methodical solution that afforded teachers greater organizational freedom and autonomy while simultaneously motivating students to be more engaged in class. The observed challenges and difficulties in implementing the program were mostly organizational. The paper features recommendations for further program improvement.
The paper aimed to describe features of the environmental identity of primary school students (age 13-14) in Serbia, as well as the experiences they find most influential in shaping their environmental identity. Specifically, students from the two best-performing classes (N=34), based on their scores on environmental literacy assessment responded to an open-ended questionnaire regarding their relationship with nature and the most important experiences shaping this relationship, in both private and school contexts. The students offered evidence of features of their environmental identity in terms of: environmental affect-sensitivity, environmental concern, moral reasoning, as well as pro-environmental behavior as its correlate. Both private life and school experiences were recognized as essential in shaping positive environmental dispositions and behaviors. The most important incentives to fostering environmental identity in the school context involved: a) teacher as a role model; and b) variety of outdoor teaching activities and approaches, such as visits to locations characterized by natural beauty, exposure to degraded environments, and activities involving planting and cleaning, including group discussions on the experiences. Different students emphasize different aspects of their relationship towards nature, allowing for the differentiation of respondents into three groups that also differ regarding the incentives for environmental identity formation and class affiliation.
A modern state?s socioeconomic and cultural development is significantly shaped by its citizens? functional literacy. Considering that basic functional literacy skills are developed by promoting emergent literacy, our research aimed to examine emergent literacy development through the lens of home environment characteristics as well as children?s behavior and parental behavior/ practices. The study involved 132 parents of children aged three to five residing in Belgrade. The data were collected using a composite questionnaire and analyzed via descriptive and exploratory statistical analyses. Although the results showed that most parents read with their children, the findings also revealed a negative trend in the use of children?s library resources. It was confirmed that children?s daily screen time was considerable. Likewise, the findings indicate that the process of promoting different forms of emergent literacy is decisively influenced by parental behavior models that comprise diverse approaches to reading and writing during everyday activities. The conclusion features recommendations that can be particularly useful to education policymakers in designing emergent literacy promotion programs intended for both parents and key actors in the education system.
Technology-enhanced teaching has the potential to significantly improve student learning outcomes. Nevertheless, the question of what factors predict teacher use of technology in cognitive demanding ways is still open. Drawing on the theory of interactive, constructive, active, and passive (ICAP) learning, this study aimed to examine the relationships between a school’s innovative climate, teachers’ innovative behavior, and different modes of technology use in the classroom. The participants were 458 teachers from Serbian schools. Full structural equation modeling revealed that teachers’ innovative behavior is positively related to different types of technology integration in learning activities. Furthermore, a school’s innovative climate was related to passive, active, constructive, and interactive technology use via the innovative behavior of teachers. On the other hand, an innovative school climate was not directly related to the dimensions of technology use in teaching and learning activities. The obtained findings have implications for both practitioners and professional development providers.
