The aim of this study is to examine the relationships between leadership skills and academic achievement among pedagogy students, with the intention of identifying strategies for developing leadership within the framework of initial education programs for future pedagogues. In addition, the study explores differences in the development of leadership skills across different years of study in order to determine the potential impact of academic progress on these skills. The sample consisted of 194 pedagogy students from the Faculty of Philosophy, University of Novi Sad. Leadership skills across eight domains (organization and planning, awareness of diversity, self-management, self-confidence, use of technology, cognitive development and critical analysis, interpersonal communication, problem-solving and decision-making) were assessed using an adapted version of the Student Leadership Outcomes Inventory, while academic achievement was measured by students’ grade point average. The results of Pearson’s correlation coefficient analysis indicate a significant relationship between academic achievement and the overall score on the Student Leadership Outcomes Inventory, as well as with specific domains – organization and planning, awareness of diversity, self-management, and self-confidence. Differences in the level of leadership skill development by year of study were not statistically significant. Based on the results obtained, interventions are proposed for enhancing leadership skills through the pedagogy curriculum. This study contributes to the understanding of the relationship between leadership skills and academic achievement, opening avenues for further studies and practical applications in the context of education and the professional development of future pedagogues.
Although presentation competence is considered one of the core competences of graduates and professionals, it is still inadequately addressed in higher education. Given the growing prominence of peer feedback in contemporary pedagogical discourse, this paper explores its potential to foster students’ presentation competence. The study, set within an English for Specific Purposes context, examines the experiences of feedback providers and recipients in terms of benefits and challenges of this approach, and their perceptions of its impact on presentation performance. The aim is to obtain guidelines for the successful integration of peer feedback into classroom practice. The sample included 60 first-year university students attending the English for Economists course. They filled out a questionnaire upon completing the activity, which comprised multiple-choice, Likert-scale, and open-ended questions. Quantitative and qualitative data were analysed using descriptive statistics, the Mann-Whitney test, and thematic content analysis. The findings reveal positive attitudes towards peer feedback, particularly among students who assumed both roles. Respondents perceived the approach as beneficial for improving presentation skills, critical thinking, reflection, and self-regulated learning. The results also reveal challenges related to feedback quality, emotional discomfort, engagement, and time constraints. The study highlights the importance of well-designed instruction and joint consideration of cognitive, social, and affective dimensions when integrating peer feedback into the learning process.
This study explores the role of digital literacy and digital competence in the teaching and learning of English as a Foreign Language (EFL), focusing on the effective integration of digital tools into pedagogical practices. It highlights two interrelated concepts: digital literacy, defined as the ability to access, evaluate, use, and create information via digital technologies; and digital competence, understood as a combination of cognitive, technical, and social skills necessary for meaningful participation in digital environments. Using a quantitative research design, the study investigates EFL teachers’ self-perceived competencies, awareness, and attitudes toward digital literacy. An online questionnaire was administered to 139 EFL teachers from Serbia and Bosnia and Herzegovina, comprising Likert-scale, multiple-choice, and open-ended questions. The findings indicate that digital literacy and competence are recognized as a core component of language education. Participants reported high awareness of their pedagogical benefits, particularly in fostering learner autonomy and confidence. However, challenges persist, the most notable of which are unequal access to technology, digital safety concerns, and limited opportunities for specialized teacher training. While the results support both hypotheses, affirming educators’ self-perceived digital literacy and competence and their educational relevance, the study underscores the need for targeted support to help language teachers apply digital tools effectively within the EFL classroom. The study offers insights into the successful integration of digital literacy and competence in language education, and urges sustained support in technology-enhanced teaching practices.
Studies of teacher burnout indicate a concerningly high proportion of professionals exhibiting its symptoms worldwide. The consequences of this phenomenon go beyond the individual level, as they undermine the quality of the teaching process, reduce teachers’ motivation and psychological well-being, and may negatively affect students’ development. Thus, the following study aimed to examine how personal and workplace-related factors contribute to the development of teacher burnout in Serbia. A cross-sectional survey was conducted with a sample of 883 primary and secondary school teachers across Serbia, using the Maslach Burnout Inventory – Educators Survey (MBI-ES) and a set of personal and workplace-related variables. The results revealed moderately high levels of Emotional Exhaustion, low to moderate levels of Depersonalization, and high levels of Personal Accomplishment. Multiple regression analyses identified significant predictors of burnout dimensions: seniority, material status, age, school type, and field of study for Emotional Exhaustion; field of study for Personal Accomplishment; and seniority, age, and material status for Depersonalization. These findings highlight that burnout is shaped not only by individual factors but also by broader organizational and systemic conditions. The findings from this study may help create burnout prevention strategies in Serbia, as well as comparable educational contexts. Limitations and directions for future research are also discussed in this paper.
Drawing on scholarly culture theory and cultural reproduction theory, this paper examines the role of the number of books in the home library as a mediating variable in the relationship between parents’ level of formal education and students’ achievement on the PISA assessment. A secondary analysis was conducted using data collected within the 2022 PISA study on a sample of students from Serbia (N=620). To examine the relationships between maternal and paternal education, the number of books in the respondents’ homes, and students’ achievement in reading, mathematical, and scientific literacy, partial least squares structural equation modeling (PLS-SEM) was applied. The results show that the number of books in the home library has a statistically significant and positive effect on all three domains of functional literacy, and that the educational level of both parents significantly contributes to greater availability of this cultural resource in the family environment. At the same time, significant indirect effects of parental education on students’ PISA achievement were identified, indicating the mediating role of the number of books in the home. Given the relatively low values of explained variance, this effect should not be interpreted as a direct causal influence, but rather as an indicator of broader, structurally embedded processes of cultural and educational reproduction. The findings contribute to a better understanding of educational inequalities in Serbia, suggesting that the number of books in the home library represents a visible marker of cultural capital that mediates the intergenerational transmission of educational advantages.
