Early musical experiences are essential for developing children’s musical skills and cultural identity. This study examined vocal and rhythmic abilities of first- and second-grade primary school students following systematic engagement with traditional folk songs in a regular music education context. In a non-experimental quantitative study, eighty-six students participated in twelve weekly music lessons based on Serbian traditional songs. The results indicated higher achievement in vocal performance compared to rhythmic tasks. Statistically significant gender differences were found in vocal performance and movement-based rhythmic tasks favouring girls, and age related advantages for older students in rhythmic tasks. No significant correlations were found between the vocal and rhythmic domains.
The widespread use of smartphone navigation impacts the role of paper and digital maps in developing primary school cartographic literacy. This study examined how 129 future primary teachers perceive maps and intend to use them. A mixed-method survey was conducted at the University of Ljubljana, Faculty of Education. Findings show participants prefer mobile maps daily but advocate combining both formats in education. They recognized the value of paper maps for spatial thinking and independent orientation, alongside the practical benefits of digital alternatives. The results support a balanced pedagogical approach integrating both media to foster cartographic literacy and essential digital competences.
The study examined whether civic knowledge differs between students of teacher education and non-teacher education faculties, and among students of different teacher education study programs. A survey was conducted with 256 students from two public universities in the Republic of Srpska using a demographic questionnaire and a Civic Knowledge Test. Results revealed significant differences in civic knowledge across faculties, with the highest scores among Faculty of Philosophy students and the lowest among Faculty of Electrical Engineering students. Significant differences were also found across teacher education programs: pedagogy students achieved the best results, while informatics and philosophy students achieved the lowest.
The study examines how teacher education students and university instructors understand, value, and apply pedagogical principles in higher education, and how these shape future teachers’ professional identity. Findings indicate a strong appreciation of contemporary pedagogical values alongside recognition of traditional values as a foundation for ethical and professional practice. Based on the findings, a transformative-traditional teacher model was developed, defining professional identity through four dimensions: value-ethical grounding, reflective pedagogical practice, critical engagement with educational innovations, and contextually meaningful application of pedagogical tradition. The study highlights the importance of balancing tradition and contemporary pedagogical values in teacher education.
This paper explores possible developmental trajectories of early childhood education toward 2075 using a conceptual foresight approach. Drawing on research in pedagogy, neuroscience, artificial intelligence, and educational technology, it proposes an integrated framework for future learning environments. The analysis suggests that sensor technologies, AI-supported systems, and neurobiological approaches may enhance personalised learning while strengthening the integration of physical, cognitive, and emotional development. Despite technological advances, early childhood educators remain central in creating meaningful learning experiences, supporting children's holistic development, and safeguarding the humanistic and ethical foundations of education.
