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Značaj rada Vojina Milića za razvoj sociologije obrazovanja, istraživanja društvene pokretljivosti i pristupa obrazovanju različitim društvenim grupama jasno je pokazan i istražen. Stoga ćemo u ovom radu obratiti pažnju na značaj horizontalnih obrazovnih nejednakosti u sistemu visokog obrazovanja, koje je Vojin Milić analizirao još od sredine 20. veka. Horizontalne obrazovne nejednakosti dobijaju sve veći značaj u istraživanju savremenih obrazovnih sistema, koji se sve više diferenciraju. Takođe, istraživanja u obrazovanju daju sve više prostora izučavanju različitih područja studiranja kako raste broj studenata. Cilj rada je da prikažemo doprinos radova Vojina Milića izučavanju horizontalnih obrazovnih nejednakosti u okviru visokog obrazovanja. S tim ciljem, rad će sadržati tri aspekta. Prvo, predstaviće se doprinos Vojina Milića razvoju sociologije obrazovanja. Drugo, iznećemo rezultate koji ukazuju na postojanje i značaj vertikalne i horizontalne ose visokog obrazovanja u delima Vojina Milića, kao i njegova zapažanja u vezi s ovom temom. Treće, predstavićemo radove drugih autora u okviru sociologije obrazovanja, koji navode rezultate i zaključke iz ove oblasti tokom perioda socijalizma i postsocijalističke transformacije. U istraživanjima Vojina Milića posebna pažnja je posvećena postojanju razlika u pristupu različitim područjima studiranja i studentima različitog društvenog porekla, što ima posledice na otvorenost sistema visokog obrazovanja i mogućnost pojedinaca za društvenu pokretljivost. Vojin Milić je zaključio na osnovu podataka iz pedesetih godina 20. veka da socijalno poreklo studenata utiče na izbor područja fakulteta. Naime, područja koja studente pripremaju za zanimanja koja donose više prihoda, ugleda i/ili moći su manje dostupna studentima nižeg društvenog porekla. Uočio je da pripadnici manuelnih slojeva kada se odluče da studiraju, češće biraju struke koje su bliže materijalnoj proizvodnji (poljoprivreda, ekonomija i tehničke nauke). Ova tendencija je uočena i u istraživanjima u kasnijem periodu, te se može zaključiti da se uticaj društvenog porekla povećava kako dolazi do zatvaranja društvene strukture. It is clearly shown and explored the importance of the Vojin Milić’s work for the development of sociology of education, social mobility research and the exploration of the access to education for the different social groups. Therefore, in this paper we will take into consideration the importance of horizontal educational inequalities in the system of higher education, which Vojin Milić analyzed since the middle of the 20th century. Horizontal educational inequalities have increasing importance in the research of contemporary educational systems, which are progressively diferentiated. Furthermore, educational research give more prominent place to the exploration of different study fields as the number of students rising. The aim of the paper is to show the contribution of Vojin Milić’s work for the horizontal educational inequalities research. For that purpose, the paper is consisted of three aspects. Firstly, the contribution of Vojin Milić for the establishment of sociology of educion will be presented. Secondly, we will show results which indicate the existence and the importance of vertical and horizontal axis in the higher education in the work of Vojin Milić, as well as his observations on this topic. Thirdly, it will be shown the work of other authors in the field which state results and conclusions in this field during the period of socialism and postsocialist transformation. In the Vojin Milić’s research special attention is dedicated to the existence of the different access to the study fileds for students who have various social origin. This has a consequence on the access of higher educational system and possibility for individual socialal mobility. Based on the data from 1950s, Vojin Milić concluded that social origin influence which study fileds students choose. Specifically, study fields which prepare students for occupations which bring more income, prestige and/or power are less accessible to students with lower social origin. He observed that when members of manual social layers decide to start university, more often choose professions closer to material production (agriculture, economics and technical sciences). Similarly, this tendency is noticed in the later explorations, thus it can be claimed that the effect of social origin is increasing as the social structure closure is following. Zbornik radova sa naučnog skupa nacionalnog značaja Sociološko nasleđe Vojina Milića – 100 godina od rođenja, koji je održan 17. septembra 2022. god. na Filozofskom fakultetu Univerziteta u Beogradu

The aim of this paper is to define what creative transformational leadership means in the context of higher education exploring some of the challenges and opportunities of being an educational leader in institutions which are internationalising and competing in a global market. The authors explore some previous studies which have suggested that ?transformational leadership? is the most effective model of leadership, especially in a business context, whereas many educational papers focus on ?creative leadership? This paper suggests that creative transformational leadership might be the ideal approach, analysing what constitutes creative transformational leadership from the perspective of higher education leaders and how they perceive these approaches using in-depth e-interviews. A sample of international academics was recruited from the authors? professional online networks and an online link to a list of ten interview questions was emailed to participants. The sample consisted of Rectors, Vice Rectors, Deans, Heads of Departments and Heads of Programmes (Bachelors and Masters) in Higher Education. There were 28 respondents from 15 countries, but some of the academics were working in an institution in a country which was not their country of origin and several had experience of teaching in more than one country, so the sample was truly international. The findings reveal that the contextual dimension of leadership in higher education plays an important role, especially the rapidly changing social and technological environment, which affects both staff performance and student needs. Other challenges include institutional constraints and lack of resources. However, both the theoretical and empirical research suggest that creative transformational leadership could offer an important approach for the future of higher education in this dynamic, global environment.

The aim of this paper is to present and analyse the Internet of Things and Technology-Supported Learning Environments, which represent current technological trends of higher education development. The method used in the paper is content analysis of available scientific literature - theoretical and empirical. It is shown how the application and integration of these technologies trigger significant socio-technological changes in the conditions in which higher education operates. The results show that the application of these technologies enables material savings, that it can result in increasing of the efficiency and effectiveness of the higher education processes and in adapting of the teaching process to the individual needs of students. The paper further discusses the challenges and risks that these technological change can bring to higher education and society as a whole. In the conclusion, it is pointed out that despite the numerous advantages that are being realized, it is necessary to develop human resource competencies and find solutions related to the ethical use of data.

Високо образовање данас функционише у променљивим друштвеним, технолошким и економским условима који му намећу све веће захтеве и очекивања. Повећана изложеност медијима, велики избор и тренутна доступност знању и информацијама, као и промењене форме комуницирања у правцу повећане интеракције, доприносе да се код нових генерација студената јављају сасвим другачији услови учења и (само)образовања. Дигитално доба доноси нове приступе образовању: интерактивно, имерсивно, експериментално, самовођено, индивидуализовано али и сарадничко стицање и стварање знања. Учење и решавање проблема код нових генерација обликовано је мобилношћу, проактивношћу и заједништвом. Са друге стране, алати засновани на веб 2.0 технологији продиру у све области људске делатности, па и у високо образовање, а тренд њихове примене у свету је у интензивном порасту. Интерактивни медији у истраживачко-наставном процесу нуде богат извор информација, омогућују стицање, усавршавање и примену корисних вештина и знања, колаборативно учење и продукцију нових садржаја. Досадашња истраживања њихове примене показују да постоје бројни позитивни ефекти: постизање исхода учења, мотивација и укљученост студената, омогућавање дугорочног учења, смањење оптерећења наставника итд. Да би се, ипак, потенцијали дигиталних медија реализовали у пуној мери и у складу са циљевима високог образовања, неопходно је да актери образовног процеса буду компетентни за њихово коришћење. Потребно је да развију писменост за дигиталне медије, неопходну у новим партиципативним процесима – која се најчешће именује као трансмедијска писменост. Све је више доказа из праксе да је мера у којој дигитални медији доприносе исходима високообразовног процеса одређена компетенцијама његових корисника. Постојећи национални системи високог образовања формирани су у односу на друштвене и привредне околности из ранијих времена. У научним и стручним круговима почиње да доминира став да традиционални модел високог образовања није прилагођен овим променама. Посебно се истиче контраст између формалног, високог образовања и нове културе учења и делања код младих. Да би високо образовање задржало своју традиционалну улогу центра акумулације и изградње знања, неопходно је да се прилагоди овом друштвено-технолошком развоју и у њему преузме активну улогу. У теоријском делу овог рада се анализира како трансмедијска писменост фигурише као предуслов за развој високог образовања – путем прилагођавања култури дигиталне генерације и примене нових медија у образовном процесу. Централни циљ емпиријског дела рада представља испитивање трансмедијске писмености у високом образовању Србије, као индикатора капацитета за развој путем дигиталних медија. Даље, увид у партиципирање на интернету академске заједнице Србије као специфичне друштвене структуре представља други циљ истраживања. На основу ових информација у раду су понуђене препоруке за унапређивање стања високог образовања Србије. Рад полази од модела трансмедијске писмености Хенрија Џенкинса (Jenkins et al., 2009), узимајући у обзир његову свеобухватност, детаљну операционализацију и повезаност са трансмедијским описмењавањем у образовању. За потребе истраживања приказаног у овом V раду преузет је инструмент развијен од стране Јоане Литерат (Literat, 2014), базиран на моделу трансмедијске писмености Хенрија Џенкинса. Инструмент је потом адаптиран, унапређен и спроведен међу студентима, наставницима и службама у вези са наставним процесом у високом школству у Србији. Статистичке анализе су потврдиле повећање његове поузданости и валидности. Поред тога, важан помак постигнут је тиме што је у анализи главних компоненти издвојено свих дванаест трансмедијских компептенција из модела. Стога се један од важних доприноса овог рада односи на унапређивање методологије истраживања трансмедијске писмености. Централни налаз и научна информација овог рада односи се на израженост трансмедијске писмености високог образовања Србије. Установљен делимичан ниво трансмедијске писмености указује да потенцијал високог образовања Србије за развој постоји, али да га је потребно унапредити, у циљу развоја oбразовног процеса и његовог прилагођавања неминовним друштвено-технолошким променама. Да би се користили модели учења дигиталне генерације подржани нарастајућом применом нових медија, укључени људски ресурси треба да имају адекватне трансмедијске компетенције. Резултати истраживања yказују на ниску онлајн партиципацију актера високог образовања Србије. Идући у прилог тврдњама у литератури о значају трансмедијске писмености за онлајн партиципацију, додатне анализе указују и на повезаност између трансмедијске писмености и партиципације на интернету. Стварање и ширење партиципативне културе, савременог, умреженог, медијатизованог света у коме корисници суделују и активно учествују доприносећи садржају мреже иде у корак са развојем трансмедијске писмености корисника. Унапређење трансмедијских компетенција у високом школству Србије је стога потребно како би оно образовало будуће генерације у пуноправне, активне, компетентне учеснике који ће у блиској будућности водити привреду, технологију, друштво и културу и који ће креирати савремену демократију; будућности која се све више базира и зависи од нових медија. Имајући у виду указану везу између онлајн партиципације и трансмедијске писмености, у раду је указано да је превасходно потребно унапређивати трансмедијске компетенције у циљу унапређивања партиципативних капацитета високог образовања Србије – тј. капацитета за друштвено одговорно стварање и дисеминацију знања и јачање друштвених веза путем нових медија. Додатним анализама је установљена значајна разлика између студената и наставника у односу на њихову трансмедијску писменост. Студенти имају предност у већини аспеката коришћења мултимедија у односу на наставнике, сем у случају анализе и евалуације медијског садржаја. Резултати истраживања стога указују да развој трансмедијских компетенција универзитетских наставника Србије има важну улогу, у условима када наставничка пракса еволуира и расте потражња за умећем наставника да дизајнирају образовни процес посредством медијских платформи. Као мере унапређивања постојећег стања у раду се предлаже превасходно развој трансмедијске писмености студената и наставника високог образовања Србије. Такође је наглашен значај и повећања свести и спремности за увођење дигиталних медија. Наведено је могуће путем едукације, промене менталних модела, указивањем на позитивне примере и могућа побољшања, а потом и одговарајућим обукама. Ever changing social, technological and economic conditions today impose on higher education growing demands and expectations. Increased media exposure, immediate availability of wide choice of knowledge and information, as well as altered forms of communication towards increased interaction, contribute to the emergence of completely different conditions for learning and (self)education within new generation of students. The digital age brings new approaches to education: interactive, immersive, experimental, self-guided, individualized but also collaborative acquisition and creation of knowledge. Learning and problem solving for new generations are characterized by mobility, proactiveness and community. On the other hand, tools based on Web 2.0 technology are penetrating all fields of human activity, including higher education, and the trend of their application is growing rapidly in the world. Interactive media in the teaching process offer an abundant source of information, enabling the acquisition, improvement and application of useful skills and knowledge, collaborative learning and production of new content. Previous research on their implementation have shown that there are numerous positive effects: learning outcomes realization, student motivation and involvement, long-term learning, teacher workload reduction etc. However, in order to realize the potential of digital media to full extent and in accordance with the goals of higher education, the main actors of the learning process ought to be competent to use them. They need to develop literacy for digital media, necessary in new participatory processes - commonly referred to as transmedia literacy. There are increasing evidence from practice that the extent to which digital media contribute to the outcomes of a higher education process is determined by the competencies of its users. Existing national higher education systems have been formed in relation to social and economic circumstances of earlier times. Scientific and professional circles are taking the view that the traditional model of higher education is not adapted to such changes. The contrast between formal, higher education and the young peoples’ culture of learning and doing is especially pointed out. In order for higher education to preserve its traditional role as a center of knowledge accumulation and building, it need to adapt to this socio-technological development and take an active part in it. The theoretical part of this paper analyzes how transmedia literacy figures as a prerequisite for the development of higher education - through adapting to the new culture of digital generation and implementation of new media in the educational process. The central aim of the empirical part of this paper is to examine transmedia literacy in higher education in Serbia, as an indicator of its capacity for development through digital media. Furthermore, insight into the online participation of the Serbian academic community as a specific social structure is another research goal. Based on this information, the paper offers recommendations for improving the state of higher education in Serbia. The paper starts with a model of transmedia literacy by Henry Jenkins (Jenkins et al., 2009), taking into account its comprehensiveness, detailed operationalization and the connection with transmedia literacy in education. An instrument developed by Joana Literat (Literat, 2014) has been used in this research, based on the model of transmedia literacy by Henry Jenkins. The instrument was then adapted, modified and conducted on students, teachers and employees in services related to the VIII teaching process in higher education in Serbia. Statistical analyzes have confirmed the increase in its reliability and validity. In addition, results of the principal component analysis have shown that considerable progress had been achieved by extracting all twelve transmedia competencies from the model. Therefore, one of the important contributions of this paper is an improvement of the research methodology of transmedia literacy. The central finding and scientific information of this paper relates to the level of transmedia literacy in higher education in Serbia. Result of partially developed transmedia literacy indicates that the potential of Serbian higher education for development exists, but that it needs to be improved, in order to develop the teaching process and to adapt it to the inevitable socio-technological changes. In order to use digital generation’s learning models supported by the increasing use of new media, human resources involved need to have adequate transmedia competences. The research results show the low online participation of main actors in Serbian higher education. In support of the claims in literature on the importance of transmedia literacy for online participation, additional research analyzes also point to the link between transmedia literacy and participation on the Internet. Creating and expanding a participatory culture; a modern, networked, mediated world in which users cooperate and actively participate by contributing to media content goes hand in hand with the development of users’ transmedia literacy. Improvement of transmedia competences in higher education in Serbia is therefore needed in order to educate future generations into full-fledged, active, competent actors who will lead the economy, technology, society and culture in the near future and who will create a modern democracy; a future that is increasingly based and dependent on new media. Bearing in mind the link between online participation and transmedia literacy, the paper points out that transmedia competences need to be upgraded in order to enhance participatory capacities of Serbian higher education – that is the capacity for socially responsible creation and dissemination of knowledge and the enhancement of social connections through new media. Additional analyzes revealed a significant difference between students and teachers in relation to their transmedia literacy. Students have an advantage over teachers in most aspects of multimedia usage, except analysis and evaluation of media content. The research results therefore indicate that the development of transmedia competences of Serbian university teachers plays an important role, in a context where teaching practice is evolving and the demand for teachers’ ability to design educational process through media platforms is rising. The development of transmedia literacy of students and teachers is proposed as a measure of improvement of the current situation of Serbian higher education. The importance of raising awareness and readiness for the introduction of digital media was also emphasized. This can be achieved through education, changing mental models, pointing out positive examples and possible improvements, and then through appropriate training.

Rasprave o konceptu akademskog pristupa podučavanju i učenju (SoTL) započele su devedesetih godina prošlog veka na američkim univerzitetima, a danas je to aktuelna tema u visokom obrazovanju u Evropi. Ovo je primetno u mnogim udruženjima visokoškolskih ustanova, kod akademika i studenata koji žele da unaprede istraživanje i praksu SoTL-a, kao i kroz sve brojniju literaturu na tu temu. Iako postoji nekoliko različitih pristupa definisanju ovog koncepta, zajednički element u konceptualizaciji SoTL-a jeste da bi nastavnici u visokom obrazovanju trebalo da se, sistematično i služeći se naučnim metodama, bave izučavanjem, istraživanjem, ocenjivanjem i usavršavanjem svoje nastavne prakse. Pritom, nastavnici bi potom trebalo da objave rezultate istraživanja o svojoj nastavnoj praksi kako bi se popravio opšti kvalitet obrazovanja. Stoga je cilj ovog rada da se otkrije da li se i kako koncept SoTL sprovodi u sistemu visokog obrazovanja u Republici Hrvatskoj. Kako bismo ostvarili postavljeni cilj, sprovešćemo analizu dokumentacije koju su podneli Odbori za kvalitet na svim hrvatskim univerzitetima. Važno je istaći da preliminarna analiza literature ukazuje na to da, kad je reč o Hrvatskoj, ne postoji ni konsenzus o adekvatnom prevodu koji bi potvrdila akademska zajednica, a koji bi mogao omogućiti dublje razumevanje ovog koncepta. Stoga se doprinos ovog rada najpre odnosi na pokušaj da se više pažnje usmeri na veoma aktuelnu temu SoTL-a i da se u tom kontekstu pozicionira sistem visokog obrazovanja u Hrvatskoj. Discussions regarding the concept of Scholarship of Teaching and Learning (SoTL) have started in the 1990s at American universities, while today it is a topic of an ongoing discussion in the European area of higher education as well. This is evident in many associations of higher education institutions, with academics and students seeking to improve the research and practice of SoTL, as well as in the growing literature on the subject. Although there is a number of different approaches in defining this concept, the common element in the conceptualisation of SoTL is that higher education teachers should study, explore, evaluate and improve their teaching practice systematically and by the means of scientific methods. Additionally, the idea is that teachers should then publish the results of the research on their teaching practice in order to improve the overall quality of education. Therefore, the aim of this paper is to detect whether and how the concept of SoTL is implemented in the higher education system in the Republic of Croatia. In order to realize the set aim, we will conduct an analysis of the documents brought forward by the Quality Committees at all Croatian universities. It is noteworthy to point out that the preliminary literature analysis indicates that, in the Croatian context, there does not even seem to be consensus on adequate translation affirmed by the academic community, which would enable its deeper understanding. Therefore, the contribution of this paper is first and foremost reflected in an attempt to focus more attention on the very current topic of SoTL and to position the higher education system in Croatia within its context. Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

The necessity of including syllabi research into current teaching practices is of utmost importance due to the fact that current job markets not only dictate the need for differentiated instruction but also call for novel approaches towards glottodidactic and pedagogical goals within the tertiary educational level. The main aim of this paper is to examine the current status of English for Specific Purposes courses at one of the tertiary educational institutions in order to see whether English for Specific Purposes’ practices are really implemented in language classrooms or whether they exist only on paper. The paper focuses on researching selected points in all the syllabi related to teaching English for Specific Purposes in order to establish the types of syllabi used, possible practices used prior to the syllabi design, focus in the syllabi on General English or English for Specific Purposes and the implementation of practices aimed at integrated skills. The research results call for viable systematic changes in the home department curriculum in the form of introducing courses at the 1st and 2nd cycle of studies, as well as master programmes in English for Specific Purposes, which will enable the provision of competitive teachers and practitioners in the current job market.

Building quality sustainable relationships between higher education institutions in the field of education is becoming a policy priority for most European countries, particularly those in transition. Starting with a context in which teacher training is being delivered (globalisation of education and of all aspects of life; social shifts; the development of new information and communication technologies, changes in the labour framework and the value systems) and moving through the notions of teacher college cooperation, the core qualities of partnerships, the significance of partnership-building for improving teacher training, the partnership models developed in pedagogic theory and practice, and the strategic educational documentation, the authors of this paper deal with one aspect of this problem - examining teacher training college partnerships in the domain of professional and scientific cooperation. The goal of the theoretical analysis is to identify conceptual determinants and varieties of partnership models in teaching and research. The paper points to some guidelines and suggestions for future empirical research in this area as a contribution to promoting this problematization.

The main subject of the paper is the analysis of the needs for business informatics specialists at the labor market of Serbia. The analysis was conducted by collecting data from both relevant national sources (National Employment Service, Statistical Office of the Republic of Serbia and others) and international sources (Eurostat, World Economic Forum and others). One part of the analysis was based on the data collected from the survey conducted by the authors of the paper at the Faculty of Economics, University of Belgrade. The essential part of the survey was focused on the interest of students at the first year of studies for the new module called Business informatics. One of the main conclusions of the analysis is that the business component of IT is becoming more popular with growing demand. Therefore, changes in the field of higher education concerning business informatics programs are necessary in order to fulfill demand at the Serbian labor market. Finally, it was revealed that the number of companies involved in the development of business software has lately significantly increased in Serbia. These companies have an additional need for a substantial number of IT professionals who have both high economic (business) and IT education.

Due to constantly increasing competition in the higher education market, customer or user satisfaction should be made the focal point of all higher education institutions. Creating happier, satisfied customers, whether they are students, their parents, donors, professors or employers, should be the primary objective which will also contribute to the quality of the educational institutions. In line with that, this paper aims to show the extent to which human factor (as a tool of marketing mix) and all elements associated with it, affect student satisfaction in higher education institutions. The survey was conducted on a sample of 703 respondents, i.e. students of four faculties which are part of the University Business Academy in Novi Sad. A questionnaire created specially for research purposes was used as an instrument for data collection. The analysis of collected data included correlation and regression analysis. The obtained results indicate a statistically significant correlation between the human factor and the satisfaction of students in higher education institutions. The paper touches upon the impact of each element on the satisfaction of students. Such analysis provides us with important indicators in terms of specific elements of human factor which should be improved if we want to improve the overall satisfaction of students in higher education institutions. Finally, the paper outlines possible conclusions and recommendations for further research on the basis of the obtained results.

Tourism is one of the fastest growing activities in the world. This is confirmed by data on the number of tourists and overnight stays, followed by pronounced economic effects. Modern tourism business requires a trained and skilled workforce. This is especially important if we take into account that tourism is a labor-intensive industry. The man is the main service producer. Education of the staff for work in the service sector requires knowledge from various fields (geography, economics, sociology, management, philology, psychology, ecology, technology, medicine, etc.). Consequently, tourism workers must possess a broad general and humanistic culture and education.The aim of this paper is to analyze the study programmes of higher education institutions from Serbia which educate staff in the field of tourism and hospitality. This will point out the multidisciplinary knowledge required in both operational as well in the managerial and scientific-research sector. The paper was published within the session 9 - Tourism

У расправи је указано на креативне облике институционалне сарадње и оствареним везама српске матице и српских мањина и дијаспоре у сфери високог образовања, културе и науке – на примјеру сарадње Одсека за српски језик и Одсека за српску и компаративну књижевност Филозофског факултета Универзитета у Нишу и Савеза Срба у Румунији из Темишвара и Одсека за српски језик и књижевност Филолошког, историјског и теолошког факултета Западног универзитета у Темишвару. Указано је на три доминантна облика те сарадње. Први се односи на покретање заједничког научног пројекта Материјална и духовна култура Срба у мултиетничким срединама и/или периферним областима. Други на покретање заједничког научног часописа Исходишта/Relations. Трећи на узајамну размјену студената, лектора, сарадника и наставника у циљу унапређења квалитета наставе. На крају расправе указано је на чињеницу да би овакви облици сарадње могли да послуже као модел за шире успостављање сарадње научних и образовних институција српске матице и српске дијаспоре. The announcement will point out the creative forms of institutional cooperation and the relations between the Serbian mainstream and Serbian minorities in the sphere of higher education, culture and science – on the example of cooperation between the Department of Serbian Language and the Department for Serbian and Comparative Literature of the Faculty of Philosophy of the University of Niš and the Serb Alliance in Romania from Timisoara and the Department of Serbian Language and Literature at the Philological, History and Theology Faculty of the West University in Timisoara. Cooperation started in 2012/13. In 2003, it took concrete forms in initiating joint scientific research, organizing joint scientific meetings, joint publishing, and mutually improving the teaching and exchange of professors, lecturers and associates, as well as the stay of Serbian students from Timisoara on one-month teacher training in Niš. Thanks to this, a joint scientific project entitled Material and Spiritual Culture of Serbs in Multiethnic Environments and / or Peripheral Areas was designed and launched, whose implementers each year present their research achievements at a joint scientific gathering that is being held alternately in Timisoara and Niš. This project has also initiated a number of research activities in the field of Serbian philology (dialectology, phonology, morphology, syntax and lexicography, folklore and ethnology, history of literature and literary criticism), as well as Serbian history and comparative research of Serbian-Romanian philological permeations and connections in the border areas. An important scientific result of the cultural and scientific cooperation between the mainstream and the diaspora is the scientific journal Ishodišta. The fifth edition of which is under preparation and will be published by the end of 2019. The paper primarily presents the results of the scientific and research project Maternal and Spiritual Culture of Serbs in Multiethnic Environments and/or Peripheral Areas. Mutual exchange of students, teachers, lecturers and associates contributed to the improvement of the quality of teaching, while the one-month stay of a Serbian language student from Timisoara in Niš and attendance at the Department of Serbian Language and Serbian and Comparative Literature significantly improved their vocabulary of the Serbian language, and their language competencies. An example of the educational and cultural cooperation between Niš and Timisoara could serve as a useful model for wider establishment of various forms of cooperation between the scientific and educational institutions of the Serb mainstream and the Serbian diaspora, which will contribute to the significant improvement of minority self-government and cultural autonomy of the Serbian people living in the border and border areas. Научни скупови / Српска академија наука и уметности ; књ. 196. Одељење друштвених наука ; књ. 47

Пандемија вируса корона радикално је променила обрисе свакодневице, али је и учинила видљивијим проблеме са којима већ дуже време као друштво одлажемо да се суочимо. У тексту се разматра начин на који популистички политички менаџмент на власти управља образовним системом, посебно високим образовањем, изградњом специфичне паноптичке управне структуре, у чијем центру се налази популистички лидер. Таква јасно централизована структура одлучивања опструише и угрожава различите процесе у (високо)образовном пољу, од којих је можда најозбиљнији нарушавање аутономије универзитета. The coronavirus pandemic has radically changed the coordinates of everyday life. However it also reveals the problems that we, as a society, have been delaying to face with in the long run. The paper discusses the way in which the populist political management in power governs the education system and especially higher education through the construction of a specific panopticum administrative structure. In the center of that structure is positioned the populist leader. Such a clearly centralized decision-making structure obstructs and jeopardizes various processes in the (higher) education field. Among these processes, perhaps, the most serious is the violation of the autonomy of university.

Cilj rada je kritička ananliza konceptualizacije motivacije za obrazovanjem u političkim dokumentima Evropske unije. Na primeru serije objavljenih Komunikacija Evropske komisije u poslednje dve decenije sagledavaju se ključne karakteristike konceptualizacije motivacije za visokim obrazovanjem. S obzirom na to da Evropska komisija nema legislativna ovlašćenja nad sistemima obrazovanja država članica, ona svoj uticaj može ostvariti pomoću organizovanih političkih inicijativa i iznošenjem svog mišljenja. Komunikacije Evropske komisije predstavljaju značajan vid javnog promovisanja mišljenja, vizija i vrednosti EU u politici visokog obrazovanja. Analizom sadržaja sedam objavljenih Komunikacija u periodu od 2003. do 2018. godine može se zaključiti da obrazovna politika Evropske unije tematizuje problem motivacije za visokoškolskim obrazovanjem prevashodno instrumentalno, kao deo ekonomske agende razvoja društva. Prećutno se podrazumeva dominacija spoljašnje motivacije u sistemu visokog obrazovanja. Visoko obrazovanje se shvata kao usluga, student kao korisnik obrazovnih usluga, a problem individualne motivacije za obrazovanjem konceptualizuje se kao investiranje u ljudski kapital. Sa stanovišta obrazovnih institucija, motivacija za obrazovanjem se razmatra kao problem ponude obrazovnih usluga i usklađivanja sa aktuelnim i budućim potrebama tržišta rada. Vrednost visokog obrazovanja u celini razmatra se iz ekonomske perspektive. Pedagoške implikacije svođenja složenog procesa motivacije za obrazovanjem u okviru celokupnog sistema visokog obrazovanja na instrumentalne spoljašnje podsticaje može se opisati kao redukcionizam, odnosno zanemarivanje mnogostrukih motiva i vrednosti koji visoko obrazovanje čine socijalno poželjnim i individualno potrebnim. The aim of this paper is a critical analysis of conceptualization of motivation for education in the European Union political documents. The key characteristics of conceptualization of motivation for higher education are deliberated on the example of a collection of published European Commission Communications in the past two decades. Given that the European Commission has no legislative powers over education systems of the member states, it exerts its influence through instruments of organized policy initiatives and expression of its opinions. European Commission Communications represent an important form of public promotion of EU opinions, visions, and values in higher education policy. By analysing the content of seven published Communications in the period from 2003 to 2018, it can be concluded that in the European Union educational policy, the problem of motivation for higher education is perceived primarily instrumentally, as a part of economic agenda of society development. Dominance of external motivation in the higher education system is tacitly assumed. Higher education is understood as service, the student as user of educational services, and the problem of individual motivation for education is conceptualized as investment in human capital. From the point of view of educational institutions, motivation for education is perceived as the problem of offering educational services and harmonization with current and future needs of the labour market. The value of higher education as a whole is considered from economic perspective. Pedagogical implications of reducing a complex process of motivation for education in the entire higher education system to instrumental external incentives, can be described as reductionism, i.e. neglect of multiple motives and values that make higher education socially desirable and individually necessary. Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"

The subject of this paper is to analyze the needs of the labor market and to examine the current situation in the sector of higher education, in order to identify opportunities for linking higher education institutions and participants in the labor market. The aim of this paper is to present the conclusions for further implementation of the innovative model that would most effectively contribute to the creation of new jobs and educational backgrounds that would adequately and effectively complement the needs of domestic economy. The importance of this topic is recognized in the fact that linking the higher education sector to the labor market can affect the acceleration of the process of raising the competitiveness of the labor market through the simultaneous development of the competence of the higher education sector. The result of this study should show how the use of theoretical models of innovative 'triple helix' may suggest answers to the current goals of the Strategy of Education Development in the Republic of Serbia by 2020. These goals are related to the effectiveness and efficiency when creating and filling jobs through systematically planned development of the higher education sector. The first part of this paper defines the issues and examines the main trends in higher education. The second part reflects on the current state of the labor market and the need to create new opportunities. The third part of the paper shows the proposed use of innovative model of 'triple helix'.

Due to the circumstances enabling the dominance of the theoretical-practical concept of education directed towards the development of competencies, higher education study programs have been based on the foundations of the previously established professional competencies that ought to be developed in students. Due to its complexity, the fulfilment of the professional role of the pedagogue requires the development of numerous and distinct competencies. Pedagogical studies are among the most important factors for their development. This paper comprises a presentation and analysis of the results of a research aimed to study pedagogues' assessments on the contribution of pedagogical studies to the development of competencies required for professional activities. The research sample included 152 pedagogues employed at various pedagogical and educational institutions in the Republic of Serbia. The results of the research indicate that pedagogues estimate that pedagogical study programs are directed towards a balanced development of many different competencies, but that not all of them are of equal importance for professional activities. Moreover, the results of the research highlight the statistically significant differences among pedagogues in terms of the preferred importance of specific competencies for professional activities and the assessment of their development throughout studies, taking into account their years of experience and workplace. The results of the research may be used as a starting point for the further development of pedagogical study programs.

U ovom istraživanju se polazi od pretpostavke da se aktivnost ličnosti manifestuje kroz praktičnu i direktnu interakciju osobe sa društvom. Teorijsko-metodološki okvir rada je zasnovan na istraživanjima o profesionalnim aktivnostima ličnosti koja obuhvataju: sistemsko-dinamički pristup u analizi života ličnosti (Rubinštejn, Abulјhanova-Slavska, Anciferova); analizu predstava o ličnosti kao subjektu profesionalnih aktivnosti (Uznadz, Brušlinski); akmeološki model inovativnih aktivnosti (Ribnikov, Ananjev, Kuzmina, Derkač). Klјučne karakteristike profesionalnih aktivnosti su: 1. stremlјenje ka razumevanju i prihvatanju novih naprednih ideja (inovativnost); 2. spremnost da se usvajaju nova profesionalna iskustva i da se neprestano profesionalno usavršava; 3. otvorenost prema eksperimentisanju; 4. usresređenost na cilјeve i upornost pri njihovoj realizaciji; 5. prepoznavanje društvenokorisnih rezultata rada; 6. nastojanje da se uspostavi konstruktivna saradnja sa drugim lјudima. Cilј ovog istraživanja se odnosi na definisanje specifičnih parametara pri ispolјavanju profesionalnih aktivnosti kod studenata sa društvenih i tehničkih fakulteta. Uzorak je činilo 200 ispitanika: 110 studenata Filološkog fakulteta (studije filologije i psihologije) i 90 studenata Inženjerske akademije. Ispitanici su studenti III, IV, V i VI godine fakulteta, uzrasta od 18 do 25 godina. Korišćeni su sledeći instrumenti: 1. upitnik „Spremnost ličnosti za promene” (Personal change– readiness survey); 2. upitnik „Inovativnost ličnosti”; 3. upitnik „Skala tolerantnosti na neodređenost” 4. upitnik „Dijagnostika nivoa moralno-etičke odgovornosti ličnosti”. Prilikom obrade podataka korišćen je neparametrijski Man-Vitnijev test, Spirmanov test korelacije i faktorska analiza. Rezultati istraživanja su pokazali da su parametri inovativnosti ličnosti bili više izraženi kod studenata tehničkih fakulteta, dok je nivo moralno-etičke odgovornosti i tolerantnosti za neodređenost više razvijen kod studenata sa društvenih smerova. Rezultati upućuju na to da postoje statistički značajne razlike između komponenata profesionalnih aktivnosti studenata ova dva fakulteta. Na osnovu izvršene faktorske analize definisana je struktura aktivnosti studenata: faktor socijalne odgovornosti; faktor inovativnosti; emocionalno-kreativni faktor i pozitivnoadaptivni faktor. Rezultati istraživanja su doprineli da se definišu parametri i faktori na osnovu kojih su formulisani pravci i strategija pedagoškopsihološkog praćenja razvoja profesionalnih aktivnosti studenata koja se realizuje u nekoliko faza: (a) razvoj intelektualne aktivnosti ličnosti i formiranje liderskih osobina; (b) praćenje prilagođavanja na tržištu rada i spremnost za naučnoistraživači rad; (v) razvoj efikasnih tehnologija samorealizacije potencijala ličnosti i (g) obezbeđenje naučnopraktičnog rada i profesionalnog osamostalјivanja. The starting point of this research is presumption that activity of a personality manifests itself through a practical and direct interaction between a person and society. Theoretical and methodological framework of the paper rests on the research of professional activities of a personality that include: dynamic system approach in analysis of a personality’s life (Rubinstein, Abulhanova-Slavska, Anciferova); analysis of ideas about personality as a subject of professional activities (Uznadze, Bruslinsky); acmeological model of innovative activities (Rybnikov, Ananyev, Kuzmina, Derkac). The key features of professional activities are: 1. striving to understanding and accepting the new progressive ideas (inventiveness); 2. readiness to adopt new professional experiences and constantly improve oneself professionally; 3. openness to experimenting; 4. focus on goals and persistence in their fulfilment; 5. recognition of socially beneficial impact of one’s work; 6. effort to establish constructive collaboration with other people. The objective of this research is to define specific parameters in demonstration of professional activities of students from humanities and technical faculties. The sample consisted of 200 respondents: 110 students of the Faculty of Philology (studies of philology and psychology) and 90 students of Engineering Academy. The respondents are students of the 3rd, 4th, 5th and 6th academic years, between 18 and 25 years of age. The following instruments were used: 1. Personal change–readiness survey; 2. Personal innovativeness survey; 3. Intolerance to uncertainty scale; 4. Diagnostics of level of ethical responsibility of a personality. In data processing, the nonparametric Mann-Whitney test has been used, as well as Spearman’s correlation test and factor analysis. The research results show that parameters of personal innovativeness are more evident at technical university students whereas the ethical responsibility level and tolerance to uncertainty is more developed at the students of humanities. The results indicate that there is statistically significant difference between the components of professional activities regarding the students of these two faculties. Upon the factor analysis, the structure of students’ activity is defined: the social responsibility factor; the inventiveness factor; the emotional creativity factor and positive adaptation factor. The research results contributed towards defining parameters and factors that helped formulate directions and strategy of pedagogical and psychological monitoring of development of students’ professional activities. This development is carried out in several phases: (а) development of intellectual activities of a personality and creating leadership qualities; (b) monitoring the adjustments to labor market requirements and readiness for scientific research work; (c) development of efficient technologies for self-realization of personality’s potentials and (d) providing the practical work in science and professional independence. Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

U radu se razmatraju promene koje su nastale poslednjih decenija u obrazovnoj politici Rusije, a koje se tiču razvijanja informatizacije obrazovne sredine. Prelazak na novi postsovjetski model sistema visokog obrazovanja, zasnovan na evropskim standardima, doveo je do promena u odnosu nastavnik–student, što se odnosi i na veću samostalnost u radu studenata i smanjenje angažovanja nastavnika i vremena koje je određeno za komunikaciju studenata sa nastavnicima. Značajan deo u sistemu ocenjivanja znanja sprovodi se putem testiranja. Ukazuje se na negativne posledice ovih promena koje se reflektuju na kvalitet budućih stručnjaka, s obzirom da interakciju u komunikaciji sa nastavnicima zamenjuju kompjuteri, odnosno formalno popunjavanje zadataka bez adekvatne refleksije. Uspon informatizacije obrazovne sredine u Rusiji preti značajnim nestankom celog niza profesija, kao i povećanjem broja nazaposlenih. Imajući u vidu značaj koji digitalne tehnologije imaju na razvoj ekonomije i privrede zemlјe, njenu odbrambenu sposobnost i političke procese, ukazuje se na potrebu za usklađivanjem obrazovanja sa potrebama na tržištu rada, kao i na potrebu da se obrazuju novi profili stručnjaka koji će biti sposobni da upravlјaju kompleksnom savremenom tehnikom, uređajima i robotima kako bi država sačuvala svoje pozicije na svetskom nivou. Naglašava se nedostatak interakcije i saradnje između strukovnih univerziteta sa poslodavcima i naučnim institucijama, što dovodi do smanjenja kvaliteta obrazovnih procesa, koji se najpre odnose na praktičnu osposoblјenost stručnjaka. Na osnovu analize problema u informaciono-obrazovnoj sredini koji su prikazani u ovom radu možemo da zaklјučimo da je neophodno razmotriti načine primene informaciono-komunikacione tehnologije u funkciji unapređivanja obrazovnog sistema. Naime, savremena obrazovna sredina mora da obuhvata sistem organizaciono-metodičkih, softverskih i drugih tehničkih sredstava za čuvanje, obradu i prenošenje informacija koja obezbeđuju brži pristup materijalima, među kojima je i stručna literatura. Takva sredina je pogodna za interaktivnu komunikaciju nastavnika sa studentima i time doprinosi efikasnijem učenju i pobolјšanju uvida nastavnika u samostalan rad studenta. Informaciono-obrazovna sredina se izgrađuje kao integrisani multikomponentni sistem pomoću koga se može napraviti selekcija na različitim nivoima. Razumevanje odlučujuće uloge informacija u evolucijskim procesima prirode i društva dovodi do otkrića potpuno nove, informacione slike sveta koja se značajno razlikuje od tradicionalnog tehnokratskog pristupa koji dominira u nauci. The work deliberates the changes that occurred in Russian educational policy in the last decades, concerning development of informatization of educational environment. Transition to the new post-soviet model of high education based on European standards led to changes in the teacherstudent relationship. These changes involve a greater independence in work for students and reduced engagement of a teacher and the amount of time intended for communication between students and teachers. A major part of knowledge assessment is performed via tests. It points to negative consequences of these changes that are reflected in the quality of future experts, as the interaction in communication with teachers is replaced by computers i.e. formal fulfilment of tasks without adequate reflection. The rise of informatization in Russian educational environment may jeopardise a significant number of professions and increase number of unemployed. Having in mind the significance of digital technologies for the development of the country’s economy and industry, its defence capability and political processes, it points to the need for harmonization of education with the labour market needs as well as the necessity to educate new profiles of experts who will be capable of managing complex modern technical solutions, devices and robots so as to enable the country to preserve its global position. It stresses the lack of interaction and cooperation between vocational universities and employers and scientific institutions, which leads to decline in quality of educational processes, primarily regarding the know-how of experts. Upon analysing the problems in information-educational environment as presented in this paper, we can conclude that it is necessary to look into the ways of implementing the information and communications technologies for the sake of improving the educational system. Namely, modern educational environment has to include the system of organizational and methodical, software and other technical methods for storing, processing and transmitting the information which provide faster approach to resources, professional literature included. Such environment is suitable for interactive communication between teachers and students and contributes to a more efficient learning and a better teacher’s insight into the student’s independent work. Information-educational environment needs to be formed as an integrated multicomponent system, acting as a means for making selection at different levels. Comprehension of decisive role of information in evolution processes of the nature and society leads to discovery of a completely new, informational concept of the world, which differs a great deal from the traditional technocratic approach prevailing in science. Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

U savremenim društvima se smatra da visoko obrazovanje ima značajnu ulogu za ekonomski razvoj tako što obezbeđuje kvalifikovanu radnu snagu, ekonomsku konkurentnost, produktivnost, političku stabilnost i stvaranje demokratskog društva. Predmet rada je da se predstave i kritički ispitaju sociološka stanovišta koja pripadaju funkcionalističkoj i institucionalističkoj paradigmi koje na različite načine tumače značaj obrazovanja za razvoj društva. Prvi cilj je da se predstavi na koji način autori koji pripadaju ovim teorijskim pravcima opisuju ulogu obrazovanja u ekonomskom i političkom razvoju. Drugi cilj je da se ispita na koji način isti autori tumače značaj visokog obrazovanja za pojedince: za zaposlenje, napredovanje i životne šanse. Funkcionalistička paradigma smatra da je visoko obrazovanje neophodno za tehnološki, ekonomski i društveni napredak, jer priprema pojedince za rad u odgovarajućem segmentu kapitalističke ekonomije i povezana je sa shvatanjem progresa i pojmova: modernist, profesionalizacija i racionalizacija. Institucionalistička perspektiva takođe pokazuje da je obrazovni sistem strukturalno povezan sa nastankom moderne privrede i nacionalne države, da ima alokativnu funkciju i da na taj način utiče na životne šanse pojedinaca. Za razliku od funkcionalističke, institicionalistička perspektiva naglašava ideološku i legitimacijsku stranu ovih procesa i značaj pridaje političkim faktorima u odnosu na ekonomske faktore. Preispitivanjem i suočavanjem različitih teorijskih polazišta ukazuje se na kompleksan odnos obrazovanja i šireg društva. Stoga je potrebno kontinuirano ispitivati suprotstavljena stanovišta koja ovoj temi prilaze na različite načine. Jedino celovito i kritičko teorijsko promatranje ovih procesa može imati značajne implikacije za kreiranje obrazovnih politika, kao i sveobuhvatnijih reformi društva. In modern societies, higher education is considered to be playing a significant role in economic development by providing skilled labor, economic competitiveness, productivity, political stability and building a democratic society. The subject of this paper is to present and critically review sociological standpoints belonging to functionalist and institutionalist paradigm which interpret the importance of education for development of a society in a different way. The first objective is to present how authors belonging to these theoretical concepts describe the role of education in economic and political development. The second objective is to examine how these authors interpret the importance of higher education for individuals: for their employment, promotion and life chances. The functionalist paradigm holds that higher education is necessary for technological, economic and social progress, as it prepares individuals for work in the relevant segment of capitalist economy and is linked to understanding of progress and concepts of modernity, professionalization and rationalization. The institutionalist perspective also shows that education system is structurally linked to emergence of modern economy and the nation-state, that it has an allocative function and thus affects the life chances of individuals. Unlike the functionalist, the institutionalist perspective emphasizes the ideology and legitimacy of these processes and attaches importance to political rather than economic factors. By reviewing and confronting different theoretical starting points, a complex relationship between education and wider society is revealed. It is therefore necessary to continually examine the opposing viewpoints that approach this topic in a different way. Only a comprehensive and critical theoretical observation of these processes can have significant implications for creating educational policies and far-reaching societal reforms. Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

In modern conditions of business, innovations and new technologies have a great significance for the development of highly educated institutions. Major changes are under the influence of information-communication technologies, the Bologna process, the Internet, new tools for improving innovation in education and training. Investing in new technologies and innovation is necessary. In this paper, through the results of the research and the statistical processing, the dynamics of the introduction of innovations and new technologies are presented in private and state faculties in the Republic of Serbia. The period analyzed is between year 2010-2017. During the observed period, investment in innovation and new technologies is growing from year to year. During the same period, the changes caused by the demands of students and trends in foreign faculties were presented and analyzed. In addition, the impact of the competition and the dynamics of introducing innovations under their influence have been addressed. Statistical data processing has confirmed that all these changes affect the higher education institutions and that the value of the investment grows year after year.

U radu se diskutuje o tome kako stvoriti uslove koji će doprineti većem kreativnom izražavanju studenata i njihovih nastavnika na univerzitetu. Nivo visokog obrazovanja pruža velike šanse za kreativno učenje, ali ispitivanje uverenja nastavnika i studenata ne potvrđuje da se ove šanse realizuju u praksi. Studenti imaju primedbe na nefunkcionalna znanja, neinventivne metode rada, nedovoljnu praksu i dekontekstualizovano učenje. S druge strane, nastavnici zameraju studentima da nisu motivisani niti dovoljno posvećeni učenju. Analiza rezultata ispitivanja ukazuje na potrebu studenata da uče smislenije, stiču praktična znanja, da to što uče povezuju sa onim što znaju, i da vežbaju tako što stečeno znanje primenjuju u rešavanju problema iz realnog života. Zaključeno je da razvoj kreativnosti u toku studija zahteva uvećanje praktične orijentacije nastavnika i uvećanje odgovornosti studenata za sopstveno učenje. The paper is dealing with the question how to create conditions that would support creative expression of university students and their teachers. Higher education provides great opportunities for creative learning, but research into teachers' and students' beliefs indicates that these opportunities are not fully realized in practice. Students had objections to non-functional knowledge, traditional teaching methods,insufficient practice and de-contextualized learning. On the other hand, teachers criticised students’ low level of motivation and persistence in learning. Analyses of research findings showed that students need more meaningful learning, acquiring practical knowledge, building on previous knowledge and practicing new knowledge in solving real life problems. It was concluded that development of creativity in the higher education context demands more practical teachers and more responsible students for their own learning. Zbornik radova sa Međunarodnog naučnog skupa "Dostignuća i perspektive u obrazovanju darovitih", Vršac, 29.6.2018

Tehnologija se danas nalazi u svakom aspektu čovekovog delanja i menja način na koji učimo, komuniciramo i stvaramo znanje. Promene se primećuju i u obrazovanju, budući da postoji tendencija da se kreiraju nove metode učenja, da se kreira nov kontekst učenja i razvijaju kompetencije učenika za funkcionisanje u digitalnom svetu. Nivo digitalnih kompetencija učenika zavisi od nivoa kompetencija koje poseduje nastavnik. Kreiranjem Okvira digitalnih kompetencija za nastavnike i razvojem učenja uz tehnologiju, tzv. hibridne nastave javlja se potreba za razvojem digitalnih kompetencija nastavnika. Korpus istraživanja koja se tiču ove teme nalazi se najviše u sferi osnovnog i srednjeg obrazovanja, dok je znatno manji broj orijentisan na visokoškolsko obrazovanje. Polazeći od toga, cilj rada jeste da se prikažu rezultati stranih istraživanja o nivou digitalnih kompetencija univerzitetskih nastavnika i o upotrebi tehnologije u nastavi. Primenjena je deskriptivna metoda i metoda analize relevantne literature. Dobijeni rezultati ukazuju na nizak nivo digitalnih kompetencija univerzitetskih nastavnika, a kao glavni uzrok toga ističe se neadekvatna obučenost nastavnika tokom inicijalnog obrazovanja. Uprkos niskom nivou digitalnih kompetencija, univerzitetski nastavnici imaju pozitivne stavove prema upotrebi informaciono-komunikacione tehnologije u nastavi, budući da uglavnom koriste vizuelne prezentacije, dok je upotreba društvenih mreža najmanje zastupljena. U zaključku je ukazano na uzroke niskog nivoa digitalnih kompetencija univerzitetskih nastavnika, kao i na tehnologije koje se najčešće koriste u nastavi. Takođe, naglašava se da je potrebno u budućim istraživanjima razmatrati ovu tematiku u okviru našeg sistema visokog obrazovanja. Technology is nowadays present in every aspect of human activity and changes the way we learn, communicate and create knowledge. Changes are also visible in education, where there is a tendency to create new learning methods, new learning context and develop students’ competencies for functioning in digital world. The level of students’ digital competencies depends on the level of the teacher’s competences. By creating the Digital Competence Framework for Teachers and development of learning via technology, so-called blended learning, the need for developing digital competencies of teachers arises. The research corpus on this topic is found mostly in primary and secondary education, while a significantly smaller number is oriented towards higher education. Starting from this, the aim of the paper is to present the results of foreign researches on the level of digital competencies of university teachers and use of technology in teaching. The descriptive method and analysis of relevant literature were used. The results obtained point to the low level of digital competencies of university teachers; the main reason for this being the inadequate training of teachers during initial education. Despite the low level of digital competence, university teachers have positive attitude towards using information and communication technologies in teaching, as they mostly use visual presentations, while the use of social networks is least represented. In the final review, the causes of the low level of digital competencies of university teachers are identified as well as the predominantly used technologies in teaching. Also, the need for future research on this topic in our higher education system is underlined. Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Visoko obrazovanje je veoma vaţan faktor ukljuĉivanja osoba sa invaliditetom u društveni ţivot. MeĊutim, nepristupaĉnost visokoškolskih ustanova u Srbiji veoma oteţava ostvarivanje prava osoba sa invaliditetom na visoko obrazovanje. Kao negativan primer moramo navesti Fakultet za specijalnu edukaciju i rehabilitaciju Univerziteta u Beogradu, koji nije pristupaĉan za osobe sa invaliditetom. Najveći je paradoks da ova ustanova koja se bavi edukacijom struĉnjaka u oblasti invalidnosti nema adekvatne uslove za obrazovanje studenata sa invaliditetom, kao i rad zaposlenih osoba sa invaliditetom. Imajući u vidu da je Republika Srbija još 2009. godine ratifikovala Konvenciju UN o pravima osoba sa invaliditetom i usvojila zakone o zabrani diskriminacije i spreĉavanju diskriminacije osoba sa invaliditetom, s pravom se oĉekuje da drţava kroz svoje institucije aktivno deluje na uklanjanju arhitektonskih i socijalnih barijera koje onemogućavaju puno i ravnopravno uţivanje ljudskih prava i osnovnih sloboda svih njenih graĊana. Visokoškolske ustanove imaju obavezu da izvrše razumna prilagoĊavanja kako bi studenti sa invaliditetom mogli da uĉestvuju u nastavi kao i ostali studenti. To se odnosi na prilagoĊavanje fiziĉkog okruţenja (npr. izgradnja rampi, postavljanje liftova, modifikacije na raĉunarskoj opremi u biblioteci), obezbeĊivanje nastavnih materijala u dostupnom formatu, prilagoĊavanja nastavnog programa i rasporeda nastave, pruţanje posebnih servisa podrške studentima sa invaliditetom itd. Cilj ovog rada je da ukaţe na problem nepristupaĉnosti visokoškolskih ustanova u Srbiji i naglasi obavezu drţave da spreĉi diskriminaciju osoba sa invaliditetom otklanjanjem barijera i stvaranjem jednakih mogućnosti za sticanje visokog obrazovanja. Higher education is a very important factor for inclusion of people with disabilities in social life. However, the inaccessibility of higher education institutions in Serbia greatly impares the realization of the rights of persons with disabilities to higher education. As a negative example, we have to mention the Faculty of Special Education and Rehabilitation of the University of Belgrade, which is not accessible for people with disabilities. The biggest paradox is that this institution for disability studies does not have adequate conditions for the education of students with disabilities, as well as the work of employed persons with disabilities. Bearing in mind that the Republic of Serbia ratified the UN Convention on the Rights of Persons with Disabilities in 2009 and adopted the laws on the prohibition of discrimination and the prevention of discrimination against persons with disabilities, it is rightful to expect from the state to actively work through its institutions on removing architectural and social barriers that prevent the full and equal enjoyment of human rights and fundamental freedoms of all citizens. Higher education institutions have an obligation to make reasonable adjustments to enable students with disabilities to participate in education on the same basis as other students. It refers to modifications to physical environment (e.g. building ramps, installing a lift, making modifications to computer equipment in the library), provision of course materials in accessible format, changes in course design and lecture schedules, provision of specialized services for students with disabilities, etc. The aim of this paper is to draw attention to the problem of inaccessibility of higher education institutions in Serbia and to emphasize the obligation of the state to prevent the discrimination of persons with disabilities by removing barriers and creating equal opportunities for acquiring higher education.

The paper analyzes modes in which teaching stuff on Belgrade University perceive Bologna process, in global and local Serbian societal and university context, different administrative and management instances within higher education system, as well as teachers' relation toward these instances and the perception of teachers' place within this new higher education system caught in the intensive process of Bologna transformation. The empirical foundation of this paper represents the research of the labour conditions of university teachers that Center for Educational Policies performed during 2008 on five faculties from Belgrade University.

The technology and economy are constantly changing by their nature, and because of that, there is some pressure on educational institutions to change their structure and functional characteristics. Parallel to global development, especially in the last quarter of a century, there has been an evident change related to the presentation of educational programs, educational technology, learning and teaching, as well as roles in the educational process typically performed by teachers and students. Schools must create a more efficient educational environment, which will take into account the educational needs, generate the knowledge, skills, attitudes, and develop an organizational strategy that will ensure the development of individuals and the sustainability of social life, which will prepare individuals for the inevitable change. Therefore, the paper deals with the problems of resistance to changes in higher education through a theoretical analysis of the problem, while also examining ways for overcoming resistance through concrete actions. The willingness and ability of employees to be actively and appropriately involved in the process of change is one of the key elements that affects the efficiency, profitability, reputation and survival of any organization.

In this paper we present results of an empirical research study conducted in 2009 on a sample of 985 students from 30 vocational study groups, located in 28 cities in Serbia. The aim of the study was to establish a relationship between individual elements of the social background of students from the colleges for professional studies and their educational, professional and life aspirations. The research has shown that there is a high social differentiation in colleges for professional studies, and a clear indication of greater representation of students originating from the lower and middle social strata. In this sense, for this generation of young people, higher education levels should not only facilitate acquisition of knowledge necessary to perform complex tasks, but also provide a social function in relation to the generation of their parents (workers) and grandparents (farmers). Determination of the social background has served as a plea for the 'discovery' of perspective and aspirations of students in regard to their future.

Wikipedia as an encyclopaedia and a social network engaged in the development of modern information technology is a phenomenon that causes many debates and controversies. As an international community committed to the idea of expanding knowledge through the new media, Wikipedia has epistemological, political, social and economic consequences that are important to the modern higher education and research. Due to insufficient research of this issue in our region, this paper in the first part addresses the dimension of Wikipedia as an encyclopaedia, a technology and a social network, with emphasis on the relationship to the structure and status of knowledge, higher education institutions and processes of knowledge production and distribution. The second part deals with the critics of Wikipedia for its implications to the status and structure of knowledge through reflection of social, economic, political and cultural circumstances in which Wikipedia is created and continues to intercede on a global level. The third part is a presentation of results of an exploratory qualitative research of the use of Wikipedia in researches, conducted with academics from Serbia.