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The impact of General Data Protection Regulation (GDPR) is profound on higher education institutions (HEI). HEIs become more accountable for the data they possess regarding their research activities, project activities, most notably teaching activities. As well, they ought to provide detailed databases of what sensitive data remains, as well as documents detailing whether it was stored, how it was obtained, who has access to it, and whether it should be deleted or anonymized. Information about students are generated in different ways: when designing different projects, seminars, essays, exams, but also when using e-learning systems. This article present research findings on students' preferred activities and their perceptions of privacy in the online learning system. The students were encouraged to use different activities within the e-learning system and to evaluate what they liked best with regard to the different types of tasks they were supposed to do. Furthermore, students were asked to evaluate their concerns about their privacy when using certain activities within e-learning platform. Extensive discrepancies in the individual learning trajectories demonstrate that there is no such thing as a one-size-fits-all solution in education. Adaptive online learning environment is continuously adapted to accommodate differences between learners in order to address this challenge. Presented results will enable better understanding of student preferences and thus help all participants in the teaching process to address online activities that will help students to achieve the best possible knowledge and skills.

Private higher education is somewhat a rather new phenomenon in Croatia that has been developing over the course of the past few years. Most private HEIs offer undergraduate and graduate business administration programs and claim a higher focus on practical skills and entrepreneurship than their public counterparts. Public HEIs in the field of business management have been present for a quite longer time and do not seem to respond publicly to the claims of private HEIs that are still trying to find and strengthen their place in the higher education system in Croatia. The purpose of this paper is to offer a comprehensive literature review on the factors influencing entrepreneurial intention in students. More specifically, this paper aims to explore the role of the institutional setting, i.e. the HEI that the students are attending, and to analyse the possible differences between the entrepreneurial intention of students from public and private HEIs. In order to do this, we will collect and analyse data from two matched samples of undergraduate and graduate students attending similar programs that point out the development of entrepreneurial skills as one of their learning outcomes.

The aim of this paper is focused on defining effective pedagogical elements for creating an inclusive curriculum through the theory of social constructivism. In the conext of the mentioned theory emphasis is placed on the elements of school organization and on the definition of the socio-cultural dimension of schools. As the effective implementation of educational inclusion in schools is focused on creating high-quality communication between all participants of the school process, this paper will provide a view on the role of pupils, teachers and classrooms in the context of social constructivism. Pupils in the context of the mentioned theory should participate in an active dialogue between the participants in the classroom as a place of educational inclusion. The role of the teachers emphasis given to ensuring the autonomy of pupils in the process of acquiring necessary knowledge and skills for their future education, lives and work. In the context of school practice the principles of inclusive education are based on the definition of classrooms as communities in which every child feels happy and in which every child has the opportunity to achieve knowledge, regardless of differences. Possible conclusion is focused on the importance of active involvement of all participants in the process of school development in creating positive attitudes towards diversity in an inclusive environment. In the context of social constructivism it becomes a task of all participants in school practice.

This is a research on the areas and criteria of excellence in primary and secondary education at the level of regional self-government. The study was conducted on a sample of 33 primary and 13 secondary schools founded by the Varaždin County. On the basis of research data and using the Pareto principle and descriptive statistics a model for determination of excellence in primary and secondary education at the level of regional self-government is presented. The areas analysed in the study are very important for the functioning of the school system, because they include lifelong learning, attitude towards business on the principles of good management, encouragement of learning competencies for the real sector, promotion of the sustainable development, computerization, introduction of project financing and working with gifted students. The model of excellence is shown through seven areas of schools’ work, and for each there are certain criteria. These seven areas of schools’ work include: excellence of the managing personnel since their excellence is crucial in decision making. The excellence of business expenditures refers to the expenditure management which determines financial equality among schools. Analysis and criteria for determination are made using the Pareto principle for the expenditures that make up 80% of the financial cost of the schools. The excellence of student entrepreneurship refers to programs of student entrepreneurship which are important educational elements, created according to the needs of the environment in which the school operates. The excellence of green programs in education has a significant importance in school business, and in the field of education and sustainable development of the environment in which the school operates. It includes programs which refer to energy efficiency and renewable energy, and educating teachers on the environmental protection, rational use of energy and the implementation of eco programs. Nowadays, in the time of global computerization, the excellence of e- programs is extremely important for the school system in its mission of education, but also for the business of the school as an institution. Also, the excellence of the EU programs is of great importance for the school system. It encourages project financing and partnership in the implementation of projects financed by EU funds which improve the educational system. Programs of excellence for gifted students enable a large number of them to meet their interests and develop their skills for specific areas and specialties. The excellence of gifted students implies students' and teachers' participation in the work of centers of excellence, as well as their participation and results in competitions at local, national and international level. After the consolidation of the results of excellence in these seven areas, the model is given on the basis of which we follow excellence at the level of regional self-government. The model and the results give us an overview of the areas and schools which are the basis of excellence. They also give us an overview of the participation in the excellence results by some schools and areas, as well as of those schools and areas where the principle of progress and improvement should be applied.

The pilot-project "Psychological aspects of use of Information and Communication Technologies (ICT) in elementary education" is conducted by a research group from the Department of Psychology, Faculty of Humanities and Social Sciences, University of Rijeka, Croatia. The main goal was to examine positive and negative aspects of ICT use in two elementary schools that have different levels of ICT integration in the teaching and learning environment. The intention is to continue the systematic tracking of the long-term effects of ICT use on students’ academic achievement, as well as on ICT attitudes of the students, their parents’ and teachers’, and students' motivation. The project has several phases: (1) In the focus groups, teachers (N=37) discussed advantages and disadvantages of ICT use in teaching and learning. (2) The results of the focus group discussions were used to design questionnaires for students, parents, and teachers, assessing the frequency and reasons for use of ICT and attitudes toward ICT. Several scales for assessing different aspects of academic motivation were also adapted (perceived value of school, goal orientation, and self- efficacy). (3) The questionnaires were administered in two schools. While in both schools computers are available to teachers, in one school iPads are used in the classrooms (teachers are trained to teach with iPads and 55% of students have their own iPad and use it for every school subject). A total number of 354 students (5th to 8th grade, aged between 10-14 ; 51% boys), 304 parents (mean age =41, 72 ; 81% female) and 40 teachers (mean age=46 ; 77, 5% female) from both schools participated in the study. Validity and reliability analyses of all used instruments show good psychometric properties. Some preliminary results show that most of the students, parents and teachers use different kinds of ICT equipment (computers, laptops, tablets, mobile phones). Students in the school in which iPads are implemented in classrooms, and who use iPads, have more positive attitues toward ICT and the use of tablet computers in education, compared to those students that do not use iPads. However, when comparing the two schools, students in the school in which iPads are not implemented have a more positive attitude toward the use of tablet computers in education, while teachers have more negative attitudes. There is no difference in parental attitudes toward tablet use in education between those two schools. (4) A follow-up study is going to be conducted at the end of the school year. In addition to previously applied questionnaires, academic achievement will be recorded. This pilot- project serves as a preliminary study for the wider research project that is going to explore integration of ICT in education in a number of schools with different levels of digital maturity in Croatia.