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The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students’ attitudes to this phenomenon with the purpose of acquiring relevant information “firsthand”. The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents’ answers as regards the year of study, p

The development of pedagogical science by the requirements of modern education has raised the question of the quality of professional work of a school pedagogue based on his characteristics and features. The paper discusses the problem of possessing the important qualities of a school pedagogue for educational work in school. The theoretical analysis describes the qualities of a modern pedagogue in the form of personal and professional characteristics. This research aims to examine the attitudes of teachers about the possession of important characteristics of pedagogues for school work and to point out their importance for the development of pedagogical practice. A descriptive research method with a scaling technique was used in the research. The paper presents a survey conducted in the school year 2020/2021 on a sample of 102 primary and secondary school teachers in Southern Serbia. The results of the research show that the factor analysis from the Likert-type assessment scale constructed for the needs of this research highlights four factors that define the most important characteristics of a school pedagogue: flexibility, organization and professionalism, teamwork, cooperation, and innovation. The research provided encouraging data that confirm the flexibility, organization, and professionalism of pedagogues. Professional development and encouragement of the research role of the school pedagogue were identified as opportunities for strengthening cooperative relations, teamwork, and innovation of the school pedagogue to improve the educational practice in the school. The research confirmed a statistically significant difference in the attitudes of the respondents with only one factor that brought together items related to teamwork. The differences are significant in the variable school type, p

Modern educational work requires dedication, improvement and innovation of educational practice. Being a pedagogical worker (educator, teacher) reflective practitioner is a challenge of the postmodern age in the field of upbringing and education. The aim of this article is preventive action in the aspect of violent communication through the application of action research. A total of fifteen students participated. The research included certain phases and steps that we purposefully followed. We first noticed the educational problem and focused our attention on designing activities and content. With a range of detailed and selected activities (lectures, problem situations, workshops and interactive games), we tried to act preventively in the field of violent communication. Finally, in the summative evaluation of the program effects process, an overview of the results is given before and after the research. The obtained results show that the applied contents and activities had a positive effect on students in the field of reducing and preventing violent communication. Orientation towards the development of non-violent communication must take an honorable place in the modern system of upbringing and education, because in that way forms of violent and forms of successful communication can be reduced and eliminated.

Pedagogy as a social-humanistic science that deals with upbringing and education expresses its complexity through a plurality of ideas, understandings and opportunities for studying, learning and researching educational practice. The methodology dealt with by experimental and quasi-experimental pedagogy is exact and serves to establish reliable data, i.e., it searches for facts and evidence that can replace research hypotheses. A synonym for quasi-experimental pedagogy is “new pedagogy” because the evaluation of research quality in educational practice can be defined through the methodological basis of research, originality, novelty and significance. The question arises: how many quasi-experiments have been conducted so far that researchers are not even aware of, that is, they have not called this type of research by its real name? The main goal of theoretical research is to analyze the crucial differences between non-experimental, experimental and quasi-experimental research. From the presented goal of the research arises the research task which is reflected in seeking to affirm quasi-experimental research in pedagogy with the aim of bringing closer to the scientific public the characteristics and advantages of quasi-experiments in terms of streamlining implementation and practicality in the natural school environment. The paper uses the theoretical analysis method with the content analysis technique. The authors presented conclusions about the importance of quasi-experimental research as a special epistemological-methodological approach in determining the causality of educational phenomena.

The challenges of contemporary education and teaching profession have resulted in an increased demand for the appropriate professional advancement and practice-based research. The action research is an approach that encourages teachers to manage and control their own work. This research was conducted with the purpose of being primarily beneficial for primary and secondary school teachers. The empirical research presented in this paper was based on the factor analysis, by which the research factors were extracted, as well as on the examination of the teachers’ attitudes towards methodological education, cognition and metacognition in teaching, reflexive practice, science education and lifelong learning in the context of the action research. The method used was descriptive together with the scaling technique and the five-level Likert scale (AISE) consisting of 29 items. The research was realized in 2020, and then retested in 2021. The number of 1021 teachers from the Republic of Serbia participated in this research. The research results showed statistically significant differences in the respondents’ responses related to the independent research variables: education cycle, teaching experience and the number of professional development seminars attended. The significance of action researches is reflected in the fact that the problems are resolved by the teachers themselves, not the scholars or academics who are not directly involved in teaching. Therefore, this research contributes to a greater motivation and support of teachers to raise their classroom activities and accomplishments to the level of a scientific research.