Search

Nowadays, as Nature and Biology online learning evolves towards Internet technologies, questions arise as to how students with different general intelligence factors cope with online learning and how students with disabilities respond to challenges including adaptation to online learning. A study was conducted to examine the challenges that students with disabilities faced during Nature and Biology online classes. The research was carried out through a combination of quantitative (N=162 students; Grades 5, 6, 7, and 8 of primary school) and qualitative approaches (N=12 teachers). Using the Mann-Whitney U test, it was clearly shown that the g-factor of students’ intelligence was not identified as a significant predictor (p>0.05) for successful online learning. Furthermore, teachers of students with disabilities were interviewed extensively to identify how students with disabilities respond to the challenges of online learning. Consequently, it has been shown that students with disabilities can progress as well as other students when working in an online environment. Similarly, teachers’ responses indicate that while being supported by the environment (involvement from parents and teachers), students with disabilities successfully respond to the challenges of online learning.

A multicultural society is based on respect for diversity, cooperation, and acceptance. The educational system should focus on intercultural action in a culturally diverse society, which requires well-prepared and competent teachers. Teachers should have intercultural sensitivity and multicultural competence to successfully teach in a multicultural society. In the past decades, teacher educators and educational policymakers attempted to implement content related to intercultural education through teacher education study programs and various forms of teacher training. The main goal of the research was to determine the level of self-assessed intercultural sensitivity and multicultural teaching competencies of primary school teachers while placing the research study results in the context of the current literature. The Intercultural Sensitivity Scale was used to collect data on teachers’ intercultural sensitivity (Chen and Starosta, 2000). Teachers’ self-assessed multicultural competence was examined using the Multicultural Teaching Competency Scale (Spanierman et al., 2011). Both scales were back translated into Croatian. The empirical research was conducted on a sample of 127 primary school teachers from Split- Dalmatia and Dubrovnik- Neretva counties. The factor structure of the used scales was determined by exploratory and confirmatory factor analysis. The level of self- assessed intercultural sensitivity and multicultural teaching competency of teachers is analyzed using descriptive statistics. The results of correlation analysis indicate a strong positive correlation between two aspects of intercultural sensitivity and knowledge of multicultural teaching. The results of this study can be used in further research and in shaping educational policies in an environment of cultural diversity.

Zdravlje predstavlja spoj fizičke i mentalne dobrobiti. Kako bi pojedinac bio u potpunosti zdrav važno je uspostaviti vezu između pojedinih aspekata mentalnog zdravlja i tjelesne aktivnosti. S ciljem ispitivanja povezanosti između fizičke aktivnosti i subjektivne dobrobiti, kao dijela mentalnog zdravlja, emprijsko istraživanje je provedeno anonimnim putem između 586 studenata različitih studijskih programa. Osim što ukazuju na međusobnu povezanost ispitivanih varijabli, rezultati istraživanja ukazuju i na važnost bavljenja fizičkom aktivnošću na različite načine. Dobiveni rezultati mogu biti poticaj za daljnja istraživanja ovog područja koje je izuzetno bitno za očuvanje fizičkog i mentalnog zdravlja pojedinaca, ali i poticaj za povećano bavljenje fizičkom aktivnošću, čime se doprinosi dobrobiti svakog pojedinca.

In the context of global social changes, it is necessary to redirect the system of education from traditional to modern teaching, which requires a student to be an active participant in the teaching process. Contemporary teaching, as an essential incentive for the development of a society, helps students to develop new ideas, contemplate creatively and critically, conclude and understand the necessary concepts. Today's students, always on-line generations, use the Internet for social interaction as well as for education. It is therefore necessary to implement information-communication technology in teaching, as it can be a motivating factor for learning. In order to study the motivation of the students for learning, a survey was conducted on a sample of eight classes. The experimental group used e-learning, and the control group used contemporary teaching with active learning. The results show equally high motivation of the students in both experimental and control group and might be used as a guideline for educational practice involving active learners' learning. If you do not have the opportunity to attend a classroom, you can use e-learning that motivates students to learn. The results obtained can be used by policy makers and teachers to design contemporary teaching in which students will be highly motivated for learning.

According to Hewett and Ehmann (2004), online teaching and learning encompass the formal and informal delivery of learning and professional development activities, processes, and associations through any electronic methods. A growing number of universities currently conduct academic courses through an online environment and a significant number of online courses are part of the preservice and in- service teacher training programs (Moore- Adams, Jones & Cohen, 2016). This study investigates primary school teachers' readiness for online learning. The survey was administered to 350 primary school teachers from two municipalities in the southern part of Croatia. The selection process was random and the sample of participants represented 32% of the primary school teacher population in the two municipalities. The research study results are situated in the context of current literature on teacher professional development and use of online learning in teacher education. In the reviewed literature, there are a number of research studies focusing on teachers’ readiness for professional development (Beara & Okanović, 2010 ; Baltusite & Katane, 2014). Furthermore, several recent studies investigate teachers’ readiness to pursue professional development in the online environment (Reeves & Li, 2012) or by the use of technology (Kopcha, 2012). As reported by Reeves & Li (2012), teachers participating in online professional development believe online professional development is as effective as face-to-face professional development, but also recognize the impact of technology and actual computer literacy level on overall experiences. For the purpose of this study, we used two validated scales: learner readiness for online learning scale (LROL) (Hung, Chou, Chen & Own 2010) and readiness for professional development of teachers (RPDT) scale (Beara & Okanović, 2010). LROL situates survey items in an online environment and estimates a person’s attitude toward self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self- efficacy. RPDT focuses on the external motivation for professional development, the importance of training for the teaching profession, the impact of professional development on teaching quality, the importance of continuous professional development and teachers’ initiative in professional development. The scales were translated into Croatian and revised through both exploratory and confirmatory factor analysis. The results of the statistical correlation indicate a relationship between primary school teachers’ readiness for online learning and their overall readiness for professional development.

Korištenje informacijsko-komunikacijske tehnologije (IKT-a) jedan je od imperativa odgojno-obrazovnoga sustava, a koji se izravno vezuje uz razvijanje digitalne kompetencije učitelja. U proteklim dvama desetljećima u različitim odgojno-obrazovnim sustavima intenzivno se istražuju ključni aspekti korištenja IKT-a te razvoj digitalne kompetencije učitelja. Rezultati ranije provedenih domaćih i inozemnih istraživanja ukazuju na važnost cjeloživotnog obrazovanja učitelja u području računalne i informacijske pismenosti, ali i nužnost razvoja kompetencije korištenja IKT-a s ciljem poučavanja i učenja. S ciljem utvrđivanja učestalosti korištenja informacijsko-komunikacijske tehnologije u razrednoj nastavi provedeno je istraživanje na reprezentativnom uzorku učitelja razredne nastave Splitsko-dalmatinske županije. Za potrebe istraživanja sastavljen je anketni upitnik koji je ispunilo 484 učitelja te je provedena validacija skale učestalosti korištenja IKT-a. Postupkom eksploratorne faktorske analize utvrđena je dvodimenzionalna faktorska struktura i visoki koeficijent pouzdanosti skale. Nadalje, dobiveni rezultati prikazuju samoprocjenu učestalosti korištenja IKT-a učitelja razredne nastave te razlike u učestalosti korištenja s obzirom na završen stupanj obrazovanja, radno iskustvo, zvanje mentora i savjetnika, razinu procjene osobne IKT kompetencije te način financiranja stručnog usavršavanja. Rezultati ovoga istraživanja mogu poslužiti kao smjernica za približavanje odgojno-obrazovne prakse suvremenim zahtjevima škole, ali i kao pokazatelj za razvoj programa cjeloživotnoga obrazovanja učitelja razredne nastave.

Suvremene globalizacijske i društvene promjene utječu na izmjenu slike škole danas koja sve više treba naglašavati svoju ne samo obrazovnu nego i odgojnu ulogu. U svjetlu suvremenih promjena naglašava se važnost odgoja i obrazovanja za održivi razvoj u svijetu te Republici Hrvatskoj. O tome svjedoče podatci da se upravo sastavnice održivog razvoja implementiraju međupredmetnim temama Nacionalnog okvirnog kurikuluma, kao i da je odgoj i obrazovanje za okoliš i održivi razvoj jedan od integrativnih odgojno-obrazovnih sadržaja za osnovnu školu u Nastavnom planu i programu. kako bi što uspješnije ostvarili zadane ciljeve u promicanju odgoja i obrazovanja za održivi razvoj tijekom osmišljavanja školskog kurikuluma nužno je implementirati učinkovite aktivnosti koje će učenicima biti zanimljive i poticajne. Jedna od tih aktivnosti je "Kompostiranje" koje se posljednjih godina provodi u više škola u Republici Hrvatskoj. Sa svrhom utvrđivanja u kolikoj su mjeri učenici osnovne škole od 5. do 8. razreda zainteresirani za sudjelovanje u aktivnostima koje promiču obrazovanje za održivi razvoj , provedeno je istraživanje na uzorku od 162 učenika Splitsko-dalmatinske županije te će se rezultati predstaviti u radu. Doprinos rezultata svakako može biti poticaj odgojno-obrazovnim djelatnicima pri planiranju aktivnosti kojima bi poticali odgoj i obrazovanje za održivi razvoj , ali i mogućnost obogaćivanja njihova odgojno- obrazovnog rada.

The relationship of classroom teachers’ self- evaluation of entrepreneurial competence, level of job satisfaction and work readiness was investigated in this study. Results are situated in the context of current literature on lifelong learning educational policy, entrepreneurial education and entrepreneurial competence development, job satisfaction and work readiness. The 450 questionnaires have been administered to classroom teachers from the two of Croatia’s most southern counties. In general, the data collected from the representative sample indicated correlation between the self-evaluation of the classroom teacher entrepreneurial competence, their job satisfaction and work readiness. The paper’s discussion and the conclusion contain the implications of the results on the educational policies and teachers’ professional development.

Suvremeni kurikul, kao odgovor na mnoge zahtjeve drugačijeg karaktera suvremenog društva, definira temeljne odgojno-obrazovne vrijednosti i ciljeve odgoja i obrazovanja te donosi okvir za stjecanje temeljnih i stručnih kompetencija učenika. Nositelji osmišljavanja i realizacije odgojno-obrazovne prakse temeljene na postavljenim vrijednostima i ciljevima, a usmjerene osiguravanju stjecanja definiranih kompetencija, jesu učitelji. U tom smislu od učitelja se očekuju mnogostruke uloge: od toga da budu uzori svojim učenicima, preko promišljanja odgojno-obrazovne prakse do samog djelovanja u skladu sa suvremenim kurikulom. Kako bi kvalitetno ostvarivali sve navedeno, suvremenim je učiteljima potreban niz kompetencija kao i permanentno stručno usavršavanje u njihovu razvoju. Analizirajući različite dimenzije učiteljskih kompetencija, u radu će se promišljati o onima najčešće spominjanima kao nužnima koje čine kompetencijski profil suvremenog učitelja, a to su: pedagoške, psihološke, metodičke, komunikacijske, socijalne, informacijsko- komunikacijske, interkulturalne, organizacijske te kompetencije za rad s djecom s posebnim potrebama. Rezultati empirijskog dijela istraživanja, koje je provedeno anonimnim anketiranjem među učiteljima razredne nastave Splitsko-dalmatinske i Dubrovačko-neretvanske županije, pokazat će koje kompetencije učitelji, prema vlastitoj prosudbi, smatraju nužnima kod današnjih učitelja kako bi što kvalitetnije realizirali zadaće suvremenog kurikula te koje kompetencije smatraju osobno kod sebe najviše, a koje najmanje razvijene. Nadalje, rezultati će istraživanja prikazati, prema procjeni učitelja, kompetencijski profil današnjih učitelja i razinu razvijenosti pojedinih kompetencija učitelja. Doprinos rezultata empirijskog istraživanja ogleda se u ukazivanju na trenutnu kompetentnost današnjih učitelja u odnosu na poželjnu te detekciju područja kompetentnosti koje treba dodatno razvijati kod učitelja. Ovi podatci mogu poslužiti institucijama koje se kontinuirano i sustavno brinu o profesionalnom razvoju učitelja stručnim usavršavanjem kao i onima koji osposobljavaju buduće učitelje u kreiranju njihovih programa.

Kritička pedagogija i kritičko mišljenje dva su istaknuta koncepta koja zajednički pojam „kritičnosti“ dijele kao polazišnu točku, dok se istodobno granaju dalje u različitim pravcima. U filozofijama ovih koncepata kriju se razlike, što proizlazi iz činjenice da je sam pojam kritičnosti različito poiman u humanističkim znanostima u odnosu na društvene znanosti. Usporedno analiziranje upravo ovih dvaju koncepata odlično oslikava slojevitost pojma kritičnosti te njegova ishodišnog, odnosno praktičnog uporabnog djelovanja. Cilj teorijskog dijela rada predstaviti je i kritički usporediti glavne značajke dviju tradicija: kritičke pedagogije i kritičkoga mišljenja. Stoga se u radu nudi kratak povijesni pregled razvoja obiju tradicija, upućuje se na njihove različite perspektive i glavne definicije. Nadalje, analizira se pojam kritičnosti te se predstavljaju interpretacije tog pojma unutar različitih misaonih škola oslanjajući se prvenstveno na pedagoga Andrewa Stablesa (2003). Odvojeno se objasnilo poimanje kritičnosti kroz prizme kritičkoga mišljena i kritičke pedagogije kako bi bilo moguće odrediti njihove poveznice, ali i razloge njihovog neslaganja. Kao polazište za analizu kritičke pedagogije uzima se Pedagogija obespravljenih Paula Freirea (2002), a kroz prizmu tradicije opće pedagogije objašnjavaju se razlike i sličnosti u praktičnoj primjeni načela ovih dvaju tradicija. U empirijskom dijelu rada prikazuje se istraživanje provedeno sa studentima pedagogije Filozofskog fakulteta u Splitu kojemu je cilj bio utvrditi kako studenti studija pedagogije razumijevaju koncepte kritičke pedagogije i kritičkog mišljenja te njihov odnos. Rezultati su pokazali da studenti iz ovog istraživanja, baš kao i studenti iz drugih istraživanja, ne poznaju i ne razumiju dovoljno dobro koncepte kritičkoga mišljenja i kritičke pedagogije i odnose među njima, što upućuje na potrebu ostvarivanja transformirajućega visokoškolskog obrazovanja koje povezuje znanje i iskustvo studenata i potiče njihovo kritičko mišljenje i djelovanje., Critical pedagogy and critical thinking are two prominent concepts that share the common notion of “criticality” as a starting point, while at the same time branching off in different directions. Differences are hidden in the philosophies of these concepts, which results from the fact that the very concept of criticality is understood differently in the humanities compared to the social sciences. The comparative analysis of these two concepts perfectly illustrates the layering of the concept of criticality and its original, i.e., practical, useful effect. The aim of the theoretical part of the work is to present and critically compare the main features of two traditions: critical pedagogy and critical thinking. Therefore, the paper offers a brief historical overview of the development of both traditions, referring to their different perspectives and main definitions. Furthermore, the concept of criticality is analysed and interpretations of this concept are presented within different schools of thought, relying primarily on the pedagogue Andrew Stables (2003). The concept of criticality was explained separately through the prisms of critical thinking and critical pedagogy in order to determine their connections, as well as the reasons for their disagreement. Paul Freire’s Pedagogy of the Oppressed (2002) is taken as a starting point for the analysis of critical pedagogy, and the differences and similarities in the practical application of the principles of these two traditions are explained through the prism of the tradition of general pedagogy. The empirical part of the paper presents the research conducted with pedagogy students of the Faculty of Philosophy in Split, the aim of which was to determine how pedagogy students understand the concepts of critical pedagogy and critical thinking and their relationship. The results showed that students from this research, just like students from other researches, do not know and understand the concepts of critical thinking and critical pedagogy and the relationships between them well enough, which points to the need to achieve a transforming higher education that connects the knowledge and experience of students and encourages their critical thinking and action.

Tema ovog rada je istraživanje dviju emocija – iznenađenja i smijeha na dječje likovno izražavanje. U teorijskom je dijelu definiran pojam emocije te je istaknuto koliko su one važne za cjelokupni razvoj djeteta. Također se govori o načinima motivacije u Likovnoj nastavi. U praktičnome je dijelu provedeno istraživanje u jednoj osnovnoj školi u Splitsko–dalmatinskoj županiji u veljači 2023. godine na uzorku od 56 učenika 3. i 4. razreda osnovne škole. Cilj ovoga diplomskoga rada bio je ispitati likovne reakcije i razmišljanja učenika o vizualnim i nevizualnim poticajima (iznenađenje i smijeh) u dječjem likovnom stvaralaštvu. Održano je šest sati Likovne kulture, u svakom razredu po dva sata s različitim likovnim zadatcima i likovnim tehnikama. U motivacijskom dijelu djeca su uz metodu razgovora potaknuta na maštovito i kreativno izražavanje emocija iznenađenja i smijeha uz predočavanje različitih umjetničkih reprodukcija. Rezultati pokazuju kako učenici više vole figurativne motive u likovnom izražavanju navedenih emocija te smatraju kako im crtačke tehnike omogućavaju bolju likovnu ekspresiju doživljaja. Više od polovine učenika voli likovno izražavati emocije, a emocije su potaknule učenike u većini likovnih radova na srednje bogat i bogat likovni izričaj. Kreativni likovni izričaj potaknuo je učenike na promišljanje i verbalizaciju osobnih doživljaja., The topic of this thesis is the research of two emotions - surprise and laughter in the children's artistic expression. In the theoretical part the concept of emotions is defined and it is pointed out how important emotions are for the overall child development. The thesis also presents the motivation techniques in Art classes. The practical part, research, was conducted in an elementary school in Split-Dalmatia County in February 2023 on a sample of 56 students of the 3rd and 4th grades of elementary school. The thesis aimed to examine the artistic reactions and thoughts of students about visual and non-visual incentives (surprise and laughter) in children's art. Six Fine Arts classes were held, two school hours in each of three class departments, each having different art assignments and art techniques. During the motivational part, students were encouraged to imaginatively and creatively express the emotions of surprise and laughter using the presentation of various artistic reproductions and through discussions. The results show that the students prefer figurative motives in the artistic expression of the mentioned emotions, and they believe that drawing techniques enable them to express their experiences. More than half of the students like to express their emotions through art, and in most art works emotions inspired them for medium rich and rich artistic expression. Creative art expression encouraged students to reflect and verbalize their personal experiences. Keywords: Art

Ne postoji jedinstveni priručnik koji može roditeljima pojednostaviti izazove s kojima se susreću u odgoju djeteta/djece. Previše je čimbenika koji utječu na taj odnos (roditelj – dijete) što ga, ironično, čini jedinstvenim. S obzirom na to da roditelj predstavlja svojevrsni „konceptualni filter“ preko kojega dijete uči, raste i razvija se, od velike je važnosti osvijestiti roditelje u samoinicijativi o poboljšanju kompetencija jer kompetentan roditelj ima kontrolu nad svojim roditeljstvom i svjestan je da je odgoj dugotrajan i nepredvidljiv proces koji iziskuje prilagodbu. Promjene društvenih uređenja su kroz povijest više puta izmijenile strukturu i poimanje obitelji. Nekoć se smatralo da očevi stvaraju svijet, povijest i kulturu, a da žene samo rađaju i podižu djecu (Galić, 2004). Isto tako, tradicionalna obitelj bila je mnogobrojnija, ali djeca su predstavljala ekonomsku korist. Međutim, suvremeni roditelji, kako ne bi zadovoljavali samo vlastite potrebe, iz neznanja, djecu pretvaraju u izvor velikih troškova izlažeći ih medijima koji streme, prikrivenim porukama, natjerati korisnike na devijaciju u ponašanju. Tako medij postaje medijom; između roditelja i djeteta, što postaje vrlo opasnim jer dovodi do tzv. „suvremene obiteljske neravnoteže“, gdje dijete uživa u velikim slobodama istovremeno oduzimajući roditelju autoritet u odgoju. Od tradicionalnog autoritarnog do suvremenog prezaštitničkog roditeljstva, svaka generacija tvrdi da je onoj drugoj bilo bolje. Pretjerana osjetljivost u današnje doba postaje inačicom postmodernog roditeljskog odgojnog stila., There is no single manual that can simplify the challenges parents face in raising their child/children. There are too many factors that influence this relationship (parent-child) which, ironically, makes it unique. Considering that the parent represents a kind of "conceptual filter" through which the child learns, grows and develops, it is of great importance to make parents aware of the self-initiative of improving competences, because a competent parent has control over his parenting and is aware that education is long-term and unpredictable. a process that requires adaptation. Throughout history, changes in social arrangements have repeatedly changed the structure and concept of the family. It was once believed that fathers create the world, history and culture, while women only give birth and raise children (Galić, 2004). Likewise, the traditional family was more numerous, but children represented an economic benefit. However, modern parents, in order to not only satisfy their own needs, out of ignorance, turn children into a source of great expense by exposing them to media that strives, with hidden messages, to force users to deviate in their behavior. Thus the medium becomes the medium; between parent and child, which becomes very dangerous because it leads to the so-called "contemporary family imbalances", where the child enjoys great freedom at the same time depriving the parent of authority in upbringing. From traditional authoritarian to modern overprotective parenting, each generation claims that the other had it better. In today's age, excessive sensitivity is becoming a version of the postmodern parenting style.

Cilj ovog istraživanja bio je prikazati iskustva pomoćnika u nastavi u njihovu radu s učenicima s različitim poteškoćama. Na početku ovog diplomskog rada prikazan je teorijski osvrt na važnost koncepta inkluzije u različitim kontekstima, definirane su vrste poteškoća te je prikazan i detaljan uvid u ulogu pomoćnika u nastavi, a sve u svrhu boljeg shvaćanja samog empirijskog dijela rada. Empirijsko istraživanje provedeno je putem polustrukturiranog intervjua, a intervjuirano je ukupno deset pomoćnika i pomoćnica u nastavi iz različitih osnovnih škola. Po analizi rezultata opisani su određeni problemi na koje pomoćnici u nastavi nailaze poput nedostatnih edukacija, niskih plaća te određenih manjkavosti sustava podrške za pomoćnike u nastavi. Ovaj rad ponajviše može poslužiti trenutnim i budućim pomoćnicima u nastavi, ali i svima onima koji s njima surađuju ili koji ovakve teme iz raznih razloga smatraju zanimljivima i korisnima., The aim of this research was to present the experiences of teaching assistants in their work with students with different difficulties. At the beginning of this thesis, a theoretical overview of the importance of the concept of inclusion in different contexts is presented, the types of difficulties are defined, and a detailed insight into the role of teaching assistants is presented, all for the purpose of better understanding of the empirical part of the work itself. The empirical research was conducted through a semi-structured interview, and a total of ten teaching assistants from different elementary schools were interviewed. After analysing the results, certain problems that teaching assistants encounter are described, such as insufficient education, low salaries, and certain shortcomings of the support system for teaching assistants. This paper can, above all, be useful to current and future teaching assistants, but also to all those who collaborate with them or who find such topics interesting and useful for various reasons.

Obitelj je temeljna ljudska zajednica, osobito za dijete koje se rađa ovisno o brizi drugih. Tijekom odrastanja razvija sve veću povezanost s roditeljima i oni su najvažnije stavke u procesu njegova odrastanja. Djeca su izuzetno osjetljiva skupina pa je jako važno kako im pristupamo, osobito kada su u pitanju najranije godine života. Osobitu odgovornost trebali bi posvetiti roditelji i biti svjesni toga kako se ponašaju ispred djece i te da određena nefunkcionalna stanja u obitelji mogu ozbiljno narušiti kvalitetu djetetova života i ostaviti cjeloživotne posljedice. Kako bi se to stanje izbjeglo, roditelji bi trebali svakodnevno pričati sa svojom djecom, a, ukoliko imaju međusobnih problema, trebali bi se potruditi da dijete to ne osjeti na vlastitoj koži. Dijete se zbog tih razloga nipošto ne smije zanemarivati, kriviti, udarati i postajati žrtva narušenih obiteljskih odnosa. Cilj ovoga rada bio je ispitati kako dijete može biti žrtva narušenih obiteljskih odnosa i kako uopće dolazi do situacija gdje postane dio istih. Za potrebe ovoga rada provedeno je istraživanje unutar kojeg su se ispitivali stavovi roditelja o obiteljskim odnosima. Donesen je zaključak da nema statistički značajne povezanosti između stavova roditelja o poželjnim roditeljskim ponašanjima i spola roditelja, broja djece u obitelji i razine obrazovanja roditelja. Na temelju ovoga istraživanja možemo zaključiti da su roditelji itekako svjesni poželjnih i nepoželjnih ponašanja unutar obitelji, ali ne možemo sa sigurnošću reći koliko njih takva ponašanja zaista i izbjegava. Možemo se jedino posvetiti češćem poticanju na razgovor o ovakvim temama i tome da se za roditelje provode organizirana izlaganja na ovu temu kako bi bili sve svjesniji težine problema i kako bi se takva ponašanja u budućnosti pokušala suzbiti., The family is the fundamental human community, especially for a child who is born dependent on the care of others. While growing up, a growing connection with parents develops and they are the most important link in the process of growing up. Children are an extremely sensitive group, so it is extremely important how we approach them, especially when it comes to the early years of life. Particular responsibility should be given to parents, and they should be aware of how they behave in front of their children and how certain dysfunctional conditions in the family can seriously damage the quality of the child's life and leave lifelong consequences for the child. In order to avoid this situation, parents should talk to their children every day. If parents are experiencing marital problems, they should do their best so that the child does not notice those problems. For these reasons, the child must never be neglected, blamed, hit and become a victim of broken family relations. The aim of this paper was to examine how a child can be a victim of broken family relationships, and how such a situation occurs where a child becomes a part of them. Within this work, research was conducted in which parents' views on family relationships were examined. It was concluded that there is no statistically significant connection between parents' views on desirable parenting behaviors and parents' gender, the number of children in the family, and the parents' level of education. Based on this research, we can conclude that parents are well aware of desirable and undesirable behaviors within the family, but we cannot say with certainty how much they actually avoid such behavior. We can only dedicate ourselves to encouraging parents to talk about these topics more often, and to organize presentations on this topic for parents so that they are more aware of the seriousness of this problem and to try to suppress such behavior in the future.

Tema ovog rada jest poremećaj pozornosti s hiperaktivnošću u djece školske dobi. S obzirom na to, opisan je najprije inkluzivni pristup odnosno sustav u kakvom bi ova djeca trebala pohađati nastavu, te realitet situacije opisom inkluzivnog odgoja i obrazovanja u Republici Hrvatskoj. Predstavljene su različite značajke inkluzije i integracije s kritičkog gledišta stručnjaka u zvanju. Nadalje, navedene su i obrazložene glavne značajke poremećaja pozornosti s hiperaktivnošću, kao jednog od vrlo učestalih poremećaja u ustanovama škole, a naglašene su i različite vrste i simptomi popratni ovoj poteškoći, kao i prepoznavanje te strategije nošenja u školskom okruženju. Nabrojane su i ključne metode rada nastavnika s djecom s ADHD-om. Također, uključena su i brojna istraživanja autora u profesiji o simptomima sa svrhom proučavanja inkluzivnih uvjerenja učitelja o obrazovanju učenika sa simptomima ADHD poremećaja, kompetencije i spremnost nastavnika na rad u inkluzivnom okruženju te iskustva djece u suočavanju sa socijalnom isključenosti u svrhu unaprjeđenja postupaka odnosno procjene i poboljšanja kvalitete intervencije u odgojno-obrazovnim sustavima., The topic of this paper is attention disorder with hyperactivity in school-aged children. With this in mind, the inclusive approach, i.e. the system in which these children should attend classes, is described first, and the reality of the situation with a description of inclusive upbringing and education in the Republic of Croatia. Various features of inclusion and integration are presented from the critical point of view of experts in the profession. Furthermore, the main features of ADHD, as one of the most common disorders in school institutions, are listed and explained as well as the different types and symptoms accompanying this difficulty. Also, the recognition of this coping strategy in the school environment is explained. Key methods of teachers' work with children with ADHD are also listed. Also included are many researches by authors in the profession about symptoms with the purpose of studying teachers' inclusive beliefs about the education of students with symptoms of ADHD disorder, the competence and willingness of teachers to work in an inclusive environment, and the experiences of children themselves in dealing with social exclusion for the purpose of improving procedures, i.e. assessment and improving the quality of intervention in educational systems.

Svrha ovoga rada je istraživanje procesa socijalizacije kod pojedinaca koji imaju oštećenje sluha i prepreka s kojima se navedene osobe susreću u socijalnoj interakciji. Oštećenje sluha važan je zdravstveni problem zbog kojeg pati emocionalni i socijalni život pojedinaca te se navedeni pojedinci često zatvaraju u sebe i izostavljaju iz društva. Socijalizacija je proces bitan za život svakog pojedinca, pa tako i za one s oštećenjem sluha. Zbog posljedica koje mogu nastati zbog manjka socijalizacije pojedinaca koji imaju oštećenje sluha važno je od predškolske dobi razvijati strategije razvoja socijalnih vještina poput samostalnosti, zajedničke igre i stvaranja samopouzdanja koje se nastavljaju razvijati u ostalim fazama čovjekova života. Ako se socijalne kompetencije ne razviju, djeca s oštećenjem sluha u školskoj dobi često postaju žrtve nasilja zbog izoliranosti ili i sami postaju agresivni zbog čega trebaju intervenirati učitelji i roditelji. Učitelji moraju biti obrazovani za inkluzivno obrazovanje, a suradnja učitelja i roditelja je bitna kako bi se bolje upoznalo dijete s oštećenjem sluha i kako bi se osmislio najbolji način za pristupiti navedenom djetetu. Proces socijalizacije bitan je i za osobe treće životne dobi koje imaju oštećenje sluha zbog smanjenja broja bliskih osoba, ali i osjećaja uključenosti i očuvanja zdravlja starijih osoba., The idea of this paper is to investigate the process of socialization for people that have hearing disability and difficulties that these people face in social interaction. Hearing impairment is an important health problem that affects emotional and social life of individuals, and that is why these individuals often withdraw into themselves and are left out of society. Socialization is an essential process for the life of every individual, including those with hearing impairment. Due to consequences that may arise because of lack of socialization of people with hearing disability, it is essential to develop strategies for the development of social competences like independence, playing with peers and creation of self-confidence from preschool age, which continue to develop in the other stages of a person’s life. If social skills sre not developed, children with hearing impairment at school age become victims of violence due to isolation, or they can become aggressive themselves, which is why teachers and parents need to intervene. Teachers must be educated for inclusive education, and cooperation between teachers and parents is essential in order to get to know a child with hearing impairment better and to come up with the best way to approach to child. The process of socialization is also important for people of the third age who have hearing impairment because of the reduction in the number of close people, but also because of feeling of inclusion and preservation of the health of the elderly.

Slika djeteta i djetinjstva različita je u svakoj kulturi i podložna je društvenim promjenama. Razvoj modernog društva koje se temelji na individualnosti, autonomiji i ljudskim pravima utjecao je na stvaranje moderne slike djeteta i djetinjstva koja djetetu pruža priliku i pravo na izražavanje i sudjelovanje, ostavljajući tradicionalnu sliku pasivnog i nerazvijenog djeteta po strani. Moderna percepcija djeteta i njegovih prava stvorila je proturječnosti koje udaljavaju praksu od dokumenata kojima se djeci omogućuje društvena uključenost i zaštita. Konvencija o pravima djeteta zalaže se za djetetovo pravo na društvenu aktivnost, koje može postići djelovanjem prema nekom društvenom cilju. Dok moderno roditeljstvo i društvo u cjelini još uvijek štiti dijete od društvene aktivnosti i sudjelovanja u rješavanju društvenih problema. Mnogi autori vjeruju i zalažu se za dječju participaciju, te navode pozitivne ishode, kao što su dječja samostalnost i kreativna rješenja za društvene probleme. Društvo pomalo smanjuje nesrazmjer između teorijske participacije i participacije djece u praksi, primjer su i neki hrvatski gradovi koji su uključili djecu u aktivnosti gradskog vijeća. Osim odraslih, korak prema vlastitoj samostalnosti i participaciji u društvu u kojem žive napravila su i sama djeca. Djeca poput Grete Thunberg i Malale Yousafzai, aktivizmom su odlučila pokazati što djeca žele, što im je bitno i koje je njihovo mjesto u društvu. Svojim djelovanjem i željom za promjenom predstavili su novu sliku djeteta i djetinjstva, napredniju i aktivniju od one koju su konstruirali odrasli, The image of a child and childhood is differet in every culture and is subject to social change. The development of modern society, based on individuality, autonomy and human rights has influenced the creation of the modern image of the child and childhood, which provides the child with the opportunity and right to express themself and to participate, leaving the traditional image of a passive and underdeveloped child aside. The modern perception of the child and his rights has created contradictions that distance the praxis from the documents that allow children social inclusion and protection. The Convention on the Rights of the Child advocates child's right to be socially active, through his action towards certain social aspirations. While modern parenting and society as a whole still protect the child from social activity and participation in solving social problems. Many authors believe in and advocate for children's participation, and share positive outcomes, such as children's independence and creative solutions to social problems. Society is gradually reducing the disparity between theoretical participation and children's participation in practice, an example are certain Croatian cities that have included children in the activities of the city council. In addition to adults, children themselves also took a step towards their own independence and participation in the society in which they live.Children, like Greta Thunberg and Malala Yousafzai, decided to show through their activism what children want, what is important to them and what is their place in the society. Through their actions and desire for change, they presented a new image of a child and childhood, more advanced and active than the one that was constructed by adults.

Cilj ovog rada je predstaviti brojne načine preveniranja ovisnosti o medijima kod djece školske dobi. Rad donosi kratak pregled povijesti razvoja medija koji danas igraju vrlo važnu ulogu u životu svakog pojedinca, obilježavaju ga i imaju velik utjecaj na njegovo svakodnevno funkcioniranje. Također, rad nudi definicije i obilježja ovisnosti o medijima s posebnim naglaskom na ovisnost o televiziji i ovisnost o internetu (u koju spada i ovisnost o društvenim mrežama) koji iznimno dominiraju stoljećem u kojem živimo. Analizira i značaj medija u životu djeteta koje spada u dobnu skupinu najpodložniju štetnom utjecaju medija. Upravo zato, nabrojani su i predstavljeni brojni štetni utjecaji medija na djecu i ljude koji se nalaze u njegovoj okolini. Poseban naglasak stavljen je na tretiranje teme prevencije nastanka ovisnosti o medijima kod djece školske dobi. Temeljeni na savjetima i istraživanjima stručnjaka, predloženi su neki od načina prevencije ovog tipa ovisnosti za roditelje i odgojnoobrazovne djelatnike u roditeljskom domu i u odgojno obrazovnoj ustanovi., The aim of this paper is to present ways of preventing media addiction in school-aged children. The paper provides a brief overview of the history of media development that play a very important role in everyone’s life, mark each individual and have a great impact on his daily functioning. Furthermore, the paper provides definitions and characteristics of media addiction with emphasis on television addiction and Internet addiction (which includes social media addiction) that extremely dominate the present century that we are living in. In addition, it also analyzes the importance of the media in the life of a child who belongs to the age group most susceptible to the harmful influence of the media. Specifically, because of that fact, numerous harmful influences of the media on children and people around them are listed and presented. Special emphasis is placed on the topic of prevention of media addiction among school-age children. Based on the advice and research of experts, some of ways to prevent this type of addiction have been proposed for parents and educators in the parental home and in the educational institution

Inkluzivno obrazovanje je prisutno u suvremenim obrazovnim sustavima, a karakterizira ga uključivanje djece s posebnim potrebama u redovno obrazovanje. Kategoriji djece s posebnim potrebama pripadaju i djeca s poremećajem glasa i govora. Takva djeca imaju problema s komunikacijom, izgovorom određenih glasova, tempom i tečnosti govora i sl. Za poremećaje glasa karakteristična je neprimjerena visina i kvaliteta glasa te glasnoća rezonancije ili trajanja. Najpoznatiji poremećaji govora su mucanje (normalan tijek govora isprekidan ponavljanjem ili produljivanjem slogova) i brzopletost (pretjerano skraćivanje ili brisanje slogova, netipične pauze i naglasci, brz tempo govora). S obzirom da im njihove poteškoće otežavaju aktivno praćenje i sudjelovanje u nastavnom procesu, inkluzijom im se osiguravaju prilagodbe sadržaja i individualni pristup rada kako bi mogli ravnopravno sudjelovati u nastavi sa svojim vršnjacima. U obrazovnom procesu potrebna im je podrška stručne službe škole (pedagog, logoped, dječji psiholog itd.), njihovih učitelja i nastavnika koji im osmišljavaju prilagođeni program i metodičko-didaktičku prilagodbu rada, vodstva škole kao i njihovih školskih kolega. Cilj je omogućiti takvoj djeci sigurno i ugodno okruženje, razumijevanje i potrebnu pomoć u ispunjavanju obrazovnih obveza te promicati poštivanje i vrjednovanje različitosti., Inclusive education is present in modern education systems, and is characterized by the inclusion of children with special needs in regular education. Children with voice and speech disorders also belong to the category of children with special needs. Such children have problems with communication, pronunciation of certain voices, pauses and fluency of speech, etc. Voice disorders are characterized by inappropriate pitch, voice quality and loudness of resonance or duration. The most well-known speech disorders are stuttering (normal fluency of speech interrupted by repetition or lengthening of syllables) and cluttering (excessive shortening or deletion of syllables, atypical pauses and accents, fast tempo of speech). Considering that their disorders make it difficult for them to actively follow and participate in the teaching process, inclusion provides them adjustments of the content and an individual approach, so that they can participate equally in classes with their peers. They need the school's professional service support (pedagogue, speech therapist, child psychologist, etc.), support of their teachers who design education adjustment programs and methodical-didactic adaptation of their work, also support of the school's leadership and their school colleagues. The goal is to provide such children one safe and comfortable environment, surround them with understanding and needed help in fulfilling their educational obligations, and also to promote respect and appreciation of diversity.

Tehnologija čini veliki dio čovjekova života, a veliki utjecaj ima i u obrazovanju. U školstvu se kontinuirano uvode inovativne metode i alati za podučavanje/učenje. Umjetna inteligencija već je u velikoj mjeri prisutna u obrazovanju, a robotika i informacijska tehnologija se kao dio nje već polako implementiraju obrazovni sustav. Prethodno provedena istraživanja ukazala su da umjetna inteligencija i obrazovna robotika imaju brojne prednosti za učenike i nastavnike, a i da oni iskazuju zadovoljstvo rada s njima. Problem istraživanja vezuje se uz umanjenu prisutnost robotike u kurikulumu škole. Učenici tako nemaju mogućnost razvijanja kompetencija za rad s robotima, a samim time nisu ni dovoljno educirani o robotici da bi mogli raditi u tom području ili ju podučavati. Za ovaj rad je značajno pitanje samoprocjene uloge robotike i informacijske tehnologije u kognitivnom i socijalnom razvoju djece, te samoprocjene vezane uz obrazovne politike. S tom svrhom je provedeno istraživanje kojim se željelo ispitati stavove i iskustva nastavnika, stručnjaka i studenata u radu i učenju s edukativnim robotima. Rezultati sugeriraju da ispitanici prepoznaju korist primjene robotike i informacijske tehnologije u obrazovanju za kognitivni i socijalni razvoj učenika. Kod skale obrazovnih politika, zamijećena je podijeljenost ispitanika oko pitanja kada i na koji način uvesti robotiku u kurikulum., Technology makes up a large part of a person's life and therefore has a significant influence on education as well. The educational system continuously implements innovative methods and tools for teaching/learning. Artificial intelligence is already present to a great extent in education, so robotics and information technology, as a part of it, are slowly being implemented in the education system. Previously conducted research has shown that artificial intelligence and educational robotics have numerous advantages for students and teachers and that they express the satisfaction of working with them. The research problem is related to the rare presence of robotics in the school curriculum. Thus, students do not have the opportunity to develop competencies for working with robots, so they have insufficient knowledge about robotics that would enable them to work in that field or teach about it. For this research paper, the question of significance is the participants' selfassessment of the role of robotics and information technology in children's cognitive and social development and the self-assessment related to educational policies. For this purpose, this research aimed to examine the attitudes and experiences of teachers, experts, and students in working and learning with educational robots. The results suggest that the participants recognize the benefit of implementing robotics and information technology in education for the children's cognitive and social development. Furthermore, on the scale related to the educational policies, participants' opinions differ on when and how to introduce robotics into the curriculum.

Slobodno vrijeme postoji otkad postoje ĉovjek i civilizacija, a najjednostavnije reĉeno predstavlja ono vrijeme u kojem se pojedinac prepušta aktivnostima po vlastitom izboru. S druge strane, mentalno zdravlje predstavlja vaţan dio cjelokupnog zdravlja svakog pojedinca, a definira se kao stanje u kojem ĉovjek moţe ostvariti svoje potencijale, nositi se sa svakodnevnim ţivotnim stresovima te biti sposoban produktivno raditi i doprinositi svojoj zajednici. O odnosu slobodnog vremena i mentalnog zdravlja u struĉnoj literaturi malo toga se moţe pronaći. Ukoliko se i provode odreĊena istraţivanja na navedenu temu, većina njih ispituje povezanost bavljenja tjelesnim aktivnostima s mentalnim zdravljem. Stoga je glavni cilj upravo ovog istraţivanja bio ispitati utjecaj slobodnog vremena na mentalno zdravlje studenata Republike Hrvatske i Italije. U istraţivanju je sudjelovalo ukupno 139 studenata i studentica te je utvrĊeno da Hrvati više od Talijana, te studenti više od studentica posvećuju svoje slobodno vrijeme sportskim aktivnostima i hobijima. Osim toga, utvrĊena je i meĊusobna povezanost slobodnog vremena i mentalnog zdravlja i to u smislu da bolje utrošeno slobodno vrijeme bolje rezultira i boljim mentalnim zdravljem, Leisure time has existed since the existence of man and civilization, and in the simplest terms it represents the time in which an individual indulges in activities of his own choice. On the other hand, mental health is an important part of the overall health of every individual, and is defined as a state in which a person can realize his potential, deal with everyday life stresses and be able to productively work and contribute to his community. Not so many informations can be found in professional literature about the relationship between leisure time and mental health. If certain research is carried out on the mentioned topic, most of them examine the connection between engaging in physical activities and mental health. Therefore, the main goal of this research was to examine the impact of leisure time on the mental health of university students of the Republic of Croatia and Italy. In total, 139 male and female students participated in the research, and it was determined that Croatians more than Italians, and male students more than female students, dedicate their leisure time to sports activities and hobbies. In addition, the mutual connection between leisure time and mental health has been established, in the sense that better spent leisure time results in better mental health.

Inkluzivno obrazovanje tijekom nastave na daljinu predstavljalo je velik izazov za učitelje, a kao problem se istaknulo nedovoljno poznavanje spremnosti učitelja iz Republike Hrvatske i Bosne i Hercegovine za rad s učenicima s teškoćama u nastavi na daljinu. Ovim se istraživanjem stoga htjelo ispitati samoprocjenu spremnosti učitelja za provedbu nastave na daljinu te za primjenu inkluzivnih praksi u nastavi na daljinu, kao i povezanost tih dviju samoprocjena. U istraživanju je sudjelovalo 175 učitelja iz RH i BiH, a rezultati su pokazali postojanje statistički značajne razlike u samoprocjeni spremnosti učitelja za primjenu inkluzivnih praksi u nastavi na daljinu s obzirom na dob, državu zaposlenja i iskustvo u podučavanju učenika s teškoćama, a također se pokazalo da postoji statistički značajna povezanost samoprocjene spremnosti za provedbu nastave na daljinu i za primjenu inkluzivnih praksi u nastavi na daljinu kod učitelja. Osim toga, nisu pronađene razlike u samoprocjeni spremnosti učitelja za provedbu nastave na daljinu s obzirom na dob, kao ni razlike u samoprocjeni spremnosti učitelja za primjenu inkluzivnih praksi u nastavi na daljinu s obzirom na nastavnu razinu., Inclusive education during distance learning has presented a great challenge for teachers, and the significant problem was insufficient knowledge about the readiness of teachers from the Republic of Croatia and Bosnia and Herzegovina for working with students with disabilities during distance learning. The aim of this research was to examine the self-assessment of teacher readiness for implementing distance learning and for implementing inclusive practices during distance learning, as well as the connection between those two self-assessments. 175 teachers from Croatia and Bosnia and Herzegovina participated in this research, and the results showed a statistically significant difference in self-assessment of teacher readiness for implementing inclusive practices during distance learning based on their age, country of employment and experience in teaching students with disabilities, and there was also a statistically significant connection between self-assessment of teacher readiness for implementing distance learning and for implementing inclusive practices during distance learning. Apart from that, the results showed no differences in self-assessment of teacher readiness for implementing distance learning based on their age, as well as differences in self-assessment of teacher readiness for implementing inclusive practices during distance learning based on levels of teaching.

Akademska čestitost skup je pravila, vrijednosti, moralnih i drugih zaduženja na kojima ta zajednica počiva, kojima se definira odnos članova akademske zajednice prema radu, samoj zajednici i članovima iste. Različiti su načini povrede normi akademske čestitosti, a jedan od od njih je plagiranje. Plagiranje podrazumijeva neovlašteno preuzimanje tuđeg rada ili bilo koji oblik neiskrenosti i lažiranja u bilo kojoj etapi istraživanja s ciljem ostvarivanja nekog rezultata i/ili preuzimanja zasluga za isto. Plagiranje se može pojaviti na svim razinama obrazovanja, a digitalno doba omogućilo je njegovu sve veću rasprostranjenost i sve lakšu prikrivenost. Jedan od načina kojima se plagiranje pokušava iskorijeniti iz visokog obrazovanja je uvođenje mogućnosti korištenja protuplagijatskih softvera na svim hrvatskim sveučilištima. Protuplagijatski softveri korisni su alati za eventualne provjere ispravnosti navođenja, no literatura pokazuje da su plagiranje i akademska nedoličnost širi problemi koji zahtijevaju sustavan rad. Manjkavost ovih alata očituje se u neprepoznavanju različitih vrsta plagijata, mogućnosti plagiranja tekstova koji se ne nalaze u internetskim bazama te nepostojanju smjernica za poboljšanje vještine akademskog pisanja, stoga nisu prikladan način za učenje i usvajanje vještine akademskog pisanja te ne djeluju nužno preventivno na pojavnost plagiranja. Stavovi o protuplagijatskim softverima, iskustva korištenja istih i razumijevanje pojma akademske čestitosti ispitani su među studentima preddiplomskog i diplomskog studija pedagogije na Filozofskom fakultetu u Splitu. Unatoč generalno pozitivnom stavu prema navedenim alatima, studenti ih još uvijek nisu uveli u redovitu uporabu te pokazuju osrednje razumijevanje koncepata plagijata i akademske čestitosti., Academic integrity is a set of rules, values, moral and other responsibilities on which that community rests, which define the relationship of members of the academic community towards work, the community itself and its members. There are different ways to violate the norms of academic integrity, and one of them is plagiarism. Plagiarism means the unauthorized taking of someone else's work or any form of dishonesty and falsification at any stage of research with the aim of achieving some result and/or taking credit for it. Plagiarism can occur at all levels of education, and the digital age has made it more widespread and easier to conceal. One of the ways in which plagiarism is tried to be eradicated from higher education is the introduction of the possibility of using anti-plagiarism software at all Croatian universities. Anti-plagiarism software are useful tools for eventual verification of the correctness of citations, but the literature shows that plagiarism and academic misconduct are broader problems that require systematic work. The shortcoming of these tools is manifested in the failure to recognize different types of plagiarism, the possibility of plagiarizing texts that are not found in internet databases, and the lack of guidelines for improving academic writing skills, therefore they are not a suitable way to learn and acquire academic writing skills and do not necessarily act as a preventive measure against the occurrence of plagiarism. Attitudes about anti-plagiarism software, experiences of using it and understanding of the concept of academic integrity were examined among undergraduate and graduate students of pedagogy at the Faculty of Humanities and Social Sciences in Split. Despite the generally positive attitude towards the mentioned tools, students still have not introduced them to regular use and show a mediocre understanding of the concepts of plagiarism and academic integrity.

Intrinzična motivacija i mentalna čvrstoća su jedni od najčešćih pojmova koji se pojavljuju kada razmišljamo o tome što je to što čini elitne sportaše toliko uspješnima i otpornima na razne čimbenike koji mogu uvelike ometati njihov sportski put i napredak. Intrinzična motivacija je ključna za razvijanje mentalne čvrstoće nogometaša, kao što i služi kao idealna podloga za građenje upornosti i dosljednosti. Većina trenera i igrača je karakterizirala mentalnu čvrstoću kao jedan od najbitnijih čimbenika osiguravanja napretka sportaša ili momčadi, no ipak to je jedan od najmanje istraženih pojmova u primijenjenoj sportskoj psihologiji. Roditelji i treneri imaju najveću ulogu u izgradnji mentalne čvrstoće mladih nogometaša. Treneri u svom pristupu igračima moraju razviti tehnike razgovora te naučiti kako uputiti kritiku na najefikasniji mogući način. Uz to, od velike je važnosti i psihološka priprema sportaša, koja je neizostavan dio stvaranja igrača na vrhunskoj razini. Istraživanje je provedeno s 87 mladih igrača jednog velikog nogometnog kluba u Republici Hrvatskoj, čiji je cilj bio otkriti postoji li odnos između intrinzične motivacije i mentalne čvrstoće. Deskriptivna analiza je pokazala kako je većina igrača započela igrati zbog iznimne želje i zainteresiranosti za nogomet, što nam pokazuje kako je većina ispitanika intrinzično motivirana za treniranje nogometa. S druge strane, pokazalo se da su ispitanici najmanje slaganja pokazali na pitanjima i tvrdnjama koje su se odnosile na emocionalnu inteligenciju, koja je kroz rad prikazana kao jedna od najbitnijih stavki mentalne čvrstoće. To je pokazala i korelacijska analiza, iz koje je vidljiva statistički značajna povezanost između emocionalne inteligencije, kontrole pažnje, otpornosti i vjere u sebe i svoje sposobnosti. Također, korelacijska analiza je pokazala statistički značajnu negativnu povezanost između pritiska i svih čimbenika mentalne čvrstoće. Razlog je očit, pritisak stvara kontrolirajući efekt te vrlo brzo dovodi do frustracije, gubitka interesa i odustajanja., Intrinsic motivation and mental toughness are some of the most common terms that come up when we think about what makes elite athletes so successful and resilient to the various factors that can greatly hinder their athletic journey and progress. Intrinsic motivation is key to developing the mental toughness of football players, as well as serving as an ideal foundation for building persistence and consistency. Most coaches and players have characterized mental toughness as one of the most important factors in ensuring the progress of an athlete or team, yet it is one of the least researched concepts in applied sports psychology. Parents and coaches play the biggest role in building the mental strength of young football players. In their approach to players, coaches must develop conversation techniques and learn how to direct criticism in the most effective way possible. In addition, the psychological preparation of athletes is also of great importance, which is an indispensable part of creating players at the top level. The research was conducted on 87 young players of a major football club in the Republic of Croatia, the aim of which was to find out if there is a relationship between intrinsic motivation and mental toughness. Descriptive analysis showed that most of the players started playing because of an exceptional desire and interest in football, which shows us that most of the respondents are intrinsically motivated to train football. On the other hand, it turned out that the respondents showed the least agreement on questions and statements related to emotional intelligence, which is shown in the paper as one of the most important items of mental toughness. This was also shown by the correlation analysis, which shows a statistically significant connection between emotional intelligence, attention control, resilience and faith in oneself and one's abilities. Also, the correlation analysis showed a statistically significant negative correlation between pressure and all factors of mental toughness. The reason is obvious, pressure creates a controlling effect and very quickly leads to frustration, loss of interest and giving up.

Inkluzija u odgojno-obrazovnom sustavu podrazumijeva obrazovanje za sve i fokusira se na uključenost svakog učenika u nastojanju da nitko nije izostavljen. Kao što je promoviranje integracije važno za učenike, tako i odgojno-obrazovni djelatnici zahtijevaju stalno usavršavanje i obrazovanje za primjenu inkluzivnosti u svom radu. U Hrvatskoj problem predstavljaju nedostatna sredstva i neorganiziranost zbog koje se nastavnici osjećaju bespomoćno u sustavu u kojem ne mogu usavršavati svoj rad, primjenjivati teoriju u praksi, promovirati nove ideje i uključiti širu zajednicu kako bi olakšali svojim učenicima. Nedostatak primjene inkluzije u školstvu najviše osjećaju učenici kojima je to najpotrebnije, među njima i oni s ADHD-om. U prosjeku, svaka učionica će imati barem jednog učenika s ADHD-om s obzirom da je to jedan od najučestalijih poremećaja zabilježen u školskoj dobi. Glavni simptomi su hiperaktivnost, impulzivnost i nepažnja s naglaskom na mogućnost prevladavanja određenog tipa ili kombinacije više njih. Dječaci su češće dijagnosticirani, s obzirom da su inače hiperaktivni što se lakše uočava u odnosu na djevojčice koje su uglavnom nepažljive. ADHD se očituje već u vrtićkoj dobi, a najizraženiji je u osnovnoj školi. Kada se simptomi otkriju, liječenje se provodi razgovorom sa stručnjakom uz mogućnost korištenja stimulansa. Ako se simptomi ignoriraju, učenik je u riziku da svoje poteškoće osjeća i u odrasloj dobi. Nerijetko se dijete koje je neshvaćeno zbog svojeg ponašanja pretvori u devijantnog adolescenta i odraslog čovjeka koji se neuspješno integrirao u društvo. Kada je riječ o podršci učeniku s posebnim potrebama, nije dovoljna angažiranost unutar škole već i izvan nje. Roditelji nerijetko prebacuju svu odgovornost na odgojitelja, ali i oni moraju pružiti podršku i informirati se o djetetovoj poteškoći kako bi mu olakšali svakodnevicu i snalaženje među vršnjacima. Društvo treba otvoreno pristupiti djetetu i sa strpljenjem shvatiti njegove potrebe i nastojati da se uključi u zajednici. Svakom čovjeku je važno da osjeća pripadnost, stoga učenik kojem odnosi predstavljaju izazov zaslužuje dodatnu podršku i razumijevanje od okoline., Inclusion in the educational system refers to the education for all and focuses on the inclusion of every student in an effort that nobody is left out. Promoting integration is just as important for students as it is for educational workers, who require constant training and education to apply inclusiveness in their work. In Croatia, problems are insufficient resources and disorganization, which makes teachers feel helpless in a system where they cannot improve their work, apply theory in practice, promote new ideas and involve the whole community in order to facilitate their students. The lack of application of inclusion in education is felt most by students who need it the most, among them being students with ADHD. On average, every classroom will have at least one student with ADHD, considering that it is one of the most common disorders recorded at school age. The main symptoms are hyperactivity, impulsivity and inattention, with an emphasis on the possibility of having one or more types combined. Boys are more often diagnosed, given that they are usually hyperactive, which is easier to identify than girls, who are mostly inattentive. ADHD is manifested already at kindergarten and is pronounced the most in elementary school. When symptoms are detected, treatment is carried out by talking to a professional with the possibility of using stimulants. If the symptoms are ignored, the student is at risk of dealing with his difficulties in adulthood. It is not uncommon for a child who is misunderstood for his behaviour to turn into a deviant adolescent and an adult who has failed to integrate into society. When it comes to supporting a student with special needs, the school and community outside of it are expected to be engaged. Parents often put all the responsibility on the educator, but they are as important to provide support and be informed about the child's background in order to make everyday life easier for him and to adapt into his environment. Society should approach the child with open arms and be patient with understanding his needs and try to include him in the community. It is important for every person to feel a sense of belonging, therefore a student whose relationships are a challenge deserves additional support and understanding from the environment.

Svrha ovoga rada je istraživanje razloga nedostatka socijalnih vještina učenika sa ADHD-om i negativne posljedice deficita u socijalnim vještinama na razvoj učenika. Zbog simptoma Deficita pažnje/Hiperaktivnog poremećaja kao što su nepažnja, impulzivnost i hiperaktivnost učenici su vrlo često neshvaćeni i odbačeni od strane vršnjaka što utječe na samopouzdanje i napredak u socijalnom razvoju. Učenici često postaju žrtve vršnjačkog nasilja ili zlostavljaju druge, rizično ulaze u grupu vršnjaka, a nerijetko se radi o delikventima i skloniji su rizičnim ponašanjima. Neuspjeh u socijalnim interakcijama nastavlja se i u adolescentnoj dobi. Upravo zbog ozbiljnosti posljedica deficita socijalnih vještina i kvalitetne inkluzije učenika nužno je razviti aktivnosti i strategija razvoja socijalnih vještina kao što su učenje samokontrole, stvaranje i održavanje prijateljstava te briga o sebi i drugima. Kako bi aktivnosti bile efikasnije potrebno ih je provoditi sistematično i dugoročno. Nastavnike treba obrazovati za inkluzivno obrazovanje, a za provođenje aktivnosti ključna je roditeljska i vršnjačka podrška., The purpose of this paper is to investigate the reasons for lack of social skills in students with ADHD and the negative consequences of the deficit in social skills on students' development. Due to symptoms of Attention Deficit/Hyperactivity Disorder such as inattention, impulsivity and hyperactivity, students are very often misunderstood and rejected by peers, which affects self-confidence and progress in social development. Students often become victims of peer violence or abuse others, enter a group of peers at risk, which are often delinquents and more prone to risky behaviors. Failure in social interactions continues into adolescence. Precisely because of the seriousness of the consequences caused by the deficit of social skills and because of quality inclusion for students, it is necessary to develop activities and strategies for the development of social skills such as learning self-control, making and maintaining friends and taking care of yourself and others. In order for activities to be more effective, they need to be carried out systematically and in the long term. Teachers need to be educated for inclusive education, and parental and peer support is key for carrying out activities.

Integracija migranata u društvo zahtjevan je proces koji podrazumijeva uključenje svih državnih i europskih organizacija i institucija. Migracije iz društvene perspektive su iznimno bitne zbog razmjene informacija, kultura i običaja, ali i radne snage. Utjecaj migracija uočljiv je na svim društvenim razinama, a ponajviše unutar obrazovnih sustava i tržišta rada. Stvaranje inkluzivnog društva koje prihvaća i uključuje sve pojedince, neovisno o porijeklu ili rasi, cilj je Republike Hrvatske i Europske unije, a ti ciljevi, načini i ideje opisani su i uređeni raznim zakonima, dokumentima i planovima. Kako bi integracija migranata, pogotovo djece, u obrazovne sustave bila što brža, ističe se uloga učitelja i nastavnika kao glavnih aktera u vidu poučavanja hrvatskog jezika, te stvaranja receptivne atmosfere u učionicama. Podrška koju oni pružaju u nekim situacijama nije dovoljna, pa stručnjaci pozivaju roditelje djece migranta i cjelokupnu zajednicu na suradnju s ciljem potpune integracije. Naglasak se također stavlja na promjenu metoda rada unutar obrazovnog sustava, te redovito usavršavanje stručnih službi kako bi osigurali pozitivnu radnu atmosferu i jednake prilike za migrante s naglaskom na povećanje razine tolerancije i potpore koju društvo pruža., The integration of migrants into society is a demanding process that calls for the involvement of all state and European organizations and institutions. From a social perspective, migrations are extremely important due to the exchange of information, cultures, and customs, as well as work force. The impact of migration is noticeable at all social levels, but mostly within educational systems and the labour market. Creating an inclusive society that accepts and includes all individuals, regardless of origin or race, is the goal of the Republic of Croatia and the European Union, and these goals, methods and ideas are described and regulated by various laws, documents, and plans. For the integration of migrants to be as fast as possible, especially children, into educational systems, the role of teachers as the main actors in teaching the Croatian language and creating a receptive atmosphere in classrooms is emphasized. The support they provide in some situations is not enough, so experts call on the parents of migrant children and the entire community to cooperate with the goal of complete integration. Emphasis is also placed on changing working methods within the educational system, and regular training of professional services to ensure a positive working atmosphere and equal opportunities for migrants with an emphasis on increasing the level of tolerance and support provided by society.

Tema rada jest uloga skrivenog kurikuluma u različitim odgojno – obrazovnim sustavima. Opisan je kurikulum sa svim svojim značajkama i sama njegova provedba, a potom i određenje pojma skriveni kurikulum. Predstavljene su i analize skrivenog kurikuluma sa funkcionalističkog i kritičkog gledišta različitih stručnjaka koji su se njime bavili. Nadalje, navedene su i obrazložene glavne značajke skrivenog kurikuluma prisutne u ustanovama ranog i predškolskog odgoja i obrazovanja, u školama te ustanovama visokog obrazovanja. Posebno je naglašeno implicitno učenje te socijalni razvoj učenika kao značajke skrivenog kurikuluma. Osim općenitih vrijednosti i stavova koji su sadržani u skrivenom kurikulumu u svim odgojno – obrazovnim sustavima, opisano je i promicanje vrijednosti novijeg vijeka poput multikulturalizma i interkulturalizma te pismenosti za održivi razvoj., The topic of this paper is the role of hidden curriculum in different educational systems. The curriculum is described with all its features and its implementation itself, followed by the definition of the term hidden curriculum. Also presented are analysis of the hidden curriculum from the functionalist and critical point of view of various experts who dealt with it. Furthermore, the main features of the hidden curriculum present in early and preschool institutions, schools and higher education institutions. Especially emphasized are implicit learning and social development of students as characteristics of the hidden curriculum. In addition to the general values and attitudes contained in the hidden curriculum in all educational systems, the promotion of values of modern times such as multiculturalism and interculturalism as well as the sustainability literacy in higher education are described as well.

Ovaj se diplomski rad sastoji od teorijskog dijela i empirijskog istraživanja. U teorijskom dijelu se objašnjavaju multimediji u nastavi i obrazovanje na daljinu, modeli integracije informacijsko-komunikacijske tehnologije u nastavi i obrazovanje nastavnika. Razvojem novih tehnologija, učitelji se susreću sa izazovom adaptacije postojećih načina poučavanja i nastavnog rada. Postavlja se pitanje jesu li učitelji sposobni efikasno inkorporirati IKT u nastavnom procesu. Stoga je problem empirijskog istraživanja neadekvatna spremnost učitelja za korištenje IKT-a koja rezultira neefikasnom i nekvalitetnom integracijom tehnologije u odgojno-obrazovnoj praksi. Kako bi učitelji bili spremni integrirati tehnologiju u kurikulum, moraju savladati tehnologijska i pedagogijska znanja i vještine, odnosno razviti IKT kompetencije putem programa stručnog usavršavanja i profesionalnog razvoja. To je važno jer kvaliteta svake škole ovisi o kvaliteti njenih učitelja. U empirijskom istraživanju je sudjelovao 101 učitelj osnovnih škola na području Splitsko-dalmatinske županije. Rezultati su pokazali da postoji statistički značajna razlika u samoprocjeni razina korištenja različitih vrsta IKT-a i samoprocjene sigurnosti u korištenju IKT-a (vezano za didaktičko i tehnologijsko znanje) između učitelja s obzirom na jedan faktor - radno iskustvo. Specifičnije, učitelji sa manje radnog iskustva su procijenili veću razinu stručnosti u korištenju tehnologije te veću sigurnost u didaktičkom i tehnologijskom znanju od učitelja sa više godina radnog iskustva. Spol i nastavna razina nisu bili značajni za navedene skale. Za samoprocjenu autonomije učitelja ni spol, ni radno iskustvo, ni nastavna razina nisu bili značajni. Također se utvrdila statistički značajna povezanost u samoprocjeni korištenja različitih vrsta IKT-a, samoprocjeni sigurnosti u korištenju IKT-a u nastavi te samoprocjeni autonomije učitelja. Učitelji trebaju znati koristiti IKT u svrhu ostvarivanja odgojno-obrazovnih ciljeva, omogućavanja razvojnih promjena učenika i konstrukcije njihovog znanja, dizajniranja i razvijanja digitalnog učenja te poticanja informacijske pismenosti učenika u skladu sa obrazovnim standardima 21. stoljeća i načina života u informacijskom društvu., This master thesis consists of a theoretical part and empirical research. In the theoretical part, multimedia in teaching, distance education and models of the integration of information and communication technologies as well as teacher education are explained. Since new technologies are emerging nowadays, teachers are confronted with the adaptation of current teaching styles and class work. The question raises as to whether teachers are capable of implementing ICT in the educational process effectively. That is why the problem of this empirical research is inadequate teachers' readiness to use ICT which results in ineffective and substandard integration of technology in the educational practice. In order for teachers to be prepared to integrate technology into the curriculum, teachers have to acquire technological and pedagogical knowledge and skills, or, in other words, develop ICT competence through training and professional development programs. This is important because the quality of every school depends on the quality of its teachers. Moreover, 101 primary school teachers in SplitDalmatian county participated in this empirical research. The study findings revealed that there is a statistically significant difference between primary teachers' self-perception of the level of their ICT proficiency as well as their confidence in ICT use (regarding didactic and technological knowledge) in relation to one teacher factor - teaching experience. Specifically, teachers with low teaching experience perceived higher proficiency levels in ICT use and they were also more confident when it comes to didactic and technological knowledge. Other teacher factors such as gender and teaching level were not significant. Teacher factors (gender, teaching experience and teaching level) were not statistically significant in the teacher work-autonomy scale. The study also established a statistically significant correlation between primary teachers' self-perception of the level of their ICT proficiency, teachers' confidence in the ICT use and teachers' perceived autonomy. Teachers have to know how to use ICT in order to accomplish educational goals, enable students' developmental changes and the construction of their knowledge as well as design and develop digital learning and stimulate students' information literacy in accordance with 21st educational standards and the way of life in the information society.

Motor and functional abilities are crucial for the overall development of students. This paper aims to correlate motor skills, measured by various motor tests, to school success. The research was conducted with pupils (n = 189) of subjects taught in several schools in the Republic of Croatia. The results of motor skills tests were connected with each subject and overall school success. Regression analysis revealed a significant correlation between individual motor tests and individual subjects, as well as the overall grade point average. As expected, success in Physical Education and Health has the highest correlation with motor tests, while success in Foreign Language has the least correlation with motor tests.

Poremećaji u ponašanju su fenomen koji u posljednje vrijeme sve češće zadaje izazove za odgojnoobrazovni sustav. Inkluzivno društvo podrazumijeva mogućnost da učenici sa poremećajem ili oni koji su u opasnosti od razvijanja poremećaja u ponašanju imaju jednako školovanje sa vršnjacima i mogućnosti za daljnji uspjeh. Zato se stavlja naglasak na prevenciju razvijanja poremećaja u ponašanju na razini cijele škole, a od brojnih preventivnih programa, najučinkovitiji su se pokazali oni koji djeluju na način da potiču pozitivne oblike razmišljanja i ponašanja. Rad donosi prikaz PBIS preventivnog programa (eng. Positive Behavioral Interventions and Supports), koji uz prevenciju pruža prilagođen tretman učenicima u potrebi. Pristup se provodi kroz tri razine prevencije, u koje uključuje sve djelatnike škole, obitelj i lokalnu zajednicu. Istraživanja su pokazala da pozitivno utječe na školsku klimu, akademski uspjeh, pozitivno ponašanje, mentalno zdravlje i razinu samopouzdanja. Ono što je najvažnije za uspješnu implementaciju preventivnog programa je valjana edukacija i jačanje nastavničkih kompetencija. Također, razumijevanje i suradnja roditelja i šire zajednice pokazalo se kao veliki zaštitni faktor od razvijanja poremećaja u ponašanju. Nastavnici ističu da su njačešći izazovi implementaciji njihov nedostatak vremena, nedostatno znanje i manjak motivacije. Škole su dužne prepoznati značaj prevencije i donijeti plan djelovanja., Behavioral disorders as a phenomenon have lately been causing challenges on educational system. Inclusive society implies students with behavioral disorde, or the ones that are at risk of developing disorder have the same education possiblities for further success as their peers. For that reason, emphasis is placed on prevention of developing behavioral disorders throught the whole school. Out of all prevention programs, which there are many, those that encourage positive forms of behavior and thinking have turned out to be the most effective. This paper shows PBIS prevention program (Positive Behavioral Interventions and Supports), which also provides special treatment for those who need it. The program is carried out through three tiers, in which it includes the whole school staff, family and local community. Research have shown that it benefits school atmosphere, academic success, positive behavior, mental health and the level of confidence. The most important factor for successful implementation of prevention program is good education and building teacher's competence. Also, parents' and community's understanding and cooperation have shown to be prohibitive factor in developing behavior disorders. Teachers point out that the biggest challenges to implementation are their lack of time and motivation, and insufficient knowledge. Schools are required to understand the importance of prevention and come with an action plan.

Unatoč tomu što se inkluzijom povećao broj socijalnih interakcija učenika s posebnim potrebama i njihovih vršnjaka, razina uspješnosti njihove socijalizacije još uvijek nije zadovoljavajuća. Uloga je učitelja potaknuti razvoj socijalnih kompetencija svih svojih učenika stvarajući ugodno i podrţavajuće razredno ozračje gdje vladaju pozitivni i poticajni meĎuodnosi i gdje se svaki učenik osjeća prihvaćenim i poštovanim. Empirijsko istraţivanje provedeno je na uzorku od 128 ispitanika, a uzorak su činili osnovnoškolski učitelji i učiteljice razredne i predmetne nastave. S obzirom na ključnu ulogu učitelja čiji stavovi i osposobljenost za rad s djecom s posebnim potrebama utječe na proces njihove socijalizacije, istraţivanjem se htjelo ispitati 3 stavke, a to su 1) učiteljska samoprocjena osjećaja, stavova i zabrinutosti oko inkluzivnog obrazovanja, 2) učiteljska samoprocjena o spremnosti za provedbu inkluzivnih praksi te 3) procjena učiteljskih stavova o poticanju razvoja socijalnih kompetencija učenika. Rezultati su pokazali da, vezano za prvu stavku, nema statistički značajne razlike u samoprocjeni s obzirom na nastavnu razinu i veličinu mjesta te da se samoprocjena djelomično razlikuje s obzirom na spol, radno iskustvo, razinu izobrazbe i prethodno iskustvo. Što se tiče druge stavke, nema razlike s obzirom na radno iskustvo, nastavnu razinu, veličinu mjesta, razinu izobrazbe i prethodno iskustvo. Što se treće stavke tiče, postoji statistički značajna razlika s obzirom na radno iskustvo učitelja. Sukladno dobivenim rezultatima, vidiljiva je statistički značajna povezanost u samoprocjeni osjećaja, stavova i zabrinutosti oko inkluzivnog obrazovanja, spremnosti za provedbu inkluzivnih praksi te stava o poticanju razvoja socijalnih kompetencija učenika kod ispitanih osnovnoškolskih učitelja, Despite the fact that inclusion increased the number of social interactions of students with special needs and their peers, the level of success of their socialization is still not satisfactory. The teacher's role is to encourage the development of social competences of all his students by creating a pleasant and supportive classroom atmosphere where positive and stimulating relationships prevail and where every student feels accepted and respected. The empirical research was conducted on a sample of 128 respondents, and the sample consisted of elementary school teachers of classroom and subject classes. Considering the key role of teachers whose attitudes and skills for working with children with special needs influence the process of their socialization, the research wanted to examine 3 items, namely 1) teacher selfassessment of feelings, attitudes and concerns about inclusive education, 2) teacher selfassessment on readiness to implement inclusive practice and 3) assessment of teachers' attitudes on encouraging the development of students' social competences. The results showed that, with regard to the first item, there is no statistically significant difference in selfassessment with regard to the teaching level and the size of the place, which self-assessment partially differs with regard to gender, work experience, level of education and previous experience. As for other items, there is no difference with respect to work experience, teaching level, site size, level of education and previous experience. As for the third item, there is a statistically significant difference with regard to the teacher's work experience. According to the obtained results, a statistically significant correlation is visible in the selfassessment of feelings, attitudes and concerns about inclusive education, readiness to implement the inclusive practice and attitude about encouraging the development of students' social competences among the examined primary school teachers.

Unatoč činjenici da se o inkluziji i inkluzivnom obrazovanju raspravlja već duži niz godina te zabilježavanju mnogih istraživanja prema kojima nastavnici izražavaju pozitivne stavove prema istom, ipak dolazi do situacija u kojima budući, ali i trenutni učitelji dolaze nespremni za rad u inkluzivnom okruženju te su čak i obeshrabreni istim. Jasno je potvrđen značaj koje obrazovanje i stručno usavršavanje te, čak i u većoj mjeri, praktična iskustva u radu s djecom/učenicima s posebnim potrebama imaju u razvoju kompetencija studenata za rad u inkluzivnoj nastavi. U istraživanju ovog rada sudjelovalo je 101 student diplomskih studija Sveučilišta u Splitu. Ispitivala se studentska samoprocjena osjećaja, stavova i zabrinutosti oko inkluzivnog obrazovanja kao i studentska samoprocjena spremnosti za provedbu inkluzivnih praksi s obzirom na spol, godinu studija, studijski smjer, prethodne interakcije s osobama s invaliditetom, obuku o obrazovanju učenika s invaliditetom te prethodno iskustvo u podučavanju učenika s invaliditetom. Rezultati empirijskog dijela istraživanja odbacili su samo jednu hipotezu prema kojoj ne postoji statistički značajna povezanost u samoprocjeni osjećaja, stavova i zabrinutosti oko inkluzivnog obrazovanja i samoprocjene spremnosti za provedbu inkluzivnih praksi. Djelomično su prihvaćene hipoteza glede samoprocjene stavova s obzirom na obuku o obrazovanju učenika s invaliditetom te hipoteza samoprocjene spremnosti za provedbu inkluzivnih praksi s obzirom na prethodno iskustvo u podučavanju učenika s invaliditetom. Sve ostale hipoteze su prihvaćene. Podatci ovog rada mogu poslužiti i u budućim istraživanjima koji se zasigurno trebaju dodatno posvetiti ovom relevantnom pitanju, a koje je definitivno ključno za uspješno inkluzivno obrazovanje i pomaganju budućim nastavnicima u budućim profesionalnim djelovanjima., Despite the fact that inclusion and inclusive education have been discussed for many years, and that many research authors note that teachers express positive attitudes towards it, there are still situations in which future and current teachers arrive unprepared to work in an inclusive environment and are even discouraged by the same. The significance of education and professional training and, even to a greater extent, practical experience in working with children/students with special needs in the development of students' competencies for work in inclusive education was clearly confirmed. 101 graduate students of the University of Split participated in the research of this paper. Students' self-assessment of feelings, attitudes and concerns about inclusive education was examined, as well as students' self-assessment of readiness to implement inclusive practices with regard to gender, year of study, field of study, previous interactions with people with disabilities, training on the education of students with disabilities, and previous teaching experience students with disabilities. The results of the empirical part of the research rejected only one hypothesis according to which there is no statistically significant correlation in the self-assessment of feelings, attitudes and concerns about inclusive education and the self-assessment of readiness to implement inclusive practices. The hypothesis regarding the self-assessment of attitudes regarding training on the education of students with disabilities and the hypothesis of self-assessment of readiness to implement inclusive practices regarding previous experience in teaching students with disabilities were partially accepted. All other hypotheses were accepted. The data of this work can also be used in future research, which certainly needs to be additionally devoted to this relevant issue, which is definitely crucial for successful inclusive education and helping future teachers in their future professional actions.

Disleksija kao pojam, u većini slučajeva, ima negativnu konotaciju. Naime, stručnjaci i osobe s disleksijom često je promatraju isključivo kao poremećaj u čitanju. Postoje brojni autori koji su pokušali proširiti definiciju disleksije te pronaći njezine pozitivne strane. Kao jednu od pozitivnih strana disleksije,određeni stručnjaci i autori ističu kreativnost. Dokazi o povezanosti ovog pojma s disleksijom nisu pronađeni u istraživanjima koja su analizirana u ovom radu. Točnije, navedena istraživanja nisu pokazala da osobe s disleksijom pokazuju statistički relevantan viši stupanj kreativnosti od onih koji nemaju navedenu teškoću. Škole čiji su programi fokusirani na individualne potrebe učenika s disleksijom te uključivanje navedenih učenika u regularna razredna odjeljenja imaju veći utjecaj na razvijanje kreativnosti kod svojih učenika s disleksijom. Važno je naglasiti kako provođenje ovakvih programa je gotovo nemoguće bez dobro organiziranog inkluzivnog odgojno-obrazovnog sustava. To znači da navedeni programi moraju biti zakonom propisani, da učitelji, nastavnici i odgajatelji moraju biti obrazovani za rad u takvom sustavu te da mora postojati suradnja između odgojno-obrazovnih djelatnika, različitih stručnjaka i roditelja. Na području Republike Hrvatske zakonom se prepoznaje potreba za socijalnom inkluzijom osoba s disleksijom i osobama s drugim teškoćama te potreba za dodatnom edukacijom odgojno-obrazovnih djelatnika za rad u inkluzivnom sustavu. Međutim, učitelji, nastavnici i odgajatelji u Hrvatskoj, izjasnili su se kako se ne osjećaju dovoljno pripremljenima za rad s učenicima s teškoćama. Takav stav odgojno-obrazovnih djelatnika dovodi u pitanje djelotvornost zakona, ali i načina stručnog usavršavanja odgojno-obrazovnih djelatnika., In most cases, the term dyslexia has a negative connotation.Namely, experts and individuals with dyslexia often see it exclusively as a reading disorder. Many authors have tried to add meaning to the term dyslexia and make its connotation more positive. Certain authors and experts point out creativity as a positive trait of dyslexia. The evidence of a connection between dyslexia and creativity is not found in the research analyzed in this paper. To be more precise, the said research papers failed to establish a statistically relevant higher level of creativity in individuals with dyslexia when compared with those who do not have it.Schools that include students with dyslexia in regular classes and that have programs that focus on the individual needs of those students have a greater influence on the development of creativity when it comes to those students. It is important to emphasize that a well-organized inclusive educational system is anindispensable precondition forthe successful implementation of these kinds of programs. This means that the programs need to be prescribed by law, teachers need to be properly educated to work in such a system and there should be cooperation between them, different experts, and the parents of the students. In the Republic of Croatia, the need for social inclusion of people with dyslexia and with other difficulties as well as the need for additional education of teachers to work in an inclusive education system is recognized by law. However, the Croatian teachers stated that they felt ill-prepared to work with students who have specific disorders. Such an attitude calls into question the effectiveness of the law, and the methods of professional development of education workers.

Cilj ovog rada je iznijeti kratak pregled utjecaja socijalne isključenosti kao rizičnog čimbenika na razvoj teškoća u razvoju, ponajviše na razvoj poremećaja u ponašanju. Također, rad nudi definicije i obilježja socijalne isključenosti s posebnim naglaskom na utjecaj iste na život djece i mladih. Osim toga, definiran je i razvoj oblika privrženosti te razvoj poremećaja u ponašanju. Komentira se i utjecaj privrženosti na razvoj djeteta i na druge aspekte njegovog života. Također, istaknuti su pojedini poremećaji u ponašanju koji se pojavljuju sve češće u školskom razdoblju i razdoblju adolescencije. Upravo iz tog razloga, nabrojani su i predstavljeni brojni rizični čimbenici za nastanak tih poremećaja kod djece i mladih. Poseban naglasak stavljen je na utjecaj socijalne isključenosti kao rizičnog faktora i na utjecaj prijateljstva s vršnjacima kao zaštitnog faktora za nastanak takvih oblika ponašanja. U radu se problematizira i moguća prevencija socijalne isključenosti kroz odgojno-obrazovni sustav. Navedeni utjecaji predstavljeni su kroz rezultate različitih istraživanja., The aim of this paper is to give a brief overview of the impact of social exclusion as a risk factor on the development of developmental disabilities, especially on the development of behavioural disorders. Also, the paper offers definitions and characteristics of social exclusion with special emphasis on its impact on the lives of children and adolescents. In addition, the development of forms of attachment and the development of behavioural disorders are defined. The impact of attachment on a child's development and other aspects of his life is also commented on. Also, certain behavioural disorders that appear more and more often during the school period and adolescence are highlighted. For this reason, several risk factors for the development of these disorders in children and young people have been listed and presented. Special emphasis was placed on the influence of social exclusion as a risk factor and on the influence of friendship with peers as a protective factor for the emergence of such forms of behaviour. The paper also discusses the possible prevention of social exclusion through the educational system. These impacts are presented through the results of various studies.

Stres je neizostavni dio modernog života svih odraslih pojedinaca. Pojam stresa se često upotrebljava u svakodnevnom životu, a najčešće se poima kao odgovor organizma na situacije u kojima se pojedinac osjeća psihički ili fizički ugroženo. Događaji i okolnosti koji uzrokuju stres se nazivaju stresorima. Oni mogu biti fizički, psihološki i socijalni. Suočavanje sa stresom može izazvati brojne negativne posljedice za psiho-fizičko stanje pojedinca. Stres smanjuje tjelesnu otpornost i time doprinosi nastanku raznih bolesti. Jedan od prvih većih životnih stresova mladih je stupanje u radni odnos ili upisivanje studija. Što se tiče upisivanja studija, ono predstavlja uzbudljiv, ali i stresan događaj. Naime, radi se o velikoj životnoj promjeni, odnosno prelasku u zreliju dob, što iziskuje neovisnost, odgovornost te izgradnju novog društvenog života. Upisivanje studija osobito je izazovno za one studente koji zbog studija moraju napustiti mjesto stanovanja. Oni po prvi put napuštaju sigurnu, obiteljsku kuću te odlaze iz poznatog mjesta u novu sredinu. Nadalje, studenti se suočavaju s manjkom slobodnog vremena te financijskim poteškoćama. Ispitni rokovi također predstavljaju jedan od ključnih izvora stresa. Uslijed suočavanja sa raznim stresorima, javljaju se brojni simptomi na emocionalnom i kognitivnom području. Postoje razni načini ublažavanja posljedica stresa, a jedan od njih je bavljenje tjelesnim aktivnostima. Tjelesna aktivnost jedan je vid provođenja slobodnog vremena. Slobodno vrijeme je vrijeme u kojem se pojedinac prepušta aktivnostima prema vlastitom odabiru, a slobodno vrijeme mladih se odnosi na vrijeme u danu kada mladi nisu dužni sudjelovati u raznim školskim, kućanskim ili radnim aktivnostima. Što se tiče tjelesne aktivnosti, ona se najčešće poima kao bilo koja tjelesna kretnja nastala kontrakcijom skeletnog mišića. Brojna istraživanja su potvrdila pozitivne učinke tjelesne aktivnosti na psiho-fizičko stanje pojedinca. U ovom radu se kratko govori o tome koje su vrste, intenzitet i frekvencija tjelesne aktivnosti najbolje za ukupno zdravstveno stanje. Istraživanjem provedenim u sklopu ovog rada se htio ispitati učinak bavljenja tjelesnim aktivnostima na percepciju stresa kod studenata. Naglasak nije bio na profesionalnom bavljenju sportom, već́ na svim tjelesnim aktivnostima koje izazivaju umor kod studenata. Rezultati istraživanja pokazali su koliko su studenti izloženi stresu te pomaže li im u tome bavljenje tjelesnim aktivnostima., Stress is an indispensable part of the modern life of all adult individuals. The term stress is often used in everyday life, and is most often understood as the body's response to situations in which an individual feels mentally or physically threatened. Events and circumstances that cause stress are called stressors. They can be physical, psychological and social. Coping with stress can cause numerous negative consequences for the psycho-physical condition of an individual. Stress reduces the body's resistance and thus contributes to the development of various diseases. One of the first major life stresses of young people is entering employment or enrolling in studies. As for enrolling in studies, it is an exciting, but also a stressful event. Namely, it is a major life change, ie the transition to a more mature age, which requires independence, responsibility and the construction of a new social life. Enrolling in studies is particularly challenging for those students who have to leave their place of residence to study. For the first time, they leave a safe, family home and move from a familiar place to a new environment. Furthermore, students face a lack of free time and financial difficulties. Exam deadlines are also one of the key sources of stress. Due to coping with various stressors, numerous symptoms occur in the emotional and cognitive area. There are various ways to alleviate the effects of stress, and one of them is engaging in physical activity. Physical activity is a form of spending free time. Leisure time is the time in which an individual indulges in activities of their choice, and youth leisure time refers to the time of day when young people are not required to participate in various school, household or work activities. As for physical activity, it is most often understood as any physical movement caused by the contraction of skeletal muscle. Numerous studies have confirmed the positive effects of physical activity on the psycho-physical condition of an individual. This paper briefly discusses which types, intensity, and frequency of physical activity are best for overall health. The research conducted as part of this paper sought to examine the effect of physical activity on the perception of stress in students. The emphasis was not on professional sports, but on all physical activities that cause fatigue in students. The results of the research showed how much students are exposed to stress and whether engaging in physical activities helps them.

Nastava na daljinu postoji godinama i smatra se oblikom suvremene nastave, ali nikada se nije provodila na ovakvoj razini. Rezultat je to pojave pandemije Covid-19 koja je u ožujku 2020. godine domove učenika i učitelja pretvorila u škole, a upravo su fizička razdvojenost i poučavanje u virtualnom okruženju ono što karakterizira nastavu na daljinu. Kako bi se ona uspješno provodila, važno je posjedovanje digitalnih kompetencija i poznavanje i korištenje digitalnih alata. Danas postoji veliki raspon digitalnih alata koji se mogu uspješno integrirati u nastavu na daljinu i upravo na to je orijentiran ovaj rad. Provedeno istraživanje imalo je za cilj utvrditi koji su se digitalni alati najčešće koristili u nastavi na daljinu i ispitati osposobljenost učitelja i učenika za korištenje digitalnih alata. U istraživanju je sudjelovalo 115 učitelja predmetne nastave u osnovnim školama te 109 njihovih učenika. Za potrebe istraživanja izrađena su dva anketna upitnika, jedan za učenike i jedan za učitelje. Rezultati pokazuju da su najčešće korišteni digitalni alati kod obje skupine PowerPoint, Wordwall i Kahoot, a komunikacijski digitalni alati Microsoft Teams, Gmail i Zoom meeting dok veliki broj digitalnih alata još uvijek ostaje neiskorišten. Rezultati pokazuju i kako postoji statistički značajna razlika u učestalosti korištenja digitalnih alata i komunikacijskih digitalnih alata s obzirom na promatrane skupine pri čemu učitelji imaju znatno veću učestalost korištenja za većinu digitalnih alata i komunikacijskih digitalnih alata od učenika, osim kod alata GeoGebre i Microsoft Teamsa gdje je učestalost veća kod učenika. Statistički značajne razlike postoje i kod procjene osposobljenosti za korištenje digitalnih alata gdje učenici bolje ocjenjuju sebe nego učitelji te kod osposobljenosti vlastitih kolega za korištenje digitalnih alata gdje učenici bolje ocjenjuju učitelje nego što učitelji ocjenjuju svoje kolege., Distance learning and teaching has existed for years and is considered to be the modem teaching form but it has never been conducted at this level. This is the result of the Covid-19 pandemic that in march 2020 changed the homes of teachers and learners into schools and it is exactly the physical separation and teaching in a virtual environment that characterizes distance learning and teaching. In order to implement it successfully, it is important to possess digital competencies and knowledge of the use of digital tools. There is a large range of digital tools today that can successfully be integrated into distance learning and teaching which is exactly what this thesis is oriented at. The conducted research had the aim of determining which of the digital tools were the most commonly used in distance learning and teaching and to examine the competencies of the teachers and the learners for the usage of digital tools. 115 subject teachers in primary schools and 109 of their learners participated in the research. Two survey questionnaires were developed for research purposes, one for the teachers and one for the learners. The results show that the most commonly used digital tools within both groups are PowerPoint, Wordwall and Kahoot and the most commonly used communication digital tools are Microsoft Teams, Gmail and Zoom meeting, while a large number of digital tools still remains unused. The results also show the statistically significant difference in the frequency of the use of the digital tools and the communication digital tools between the observed groups, where the teachers have a significantly higher frequency of the use of the most digital tools and communication digital tools, except for the GeoGebra and Microsoft Teams tools where the frequency is higher for the learners. There are statistically significant differences in the assessment of the ability to use digital tools where the learners rate themselves better than the teachers and in the ability of their own colleagues for the use of the digital tools where learners rate teachers’ abilities better than the teachers rate their own colleagues’ abilities.

Slobodno vrijeme može se smatrati temeljnim instrumentom koji je omogućio razvoj kultura i tradicija u svijetu. Budući da tijekom njega pojedinac najviše pokazuje svoje želje, interese, stavove i aspiracije, može biti dobra polazišna točka za praćenje ponašanja s ciljem otkrivanja određenih anomalija. Glavni cilj ovog istraživanja bio je ispitati kako način provođenja slobodnog vremena utječe na razvoj problema u ponašanju mladih. Istraživanje je provedeno među gimnazijama te strukovnim i umjetničkim školama u gradu Zadru i talijanskom gradu Salernu te je njime obuhvaćeno ukupno 204 učenika. Rezultati pokazuju da ispitanici najviše vole svoje slobodno vrijeme provoditi s prijateljima i to kroz aktivnosti zabave i korištenje medijima. Isto tako, rizična ponašanja podjednako su zastupljena među mladima u Republici Hrvatskoj i Republici Italiji, a najviše se ističe ispijanje alkoholnih pića, pušenje cigareta, pridruživanje prijateljima kada se radi nešto što nije dozvoljeno, izostajanje s nastave te laganje roditeljima o tome s kime i gdje provode vrijeme. Time se potvrdila ključna hipoteza prema kojoj postoji povezanost načina provođenja slobodnog vremena s razvojem problema u ponašanju i to na način da oni koji svoje vrijeme više provode koristeći se medijima ili provodeći vrijeme u kafićima pokazuju veću sklonost u manifestiranju spomenutih blažih oblika devijacija., Leisure time can be considered a fundamental instrument that has enabled the development of cultures and traditions in the world. Since it is during this time that the individual shows his desires, interests, attitudes and aspirations the most, it can be a good starting point for monitoring behavior in order to detect certain anomalies. The main aim of this study was to examine how the way of spending leisure time influences the development of behavioral problems in youth. The research was conducted among gymnasiums, vocational and art high schools in the city of Zadar and the Italian city of Salerno and it included a total of 204 students. The results show that the respondents preferred to spend their leisure time with friends through entertainment activities and the use of the media. Furthermore, risky behaviors are equally prevalent among young people in Croatia and Italy. The most prominent ones are drinking alcohol, smoking cigarettes, joining friends when doing something that is not allowed, skipping classes and lying to parents about where and who they spend their time with. This confirms the key hypothesis that there is a clear connection between the way of spending leisure time with the development of behavioral problems in such a way that those who spend more time using the media or spending time in cafes show a greater tendency to manifest mentioned forms of behavioral deviations.

Danas su djeca, kao i odrasli, u nepovoljnom položaju te su sve više podložni stresu i strahovima. Traumatska iskustva, odnosno osjećaj gubitka kontrole, povezanosti i smisla življenja na pojedinca, učenika, djeluju na mnoge segmente. Učitelj kao jedna od najbližih odraslih osoba djetetu ima odgovornosti pružiti svojim učenicima osjećaj sigurnosti kako bi mogli prebroditi nemile događaje i uzeti u obzir emocije, mišljenje, ponašanje, pamćenje, tjelesno zdravlje i socijalne odnose djeteta. Pružanjem prijeko potrebne emocionalne i fizičke sigurnosti započinje podroban proces liječenja i razumijevanja traume. Najprije učeniku treba omogućiti da prepozna, razumije i izrazi svoje emocije kao i njihov izvor. Sam proces pomoći sastoji se od različitih etapa kao što su mogućnost izražavanja osjećaja, svladavanja ljutnje, rješavanja problema, prevladavanja straha i stresova, rješavanja nastalih sukoba kao i osiguravanje nenasilnog okruženja kako se nasilje ne bi reflektiralo na ostale učenike ili samog učitelja. Djetetu je potrebno biti podrška kako bi moglo početi vjerovati svojim osjećajima i postupcima, a kasnije i svojoj okolini. Učitelj treba voditi učenike od prepoznavanja, ka izražavanju i razumijevanju emocija. Samo tada će moći pomoći učeniku da preuzme upravljanje vlastitim emocijama, uspije u učenju i nastavi živjeti bez osjećaja nemoći i straha. Prepoznavanjem vapaja djece i ustrajnošću moguće je zaustaviti začarani krug nasilja i nemoći te im pružiti bolju budućnost. Potrebno je pregledati razloge zbog kojih dolazi do sukoba, te prenijeti svijest o tome da sigurnost jednog člana zajednice ovisi o drugim članovima. Samo se tako mogu ponovno uspostaviti narušeni odnosi s odraslima i vršnjacima. Također, potrebno je znati kada djetetu treba stručni pristup, a to će učitelj kao glavna potpora roditeljima intuitivno, vladajući empatijom i suosjećanjem moći ustanoviti. Imperativ postaje kompetentnost učitelja koji razumije individualnost svakog učenika u učionici. Sjedinjenjem uloge učitelja kao nositelja znanja s ulogom učitelja kao odgojne figure te kompetentnošću i učiteljevim nastavnim metodama nastoji se osigurati prepoznavanje i razumijevanje različitih oblika traume i stresa kod mladih i tako se omogućava djelovanje i stvaranje mreže podrške učenicima., Today children, as well as adults, are at a disadvantage and are increasingly susceptible to stress and fear. Traumatic experiences, ie the feeling of losing control, connection and meaning of life of an individual, a student, affect many segments. The teacher, as one of the closest adults to the child, has a responsibility to provide his students with a sense of security so that they can overcome unpleasant events and to take into account their feelings, opinions, memory, behavior, physical health and social relationships. By providing much-needed emotional and physical security, a detailed process of healing and understanding trauma begins. The student should first be allowed to recognize, understand and express their emotions as well as their source. The help process itself consists of various stages such as the ability to express feelings, overcome anger, solve problems, overcome fears and stress, resolve conflicts and provide a non-violent environment so that violence is not reflected on students or the teacher himself. The child needs to be supported so that he can begin to trust his feelings and actions, and later his surroundings. The teacher should guide students from recognizing, to expressing and understanding emotions. Only then will they be able to help the student to take control of their own emotions, to succeed in learning, and to continue to live without feeling of helplessness and fear. By recognizing children's cries and perseverance, it is possible to stop the vicious circle of violence and helplessness and give them a better future. It is necessary to review the reason for the conflict, and to spread awareness that the wellbeing of one member of the community depends on other members. Only in this way can broken connections with adults and peers be re-established. Also, it is necessary to know when the child needs a professional approach, and the teacher will be able to establish this intuitively, ruling empathy and compassion, as the main support. The competence of a teacher who understands the individuality of each student in the classroom becomes imperative. Combining the role of the teacher as a bearer of knowledge with the role that the teacher has as an educational figure and competence and teacher teaching methods, seeks to ensure recognition and understanding of numerous forms of trauma and stress in children and thus enabling action and creating a support network for students.

Nastava na daljinu je tijekom pandemije COVID-19 postala ključna za obrazovanje na svim razinama. Prethodna istraživanja ukazuju na različita mišljenja studenata prema nastavi na daljinu. Dok su neki studenti zadovoljni i dovoljno motivirani nastavom na daljinu, ostali smatraju kako je tradicionalna nastava nezamjenjiva. U ovom istraživanju smo željeli ispitati stavove, razinu samousmjerenosti i motivacije hrvatskih studenata, s obzirom na spol, područje studiranja i godinu studija. U istraživanju je sudjelovalo 420 studenata s različitih sveučilišta u Republici Hrvatskoj. Rezultati su pokazali kako postoji značajna razlika u samousmjerenosti u nastavi i motivaciji za učenje i to s obzirom na područje studiranja. Osim toga, nisu pronađene velike razlike u stavovima studenata prema nastavi na daljinu s obzirom na spol, područje studiranja i godinu studija., Distance learning during the COVID-19 pandemic has become crucial for education on all levels. Previous research indicates that the students' opinions and attitudes towards distance learning differ. While some students are satisfied and sufficiently motivated in distance learning, others believe that traditional learning is irreplaceable. In this research, we wanted to examine the attitudes, levels of self-directed learning and motivation to study among the Croatian students, based on their gender, field of study and year of study. 420 students attending different universities in the Republic of Croatia participated in the research. The results indicated that there is a significant difference in self-directed learning and motivation to study based on students' field of study. Apart from that, the results showed no major differences in students' attitudes towards distance learning based on gender, field of study or year of study.

Suvremeno školstvo iziskuje pomicanje granica tradicionalne nastave i napuštanje ustaljenih metoda poučavanja. Novi sustav podrazumijeva ukidanje modela nastave gdje je učitelj jedini izvor i prenositelj znanja. Naglasak je upravo na učenicima kojima je potrebno obznaniti da su subjekti vlastitog odgoja i omogućiti im da pomoću svih dostupnih alata što bolje razumiju i primjene naučene sadržaje. U današnjem je svijetu svakodnevni doticaj s tehnologijom neizbježan, stoga nije začuđujuće što informacijsko-komunikacijske tehnologije sve više ulaze u školske učionice. Samim time i udžbenik dobiva sve više na važnosti jer poprima novo, digitalno ruho koje nudi pregršt inovativnih mogućnosti. Multimedijalnost otvara novu dimenziju učenja gdje se sadržaji mogu usvajati kombinacijom osjetila. Obogaćivanje nastave multimedijskim sadržajima ne mora nužno implicirati kvalitetniji nastavni proces, ali zasigurno podrazumijeva interaktivnost, dinamičnost te bolju povratnu informaciju kod učenika. Digitalni udžbenici nude zanimljiviji pristup učenju te suvremenom učeniku približavaju nastavne sadržaje pomoću raznovrsnih alata i multimedijskih sadržaja. Cilj ovog završnog rada bio je istražiti i dodatno pojasniti najznačajnije mogućnosti korištenja digitalnih udžbenika. Rezultati provedenog istraživanja ukazuju na obećavajuću sliku koja može biti i svojevrsni poticaj učiteljima i nastavnicima da dodatno obogate svoju nastavu digitalnim sadržajima. Isto tako, svi navedeni negativni aspekti trebali bi poslužiti kao povratna informacija kako bi se iniciralo dodatno poboljšanje karakteristika digitalnih udžbenika i unaprijedilo korištenje IKT-a u hrvatskom školskom sustavu., Modern schooling requires pushing the boundaries of traditional education and abandoning established teaching methods. The new system implies the abolition of the teaching model where the teacher is the only source of knowledge. Students need to comprehend that they are the subjects of their education, and all the available tools must be enabled for them to fully understand the learning content and apply it in everyday life situations. In today's world, daily contact with technology is inevitable, so it is not surprising that information and communications technologies are increasingly entering school classrooms. Consequently, the textbook is gaining in importance because it takes on a new, digital design that offers a handful of innovative opportunities. Multimedia opens up a new dimension of learning where content can be acquired through a combination of senses. Enriching the learning process with multimedia content does not necessarily imply a better quality of the process, but it certainly implies interactivity, dynamism, and better feedback from students. Digital textbooks offer a more interesting approach to learning and bring teaching content closer to the modern child with the help of various tools and multimedia. This final paper aimed to explore and further clarify the most important possibilities of using digital textbooks. The positive results of this research can be a significant motivation for teachers to further enrich their teaching with digital content. Also, all the mentioned negative aspects should serve as feedback to initiate further improvement of the characteristics of digital textbooks and improve the use of ICT in the Croatian school system.

Digitalna se tehnologija ubrzano razvija što dovodi do promjena u društvu pa tako i u obrazovnom sustavu. Naime, veliki broj učitelja nije imao mogućnost steći digitalne kompetencije tijekom studija jer tehnologija nije bila prisutna u školstvu na način na koji je danas prisutna. Stoga, učitelji nisu dovoljno osposobljeni za primjenu e-učenja u nastavi. Zbog toga se ovaj rad bavi načinom na koji su učitelji razredne nastave, koji su diplomirali 80-ih i 90-ih godina prošlog stoljeća, stjecali digitalne kompetencije i uveli e-učenje u nastavu. Projektom e-Škole, kojeg je pokrenuo CARNET s partnerima, cilj je u sve osnovne i srednje škole uvesti informacijsko-komunikacijsku tehnologiju (IKT) što podrazumijeva da su učitelji stekli digitalne kompetencije i sposobni su ih upotrebljavati u nastavnom procesu. Također, učiteljska je zadaća poticati učenike na upotrebu IKT-a za učenje tako da bi mogli nastaviti školovanje i cjeloživotno učiti. To je bitno u suvremenom društvu jer je digitalna kompetencija jedna od ključnih kompetencija koje su potrebne europskim građanima. Učenike se potiče na razvijanje digitalne kompetencije primjenom e-učenja koje povećava aktivnost i angažiranost učenika, a pravilnom primjenom mogu se poboljšati učenički rezultati učenja. Stoga je provedeno kvalitativno istraživanje da bi se utvrdila iskustva i stajališta učitelja razredne nastave koji su studirali 80-ih i 90-ih godina prošlog stoljeća o stjecanju digitalnih kompetencija i o primjeni IKT-a u e-učenju. Provedeni su polustrukturirani intervjui s 10 učiteljica koje rade u kaštelanskim i solinskim školama. Utvrđeno je da učiteljice imaju pozitivan stav prema IKT-u i da žele stjecati digitalne kompetencije, ali smatraju da u tome nemaju dovoljnu podršku. Također, smatraju da s učenicima od prvog do četvrtog razreda treba odabirati metode podučavanja koje će omogućiti pravilnu raspodjelu e-učenja i „žive riječi“ učitelja., The increasingly rapid development of digital technology has precipitated changes in all aspects of society, including the education system. A great deal of teachers were unable to develop digital competence simply because digital technology was not as present in education as it is today. They are thus insufficiently qualified for the application of e-learning in class. This paper is concerned with the processes of digital competence acquisition and e-learning implementation of primary education teachers (1st to 4th grade) educated in the 1980s or 1990s. The „e-Škole“ project, initiated by CARNET and its partners, aims to introduce information and communication technology (ICT) in all primary and secondary schools, requiring all teachers to possess digital competence and the knowledge to apply it in class. It also delegated them the task of motivating their students to use ICT as a study aid, in order to assist their further education and promote lifelong learning. This is important because in modern society, digital competence is essential for all European citizens. Students are motivated to develop it with the help of e-learning, which increases their involvement and dedication and – if applied correctly – can improve their learning results. A qualitative research was conducted to determine the viewpoints and experience of primary school teachers educated in the 80s or 90s with the acquisition of digital competence and the ICT-implementation in the classroom. Semi-structured interviews with 10 teachers employed in various schools in Kaštela and Solin were conducted. Interviews have shown that the teachers possess a positive attitude towards ICT and wish to improve their digital competence, but they believe they are insufficiently supported in that regard. They also believe that teaching methods implemented with children in the first four grades should be chosen carefully, in order to find the right balance of e-learning and teacher-student interaction.

Misija suvremenoga visokoškolskoga obrazovanja je stvoriti kompetentne pojedince koji mogu pristupiti i kretati se na tržištu rada u vrijeme globalizacije i internacionalizacije. Na to se usmjeravaju europske i hrvatske obrazovne politike. U pozadini suvremenog visokoškolskog obrazovanja je kompetencijski pristup u obrazovanju. U dokumentima obrazovnih politika ističu se pojmovi tržište rada, zapošljivost, ishodi učenja i transverzalne kompetencije. Ovim radom u teorijskom dijelu nastoji se analizirati obrazovne politike na području Europe i Republike Hrvatske koje se usmjeravaju na potrebe tržišta rada. Donosi se pregled smjernica za pisanje ishoda učenja. U radu se prikazuju mjere strateških dokumenta u obrazovnim politikama visokoškolskog obrazovanja koje usmjeravaju na unaprjeđivanje ishoda učenja i visokoškolskog obrazovanja općenito prema potrebama tržišta rada i društva. Istraživačkim pitanjima nastoji se analizirati koliko su ishodi učenja odabranih studijskih programa Sveučilišta u Splitu jasno i transparentno napisani prema smjernicama izloženima u teorijskom dijelu, te koliko su ti ishodi usporedivi sa deskriptorima 7. razine HKO., The mission of modern higher education is to create competent individuals who can access and move in the labour market at a time of globalization and internationalization. This is what European and Croatian education policies are focused on. In the background of modern higher education is the competency-based education approach. Education policy documents highlight the concepts of labour market, employability, learning outcomes and transversal competences. In the theoretical part this paper aims to analyze educational policies in Europe and the Republic of Croatia that focus on the needs of the labour market. An overview of the guidelines for writing learning outcomes is provided. The paper presents measures of strategic documents focused on improving learning outcomes and higher education in general according to the needs of the labour market and society brought by the education policies in higher education. Research questions aim to analyze how clear and transparent the learning outcomes of selected study programs of the University of Split are according to the guidelines outlined in the theoretical part, and how comparable these outcomes are to the descriptors of level 7 of the CROQF.

Tema ovog rada je Aspergerov poremećaj. Rad se sastoji od dva dijela. Prvi dio opisuje opće informacije o sindromu, definicije, dijagnozu i povijeni pregled. Zatim se opisuju karakteristike poremećaja u vidu: društvenog ponašanja, jezika i govora, osjetljivosti, posebnih interesa, psihomotorike, kognitivnih mogućnosti i emocija. Opis ovih karakteristika pomaže boljem razumijevanju sindroma. Drugi dio rada bavi se opisom poremećaja kroz životne faze. Naglašava se kako se dijagnoza može napraviti u bilo kojoj fazi života. Okolina bi trebala poticati i prilagoditi se osobi s Aspergerovim sindromom. Ne smiju se zaboraviti odrasle osobe sa sindromom, iako se često govori samo o djeci., This paper deals with Asperger syndrome. It consists of two parts. The first part describes general information about the disorder, definitions, diagnosis and a historical overview. The characteristics of the disorder are then described in the form of: social behavior, language and speech, sensitivity, special interests, psychomotor skills, cognitive abilities and emotions. Describing these characteristics helps to better understand the syndrome. The second part of the paper deals with the description of the disorder through life stages. It emphasizes how a diagnosis can be made at any stage of life. The environment should encourage and adapt to a person with Asperger syndrome. Adults with the syndrome should not be neglected, although children are usually mainly talked about.