ABSTRACT This research article investigates the historical and organizational dynamics of the Norwegian Men’s Liberation Movement, contrasting it with similar men’s movements in Western contexts. Emerging in the 1970s, men’s liberation movements in the United States and other Western countries initially sought to address male roles through feminist-inspired critiques but evolved into platforms expressing male grievances, leading to the rise of men’s rights activism. The study focuses on Norway’s ‘Mannebevegelsen’, which, unlike its counterparts, did not transition into a typical men’s rights agenda but was influenced by a specific demographic – fathers without custody – shaping its objectives and leading to its structural and ideological fragility. This shift underscores the significance of organizational structure in influencing the trajectory and longevity of men’s movements. Utilizing social movement theory and a detailed examination of the Norwegian context, this paper explores why the movement diverged from similar movements in Sweden and Denmark, and why the Norwegian experiment proved relatively short-lived. The findings highlight how different factors, beyond ideological shifts, such as individual agency and backing from ‘agency-laden institutions’, critically shape the evolution of men’s movements.

The use of assistive technology (AT) in teaching can have a positive effect on learning abilities, development of academic potential, and communication with other peers in students with mild intellectual disabilities (MID). The attitudes of educators represent a very important factor in the application of AT in working with students with MID. The objective of this work was to review research conducted to examine the attitudes of educators toward the use of AT in working with students with MID. The available literature was collected by searching the scientific databases of Google Scholar, Scopus, and SCIndeks. The overview part of the work included reviews and research papers that focus on the examination of teachers' attitudes towards the application of AT in working with students with MID. Positive attitudes of teachers towards the use of AT in working with students with MID and the application of methods and means of AT affect the improvement of the specific intellectual skills of these students. Numerous obstacles to the application of AT can influence the development of negative attitudes of educators. Adequate forms of education, educational interventions, and technical and resource support can significantly improve educators' attitudes toward using AT in working with students with MID. We look at the unfavorable climate when it comes to the use of AT and the basic principles that should be followed in this process. Based on the literature review, in the concluding part of the paper we also gave recommendations for future research.

This paper aims to determine the contribution of the media in the teaching of Serbian language and literature in the younger grades of elementary school. The methodological part of the research is experimental research with parallel groups in which the effects of media use are examined. In the research, a descriptive and experimental method was used in the collection of data, during the processing and interpretation of the research results. The instruments used in the research are the initial knowledge test and the final knowledge test. The population consists of students of younger grades of "Petar Petrović Njegoš" Primary School in Vrbas. Through research, we wanted to examine whether modern information media such as print, comics, film, computer and educational software contribute to a faster, easier and better acquisition of teaching content compared to the traditional approach in teaching. By analyzing the results of the research, we proved that the use of media in the teaching of Serbian language and literature led to better results compared to the group that did not use media. With these results, we want to point out the importance of the use of media in the system of education and upbringing, and therefore we want to motivate teachers to use media more often in the teaching of the Serbian language.

The aim of this paper is to examine the attitudes of teachers and students about the introduction of media culture and the use of modern media in teaching Serbian language and literature in younger grades of elementary school. The research used a descriptive method, the research technique was surveying, and the research instruments were a questionnaire for teachers and a questionnaire for students. The survey questionnaire for teachers aims to determine teachers' opinions and attitudes about the use of media in teaching Serbian language and literature in younger grades of primary school, as well as the frequency of media use in practice, and contains open, closed and combined type questions. The student questionnaire contains closed, open, and combined questions and aims to examine the views of younger students on the frequency of using media in teaching and the effects they produce. The population consists of first, second, third and fourth grade students of the "Petar Petrović Njegoš" Elementary School in Vrbas and teachers from the elementary schools of Vrbas, Kucura and Savino Selo. The data show that teachers are aware of the didactic potential of media in teaching and that they contribute to better student activity, increased retention of knowledge, and higher quality of teaching. Although teachers believe that media can have a positive impact on education, they are unable to use them sufficiently in teaching practice because the schools in which they work are not sufficiently equipped with innovative communication and information technologies. This situation runs counter to the wishes and opinions of students who stated that they would find it interesting to study with shows and films in class and that their success in school would be better if teachers used modern teaching AIDS.

Musical achievement as a general goal of music education and upbringing is a complex product of long-term growth and development of artists, influenced by numerous factors, which is also a challenging topic for research. The topic requires a holistic research approach that will provide us with possible paths and potential factors that influence musical development. Our research is focused on examining the attitudes of teachers and students in order to discover possible solutions that contribute to achieving musical success, in our case, participation or success in music competitions, as one of the possible indicators. The research was conducted during the 2022/23. school year on a sample of 123 participants: 66 teachers and 57 students. Through the analysis of research results, factors that were highly valued by both students and teachers in terms of their significance were identified (M > 4.50): 1) personal contribution of students (teacher's perspective: M = 4.84; student's perspective: M = 4.59); 2) teacher influence (teacher's perspective from the students' point of view: M = 4.80; student's perspective: M = 4.52); 3) love for music (student's perspective: M = 4.63); 4) parental influence (teacher's perspective: M = 4.51). By applying parametric techniques for group comparison, we determined that students from the Elementary Music School value teacher influence, parental influence, and personal contribution as factors for achievement more than students from the SMS at a significance level of p<0.05. This indicates that they expect a stimulating environment and support during their elementary music education. Research on this topic requires constant examination and evaluation in order to expand knowledge and improve practice. We must also not overlook the benefits of music education, which may not necessarily result in success and external outcomes. We aim to highlight the educational aspect of the overall development of students attending music school.