This study aims to determine the level of pre-service science teachers' perception of ethical principles in classroom assessment. The study, which was conducted with 607 pre-service science teachers from five different state universities, was based on a survey design. The data were collected using 15 scenarios about ethical principles in classroom assessment developed by Green et al. (2007) and revised by Fan et al. (2022). In analyses, the agreement rates between the participants and the experts were calculated for each scenario. As a result, it was determined that the participants generally agreed with the experts. In terms of ethical principle categories, participants showed the highest level of agreement on confidentiality and communication about grading categories. Agreement rates were lower in the categories of multiple assessment opportunities, grading practice, and fairness/bias compared to the other two categories. Participants showed the lowest level of agreement in the test administration category.

U savremenom društvenom kontekstu odnos porodice i škole najčešće se sagledava kroz koncept roditeljske uključenosti u obrazovanje deteta, sa naglaskom na podeljene odgovornosti ovih sistema u podsticanju različitih ishoda razvoja i obrazovanja. Cilj ovog rada je da, primenom metaanalitičkog pristupa, ispita povezanost različitih dimenzija roditeljske uključenosti sa postignućima učenika, polazeći od stanovišta teorije samodeterminacije (SDT). Rad obuhvata 11 empirijskih istraživanja objavljenih u periodu od 2012. do 2023. godine, odabranih na osnovu sistematske pretrage relevantnih akademskih baza podataka (Scopus, Web of Science i ERIC) u skladu sa PRISMA smernicama. Rezultati metaanalize ukazuju da je roditeljska podrška i podsticanje autonomije značajno i pozitivno povezano sa obrazovnim i motivacionim ishodima učenika (pooled r ≈ 0.24-0.26), dok je kontrolišuća uključenost dosledno negativno povezana sa ishodima (pooled r ≈ -0.17 do -0.20). Uključenost roditelja u domaće zadatke pokazuje umereno pozitivan efekat (pooled r ≈ 0.20-0.22), sličan efektima podržavajuće uključenosti. Analize heterogenosti i metaregresija potvrđuju da je vrsta roditeljske uključenosti ključni moderator, dok se efekti nisu značajno razlikovali u zavisnosti od tipa ishoda (obrazovni vs. motivacioni). Ovi rezultati naglašavaju važnost kvaliteta roditeljske uključenosti u izradi domaćih zadataka deteta i nude preporuke za dalje istraživanje i obrazovnu praksu.

Modern education requires continuous professional development of teachers aimed at enhancing digital competencies and the effective use of ICT in teaching, in order to improve the quality of education and respond to the needs of contemporary students. The aim of this study is to examine how training in the application of interactive avatars based on ChatGPT affects teachers' digital competencies, with a particular focus on self-assessment of competency levels before and after training. A total of 156 primary and secondary school teachers from the Republic of Serbia participated in a hybrid training model organised by the Centre for Robotics and Artificial Intelligence in Education (CRAIE) at the University of Belgrade - Faculty of Education, which has recently become the first UNESCO IIOE national centre. Based on teachers' self-assessment of their digital competencies, a statistically significant improvement was identified, unaffected by gender, years of professional experience, or level of qualification. Given the global lack of adequate teacher training and support for the development of digital competencies, the systematic training model introduced in Serbia - the second country to do so after Estonia - represents an important contribution to strengthening teachers' professional capacity.

Starting from the premise that preschool teachers' attitudes and beliefs strongly influence their behavior in educational work and may affect their professional effectiveness, the aim of this research was to examine preschool teachers' attitudes and beliefs regarding the relevance and application of the STEM approach in working with preschool children. The research sample consisted of 196 preschool teachers from seventeen preschool institutions. The study employed a descriptive method, a scaling technique, and a single-factor rating scale as the instrument. The results indicate that preschool teachers hold predominantly positive attitudes and beliefs toward the STEM approach. No statistically significant differences were found in teachers' attitudes and beliefs with regard to years of work experience. Moreover, familiarity with STEM content and experience in its implementation were found to be positively correlated with other aspects of teachers' attitudes and beliefs about this approach. The research findings are encouraging, yet they also highlight the importance of planning and implementing professional development programs aimed at: raising teachers' awareness of the significance and challenges of the STEM approach, enhancing their knowledge in the field of STEM disciplines, and developing their competencies for applying the approach in the educational practice.

Although critical thinking is widely recognized as a central goal of contemporary education, questions remain regarding how it is conceptualized and measured. Existing literature highlights divergent perspectives, with some researchers emphasizing personality traits, while others focus on dispositions or cognitive abilities. Bloom's taxonomy, introduced in the 1950s, has provided educators with a widely adopted framework for evaluating learning outcomes, designing assessments, and guiding instruction. However, despite its widespread use, the taxonomy has not been empirically tested as a direct basis for measuring critical thinking. In response to this gap, Kobylarek et al. (2022) developed the Critical Thinking Questionnaire (CThQ), designed to assess critical thinking through the six cognitive levels of Bloom's taxonomy. This study addresses that gap by evaluating the validity and reliability of the Serbian version of the CThQ. A total of 200 participants were recruited. Our exploratory factor analysis revealed a four-factor solution including Information Synthesis, Inference, Argument Evaluation, and Disposition for Critical Thinking. This suggests that the factor structure may be sensitive to cultural and educational context. Despite this divergence, the extracted factors demonstrated strong internal consistency and conceptual clarity, supporting the instrument's utility for assessing critical thinking in the Serbian cultural context.

The Orthodox Church in the Austro-Hungarian Empire played a crucial role in the spiritual, cultural, and national development of the Romanian people. Under the leadership of Saint Andrei Șaguna and through the Statute he established, diocesan centers facilitated the creation of confessional schools. These schools served as a significant mass education system for Romanians in Transylvania. However, in its cultural initiatives, the Church encountered educational legislation that failed to consider the realities of Romanian rural life at the end of the 19th century and the beginning of the 20th century. Additionally, the legislation did not recognize the confessional uniqueness of Romanian communities. Despite the Church's efforts to modernize the educational system, numerous restrictive laws were enacted, undermining Romanian education at all levels.

In recent decades, great importance has been attached to teaching that promotes an active role of students in the learning process, and therefore the development of critical and divergent thinking in the teaching process. The aim of the research approach is to encourage students to independently investigate, discover, conclude and thus arrive at knowledge with the appropriate instructions of the teacher. For this research, we aimed to examine the educational practice of teachers in the implementation of the research approach in teaching Nature and Society. The purpose was to find out how familiar the teachers are with the concept of research approach, as well as to provide insight into teachers' competences and motivation, the frequency of their implementation of the research approach in teaching Nature and Society, and the interaction patterns and teaching methods they use. The results show that The World Around Us and Nature and Society syllabuses sufficiently (60%) provide instructions for content study through research work, and that teachers acquired a solid amount of knowledge about the application of this way of working during their education (69.4%). More than 80% of teachers believe that they have the competence to plan and implement a research approach in teaching. The results also indicate that when implementing the research approach, teachers use interaction patterns and teaching methods that enable greater student activity. Despite the above said, this research approach is not sufficiently applied, and the explanation provided is the lack of time and resources needed for research.

In this study, the problems faced by women principals in school administration were investigated. Phenomenology model was preferred in the study. The study group consisted of 17 female school principals working in public state schools in five central districts of Kayseri province. The data were collected through a semi-structured interview form and analyzed by content analysis method. Research results show that half of female managers believe that they fulfill their managerial duties and meet their previous expectations. Also the same half of those female principals have gained power and status, and overcome the difficulties faced by while the other half have not met their expectations. Those others have experienced regret and disappointment due to the challenging conditions and inequality of opportunities for themselves. Main problems are listed as male principals' gender discrimination, underestimation of women, lack of recognition of women's success and injustice in work distribution. It is found that the majority of the participants do not have problems with teachers and students. Yet, some female principals had problems with female teachers due to jealousy, envy and exclusion, and some of them had problems with male teachers due to gender-based prejudice and not accepting women as principals. The study showed that the majority of participants had problems with male parents and that the problem stemmed from the prejudice that women cannot be principals. It is seen that the majority of the participants do not have problems with the provincial and district national education directorates and the staff of other schools during the school management process. Regarding career planning, it was stated that the majority of the participants had plans to continue and advance in their current positions. It is seen that some female school administrators want to leave the school administration due to reasons such as long working hours, heavy responsibility, stress factor, concern about neglecting family and home responsibilities, loneliness and exclusion due to their position at the school.

The paper presents the research of tokens in the reading material for the first grade of primary school prescribed by the plan and program of the Ministry of Science and published by the publishing house "Draganić", Novi Sad, 2005. The corpus for the research are literary works (reading material) for the first grade of primary school. The aim of the research is to determine the ability of first-grade elementary school students to learn literary lexemes from literary works that have a low frequency and that have no relational frequency. The research method is quantitative analysis and statistical processing of language units according to the principle of frequency ratios, with the selection of key tokens from literary works, marking of increasing and decreasing frequencies with ratio frequency and without ratio frequency according to the Electronic Corpus of Serbian Language (ECSL), and the technique is surveying. The survey for the first grade of primary school is the instrument developed for this research. In this paper, we are dealing with the use of tokens in literary works, limited to the age of the first grade of elementary school, which is a new problem that has not been dealt with until now, so we are following the example of research that deals with the study of lexemes intended for children from the aspect of quantitative use. Due to the fact that such studies on a specific corpus of literary lexemes for different school ages have not been carried out before in our area, this research makes a significant contribution to the topic it deals with. The basic findings point to the fact that there is a large number of tokens that have a low frequency, as well as those that appear without frequency of relationship in ECSL (Electronic Corpus of Serbian Language). Also, it was found that the students are not interested in reading the reading material due to the inability to understand the text and the reception of literary lexemes in the assigned reading material, so the assumptions about the impossibility of reception and then interpretation of the assigned literary works at the early elementary school age were confirmed.

This study aims to determine the life satisfaction of university students on the basis of gender. Using a quantitative perspective, the study aims to assess the effects of gender on life satisfaction and aims to provide a comprehensive understanding. SMD analysis method was used to evaluate the effect size of life satisfaction based on gender. In this study, 40 studies with appropriate data for the variables were included in the analysis. The total sample consisted of 20063 students, of which 12564 were female and 7499 were male. According to the REM results, there was a statistically significant and small effect size in favor of women (Cohen's d=0.20). There was moderate heterogeneity in terms of overall effect size (Q=117.193, p=0.000; I 2 =66.722). The heterogeneity test of the studies was Q=117,193. In addition, it was found to have a heterogeneous structure p=0,000 (p<.05). It was found to be moderate heterogeneity I 2 =66,722. Related methods were used to understand the publication bias. As a result of this study, a statistically significant effect size in terms of gender and a small effect size in favor of women (Cohen's d=0.20) were found. It may be recommended that future research on this subject should include qualitative studies on why life satisfaction levels are relatively low in male students and relatively high in female students.