Évkönyv

Challenges of Teacher Reflection and Reflective Practice

Laura Kalmar — Wed, 18 Mar 2026 00:00:00 +0100

This article explores the factors that contribute to teacher readiness, emphasizing that the most significant determinant is a teacher’s ability and willingness to engage in ongoing professional learning beyond initial teacher education. Reflective practice is presented as a key tool to support continuous professional development, allowing teachers to analyze and improve their teaching in response to diverse classroom challenges. The paper aims to examine the value and complexities of reflective practice, which is inherently multidimensional and context-dependent. Specifically, it seeks to define reflection and reflective practice, outline the core components of teacher reflection, and discuss the challenges faced by teachers in implementing reflective practices both in Serbia and internationally.

Analysis of the Attitudes of Teachers With Different Work Experience and Entities Towards Social Content of Nature and Society Teaching

Đorđe L. Cvijanović, Дејан С. Савичевић, Миломир Станковић — Wed, 18 Mar 2026 00:00:00 +0100

The interdisciplinarity of teaching nature and society provides the classroom teacher with many different opportunities in selecting and applying certain forms and forms of communication during the teaching process, which facilitates guiding students towards desirable value orientations. Depending on the curriculum, the goals and tasks of the lesson that teachers plan to achieve during the lesson, and the methods and forms of work, different forms of communication can be planned, which will influence the success of implementing social content in nature and society lessons. The research conducted analyzed the attitudes of teachers with different work experience and different entities towards the social content of nature and society teaching. The results obtained indicate that there is a statistically significant difference in the attitudes of teachers with different work experience and different entities towards the social content of nature and society teaching.

Roblox as a Mirror of Contemporary Digital Childhood

Sonja Iža, Tomislav Ramljak — Wed, 18 Mar 2026 00:00:00 +0100

Platforms like Roblox encourage children‘s creativity through play but simultaneously expose them to inappropriate and violent content. This review paper analyzes the challenges and opportunities of digital play in the context of child safety, with a focus on online sexual harassment and protection mechanisms. The aim is to present existing research and practices that balance creativity and play with the need for supervision, especially for younger children. The paper explores the role of parents, digital tools, legislative frameworks, and platform policies in creating a safer digital environment. Special attention is given to gaps in prevention and education, and the need for an integrated approach to online child protection. The paper offers guidelines for further action by institutions and stakeholders in education, social care, and technology.

The Role of Modern Educational Infrastructure in Creating an Individualized and Inclusive Curriculum Environment

Jasna Kudek Mirošević — Wed, 18 Mar 2026 00:00:00 +0100

The modern curriculum approach is no longer focused solely on the content being taught, but rather on the overall learning experience. A key component of this approach is educational infrastructure, as an integrated part of the system that enables high-quality inclusive education. In student-centered curriculum systems, infrastructure must support flexible learning models, digital connectivity, diverse learning styles, and opportunities for collaborative, independent, and inquiry-based learning. Creativity plays a vital role in designing educational infrastructure that is not only functional, but also inspiring. Innovative and imaginatively designed learning spaces stimulate curiosity, motivation, and student engagement, turning the environment itself into a driver of deeper learning. The aim of this paper is to explore the importance of educational infrastructure in the implementation of the curriculum approach and to examine its impact on individualized and inclusive teaching in the Croatian educational context. According to some studies, it can be concluded that flexible learning spaces and modern teaching strategies are not implemented systematically enough in Croatian schools. Therefore, it is crucial to strengthen the professional competencies of teachers and educational support staff, not only in didactic and methodological terms, but also in understanding the role of space, equipment, and resources in achieving educational goals and learning outcomes.

Education and Learning in Higher Education – A Slightly Different Approach

Anikó Andrea Bencéné dr. Fekete — Wed, 18 Mar 2026 00:00:00 +0100

As a result of social changes, education must adapt to the expectations of the 21st century, which justifies the growing emphasis on learner-centered and action-based methodologies. The course titled, The Inner World of the School aims to help students understand the functioning of schools and to develop a child-centered pedagogical perspective. In the academic year of 2024/2025, the course was implemented through the project method, focusing on the design of a “school of happy children.” The research examined the effectiveness of this method through focus group interviews and performance comparisons. The results showed that the project method enhanced students’ motivation, deepened their knowledge, and improved their cooperative skills. Part-time students demonstrated more effective collaboration, while gamified assessment proved to be more efficient for full-time students. The pilot project highlighted that reflective, interdisciplinary, and action-oriented learning plays a crucial role in shaping the professional identity of pre-service teachers. The findings support the broader application of the project method in teacher education.

The Application of Inherent Aesthetic and Literary Aspects in Hungarian Minority Education in Vojvodina

János Samu, Josip Ivanović, Márta Törteli Telek — Wed, 18 Mar 2026 00:00:00 +0100

Within the framework of the proposed two-phase project, our research initially approaches its subject matter from a theoretical perspective, aiming to assess the status and parameters of aesthetic education. Through comprehensive literature review, we evaluate the scientific representation of this specific topic. We explore the nature and classroom applicability of methods and procedures such as creative-productive practices, drama pedagogy techniques, and others. Particular attention is given to examining the extent to which visual poems, for example, are represented in currently used mother-tongue textbooks and readers. A key assertion is made: texts included in textbooks should not be viewed merely as curricular material but as resources designed to facilitate students’ eventual reception of literary works. Furthermore, latent knowledge is constructed, and reading strategies are shaped by the teacher’s modes of speech and expression. The textual approaches employed in literature classes must be accompanied by authentic discourse about poetry; the lack of such an approach reflects deeper issues concerning the understanding of literature and poetry.

Kinesthesia and proprioception

Ádám Gusztafik , Miklós Koltai — Wed, 18 Mar 2026 00:00:00 +0100

The perception and detection of various movements is the concern of professionals from various disciplines. Doctors (physiologists, neurophysiologists), psychologists, and sports professionals all examine the issue of motion perception, which has resulted in a variety of perceptions, explanations, and results in the subject area. The authors undertook to review this diverse and exciting topic, bearing in mind the fact that they look at movement perception as sports science specialists. In the domestic and international literature, the terminological debates about kinesthesia and proprioception go back almost a hundred years, and it has still not been possible to develop a unified position. According to some authors, the two concepts are synonymous with each other and it is pointless to make a difference, both concepts describe the same phenomenon. According to others, the two technical terms can be used precisely, their meanings are very different, and anyone who uses the two terms interchangeably is making a professional mistake. Pointless differentiation, or a relevant professional discussion that highlights the differences between the two terminologies. We are looking for the answer to this in our theoretical review.