No abstract

Komunikacija predstavlja neodvojivi deo ljudskog delanja i njeno prisustvo je u svim sferama života, gde se naročita pažnja pridaje u oblasti obrazovanja. Proces nastave, kao dinamična mreža odnosa između njenih glavnih aktera – nastavnika i učenika, svojom kompleksnošću postavlja nove zahteve, naročito pred nastavnike. Nastavnik, kao moderator nastavnog procesa nužno mora da vlada određenim setom kompetencija, pri čemu se u ovom radu fokus stavlja na umeće komunikacije. Gledajući na nivo osnovnog i srednjeg obrazovanja, u dokumentu Standardi okvira kompetencija nastavnika i njihovog profesionalnog razvoja, mesto komunikacije je čvrsto utemeljno, kao jedna od pet bitnih komponenti uspešnog nastavnika, pored kompetencija za nastavnu oblast, predmet i metodiku nastave, kompetencija za poučavanje i učenje i kompetencija za podršku razvoju ličnosti učenika. Jasno definisanim smernicama za razvoj navedenih kompetencija, otvara se pitanje – šta je sa univerzitetskim nastavnicima? Još uvek ne postoje jasno definisane kompetencije za univerzitetske nastavnike, čime se stvara dijapazon različitih klasifikacija kompetencija i samim tim, pozicija komunikacije u njima varira. Prikazom različitih klasifikacija ističe se nužnost za dodatnim istraživanjem ove tematike i konciznijim određenjem kompetencija kojima bi se ukazao značaj komunikacije u visokoškolskoj nastavi.

Critical thinking is one of the key 21st century skills. It is considered to be one of the fundamental learning outcomes, which makes it a topic of many discussions on the concept of quality in higher education. Consequently, many ways have been developed to encourage the development of critical thinking and problem-based learning is one of them. In this paper we start from terminological definitions of the concepts related to the problem-solving learning and critical thinking in order to shed more light on their correlation in the context of learning in higher education. The authors of the paper show the impact of the problem-solving learning on encouraging students' critical thinking by analyzing the results of theoretical and empirical research of the above-mentioned problem area. Apart from advantages, we point out the disadvantages in terms of additional research in the context of higher education, as well as conceptual consideration of the critical thinking concept.

With the development of mobile technology emerge fundamental changes in all spheres of human endeavor. In education, new methods of remote studying are being developed, with a particular emphasis on "m-learning" (learning with the help of mobile devices). Taking into consideration that mobile devices are one of the fastest-developing forms of technology, the importance of their assistance in the process of teaching and studying has been recognized. The goal of this paper is to introduce the concept of Bring Your Own Device (BYOD) in the context of industry and education as an example of disruptive technology. This concept implies that students bring their own mobile devices to the classroom and use them when learning. Using a descriptive research method and analysis of the relevant bibliography, the authors of the paper distinguish the implications for the change of university practices on the basis of critical analysis of positive and negative consequences of their use, redefined positions of the teachers and the students in the educational process, as well as the modified educational design.

At the time of the Enlightenment, the Serbian people were divided between the territories that were under the rule of Turkey, on one hand, and the Habsburg Monarchy, on the other. The transformation of man and his opinion were the guiding ideas of the Enlightenment movement, and one of the ways to achieve that goal was the path of education. The aim of this paper is to present the development of education among Serbs, with an emphasis on the contribution of educators Avram Mrazović and Dositej Obradović. By a descriptive method and analysis of relevant literature, the paper presents different historical and social contexts of their work, as well as the development of schools founded by their initiatives. The conclusion of the paper will place special emphasis on the similarities and differences in their work, but also on their contribution to the development of education, schools and the teaching profession among Serbs in the late 18th and early 19th century.