Starting with the concept of digital capital in social sciences, this article presents the key findings of the “Global Kids Online” nationally representative survey of primary and high school teachers’ digital skills and practices that was conducted in Montenegro with Unicef’s support in 2018. Digital capital, as any other form of capital within Bourdieu’s perspective, has a sociological validity only in correlation with other forms of capital – such as economic, cultural and social – in a limited context and according to a multi-dimensional approach which goes from a macro- to a micro-social perspective (Pandolfini, 2016). This article identifies and discusses three perspectives of digital capital – macro, meso-social and micro – and their material (technologies, digital services and school experiments with devices) and non-material resources (digital competencies). Analysis of data from the Montenegrin research relating to this perspective shows that the daily practice of using digital technology in classrooms seems to be marginal, even though most teachers have access to the internet in their schools. Currently the majority of teachers are using the internet at school mostly just for checking information online. Their digital competencies are not generally advanced: on average, social and operational skills are the most developed, while their creative skills are least developed. Therefore, to support the development of children’s media literacy through formal education, further investments towards the strengthening of teachers’ digital competencies need to be made and the research shows that the demand for digital pedagogy courses already exists among most teachers. In other words, the Montenegrin research points to the need to invest more in education and experimentation related to the meso- and micro-social perspectives of digital capital.

The breach of a international sales contract by one party gives the other party a right to recover damages, but we are here concerned with more specialized remedy - avoidance of the contract. In the UN Convention on the International Sale of Goods (CISG) as in national legal systems, avoidance is not available for every breach of contract. The question whether the party affected by the disturbance may avoid the contract instead of being restricted to a claim for damages or other remedies with the contract continuing in force, depends of the seriousness of the breach of contractual obligation. In the Convention, a party may avoid the contract when the other party commits a 'fundamental breach'. The party affected by breach must suffer a detriment which must be such 'as substantially to deprive him of what he is entitled to expect under the contract unless the party in breach did not foresee and a reasonable person of the same kind in the same circumstances would not have foreseen such a result'. The definition of 'fundamental breach of contract', as a fruit of world-wide compromise, is not always easy to apply both for the parties and the judges and it's notions of 'substantial detriment' and 'foreseeability' may give rise to divergent judicial interpretation and application. .

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SažetakRad se bavi analizom primene primene međunarodnih standarda u srpskom ugovornom pravu. U radu su analizirani najznačajniji transnacionalni dokumenti relevantni za oblast ugovornog prava -međunarodne konvencije i ostali izvori uniformnog ugovornog prava, Konvencija UN o ugovorima o međunarodnoj prodaji robe (Bečka konvencija o međunarodnoj prodaji), oblast primene Konvencije, osnovne razlike između Konvencije i Srpskog Zakona o obligacionim odnosima, primena Konvencije od strane srpskih sudova i arbitraža, kao i prednosti primene Konvencije u poslovnoj praksi. Pored toga, u radu je učinjen osvrt na osnovna rešenja, principe i reforme budućeg Građanskog zakonika Srbije u oblasti ugovornog prava, posebno sa aspekta prihvaćenosti međunarodnih standarda i načela u Zakoniku. Učinjena analiza vodi zaključku da budući Građanski zakonik predstavlja nastavak procesa potpunog usklađivanja srpskog ugovornog prava sa međunarodno prihvaćenim standardima i tekovinama Evropske pravne civilizacije, čime značajno doprinosi unapređenju uslova poslovnog okruženja u Srbiji.Ključne reči: međunarodni standardi, transnacionalni dokumenti, međunarodne konvencije, ugovorno pravo, uniformna pravila, Građanski zakonik, primena, poslovna praksa AbstractThe paper presents a brief analysis of the most important issues related to the implementation of international standards in Serbian contract law. In that respect, the paper examines main transnational documents relevant for contract law -international conventions and other sources of uniform contract law, the UN Convention on Contracts for the International Sale of Goods (CISG), the sphere of its application, the main differences between the CISG and the Serbian Law of Obligations, the application of the CISG by Serbian courts and arbitrations and the advantages of its application in business practice. Furthermore, it provides readers with an overview of the future Civil Code of Serbia, its central principles, solutions and reforms in the field of contract law, particularly with regard to the acceptance of international standards and principles. The analysis has lead the authors to the conclusion that the future codification in the form of Civil Code is a continuation of the process of full harmonization of Serbian contract law with the internationally accepted standards and achievements of European legal civilization, which can strongly contribute to the overall improvement of business environment in Serbia.

Few countries in the world have introduced media education into their curriculums. Montenegro became one of them in 2009, when "media literacy" was introduced as an optional subject for 16 and 17 year old students of Gymnasium high schools. This article presents the findings of the first and only research conducted so far on media education in Montenegro. It is a national case study which examines the potential of media education to change the school culture and accelerate education system reform towards embracing the new digital education paradigm in the future. The focus is on the results of research conducted through in-depth interviews with media literacy teachers all over the country. Despite the many challenges, all teachers identify the potential of media education to strengthen some of the key competences of the students and to improve their motivation and academic performance. They also identify potential to change positively school culture by transforming teachers into "cultural mediators" (Morcellini, 2007) and by supporting the formation of a "participative culture" (Jenkins & Kelley, 2013) in schools. This research recommends focusing education reform on spreading the media education pedagogy to the entire curriculum in order to embrace the new digital education paradigm in the future.