Aim. This article aims to summarize the current state of understanding on a development of a caring teacher-student relationship in higher education context, grounded in relational pedagogy. Also, it provides critical reflection on the data from available literature. Methods. The development of a caring teacher-student relationship was presented using the method of description, based on the review of relevant literature. Results. The development of a caring relationship between students and higher education teachers can be monitored in stages. At first, there is the introductory meeting with the students when a teacher with his personality, authenticity, and approach lays the foundations for the development of a caring relationship. During further meetings, the teacher encourages mutual trust, respect, and appreciation and deepens the relationship by adapting the teaching process to the needs, interests, and affinities of students, until the formal completion of their cooperation. Conclusion. In order to achieve a caring relationship with students in higher education, a teacher needs to approach it consciously, intentionally, thoughtfully and to plan it well from the very beginning. It is crucial to get to know the students as real persons, and accordingly, continuously adapt the teaching process to their needs and interests, allowing them to express themselves freely in a safe, accepting, and encouraging environment. Cognitive value. By presenting the stages of a development of the caring relationship between students and higher education teachers and the synthesis of their characteristics, this paper contributes to a deeper understanding of this phenomenon.

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The coronavirus pandemic rapidly spread around the world and made people face numerous difficulties and challenges in various aspects of human activity, including education. To be able to protect their citizens from this health threat, governments across the world often had to act drastically. Preventive measures that were taken by the Croatian government, as well as others worldwide, involved closing educational institutions. In other words, classroom education was replaced by emergency remote teaching. This adjustment brought along numerous challenges and left many teachers unprepared. Based on available literature, this paper provides an overview of challenges which both teachers and students are met with. In addition, it offers guidelines for improving the educational process, under the given circumstances, directing it towards the student's overall development, having their interests and needs in mind. Difficulties teachers face relate to their digital competence and using information and communication technology (ICT), lesson planning and creating teaching materials, giving assignments and evaluating student progress, encouraging student selfeducation, but also their personal challenges. Difficulties students deal with involve taking online classes, acquiring knowledge, and maintaining good mental health. The fact that the learning process largely depends on the student's emotional state highlighted the teacher's role in the student's overall development. This means that teachers have to provide a positive and supportive atmosphere in the online environment. With its critical overview of the educational challenges both teachers and students face during the coronavirus crisis, this paper contributes to a wider understanding of said difficulties which provides support for further research.

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Hrvatski odgojno-obrazovni sustav se, kao i sustavi u drugim zemljama, u današnjem vremenu suočava s različitim izazovima – od porasta rizika u mentalnom zdravlju i vršnjačkog nasilja do nezadovoljstva učenika školom. U odgovaranju na te izazove potrebno je krenuti od kontekstualnih faktora, poput odnosa učenika i nastavnika. Budući da je brižan odnos nastavnika i učenika ključan preduvjet za cjeloviti razvoj učenika te njihov školski uspjeh, nužno je utvrditi prepreke koje mogu ugroziti razvoj takvog odnosa. U dosadašnjim istraživanjima uočeno je kako učenici i nastavnici u određenim uvjetima različito percipiraju i doživljavaju brižnost nastavnika, što može onemogućiti razvoj njihove bliskosti i povezanosti. Stoga, cilj ovoga rada je prikazati, analizirati i interpretirati razlike u viđenjima brižnog ponašanja nastavnika iz perspektive učenika i nastavnika. Dok nastavnici svoju brižnost najčešće shvaćaju u (profesionalnom) kontekstu podrške koju pružaju učenicima u procesu učenja, učenici ju pak shvaćaju u osobnijem kontekstu i osjećaju bliskosti s nastavnikom.