МЕЃУНАРОДНО СПИСАНИЕ ЗА ОБРАЗОВАНИЕ, ИСТРАЖУВАЊЕ И ОБУКА
International Journal for Education, Research and Training is an international peer-reviewed scientific journal published by the Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje. It aims to contribute to the development of academic and professional debates in the field of education and training at local, national, regional, and international levels. The Journal encompasses topics related to educational theory and practice, teaching and learning processes, curriculum development, assessment and evaluation, teacher education and professional development, vocational education and training, lifelong learning, educational management and leadership, digital education, inclusive education, and interdisciplinary research in education.
University “Ss. Cyril and Methodius” in Skopje, Faculty of Philosophy – Institute of Pedagogy, Republic of Macedonia.
FRIEND OR FOOD: THE SOCIAL CONSTRUCTION OF ANIMALS AND CHILDHOOD SOCIALIZATION
Starting from the contemporary cultural artefact of representing animals simultaneously as friends and as food—most visibly in fast-food “happy meals” that juxtapose cheerful animal characters as toys or images with the dismembered body parts of animals served as food—this article examines the role of such dissonant cultural discourses and practices directed toward children. These processes function primarily as mechanisms for normalizing and reproducing dominant human–animal relations in Western societies. The analysis illustrates that animals are largely defined through their forms of relation to humans, which depend on their perceived (dis)utility to human purposes. In this sense, animals are socially constructed in ways that legitimate their instrumental use by humans. The article draws on a Foucauldian framework that links knowledge and power relations, combined with an interpretation of Weberian typology of social action,both within the context of childhood socialization. This indicates the need for a specifically sociological analysis of what and how children learn about animals. Accordingly, the article offers a sociological contribution to the emerging interdisciplinary field of animal studies and to the sociology of childhood.
THE INFLUENCE OF ARTIFICIAL INTELLIGENCE ON THE DECISIONMAKING PROCESS OF EDUCATIONAL LEADERS
Modern technological development has led to the intensive integration of artificial intelligence in education.The topic of this paper is important, because in such conditions, educational management faces new challenges and opportunities related to the decision-making process.The paper elaborates four aspects: the concept of artificial intelligence in education and management, the decision-making process in the educational and the elements that determine the decision-making process, the role of artificial intelligence in decision-making processes in educational management and the responsibilities of educational leaders in the integration of artificial intelligence.The analysis indicates that the artificial intelligence-based technol­ogies, such as data mining, machine learning and expert systems, enable a more objective and data-based approach to solving complex educational challenges. This increases the accuracy of forecasts, optimizes resources and creates a basis for more informed and strategically oriented decisions.However, the integra­tion of artificial intelligence in educational management is not without limitations. Lack of digital literacy, ethical issues, the risk of bias in algorithms and resistance to change are factors that complicate the appli­cation of artificial intelligence.
MANAGING THE PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS
This research focuses on the management of teachers’ professional development by the school prin­cipal of a primary school. The study involved teachers and principals from several primary schools within the Skopje region. The research examines the subject from the perspective of the quality of principals’ man­agement of teachers’ professional development, focusing on their effectiveness in the processes of planning, communication, coordination, organization, and evaluation of teachers’ professional growth. Furthermore, the research examined the extent to which principals support the continuous profes­sional development of teachers, the preparation of annual professional development programs, and the implementation and realization of activities aimed at improving teaching competencies. The findings confirmed the specific hypothesis that both teachers and principals believe that school principals actively support the continuous professional development of teachers.
IMPLEMENTING THE PRISM MODEL IN TEACHING MACEDONIAN AS A SECOND LANGUAGE: A CASE STUDY AT “TEFEYYÜZ” ELEMENTARY SCHOOL IN SKOPJE
This study examines the effectiveness of Macedonian language instruction for Turkish-speaking fourth-grade students at Tefeyyüz Elementary School in Skopje through the lens of Collier and Thomas’s (1997) Prism Model. The research investigates classroom climate, teaching methods, teacher roles, and the adequacy of current textbooks for students from other linguistic communities. Data were collected via Likert-scale questionnaires and a semi-structured focus group. Descriptive analysis revealed positive teach­er-student relations but limited opportunities for active language use and differentiated instruction. Students valued the Macedonian textbook yet desired more visuals and contextualized activities. Findings high­light insufficient exposure to Macedonian and minimal curricular integration with other subjects. Aligning instruction with the Prism Model’s four interdependent dimensions: linguistic, cognitive, academic, and sociocultural can foster more effective bilingual development. The paper concludes with recommendations for curriculum redesign and teacher training to promote additive bilingualism and inclusion in multilingual Macedonian schools.
Авторско право(c) 2025 Marija Karadakovska
THEORIES OF RELIGION AND PHILOSOPHY OF RELIGION COURSES AT THE FACULTY OF PHILOSOPHY: DIDACTIC GOALS AND METAPHYSICAL IMPORTANCE
This text presents an overview of how the academic field of theories of religion and philosophy of religion is taught at the Faculty of Philosophy at the University “Ss. Cyril and Methodius”, focusing on the didactic aims and learning outcomes of the courses across the BA, MA, and PhD levels. This overview provides a brief account of curricular design in an area that examines the sacred, the divine, the ineffable, and the metaphysical dimensions of religious life, thus contributing to the metaphysical core of the degree in philosophy, and to the pluriperspective nature of the interdisciplinary profiles. At the BA level, Theories of religion introduces students to major theories on the origin and nature of religion, covering concepts such as the sacred, myth, ritual, magic, and the formation of homo religiosus. It emphasizes interdisciplinary approaches by introducing anthropology, sociology, and cultural studies. Philosophy of religion builds on this foundation by addressing central metaphysical questions concerning the existence and nature of God, the limits of religious language (the field of negative theology), and the problem of evil in religion, while fostering analytical, comparative, and interpretive skills. It is also shown how an adapted elective version accommodates students from non-philosophical disciplines (archeology, art history etc.). At the MA level, Theories of the nature of religion deepens students’ analytical-synthetical and her­meneutical abilities, enabling them to critically engage with paradigms and methodological assumptions. History of the notion of God offers a genealogical study of the concept of divinity, training students to analyse and synthesize complex metaphysical ideas. Courses offered within interdisciplinary programs (Interreligious studies, Religiousstudies) provide foundational competencies for students without extensive philosophical background. The PhD courses, Philosophy and religion and Religion and morality, expand the study of metaphys­ics, methodology, and value systems. They cultivate pluriperspective analysis, conceptual reflexivity, and autonomous research skills, addressing topics such as theories of divinity, theodicy, moral heteronomy and autonomy, and the evolution of ethical and symbolic systems. Together, these courses articulate the central role of philosophy of religion within philosophical ed­ucation, highlight its interdisciplinary relevance, and demonstrate its importance for understanding human search for meaning across cultural, symbolic, and metaphysical domains.
Авторско право(c) 2025 Marija Todorovska
APPLIED PERSONALITY PSYCHOLOGY: THEORY, EVIDENCE, AND CONTEMPORARY DOMAINS
Personality psychology offers a comprehensive framework for understanding stable individual dif­ferences that shape cognition, emotion, and behavior across essential domains of functioning. This paper provides an integrative review of the applied relevance of personality in education, health, sport, organiza­tional settings, and antisocial behavior. In the educational context, personality traits interact with motiva­tion, self-regulation, and classroom environments to influence engagement, persistence, and achievement among students. Research on mental and physical health shows that neuroticism, conscientiousness, and extraversion systematically predict well-being, psychopathology, health behaviors, and longevity. In sport psychology, traits such as conscientiousness, extraversion, perfectionism, and affective states play a central role in athletic performance, coping strategies, and resilience. The paper also reviews findings linking low agreeableness, low conscientiousness, and high psychopathy to aggression and delinquency, as demonstrat­ed across models including the Big Five, Eysenck’s PEN, and the dark triad. Within organizational con­texts, conscientiousness and emotional stability emerge as robust predictors of job performance, leadership effectiveness, teamwork, and reduced counterproductive behaviors, while dark triad traits show stronger associations with manipulation and workplace deviance. Overall, the evidence underscores the pervasive influence of personality traits across applied psychological domains and highlights the value of integrating personality assessment into evidence-based practice aimed at fostering well-being, performance, and adap­tive development across the lifespan.
Авторско право(c) 2025 Maja Korubin Kjorluka
THE ROLE OF ACADEMIC ACHIEVEMENTS, BELIEFS AND CONTEXTUAL FACTORS IN PREDICITING CREATIVE THINKING PROFICIENCY AMONG ADOLESCENTS IN NORTH MACEDONIA
This research investigates the role of students’ academic achievements in mathematics, science, and reading literacy, their beliefs and attitudes about their own creativity and demographic and contextual factors in predicting creative thinking proficiency among 15 years old students in the Republic of North Macedonia. Data for the research are based on the 2022 cycle of the Programme for International Students Assessment (PISA). Creative thinking is defined as the competence to engage productively in the genera­tion, evaluation, and improvement of ideas that can result in original and effective solutions, advances in knowledge, and impactful expressions of imagination. It is operationalized through three ideation processes (generating diverse ideas, generating creative ideas, and evaluating and improving ideas) and four domains (written expression, visual expression, social problem solving, and scientific problem solving). The sample is consisted of 4,169 fifteen years old students that have complete data on all predictors. Results from the linear multiple regression analysis show that mathematics (β = .25), science (β = .21), and reading literacy (β = .17) are the strongest positive predictors of creative thinking, stressing the foundational role of aca­demic skills. Demographic and contextual factors, including language of instruction, gender, educational track, and economic, social, and cultural status, also are significant predictors. But, attitudinal variables such as creative self-efficacy, curiosity, growth mindset on creativity, imagination and adventurousness and openness to art and reflection had minimal predictive power. These research findings show that strength­ening creative thinking in North Macedonia requires raising foundational literacy skills, students must first be supported to reach the level of understanding that allows them to apply, extend, and transform their knowledge in new ways. They also highlight the need for educational policies and practices that integrate creativity-supportive instruction and cultivate growth-oriented mindsets in both teachers and students.
Авторско право(c) 2025 Beti Lameva, Zhaneta Chonteva
APPLYING MULTISENSORY APPROACHES FOR STUDENTS WITH DYSLEXIA
Dyslexia, a neurobiologically-based specific learning disability characterized by difficulties in ac­curate word recognition, spelling, and decoding, presents significant challenges in reading, writing, pho­nological awareness, and student self-esteem. Traditional, predominantly visual or auditory instructional methods often prove ineffective for these learners. This paper examines the application of multisensory approaches as a critical intervention strategy. Rooted in the Orton-Gillingham (OG) method and supported by neuroscience, multisensory learning integrates visual, auditory, kinesthetic, and tactile modalities to en­gage multiple neural pathways simultaneously. This approach addresses the core phonological processing deficits in dyslexia by leveraging individual learning strengths, enhancing information processing, memory retention, and motivation. The paper details specific multisensory techniques within each modality (visual aids, auditory tools, kinesthetic activities, tactile manipulatives) and discusses their efficacy in improving literacy skills. Successful implementation requires teacher training, appropriate resources, and collabo­rative support systems. While research confirms the effectiveness of multisensory strategies, the paper concludes by highlighting the need for further investigation into long-term outcomes, integration across subjects and age groups, and the role of emerging technologies. Multisensory approaches offer a trans­formative, inclusive framework for empowering students with dyslexia to overcome learning barriers and achieve their academic potential.
Авторско право(c) 2025 Ajshenur Izeti Zejneli
WHAT DOES IT TAKE TO IMPROVE LEARNING OUTCOMES AND QUALITY IN EDUCATION IN NORTH MACEDONIA
Our country faces a declining school-age population, partly due to internal migration to urban centers and external migration of families and young graduates. This situation requires reshaping the educational landscape and finding efficient ways to deliver school services to all. Children’s learning experiences across key domains (language, communication, numeracy and science) at early age are inconsistent and of insufficient quality to promote the development of key readiness for school skills and abilities. Results in international student assessments reveal comparatively weak levels of student achievement in primary grades, suggesting that learning deficiencies start early. Gaps that begin in the early years can be hard to close, especially for children who are vulnerable and/or from poorer communities. The education system fails to provide students with the skills they need to successfully complete each stage and move confidently to the next. Assessing the level of learning outcomes is of outmost priority, in order to enable improved system and capacities for functional and effective data collection and analysis in a harmonized manner (at school, local/municipal and national levels). Educational system has to create effective feedback mechanisms between institutions responsible for assessment and evaluation, on the one hand, and schools on the other, with a particular focus on developing competencies and defining responsibilities in the evaluation process. This will provide efficient identification of challenges, but at the same time guidelines on priority areas for urgent actions and policy measures.
Авторско право(c) 2025 Natasha Angjeleska
TEACHERS’ PERSPECTIVES ON THE ROLE OF LEADERSHIP IN SUPPORTING THE INTEGRATION OF STEAM EDUCATION IN EARLY CHILDHOOD SETTINGS
Early childhood education is undergoing significant transformation as global learning frameworks increasingly emphasize creativity, collaboration, digital literacy, and problem-solving. In Kosovo, schools are aligning with these international standards while navigating structural and developmental challenges. This study examines teachers’ perspectives on the role of educational leadership in supporting the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood and lower primary settings in Pristina. Using a quantitative approach, data were collected through questionnaires from a sample of 60 teachers to explore how leadership practices influence teacher motivation, professional growth, and readiness to implement STEAM-based learning. The findings indicate that teachers generally hold positive attitudes toward STEAM integration and recognize leadership support as a crucial factor in its success. More than half of the respondents reported that their leaders promote STEAM and encourage interdisciplinary methods, while approximately 77% felt more motivated when supported by their leaders. Despite these positive perceptions, challenges remain, including limited participation in formal STEAM training, insufficient professional development opportunities, and constrained preparation time. The results underscore that effective leadership enhances teachers’ motivation, confidence, and readiness to implement STEAM, but sustained institutional support—through continuous professional development, adequate resources, collaborative planning, and a shared school vision—is essential for the successful and sustainable integration of STEAM in early education.
Авторско право(c) 2025 Blerta Mehmetaj, Lena Damovska
THE ROLE OF THE PEDAGOGUE IN THE INTERCULTURAL TRANSFORMATION OF THE SCHOOL
Interculturalism as a global tendency opens a platform for diverse pedagogical approaches aimed at incorporating diverse intercultural elements into the educational process. A series of modern perceptions of intercultural education highlight the need to promote a cross- curricular approach as a reflection of the holistic promotion of a system of values, such as: respect, understanding, tolerance, solidarity, empathy, helping, promoting all kinds of otherness. Intercultural initiatives in schools should contribute to strengthening natural, spontaneous, frequent interaction between cultural, social, linguistic, religious, ethnic differences, which will result in multidirectional networking of the same. In conditions when multicultural school contexts are predominantly encountered, the question arises about the role of pedagogues as visionaries and leaders of intercultural transformation. Through qualitative research, the steps and activities of this complex process led by school pedagogues in three school contexts, i.e. two primary municipal schools in urban areas (Skopje, Tetovo) and one rural primary school (Konche municipality) were followed. The school pedagogues in the three educational institutions have been involved in implementing a range of activities to support intercultural values for more than five academic years. Through analysis of rich pedagogical documentation, participatory observation, semi- structured interviews, the following aspects were followed: • categories of support and activities implemented by pedagogues during planning, implementation and evaluation of intercultural initiatives, • the influence of pedagogues on the teaching staff in the process of personal and professional transformation, as a prerequisite for intercultural education and education, • dynamics of intercultural transformation and overcoming barriers in the school environments. The results unequivocally emphasize and highlight the crucial role of pedagogues in maintaining a long-term, systematic and planned orientation towards intercultural efforts. The transformation of program goals into the components of the school’s mission and vision, i.e., into the ethos of the school, is recognized as the ultimate benefit.
Авторско право(c) 2025 Biljana Krsteska – Papikj
ANDRAGOGICAL AND INSTITUTIONAL CHALLENGES FACED BY ADULT EDUCATORS: THE CASE OF NORTH MACEDONIA
This research explores the challenges faced by teaching and training staff in adult education, focusing on andragogical and institutional difficulties encountered when working with adult learners in the Republic of North Macedonia. Grounded in the theoretical principles of andragogy and lifelong learning, the study examines how educators’ prior experiences and engagement in professional development programs influence the quality and effectiveness of adult education practice. The research employs a descriptive and comparative quantitative design, using a Likert-type survey to capture teachers’ perceptions of challenges related to learner motivation, learner diversity, time constraints, and institutional support. The findings reveal that the most prominent challenges are andragogical and motivational rather than disciplinary in nature. Teachers report that adult learners’ varied experiences, learning styles, and external commitments require flexible and adaptive approaches—needs not always supported by existing institutional conditions or resources. Although issues of discipline or behavior are rare, respondents emphasize the need for more time, materials, and training in andragogical methods to effectively meet adult learners’ needs. Overall, the quality of adult education appears to depend on the dynamic interaction between institutional frameworks, the characteristics of adult learners, and teachers’ professional growth as central agents of lifelong learning. Recommendations include strengthening professional development systems, aligning policies with practice, and investing in institutional resources—steps that underscore the need for systemic improvements to empower adult educators in creating relevant, engaging, and flexible learning environments for adult learners.
andragogical and institutional challenges
Авторско право(c) 2025 Marija Krstanoska, Elena Rizova
STRESS, ANXIETY AND DEPRESSION AMONG TEACHERS IN INCLUSIVE EDUCATION
Teachers working in inclusive classrooms experience numerous challenges that make them especially vulnerable to psychological difficulties such as stress, anxiety, and depression. The aim of this study was to examine the levels of stress, anxiety, and depression among teachers working in inclusive classrooms. The sample consisted of 31 teachers employed in mainstream primary schools, and symptoms were assessed using the Depression, Anxiety and Stress Scale (DASS‑21). The research results showed that teachers working with children with disabilities exhibit a certain level of stress, anxiety, and depression, which are beyond or at the limit of acceptable values. Although no statistically significant gender differences were found, female teachers reported slightly higher levels of symptoms. The results highlight the need for continuous support and professional development of teachers in inclusive settings. Ensuring adequate training, reducing workload, and improving support systems may significantly contribute to the mental well‑being of teachers. The study suggests that mental health should be considered a priority within inclusive education policies to ensure high‑quality teaching and positive outcomes for both students and educators.
Авторско право(c) 2025 Milana Drazić, Jasmina Kovacević, Zora Jachova
ARTIFICIAL INTELLIGENCE IN EDUCATION, GLOBAL PRACTICES, FUNCTIONAL TYPOLOGY, AND QUESTIONING ALGORITHMIC LOGIC
This paper presents an analysis of the development, typology, and application of artificial intelligence (AI), with particular emphasis on its practical implementation within the contemporary educational system. It begins with a brief overview of AI’s evolution, which has unfolded in parallel with humanity’s pursuit to understand and model its own capacity for thinking. The paper then examines global practices from countries such as China, Finland, the United States, South Korea, and India, highlighting diverse implementation strategies and pedagogical approaches. The paper offers a typology of AI tools based on their function: generative, productivity-oriented, tutoring, visual, and audio tools, with an assessment of their potential to foster critical thinking. The central message is that teachers must raise students’ awareness of the need to re-evaluate the algorithmic logic behind AI-generated responses. AI should not be used merely to retrieve information, but as a means to analyze, compare, and construct arguments. Through the approach of “questioning the answers,” educators can promote autonomous, responsible, and ethically grounded learning. The paper concludes with a selection of tools that Macedonian educators can adopt, emphasizing the role of AI as a didactic mediator rather than an infallible authority.
Авторско право(c) 2025 Marina Vasileva Connell
THE ROLE OF PARENTS IN SUPPORTING STUDENT ENGAGEMENT IN DIGITAL LEARNING ENVIRONMENTS
This paper examines the role of parents in supporting student engagement in digital learning environments. It analyzes how parental involvement, digital competence, and home–school communication influence students’ behavioral, emotional, and cognitive engagement in online and hybrid learning. The study highlights thatparents increasingly serve as facilitators of technology use, mediators between teachers and students, and organizers of the home learning environment. Their ability to provide technological guidance, structure daily learning routines, and offer emotional and motivational support significantly enhances students’ participation, focus, and learning outcomes in digital settings. Insights from contemporary research and experiences in North Macedonia indicate that parental involvement has become a crucial component of effective digital education. The paper emphasizes the need for educational institutions to strengthen collaboration with families and develop strategies that empower parents to engage confidently and effectively in their children’s digital learning.
Авторско право(c) 2025 Angela Ikonomoska Nechakovska, Vera Stojanovska
Abstract Adult education is one of the important segments in a society, because through the opportunities and programs it offers, it allows the adult population that has not completed primary and secondary education (which in Republic of North Macedonia is compulsory by Low) to complete its education, which will facilitate the process of integration into social living, the process of seeking and finding job, or in short will enable greater competitiveness in the labor market. At the moment we are facing a situation in which adults do not have a suitable institution in which to complete their education, which shortens their opportunities to look for a job or start their own company. Pending the institutionalization of the Law on Adult Education, which is still in the parliamentary procedure, non-formal education is the only option for adult education. This paper highlights the aspects of adult education, the needs and the real picture obtained from the empirical research of Roma adults in Bitola, made as part of the Project Roma ABC for the Western Balkans.
adult education, functional illiteracy, non-formal education
Авторско право(c) 2026 МЕЃУНАРОДНО СПИСАНИЕ ЗА ОБРАЗОВАНИЕ, ИСТРАЖУВАЊЕ И ОБУКА
THE INFLUENCE OF THE DIRECTOR-MANAGER ON THE PROFESSIONAL DEVELOPMENT OF THE TEACHERS IN THE PRIMARY SCHOOL
Abstract Rapid technical-technological progress exposes the constant changers in the world, setting new norms and rules, and with it come innovations and reforms in education as a key factor. The stakeholders of the educational process need to be constantly updated with the innovations, in order to be able to properly implement the principles of modern education. In order to have a successful organization and work in the school, it is necessary to have good cooperation between the director-manager with the professional service and the teaching staff, and this will provide a pleasant school climate for work. In this paper the emphasis is on the professional development of teachers and their connections with the managerial skills of the director-manager. Basic functions in good management and the pedagogical-managerial role of the director-manager will be considered. By analyzing the already obtained data, the connection of the school management with the professional development of the teachers will be perceived, the influence of the director-manager in that process and the enjoyment of the teaching staff from the implemented activities for upgrading the professional development.
director-manager, professional development, teacher,
FORMS OF PEDAGOGICAL WORK WITH CHILDREN WITH EDUCATIONAL PROBLEMS AND WITH DISTURBED BEHAVIOR
Abstract The subject of our research is the forms of pedagogical work with children at risk in the Republic of Northern Macedonia. The pedagogical profession is very important in working with children who show behavioral problems precisely because they are expert workers who have competencies, methods, techniques and forms of work with these children. The disrupted behavior of children and young people is a problem for all social communities. It involves violating norms of acceptable behavior by young people, whose biological, and thus emotional and social maturity is still in the development phase. The impaired behavior arises when the development of children is disturbed and is accomplished in the wrong directions. Therefore, there is a need to remove factors that have a negative impact. In this context, the adverse behavior of children and young people is regulated by legal provisions: Law on Justice for Children, Law on Social Protection, Family Law, Law on Primary Education, the Law on Pedagogical Service, the Zaacon for Prevention, Prevention and Protection from Domestic violence, the Law on Child Protection, Code of Criminal Procedure (LCP), Criminal Code (CC), indicating the time of their entry into force and application, but not the forms of pedagogical work. Hence the need for concretization, defining the forms of pedagogical work with children at risk in the Republic of Northern Macedonia in accordance with the legislation covering the work of pedagogues with children at risk in the Republic of Northern Macedonia.
Forms of pedagogical work, children at risk, legislation,
Abstract Teacher’s role in the process of education is of paramount importance, primarily due to the distinctive function that teachers carry out. In this regard, the question whether and to what extent the students will be overburdened in the teaching process, in large scale, depends on the work of the teacher. From didactic and pedagogical point of view, the teacher in his work with students can significantly influence student overload; by increasing the requirements set to students, he increases students’ work and time needed to meet these requirements; or vice versa, by reducing these demands, he reduces this overload to a level below the optimal limit. Therefore, the teacher is the one being able to shorten or lengthen the subject material that he teaches, and in this manner, he may or may not become a factor that leads up to student overload. If the teacher is creative, if he does not ask for the exact repetition of what was taught, but he pursues creative thinking and comprehension, then he shortens the time and effort that students devote to studying and vice versa. This means that a contemporary teacher should be qualified for a contemporary teaching practice. Accordingly, the extent to which students become overloaded or optimally overloaded in the contemporary teaching depends precisely on that.
teacher, process of education, contemporary teaching, student overload
METHODS AND TECHNIQUES FOR SELF-REGULATED LEARNING IN THE CONTEXT OF THE LIFELONG LEARNING CONCEPT
Abstract The time in which we live today, with all the changes it brings with it in the various areas of life and work, conditions the need for constant learning and education. At the same time, it means that the modern system of education must be built on the basis of a new type of learning - learning to learn or selflearning. In fact, it arises in response to the social and political question: Do our youth possess sufficient knowledge, skills, and attitudes necessary for a productive life in a post-industrial society? Self-learning per se is the answer to this question, because it gives great autonomy to individuals and the introduction of power into their lives - personal, educational and social. In such conditions, the still present state of "encyclopedic knowledge" is re-examined, vis á vis the affirmed need for students at all levels of education to get acquainted with the methods and techniques for independent learning, i.e. to be trained for self-learning. (Rizova, 2021) The main purpose of this paper is to point out the deficiency of educational programs that include elements of self-learning, the lack of manuals for teachers that would help prepare students for this type of learning, as well as the insufficient readiness of teachers to apply Innovative teaching methods and techniques in teaching - are an everyday obstacle that is still present in the education system in most countries, including ours. The paper also aims to present some of the methods and techniques for successful self-learning that will greatly contribute to the training of new generations of lifelong learners.
learning to learn; cooperative learning; lifelong learning; interactive models of learning.
PEDAGOGICAL IMPORTANCE AND REALIZATION OF EXCURSIONSIN PRIMARY SCHOOLS
Abstract The changes that have occurred in the field of education are a consequence of the criticism it faced because of its separation from life and society, and of the demonstrated needs for the school to become as welcoming and accessible as possible and more connected with the social environment. That connection can be best realized through educational excursions. However, they have still been insufficiently studied in our country despite their role and importance for the students themselves. In this paper, first of all the issues related to the educational value, curriculum positioning and organization of excursions in primary schools have been theoretically elaborated. Secondly, empiric insights obtained by a survey conducted with students and teachers in primary education have been presented and analyzed. The results obtained generally indicate that both the teachers and the students think that excursions are beneficial forte the realization of the educational process within the school and their opinion on the realization of excursions so far is positive.
excursions, extracurricular activities, primary school, pedagogical importance of excursions, realization of excursions
PEDAGOGICAL APPROACHES TO SOCIAL LEARNING, RELATIONSHIPS AND DEVELOPMENT IN EDUCATION
Abstract In modern treatment of education, the pedagogical approaches to social learning, establishing and building relationships, and the social development of participants, represents a new dimension in understanding and the access to education. Socialy- pedagogical approaches and the aspects to social learning, relationships and development, offers a completely different approach to the aims, role and expectations from and to the education. In fact enables the development of new ways and practices for the modern man in modern terms of educational and social relationships, communication and action. Through certain modern theoretical and practical foundation is encouraged and supported the setting up and implementation of pedagogical approaches to social learning, relationships and development of the participants in education, from conceptual, curricular, methodological and practical point of view, through the entire educational system. For closer treatment of the mentiones matter in accordance with existing educational practice and reality, a research was conducted by applying the appropriate methodology and methodological approaches and procedures. The survey covered various categories of participants in education, related to the educational process and practice, and reviewed some aspects of social learning and relationships that also affect the social development of the personality.
pedagogical approaches, social learning, relationships, development, education.
Авторско право(c) 2020 МЕЃУНАРОДНО СПИСАНИЕ ЗА ОБРАЗОВАНИЕ, ИСТРАЖУВАЊЕ И ОБУКА
COMMUNICATIONAL – LINGUISTIC COMPETENCES IN PRESCHOOL EDUCATION
Abstract Communicational -linguistic competences of educators from preschool education according to various surveys of educational and linguistic terms, recognize the importance that they have within the overall development of preschool children, as well as the qualitative exercise of the profession of educator. The importance of communicational – linguistic competence f educators even during in their initial education is paramount, not only to the development of language and speech in preschool children, but also for the development of the basic educationaly- social, communication relations and relations in everyday life and conditions. Preschool period is the starting point of personality development in all aspects, making communicational and linguistic abilities and skills are fundamental to the mentioned development. Communicational – linguistic competences of educators from preschool education developed since their initial education, constitute basic skills that are among the primary in their profession and the professional practice. For the immediate treatment of communicational – linguistic competences of educators from preschool education, research was conducted from qualitative and quantitative character, with an appropriate methodological approach and procedures, and based on which are drawn conclusions and recommendations.
communicational – linguistic competences, preschool educators, initial education.
A COMPARATIVE STUDY OF PHILOSOPHICAL COURSES SYLLABY INMACEDONIAN AND CROATIAN HIGH SCHOOLS
Abstract The text, as part of a broader analysis within the University project “Theoretical and practical update of the syllabi for the philosophical subjects (philosophy, ethics, logic, aesthetics) for high-schools” by the Institute for philosophy at the Faculty of Philosophy in Skopje, offers a comparative study of the high school philosophical courses syllabi in Macedonia and in Croatia. The main points of focus are the didactical objectives and outlined contents of the subjects, set by the syllabi in both countries. The general data from the preliminary comparison shows similarities in the presence of courses, with certain differences in the status of the subjects and in the number of years that they get taken. The didactical goals are similar in both countries, as philosophical subjects are expected to teach students how to properly think, how to use reason and arguments, how to substantiate claims, carefully communicate, employ value-thinking, extend compassion and solidarity, and learn to position themselves in society and in the world. The major difference, although this is not amiss in the Macedonian system, is the insistence, across all three subjects in the Croatian system, on the formation of informed, engaged, active and democratic citizens, aware of their own identity and the duties and responsibilities it carries, capable of cooperation in all societal roles. The approach to the study of philosophical topics differs – the Croatian is through problems (core philosophical problems, or topics of inquiry, tackled non-chronologically), and the Macedonian is through a historical overview of emergence of issues, authors, tendencies in philosophy (except in the elective Philosophy course, where the broad outline of the course is quite close to the Croatian). The preliminary impressions of the study of both systems lead to the suggestion that it is beneficiary to have Philosophy with both a historical and a problematic approach, that Logic, due to the competencies it gives to students, should be obligatory in Macedonia, and Ethics should be taken for three or even four years, and that Aesthetics should be expanded to all art schools in Macedonia.
philosophical courses, high school, objectives, contents, comparison
PARENTAL PARTNERSHIP FOR EFFECTIVE EDUCATIONALDEVELOPMENT OF PUPILS
Abstract The educational professionalism has to deal with the complexity of contemporary society, which requires a multidimensional approach to individual and collective needs. The dichotomy between social and health education, implied by the current double-track learning and training academic system, shows its limits in the introduction of a disparity in social acknowledgment - mainly due to a lack in legislation, that qualifies as “enabling degree” only the one related to health professions - which is likely to reduce the guarantees of citizenship rights, besides going on weakening the educational professionalism itself. An integrated model of lifelong learning comes out as a strategy in seeking a convergence between the two profiles, placing them in an organic project aimed to create generative connections between theoretical and experiential knowledge, transversal and specific, pedagogical and organizational skills, through which strengthen the value of educational social work.
educational professionalism, lifelong learning, acknowledgement.
Grading represents a series of procedures used to obtain information about student learning and education (observations, ratings of project realization, tests on paper and forming valuable judgements about the progress of learning). There are many different approaches and ways to grade students with disabilities in inclusive settings. These different philosophies often come into conflict with one another and the assessment of a student’s progress becomes a tense and stressful process for everyone that are involved. For students with disability educators, a fair and acceptable system of grading must be established before the grading happens. Above all, the grading system must be in accordance with the best practices, legal guidelines and the individual needs of the students who participate in the inclusive setting. Through joint efforts from the members of the IEP team, they should advance to identify important issues and strategies for evaluation and grading. The ratio of teachers towards the education of students with special needs is a deciding factor in increasing the inclusiveness of the school. Successful inclusion of the students with special educational needs in regular education depends largely on the availability of resources in the classroom and the way they are distributed by the teachers, also taking into account students without disabilities. The available time for teaching, knowledge, skills and working methods of the teacher also represents an important prerequisite for a successful inclusive process.
Авторско право(c) 2018 Milena Ilikj Peshikj
THE USE OF INTERNET IN THE LEARNING PROCESS
Although the main motive of using the Internet, especially Web 2.0 tools, is to exchange entertainment content, survey results showed that young people between 15 and 24 years are of the opinion that the use of Internet is possible in the learning process. The survey objectives were to register the content, purpose and the extent of Internet possibilities among young people and to determine their attitude regarding its potential use in the learning process according to their age. The hypotheses of this study were that the effective application of ICT in the learning process in certain areas correlated with successful learning outcomes. We assumed that the application of the Internet`s content varies in relation to age. The survey covered 173 students of different ages. The prevailing use of the Internet is for entertainment. Only 50% of students aged 15 to 19 uses the Internet with the aim of learning, while the older group, for the learning process and to stay informed. Even 78% of first year students use the Internet in the learning process, while 80% of fourth year students. Only three persons have written their own blog. Also, 94% of the oldest age group are members of internet forums whereas only 6 of youngest group visit them. Chat rooms are used for dating and socializing. These results emphasize the importance of monitoring the use of the Internet among young people and the introduction of the popular Internet space in education and provide a basis for further similar studies.
Авторско право(c) 2018 Bojana Perić Prkosovački, Snežana Šćepanović
CONTENT OF AESTHETIC EDUCATION IN PRIMARY SCHOOL
Aesthetic education is an integral part and necessary condition for the versatile and harmonious development of personality.Through it methodically and systematically are being developed the skills for: observation, experience evaluation and creation of beauty in art, nature, life and work. Each person at birth receives a certain disposition, whose development depends on a number of external factors (education, work, family, preschools, school, etc.).Contents for aesthetic education are all around us and are best understood and adopted in primary school. Modern school emphasizes the importance of proper development of aesthetic and creative abilities of students in all ages and levels of education adopting the curriculum, means of visual communication and enrichment of the daily lives of students with cultural events and arts, in which actively and creative, participate. School as an educational institution operates in the esthetic upbringing of many aspects : curricular and extracurricular activities , visits and meetings , exhibitions, publishing, film , theater and musical productions . Curricula for aesthetic education are located in all subjects who regularly are represented in the teaching process and further develop the aesthetic education and its important benchmarks.
Авторско право(c) 2018 Sabit Vejseli, Emil Sulejmani
SOURCES OF STRESS AND MOTIVATION FOR WORKING STUDENTS
Previous theoretical and empirical achievements in the field of educational psychology indicate that most research and studies are directed towards students, while there is a lack of research on the teacher's role and status in the educational process. If we regard teaching as an interactive process in which the leading actors are the teachers and the students, we must not disregard the impact of the ones on the others. It should be particularly highlighted that the teacher’s behaviour has an effect on: the student’s security, the level of anxiety, the value system, the mood, the adaptation and inadaptation, the academic success, the emotional balance as well as other types of behaviour. This research opens perspectives to many questions concerning teachers’ professional development and the characteristics they need to posses in order to fulfill their professional role successfully. The previous theoretical and empirical achievements in the field of educational psychology show that most reseach focuses on the students in the teaching process, thus neglecting the role of the teacher and their status in the educational process.
Авторско право(c) 2018 Frosina Denkova Zafirovska, Sofija Georgievska
HOW TO MOVE TOWARDS ENQA MEMBERSHIP?-MACEDONIAN QUALITY ASSURANCE AGENCY AGAINST ENQA EUROPEAN STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN HIGHER EDUCATION
Massification of higher education (HE), the entrance of new Public Management agenda and internationalization and globalization of HE prompts an increased pressure for accountability and the need for intensified quality control (Van Vught and Westerheijden 1994, Woodhouse and Stella 2006, Hopbach, 2012). In the context of expanded (state and private) higher education providers, the national quality assurance (QA) bodies, policies and practices are expected to play an important role in safeguarding the HE quality. This paper assesses the conformity of policies and practices of the Macedonian Higher Education Accreditation and Evaluation Board (HEAEB) with the European Standards and Guidelines (ESG) for Quality Assurance (QA) on external QA Agencies released in 2005 by the European Association for Quality Assurance in Higher Education (ENQA). Discussing HEAEB progress against ENQA membership criteria linked to its official status, activities, use of external procedures for QA, resources, mission, its independence and accountability procedures, it answers the question how close HEAEB is to achieve full membership. The multivariate analysis showed partial compliance at five and non-compliance at three of the total of eight ENQA standards, suggesting significant discrepancy between tasks prescribed under the HE Law and the HEAEB practices. HEAEB has not assumed yet the role for performing external evaluation of HEI, whereas ex-ante, paper–based and input oriented accreditation of higher education institutions and study programs proved to be ineffective. The research findings suggest lack of internal transparency and accountability procedures, no legal entity status and unfavorable situation with human and financial resources. This puts in question the operational independence of HEAEB and its efficiency. The paper provides recommendations for improved HEAEB effectiveness and achievement of full compliance.
European standards and guidelines for QA
Авторско право(c) 2018 Suzana Pecakovska