This study examined the association between students' classroom use of general ICT applications and computer and information literacy (CIL) across 35 education systems participating in ICILS 2023. Jurisdiction-specific weighted regression models were estimated using all five CIL plausible values and 75 jackknife replicate weights while adjusting for socioeconomic background, sex, and age. Jurisdiction-specific coefficients were synthesized using random-effects meta-analysis. Linear models indicated a modest positive association between classroom ICT use and CIL, but quadratic models consistently provided a better fit. The quadratic coefficient was negative in 34 of the 35 jurisdictions, yielding a pooled estimate of −5.66 (95% CI −6.58 to −4.74). Predicted CIL increased with classroom ICT use to approximately the midpoint of the international scale, after which gains diminished and CIL gradually declined. This nonlinear pattern was remarkably consistent across education systems and did not vary meaningfully by socioeconomic background. These findings suggest that the educational value of classroom ICT use depends not only on how often digital technologies are used, but also on how they are integrated into teaching and learning.

Educators, including teachers and professional associates, increasingly face challenges that extend beyond traditional pedagogical roles, particularly when working with children with developmental difficulties in inclusive educational settings. In addition to instructional responsibilities, they are expected to respond to diverse learning and behavioral needs, collaborate with multidisciplinary teams, communicate with families, and provide sustained emotional support to students. These demands require high levels of professional competence, flexibility, and emotional engagement, which can place considerable strain on educators’ psychological resources. This issue is particularly relevant in Bosnia and Herzegovina, where inclusive education has been formally promoted, but where structured support for educators is often fragmented. In such conditions, educators may rely heavily on personal commitment to compensate for systemic gaps, which may further increase vulnerability to stress and burnout. Thus, the aim of this review paper is to provide a systematic analysis of literature published between 2010 and 2025 focusing on psychological challenges faced by educators in Bosnia and Herzegovina. Both empirical and review studies addressing professional stress, emotional labor, emotion regulation, social support, and mental health interventions were examined. The findings indicate that effective emotion regulation, supportive work environments, and strong institutional and collegial support are key protective factors in preventing burnout and sustaining professional well-being.

The Trends in International Mathematics and Science Study (TIMSS) is a large-scale international assessment that measures students’ achievement in mathematics and science at the fourth and eighth-grade levels. Coordinated by the International Association for the Evaluation of Educational Achievement (IEA), TIMSS is conducted every four years. The 2023 assessment represented the eighth cycle of TIMSS, collecting data from 64 participating countries. This exploratory study examines the influence of several key factors—gender, home learning resources, experiences of bullying, disruptive classroom behavior, and students’ sense of school belonging—on fourth-grade mathematics achievement in Bosnia and Herzegovina. The research sample included 2,712 students (mean age: 10.2 years; SD = 0.4; 1,388 girls and 1,324 boys). Results showed that home learning resources were the most important predictor of mathematics achievement, emphasizing the essential role that home educational conditions play in student academic outcomes. The observed difference between boys and girls in mathematics scores was minimal. Both bullying and disruptive behavior were found to have a statistically significant negative impact on mathematics performance, whereas the effect of students’ sense of school belonging did not reach statistical significance. Home learning resources proved to be the most decisive variable in forecasting mathematics achievement among fourth-grade students in Bosnia and Herzegovina, reinforcing the value of home-based educational support in fostering academic progress. These results suggest the necessity for educational policies and interventions that ensure fair access to learning resources within the home environment. The paper concludes with a discussion of the implications of these findings and outlines potential avenues for future research and educational practice.

In this study we analyzed the effects of swimming on the posture of preschool children. The sample for this study consisted of 153 preschool boys and girls children aged 4-6 years (standard deviation= 1.1 years) living in Canton Sarajevo and divided into two groups of boys and girls, with one attended swimming school (n=61) and other did not (n=92). In order to evaluate the postural status, we used a reduced Napoleon Wolanski method with eight variables for the observed body parts: assessment of head posture (HPA), assessment of shoulder posture (SPA), assessment of scapular posture (SBPA), assessment of chest posture (CPA), scoliotic posture (SCP), assessment of abdominal posture (APA), assessment of leg posture (LPA), and assessment of foot posture (FPA). The results indicated a great effect of swimming on posture. We concluded the paper with some suggestions on how to incorporate swimming programs into regular school curricula.

The global trend of incorporating students with disabilities into mainstream education is on the rise, a phenomenon observed in countries like Macedonia and Bosnia and Herzegovina. However, the attitudes of parents with typically developing children play a pivotal role in shaping the educational journey of students with special needs within regular school systems. This study aims to delve into the level of sensitization among parents of typically developing students concerning their peers with diverse developmental disabilities in Macedonia and Bosnia and Herzegovina. Data for this investigation were collected through a survey comprising 10 questions, each offering 3/4 possible responses. The sample size includes 90 parents of typically developing students attending regular schools across North Macedonia and Bosnia and Herzegovina. Thematic analysis of survey results unveils challenges and barriers in the inclusive education process, shedding light on parental sensitization. This exploration identifies specific issues and proposes potential solutions to enhance the inclusivity of the education system. The identified issues emphasize the necessity for targeted interventions and proactive measures to raise awareness among parents, fostering a more supportive and inclusive educational environment. By suggesting plausible solutions, this study contributes to the ongoing discourse on inclusive education, serving as a foundation for further research and practical initiatives.

Ova studija ima za cilj analizirati znanje i vještine nastavnika u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini za rad s vizualno oštećenim učenicima u redovnim školama. Studija se temelji na anketi provedenoj među nastavnicima koji rade s vizualno oštećenim učenicima u redovnim školama u tri zemlje. Anketa ima za cilj utvrditi nivo znanja i vještina nastavnika u područjima vizualnog oštećenja, strategijama poučavanja i pomoćnim tehnologijama. Studija je pokazala da nastavnici u redovnim školama u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini imaju ograničeno znanje i vještine u radu s vizualno oštećenim učenicima. Rezultati studije naglašavaju potrebu za sistematskim pristupom osiguravanju obuke i podrške nastavnicima u redovnim školama u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini. Važno je povećati znanje i vještine nastavnika u radu s vizualno oštećenim učenicima kako bi se stvorilo inkluzivno okruženje. Rezultati ove studije imaju implikacije za donositelje odluka, odgojno-obrazovne radnike i istraživače koji rade na stvaranju inkluzivnog obrazovnog sistema koji se prilagođava potrebama svih učenika, uključujući vizualno oštećene učenike. Studija doprinosi postojećem tijelu znanja o obrazovanju vizualno oštećenih učenika u balkanskoj regiji i naglašava važnost uloge nastavnika u redovnim školama u stvaranju inkluzivnog obrazovnog sistema.

Scientific journals play a critical role in disseminating knowledge, and staying up to date with research findings in a particular field can be challenging given the vast number of journals and research topics available. Therefore, there is a need for researchers to occasionally summarize the main research topics in order to help fellow researchers navigate the contents more effectively. In this context, this article aims to review the research topics published in the Problems of Education in the 21st Century journal between 2018 and 2022. A total of 285 abstracts were retrieved from the Web of Science database and analyzed to identify the most common research topics and the contributing countries. The top 10 research topics identified were self-efficacy, distance education, professional development, critical thinking, foreign language, thinking skills, Covid-19, academic achievement, emotional intelligence, and special education. The authors of the papers came from 62 countries, with most of the papers coming from Türkiye, South Africa, Indonesia, Brazil, Slovakia, Czech Republic, Malaysia, Sweden, Lithuania, and Serbia. In conclusion, this study highlights the relevance and diversity of research topics in the Problems of Education in the 21st Century journal, underscoring the need for a nuanced, context-specific approach to education research. The findings of this study have important implications for researchers, policymakers, and educators seeking to address the key challenges and opportunities facing education in the 21st century. Keywords: content analysis, scientific journals, Problems of Education in the 21st Century, research topics