Detecting phishing attacks is not straightforward, since there are many obstacles that derive from language complexity and technical aspects. Studying phishing attacks and other related issues heavily relies on computer datasets, i.e. digital corpora that reflect these linguistic and technical intricacies. Diverse studies using phishing datasets have been performed, but mainly for the English language. Research for other languages is scarce, and especially for not widely spoken languages. For the Croatian language there is an evident lack of corpora that are essential for diverse analyses and for constructing models that are capable of recognizing phishing attacks and protecting users. These datasets are necessary for natural language processing and building machine learning workflows, where results largely depend on corpora that must be specifically crafted for this purpose. Therefore, creating high-quality domain-specific corpora is of great importance in the domain of information security. Such corpora can be employed for teaching purposes in various courses in higher education, and could be analyzed in numerous ways in order to understand the underlying principles of phishing attack strategies. The aim of this paper is to demonstrate the entire process of data acquisition and corpus creation for the phishing detection domain. In addition, an analysis of the corpus is presented with regard to different aspects, such as descriptive attributes, terminology characteristics, metadata and language.

Due to the SARS-CoV-2 pandemic, the faculties have been met with the task of modifying the traditional teaching environment to remote teaching. During two semesters of remote teaching, the students of the Department of Psychology from the Faculty of Humanities and Social Sciences of University of Mostar have been assessing their skills of using technologies, their motivation for class attendance and assignment completion, as well as their time management skills; they have evaluated the teaching process, reported on technical difficulties and assessed the general satisfaction with the remote teaching process. The results of this research show that students have shown a greater assessment of skills of using technology during the second semester of the remote teaching process, while no difference was established in the level of motivation for class attendance and assignment completion, and no difference was found in time management skills between the two semesters. As far as the satisfaction with remote teaching is concerned, the students marked the teaching process with an average grade of “very good” in both semesters, although the mark “excellent” was given more frequently in the second semester than expected per case. The average grade of satisfaction with the teaching process offers insight into the efficacy of adaption to remote teaching, and also opens up space for further improvement.

In early 2020, the world faced a pandemic of the COVID-19 disease that suddenly changed the way we learn, live and work. It was necessary to ensure the continuity of teaching and learning literally overnight. The university management, teachers and academic staff, students and all administrative services had to adapt to the new situation.Although the impact of the pandemic on higher education institutions was stressful and in most cases there was no contingency plan, higher education systems ensured continuity of the educational process. The system required the reorganization of teaching and learning, significant teacher involvement and additional time, advanced organization and continuous training of teachers.The lessons learned so far should serve as a guide for the future development of education as a whole and through the analysis and application of good solutions to put in the forefront a recovery program and increase investment in education. At the same time, digital transformation is becoming one of the strategic goals of the development strategy of most universities. Paper will present what necessary steps should be taken to achieve digital transformation in education, why continuous teacher training is important and what are the trends and further steps of development.

With the arrival of COVID-19 pandemic in March of 2020 the first lock-down and closing of schools and faculties occurred. Educational institutions had to find a solution overnight. To ensure the continuity of schooling was a great challenge, the strategy of the faculties has only indicated digital transformation, and a small number of faculty staff was ready to face this new situation (according to the research had already been carried out). Teachers that had already used digital technologies and e-learning found it easier to form their classes in online environment that they were already familiar with. But those teachers that have never done so, found themselves facing a great challenge. Faced with the inability to hold classes in a traditional classroom way, they were challenged to quickly transition to online environment and ensure the completion of the academic year. With the arrival of the new academic year, the return to the classic way of classes was expected, but this did not completely occur. The pandemic did not cease and again higher education institutions face closing and classes are more and more held remotely. Levels of preparation and experience of teachers and students at the University of Mostar differ greatly. This paper has a goal of presenting experiences and needs of the teachers of the Faculty of Humanities and Social Sciences and ascertaining how these experiences can be, and how much they have been used relating to the situation we find ourselves in again.

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The right to education and ICT cooperatively opened the way to education for groups that were limited to only small number of professions. The right to education is guaranteed to everyone, through the international human rights system that has come from the Universal Declaration of Human Rights, a document that, at the end of two World Wars, the international community has opted for work on a better and more humane future. Realizing this right gives everyone the chance to develop their opportunities and to acquire intellectual, spiritual and social autonomy by acquiring knowledge, skills, values and attitudes. In addition, receiving the education and training of good quality are also prerequisites for the enjoyment of many other human rights such as the right to work and the right to informed participation in political and social life. In order to realize and consume the right, people with special needs, especially blind and visually impaired, need the ability to adjust the process for the realization of rights. In this context, the right to education also requires adaptability of the whole process.

The right to education is guaranteed to all persons by the international system of human rights based on the Universal Declaration of Human Rights, a document that was adopted by the international community seeking better and humane future after the two world wars. To secure the right to education for blind and visually impaired persons, the Department of Information Sciences of the Faculty of Philosophy in Mostar, together with the Faculty Library, has launched a project for the adaptation of teaching materials for blind and visually impaired

Significant benefits, like an IT cost savings, security, customability, knowledge sharing, can be achieved through the introduction and use of Free/Libre and Open Source Software (FLOSS) in high schools. By using FLOSS, level of students' innovation, computer literacy, knowledge and creativity could be increased. That benefit could be important for developing countries as a chance for strengthen local IT industry. This paper shows differences regarding FLOSS and proprietary source software treatment in a computer science classroom in high schools with curriculum in Croatian language in Bosnia and Herzegovina (BiH). In this paper survey of computer course teachers' interest and their knowledge regarding use of free and open source software was conducted by on-line questionnaire. The FLOSS presence regarding operating systems and office package at computer classrooms was also explored. An additional analysis of curriculum in secondary education in schools with curriculum in Croatian language in Bosnia and Herzegovina was performed.

Scientific conferences provide opportunities for both formal and informal communication of academic insights among conference participants and make possible the sharing of those insights with the wider academic community as well as the wider public through the publication of conference papers in both print and digital form, and owing to all this they may be considered a significant medium of academic communication. Every system of communication consists of three basic elements: source of information, information user(s) and mediums or channels used for disseminating information. We analysed the system of academic communication using this basic structure, where we approached scientific conferences as a medium used for the dissemination of information. However, it is important to emphasise that in this basic scheme researchers represent the source of information and information users at the same time. Our analysis of academic communication includes both the dissemination and assimilation of scientific information taking place at conferences. Standard forms of activity and interaction at scientific conferences, ranging from oral communication during the giving of presentations, through written communication involved in the publication of papers as part of conference proceedings to one’s very presence at a conference, should carefully be evaluated in terms of their effectiveness as mediums of academic communication. We will present the results of our preliminary research through demonstrating correlations between the number of authors and number of papers presented at previous INFuture conferences, classifying authors by country, co-authorship, etc., and thus provide an introduction into a more detailed research into the communication space created as a result of scientific conferences and the role of that space in the communication within a particular academic community. A more extensive research project will include scientometric and bibliometric analyses, interviews and comparative analyses that should provide us with insights into the significance of conferences as a medium of academic communication and their impact on the academic community.