The knowledge that is based on science, technology, engineering, and mathematics is the basis for the development of any country. Less developed countries lack experts in these areas. Therefore, the ENABLE-BIH project (Enhancing and Advancing Basic Learning and Education in Bosnia and Herzegovina) was introduced in Bosnia and Herzegovina, which aims to improve the situation in the education sector. This study included the Public Institution “Ninth Elementary School” in Brcko District of Bosnia and Herzegovina in which this project was implemented. The study included a total of 125 students from this school. The aim of this study is to examine the difference between attitudes about STEM from the point of view of gender differences and the age of students. After the data were collected, the statements were grouped into appropriate factors using factor analysis. The factor analysis showed that five factors stand out in this research. The results of multiple regression analysis showed that there is no difference between students ‘attitudes regarding gender differences, while there is a difference regarding students’ age. The results of this research showed that the ENABLE-BIH project delivered good results and suggests the importance of implementing similar projects in the future.

As technology continues to shape the landscape of education, the need for effective evaluation frameworks for sustainable technology-enhanced learning (TEL) becomes increasingly vital. This study presents an expert-opinion-based evaluation framework, utilizing Z-numbers and the fuzzy logarithm methodology of additive weights (LMAW), to assess the sustainability of TEL approaches. This framework focuses on four main criteria: cloud services compliance, cloud M-Learning essentials, system and technological advancement, and organizations management readiness. Additionally, it incorporates 17 sub-criteria to provide a comprehensive evaluation of the system. Drawing on the expertise of subject matter specialists, the evaluation framework utilizes Z-numbers to account for the inherent uncertainty and imprecision in expert judgments. The fuzzy LMAW is applied to calculate the overall scores for each criterion and sub-criterion, enabling a quantitative measure of their importance in the evaluation process. The findings of this study will contribute to the development of a robust and scientifically rigorous evaluation framework for sustainable TEL. By incorporating expert opinions and employing Z-LMAW, decision-makers and stakeholders can objectively assess the sustainability of TEL systems. This framework holds promise for informing the design and implementation of strategies to enhance the quality, compliance, and technological advancements in TEL environments.

Znanost i razvoj inženjerske industrije osnova su razvoja svake zemlje. Sve zemlje su suočene s nedostatkom osoblja u području znanosti, tehnologije, inženjerstva i matematike. Stoga mlade ljude treba poticati na nastavak školovanja u tim područjima. Jedan od načina je integracija STEM nastave u osnovnim i srednjim školama. Bosna i Hercegovina (BiH) uključila se u svjetske tokove i zajedno sa stranim vladinim i nevladinim organizacijama uvela projekt ENABLE – BiH kojem je cilj jačanje STEM područja u nastavi i obrazovanju. Istraživanje za potrebe ovoga rada je provedeno u 9. osnovnoj školi u Brčko distriktu BiH, koja je sudionica u ovom projektu. Istraženo je postojanje razlike u stavovima učenika o STEM nastavi u odnosu na način pohađanja nastave, je li riječ o razrednoj ili predmetnoj nastavi. Korištene su 4 varijable koje su grupirane faktorskom analizom. Analizom je obuhvaćeno 117 učenika koji su ispunili anketni upitnik preko 80 %. Rezultati su pokazali da jedino u varijabli vrijednost STEM nastave postoji značajna statistička razlika između ocjena učenika razredne i predmetne nastave. Rezultati provedenog istraživanja pomoći će u daljnjem razvoju STEM nastave u BiH jer istraživanje pruža temelj za razumijevanje učeničke prihvaćenosti STEM nastave.