The aim of this article is to make a theoretical review of the requirement for the development of critical thinking as one of the most important skills today, known as the 4K skills of the 21st century. Critical thinking lies at the base of moral conduct and authentic intellectual growth, and as such is crucial to the prosperity of society as a whole. The complexity of critical thinking is reflected in the fact that it takes numerous cognitive processes to initiate it and the acquisition of a specific set of knowledge, skills and values that should conduct it. Critical thinking is a generative competence whose actuality transcends space and time, and due to the ubiquity of situations in which there is a need for it, it should not be neglected within the framework of school learning and teaching outcomes. The methodology for creating the expected learning outcomes in the curriculum approach is usually guided by Bloom’s taxonomy, but the hierarchy of this taxonomy is not compatible with the hierarchy of critical thinking skills, which is why, when defining the expected learning outcomes, it would be more adequate to use the table of critical thinking competencies proposed by Iva Buchberger. Finding the best available ways of practicing critical thinking skills in class is the duty of modern pedagogy, so that the school fulfills its obligation to form the personality of students who are capable of competent decision-making and action.

The main goal of this paper is to point out the concept of creativity in teaching, specifically creativity in the teaching of Nature and Society. Nature and society, as a subject, provide many opportunities to express the creativity that we carry within us through the role of a teacher, as well as to teach students how to be creative. The paper highlights examples of different teaching units that indicate ways to encourage creativity in students and awaken their imagination. Through teaching, through tasks that the teacher creatively devises, we encourage students to think creatively and act, in addition to acquiring knowledge more permanently and functionally. Possibilities of creating Nature and Society lessons through creative examples and experiments, as well as evaluating and measuring creativity, were presented. The work results indicated that creative teachers create their fruits, which are called creative students, that they are causally connected, and that creativity is a synonym for an expert and professional teacher.

This article aimed to make a theoretical review of the importance of ICT education of teachers in service of preparation for more efficient performances required by their profession in the context of general globalization changes they are exposed to. In that sense, a review of the advantages of ICT utilization and the requirements of lifelong learning which sets informatical skills as an imperative had been presented, emphasizing the role of teachers, since it requires working on self-improvement, as well as directing others towards competent, critically observed and purposeful usage of modern technological achievements. Some of the priorities for the development of higher education in B&H have been presented, where in the context of scientific research work for the 2016-2026 period, providing all of the public higher education institutions with ICT equipment is planned, which indicates that the teachers working in these institutions must possess the competencies for their utilization, especially because institutions of higher education should play the role of one of the main promoters of lifelong learning.