The COVID-19 pandemic, or better known as the coronavirus pandemic, brought many challenges in education, and one of them was the transition to online teaching, that is. use of information and communication technologies in teaching. Information technology is a term that describes parts (hardware) and programs (software) that allow access to download, organize, manipulate and present information electronically, and communication technology (CT) is a term that describes telecommunications equipment that can send, receive information, search and access them. This research aimed to examine the subjective experience of teachers about personal competencies in the use of information and communication technology in teaching. The population of this research consists of primary school teachers in the area of Tuzla Canton, and the total sample consists of 138 respondents. An anonymous internet survey was used, which is distributed with the help of social networks “Facebook” and a Facebook group called “Prosvjeta TK”, which brings together educators from the Tuzla Canton area. In this paper, we assume that teachers assess their information and communication competencies as positive and they consider themselves competent in their use in the teaching process. It also explores aspects of teachers’ digital competencies as essential competencies for 21st-century education. The paper will provide insight into the personal perception of teachers regarding ICT competence, which is included in the fund of previous knowledge and theoretical knowledge. The results of this research could help understand and analyze further practices, decide on further steps to build teachers’ ICT competencies in and for the future of the school.

U radu autor prikazuje rezultate istražibanja provedenog na uzorku654 učenika iz 7 osnovnih škola grada Tuzle, uzrasta od 13 do 14 godina. Unutar provedenoh istražianja željelo se putem originalnog Testa muzičke kreativnosti – MASKA (muzučka skala kreativnosti), konstruisanog samo za ovu priliku, ispitati i tražiti odgovore da li učenici primijete koliko ih nastava muzičke kulture motiviše za kreativan rad. Pregled rezultata dobijenih multiplom regresijom, ukazuju da na osnovu samo četiri parametra muzičke kreativnosti moguće pojasniti kvalitet nastave muzičke kulture u osnovnoj školi. Dobijeni nalazi pokazuju da je statistički značajna razlika, s obzirom na muzičku kreativnost učenika, samo u odnosu na pol djece, u korist učenika osnovne škole ženskog pola. Ocjena iz muzičke kulture najznačajniji je prediktor motivacije učenika za uživanje u muzici. Značajan je i nalaz koji nas upućuje da dječaci slabije ispoljavaju emocije u odnosu na djevojčice.

Purpose: This paper looked into the experiences of refugee parents with an aim to uncover the challenges of parenting encountered during and after the asylum procedures in Bulgaria - a country placed at the bottom of the asylum recognition scale in Europe. Methods: Qualitative research through semi-structured interviews of eight parents originating from Iraq, Syria and Palestine was conducted during the 3 months’ period in 2016. Results: Empiric research conducted revealed that procedural shortcomings of refugee protection system in Bulgaria causes severe psychosocial stresses to families in that the factors, such as slow and deficient asylum procedures, inadequate social protection and absence of integration programs, have a direct impact on the family life, parenting and children’s wellbeing. Discussion: These results point to a clear need for improvement of the access to asylum right and subsequent refugee integration in Bulgaria. They also call for a systemic approach in which the refugee rights are fully respected and vulnerability inherent to the refugee parents’ liminal position properly addressed. We further recommend the interventions of social work and mental health professions in ameliorating existent stresses of exclusion and marginalisation of refugee families with an aim to advance their full integration rights.

This study describes validation of a screening model for Referrals to Support with Hidden Disabilities in Higher Education. A screening model describes the screening procedures implemented by HEIs in all 8 public universities in Bosnia and Herzegovina. In the study, 5073 bachelor students were participated. There were 1371 (27%) male and 3702 (73%) female participants. In this research, the questionnaire for students in higher education was used. In order to validate the screening model, a multivariate method of exploratory factor analysis was applied. The intercorrelation of manifest variables was calculated, and on the basis of the obtained coefficients, the variables were selected for further analysis. The variables were subjected by calculating the coefficient of the inner consistency of the Cronbach alpha, and an estimate of the reliability of the variables was made by calculating the interstellar statistics. On the basis of the obtained results of factor analysis, a set of 28 manifest variables have been reduced to 15 variables that have satisfactory reliability and internal agreement, and it is justifiable to use them as a screening model. Findings support the requirement for a reliable and valid standardized assessment procedure for HEIs, which would provide equitable access to an initial diagnosis.