Technology is acting as a catalyst for the transformation towards sustainability in education and as a means of reshaping the educational experience. This transformation is part of an overall transformation in our society, and education should be dedicated to creating satisfied students able to think autonomously, take responsibility for their views, and contribute to society. Both sustainable education and education for sustainability benefit from blended learning, which facilitates participatory teaching and empowers learners. The aim of our research was to determine teachers’ and students’ (a) awareness of the development of digital platforms for teaching and learning, (b) perception of their own digital skills, (c) use and experience of Coursera, and (d) attitudes towards the content and benefits of digital platforms, such as Coursera, for teaching and learning. The analysis was carried out using a questionnaire in which we collected feedback from students and teachers at the University of Sarajevo about their awareness and preferences of the contents offered by Coursera and their readiness to use those additional learning and teaching resources. The results of this study show that there is a lack of awareness of online e-learning platforms among students, with more than half of the sample professing ignorance about these sites. The identified lack of experience and a noticeable lack of motivation could present significant repressors in the transformation of education if not addressed properly.

Introduction: Teachers in Bosnia and Herzegovina had insufficient skills in educational technology but had to lead the introduction of online teaching and adapt all aspects of the educational process to the online environment, which placed a great burden on them. The main objective of this research was to identify the challenges faced by teachers during the lockdown period. The sudden shift to online teaching, lack of preparation, and social isolation resulted in significant changes in job demands, perceived control, and social support in the workplace. Methods: A correlational study was conducted with a sample of 345 employees in the education sector in Bosnia and Herzegovina. Descriptive analysis, multiple regression analysis, and t-tests were performed using SPSS version 20.0. Results: The results indicate that teachers who did not have adequate workspace at home experienced greater workload but remained highly motivated. High job demands and low social support at work are associated with increased stress and decreased psychophysical functioning, while higher social support is associated with higher life satisfaction. In addition, higher job demands and stronger social support were related to greater intrinsic and extrinsic motivation at work. Conclusion: Results show that teachers lacking proper home workspaces reported their work as notably more demanding and stress-inducing, with a reported decline in their overall psychophysical well-being. Moreover, they expressed a reduced sense of control over their work, diminished social support, and lower levels of life satisfaction. These findings provide a valuable foundation for developing recommendations to address crisis situations in education, particularly when teachers transition from physical classrooms to virtual spaces, which is also important for online teaching and learning in typical times.

What is the purpose of universities - education or job training? What should be our priority - competences for the 21st century or finding a job within a year after graduating? The future is unpredictable and today’s actions are not necessarily good, but the worst thing to happen would be doing nothing. The survival and development of university depends on our vision of who are the generations to come, what we will teach them, how we will develop the curricula and how far we will succeed in moving away from linear careers as a Procrustean bed, punishing and forcing us to believe that what we have is the only thing possible if deviations from the prescribed norm happen or if one attempts spurring development. On the other hand, the context in which education takes place is constantly changing, and today’s careers, defined as a collection of all experiences and changes in values and attitudes (not advancement in the workplace) are changing their forms just like Proteus. Therefore, the important question is how to reject the Procrustean bed and accept the concept of a protean career as a guide in the development of higher education? The development of new study programs and the revision of existing ones should be guided by the following postulates: internationalization, interdisciplinarity, equality in access and adaptation to the needs of people who need to build their careers in the next dozen years. Innovative study programs should offer: experiences that will be attractive to students from all over the world, a holistic approach to the learning experience and multiperspective, equality in access to all interested parties at every moment of their lives, and flexibility that will allow the student to have his own pace of learning. Some examples of such programs are dual studies, short cycles, combined studies and recognition of prior learning. The University of Sarajevo is a participant in two ERASMUS+ projects aimed at the development of dual studies and short-cycle programs with the aim of increasing access to education and adapting to the needs of students and employers, which directly support the principles of a protean career.

The aim of the research is to examine the impact of the COVID-19 pandemic on the occurrence and magnitude of mental health consequences among students at the University of Sarajevo, which manifest themselves in certain types and levels of psychological distress, as well as to examine various aspects of general mental functioning that are particularly important in an online learning and teaching environment. The research was conducted in July 2021 on a sample of 3439 students at the University of Sarajevo. The following measurement instruments were used: The Depression, Anxiety and Stress Scale (DASS-21), a Stress Coping Strategies Inventory and a Sociodemographic Variables Questionnaire. The results have shown that depression, anxiety and stress were present among students at levels which require additional interventions. Symptoms are significantly more present among female students than among male students. The differences tested between students of distinct faculties indicate that arts students have the highest values of depression, followed by students studying humanities, while social sciences students show the lowest values. The results showed that positive coping with stress is a protective factor for the symptoms of anxiety, depression and stress, while negative coping style is a risk factor for students' mental health. The obtained results suggest that the pandemic has a significant psychological impact on students that require interventions in improving their mental health.

Aktualna globalna pozicija Bosne i Hercegovine potvrđuje nalaz prethodnih istraživanja da u našoj državi ne postoji jedinstven ili barem harmonizovan i efikasan inovacioni sistem, primjeren potrebama razvoja društva i ekonomije znanja. Prvi koraci u utvrđivanju razloga ovakvog stanja su SWOT analize položaja i uloge inovacionog sistema u okviru opšteg strateškog planiranja i sektorskog planiranja istraživanja i transfera tehnologije. Najvažniji rezultati dobiveni iz tih matrica su diskutovani u radu. Oni su potom uspoređeni sa rezultatima naših najnovijih istraživanja. Prvi rezultat je sažeta SWOT matrica inovacionog sistema. Rezultate razrade pojedinih faktora smo prikazali u detaljnoj SWOT matrici zasnovanoj na elementima snage. I ova matrica je pokazala da je ujednačeno i stabilizirano visoko obrazovanje najvažniji element snage inovacionog sistema. Zbog toga su obilježja univerziteta kao subjekta inovacionog sistema posebno razmotrena.

Testing strategies can either have a very positive or negative effect on the learning process. The aim of this study was to examine the degree of consistency in evaluating the practicality and logic of questions from a medical school pathophysiology test, between students and family medicine doctors. The study engaged 77 family medicine doctors and 51 students. Ten questions were taken from cardiac pathophysiology and 10 questions from pulmonary pathophysiology, and each question was assessed on the criteria of practicality and logic. A nonparametric Mann-Whitney test was used to test the difference between evaluators. On the criteria of logic, only four out of 20 items were evaluated differently by students in comparison to doctors, two items each from the fields of cardiology and pulmonology. On the criteria of practicality, for six of the 20 items there were statistically significant differences between the students and doctors, with three items each from cardiology and pulmonology. Based on these indicative results, students should be involved in the qualitative assessment of exam questions, which should be performed regularly under a strictly regulated process.

Testing strategies can either have a very positive or negative effect on the learning process. The aim of this study was to examine the degree of consistency in evaluating the practicality and logic of questions from a medical school pathophysiology test, between students and family medicine doctors. The study engaged 77 family medicine doctors and 51 students. Ten questions were taken from cardiac pathophysiology and 10 questions from pulmonary pathophysiology, and each question was assessed on the criteria of practicality and logic. A nonparametric Mann-Whitney test was used to test the difference between evaluators. On the criteria of logic, only four out of 20 items were evaluated differently by students in comparison to doctors, two items each from the fields of cardiology and pulmonology. On the criteria of practicality, for six of the 20 items there were statistically significant differences between the students and doctors, with three items each from cardiology and pulmonology. Based on these indicative results, students should be involved in the qualitative assessment of exam questions, which should be performed regularly under a strictly regulated process.

Damir Secic, Dzenana Husremovic, Eldan Kapur, Zaim Jatic, Nina Hadziahmetovic, Benjamin Vojnikovic, Almir Fajkic, Amir Meholjic, Lejla Bradic, and Amila Hadzic Department of Pathophysiology, Medical Faculty University of Sarajevo, Sarajevo, Bosnia and Herzegovina; Department of Psychology, Faculty of Philosophy, University of Sarajevo, Sarajevo, Bosnia and Herzegovina; Department of Anatomy, Medical Faculty University of Sarajevo, Sarajevo, Bosnia and Herzegovina; Department of Family Medicine, Medical Faculty University of Sarajevo, Sarajevo, Bosnia and Herzegovina; Public Institution Health Centre of Sarajevo Canton, Sarajevo, Bosnia and Herzegovina; Dean’s Office, Medical Faculty University of Sarajevo, Sarajevo, Bosnia and Herzegovina; and BoHeMSA, Bosnian and Herzegovinian Medical Students’ Association, Sarajevo, Bosnia and Herzegovina

The aims of this study were to assess the factor structure of a new instrument for the measurement of intrinsic, extraneous and germane cognitive load in a Bosnian sample, to determine the internal consistency of this instrument and to determine whether the instrument predicts learning outcomes. The participants were 75 undergraduate students from the Department of Psychology, University of Sarajevo. Data was collected using the Questionnaire for the Measurement of Intrinsic, Extraneous and Germane Load developed by Leppink, Pass, Van der Vleuten, Van Gog & Van Merrienboer [15] and a Brief Test of Knowledge developed for the purpose of the present study. Results of a confirmatory factor analysis support a three-dimensional model, with the item loadings in the expected manner. The factor structure obtained in our study is consistent with the factor structure reported by Leppink et al. [15]. In addition, the scale items showed good internal consistencies. The results obtained in our study suggest that low intrinsic in combination with high germane scores contribute to learning outcome. High complexity of learning material in combination with not well-organized prerequisite knowledge causes lower investment of germane cognitive resources, i.e. learning process, and consequently lower learning outcome. Overall, despite a relatively small sample size, the results of our study show a clear three-factor structure that corresponded to intrinsic, extraneous and germane cognitive load. The questionnaire could be an important instrument for research practice in domain of CLT. Moreover, the instrument has significant practical value. Educational practitioner can use the instrument in researching and planning their teaching to maximise learning.

In accordance with their constitutional status, the public administration authorities are obliged to respect, protect and fulfil the human rights and fundamental freedoms guaranteed under the Constitution of Bosnia and Herzegovina. Human rights protection in public administration is achieved through its function of executing laws and procedures in which decisions on the rights and obligations of citizens and legal entities are taken. Therefore, public administration plays a significant role in protecting and promoting human rights in Bosnia and Herzegovina (BiH). Public administration in BiH in the post-conflict and transition period was certainly under the influence of a number of aggravating factors that affected reform processes. The main aggravating factors identified were: pronounced political monopoly over the administration, the materialization of quantitative over qualitative growth with multiple horizontal and vertical levels of authority, unfavourable personnel structures, as well as deficiencies incorporated into the existing constitutional structure that brought strong expansion of substantive administration liability.