The paper analyses the role of teachers and of education in encouraging the development and practice of critical thinking in teaching of adults. The focus of theoretical discussion are constructivist and cognitive approaches to defining critical thinking, but also the results of various current studies that point to important implications for the teaching practice and the learning process of adults. The paper strongly supports a comprehensive multidisciplinary approach to studying and application of critical thinking development. We question the traditional framework for encouraging critical thinking that dominates the system of formal education, and offer an overview of relevant, often conflicted, conclusions provided by the range of research. We emphasise the fact that the complex and composite nature of critical thinking requires the same attributes in the approach to its studying and development. By acknowledging the heterogeneity of both adults and teachers, as well as the particularities of the context of teaching and learning, we consider the possibility of encouraging critical thinking through a choice of adequate teaching strategies, which opens further questions and points towards possible directions for future reseatrch. Based on the authors' experiences in teaching critical thinking within a higher education context, as well as a theoretical review of earlier studies, the paper offers a synthesis of principles about, and relatively new insights into, necessary bases for a successful lesson that aims to develop critical thinking, such as: teacher's highly saturated and explicit metacognitive narrative, active approach to the transformation of learners' internal constructs, as well as the (self )reflexive and dialogical quality of communication during lessons.

Inspection of technical roadworthiness of vehicles circulating in the European Union is defined as an upgrade to the technical inspection of vehicles and represents an additional possibility for improvement of technical roadworthiness of vehicles and safety of traffic, which is exhaustively and comprehensively regulated through Directive 2014/47/EU of the European Parliament and of the Council on the technical roadside inspection of the roadworthiness of commercial vehicles circulating in the union. Since proper load securing on vehicles is a significant factor for traffic safety, this paper describes the basic characteristics defined within Directive 2014/47/EU related to the securing and inspection of securing of load on vehicles. In addition, the paper provides a review and scope of the standards supporting the above-mentioned Directive. The presented standards - EN 12195-1/2/3/4, EN 12640, EN 12641-1/2, EN 12642, EN 283, EUMOS40509, EUMOS40511, ISO 1161 and ISO 1496-1/2/3 - provide detailed information about equipment for load securing on road vehicles, method of load securing, design of commercial vehicles and transport packages as well as the minimum requirements and specifications of required tests.

This paper aims to contribute to the theoretical model of managing intellectual capital with an emphasis on the relational capital. Relational capital is especially relevant in the service sector, where differentiation is mostly based on non-price competition. Development of relational capital which strengthens the image through satisfaction of internal and external users encourages innovation and allows each process to be enriched with new knowledge. To illustrate this concept, the paper presents an empirical study of the participants of international students’ conference, coming from nine faculties from Bosnia and Herzegovina, Serbia and Croatia. Paper intends to define the steps to follow in developing a model of relational capital management at universities, taking in consideration the interaction between students' needs, defined through five levels and relationships with higher education institutions. The aim of research is also to encourage innovative processes in Bosnia and Herzegovina and region, which are not always needed to be directly connected to curricular activities, but are derived from them. The results indicate the motives and motivation of both students and professors at fifth level of interaction. It also presents possible ways to expand cooperation in the fifth stage of interaction between students and higher education institutions. As the image of the company and its employees and clients is interconnected, this research points to elements that can be improved in further interaction, in order to achieve effects on each side.