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TheDeveloping researchchildren’s exploresalgorithmic thinking is closely related to the effectivenessprinciples of constructivism and it should start at preschool and early school age. In Serbia, the subject Digital World was introduced in the 2020/2021 school year as a compulsory subject in the first cycle of primary education. This subject aims to develop pupils' digital competencies in order to train them for the safe and proper use of digital toolsdevices, forcommunication, individualizing education in inclusive classrooms through a five-year literature review. The goal is to identify the application of digital toolscooperation, and evaluate their effectiveness and applicability in supporting inclusive practices. Through this process, the aim is to ensure optimal conditions for the progress of all students, regardless of individual differences and needs, and to encourage the continuous development of an inclusive educational system.
Building on existing knowledge of inclusive education, theoretical frameworks, and definitions of key constructs, the paper expands and refines the understanding of this area. Digital tools and artificial intelligence tools for education (AIED) show significant potential for personalizing the educational experience. AIED systems use emotional state recognition technology to tailor learning content to the student's emotional state, promoting engagement.
Despite the advantages, implementation requires careful planning and addressing challenges such as the need for a personalized approach and ensuring internet security. This research plays a crucial role in advancing the Croatian education system by providing a foundation for the development of policiesalgorithmic thinking. Primary school classroom teachers are responsible for teaching the subject Digital World within the first cycle of primary education. The aim of this paper is to detect the readiness of the educational system to support classroom teachers in the implementation of Digital World teaching. Using the 4C method, a syllabus analysis of the initial education courses at Teacher Education Faculties in Serbia, as well as professional training and development programs for educators was carried out. Our findings indicate that, within the initial education of future classroom teachers, their digital competencies are being developed through different teaching subjects and at different levels of student knowledge. However, it has been detected that supportinsufficient optimalattention conditionsis paid to the development of students’ algorithmic thinking. Additionally, the number of professional development programs specifically focused on this topic is insufficient. Therefore, we conclude that it is necessary to introduce dedicated teaching subjects at Teacher Education faculties to equip teachers with the necessary skills for implementing the progresssubject Digital World, with a special emphasis on the development of allalgorithmic students.thinking. Furthermore, it is necessary to introduce a larger number of quality seminars for permanent professional development.
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artificial intelligence,initial digital tools,teacher education, inclusionprofessional development of teachers, subject Digital World
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