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InDigital today'smethodological rhythmtemplates facilitate student engagement in the process of lifelearning and enhance the prevalencedevelopment of mentallinguistic healthcompetence problems(Budinski among& youngKolar people,Billege, there2015). isDigital textbooks also enable a growingmethodological needapproach atin facultiesthe forprocess strategiesof mastering reading, and digital methodical instruments facilitate the understanding of the main term (Gazdić-Alerić, Alerić, Budinski & Kolar Billege, 2016). Croatian language teaching can benefit from incorporating new ICT tools in structured methodological acts, especially the methodological procedures that promoteare assumed, within an optimal timeframe and maintainwith athe high leveluse of students’suitable mentalcontent, healthto facilitate student learning and theircompetence well-being.acquisition Studentsmore face different challenges that can significantly affect their academic success, personal development and overall quality of life, and this requires the involvement of their teachersefficiently in creatingcomparison ato stimulatingusual environmentmedia that(Kolar wouldBillege, nurture the mental well-being of students.2020). The aimgoal of this research was to investigatedetermine whetherif therethe wereteachers’ differencesperceptions of the effectiveness of digital textbooks have an impact on their employment in teaching the Croatian language in primary education. This research involved 301 primary school teachers from all counties of the Republic of Croatia. This original survey questionnaire was created using the Microsoft Forms tool and distributed to the teachers through social networks. The research goal was achieved, and the analysis confirmed that the employment frequency of Croatian language digital textbooks in primary education increases as their effectiveness is perceived. Alongside the effectiveness of Croatian language digital textbooks, future research should examine the advantages and disadvantages of their usage in the self-assessmentsteaching ofprocess positiveas mentalwell healthas bythe studentsmethodological who did and who did not have their teachers' support during studies and determine what specific features of positive mental health were involved. The sample of participants consisted of 359 studentsarrangement of the Faculty of Teacher Education of the University of Zagreb, Croatia and the Faculty of Educational Sciences of the Jurja Dobrila University of Pula, Croatia. For the purposes of the research, the Mental health continuum-short form -MHC-SF questionnaire was used and an independent scale related to individual features of the environment support was added. Differences in the self-assessments of individual characteristics of students’ positive mental health were examined based on discriminant analysis in order to gain insight into the latent dimensions of these differences. The results confirmed the existence of statistically significant differences in the self-assessment of individual characteristics of students’ positive mental health considering the support or lack of support given by their university teachers. Regardless of the characteristics of teacher support, the results also showedcontent that a certain number ofreaches students feltthrough thatdigital teachers did not provide support when it comes to positive mental health characteristics.
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