# Education for sustainable development

How to integrate the goals of sustainable development into the curriculum, pedagogy and assessment of learning? How to foster ecological awareness, social responsibility and global citizenship among children and young people?

**Section Editor:** Jasna Kudek Mirošević

# Učenička percepcija koncepta održivosti u nastavi geografije

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.8096%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2858%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.095%; height: 106.9px;">##### **Danijel Jukopila**

*Učiteljski fakultet Sveučilišta u Zagrebu, Hrvatska*

*danijel.jukopila@ufzg.hr*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 49.6289%;">**Sekcija - Odgoj i obrazovanje za održivi razvoj** </td><td class="align-center" style="width: 12.7667%;">**Broj rada:1**</td><td style="width: 37.5805%;">**Kategorija članka: Izvorni znanstveni rad**

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<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Koncept održivosti jedan je od četiriju koncepata u geografskome kurikulumu uz prostorne organizacije i procese, prostorni identitet i prostorni obuhvat. Sam koncept održivosti prisutan je u opisu predmeta, vrijednostima i načelima učenja i poučavanja geografije te u odgojno-obrazovnim ciljevima učenja i poučavanja geografije. Analizom kurikuluma nastavnog predmeta Geografija za osnovnu školu i gimnazije u Republici Hrvatskoj od ukupno 97 ishoda izdvojeno je njih 28 vezanih uz koncept održivosti bilo da su ti ishodi isključivo vezani uz ovaj koncept (12), bilo da su djelomično zastupljeni uz neki od preostalih koncepata (16) s obzirom na čestu isprepletenost koncepata u prostoru. Kvantitativnom analizom temeljenom na anketnom upitniku istražena je učenička percepcija koncepta održivosti u nastavi geografije. Rezultati su pokazali da učenici koncept održivosti najviše prepoznaju u području gospodarstva i okoliša, a manje u društvenom području. Najviše ga povezuju sa sadržajima biogeografije, ekonomske geografije, demogeografije te urbane geografije, a najmanje ga prepoznaju pri poučavanju o pojedinim gospodarskim granama u Hrvatskoj, posebice turizmu i poljoprivredi. Smatraju da će im učenje o održivosti pomoći u razumijevanju promjena koje će se događati u budućnosti te u definiranju vlastitog odnosa prema prirodi. Mišljenja su da održivim upravljanjem prirodnim resursima i održivim razvojem gospodarstva Hrvatska može poboljšati životni standard svojega stanovništva te očuvati najvrjednije prirodne lokalitete za buduće generacije.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">geografski koncepti; kurikulum; područje gospodarstva i okoliša

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**Uvod**

<span style="mso-ansi-language: HR;">Održivost se danas smatra dominantnim konceptom u suvremenome društvu. Iako se često, posebice u medijskome prostoru, poistovjećuju termini održivosti i održivoga razvoja, oni nisu sinonimi. U kontekstu ovoga rada važno je napomenuti da održivi razvoj implicira dominanto ekonomski razvoj u odnosu na ekologiju, dok održivost ima šire značenje i sadrži društvenu refleksiju navedenoga odnosa. </span>

<span style="mso-ansi-language: HR;">Suočeni sa sve intenzivnijim globalnim klimatskim promjenama kao i sve većim troškovima za sanaciju nastalih šteta uzrokovanim vremenskim ekstremnim pojavama javila se potreba da se na globalne probleme reagira globalnim odgovorom. U tu se svrhu organiziraju različiti međunarodni samiti, konferencije i sastanci na kojima se izdvajaju glavni problemi i postavljaju ciljevi za njihovo potencijalno rješavanje. Početak globalne implementacije koncepta održivosti veže se uz svjetsku konferenciju održanu u Riju de Janeiru 1992. godine na kojoj je donesen dokument poznat pod nazivom Agenda 21 (Pramling Samuelsson, Kaga i Anđić 2013) kao temeljni dokument za donošenje niza drugih dokumenta na nižim razinama (Marin, G. 2021). Izazov uspješnijeg rješavanja globalnih problema leži u činjenici da najveća svjetska gospodarstva s najvećim negativnim utjecajem na okoliš rijetko pristaju na dogovorene mjere i postavljene ciljeve opravdavajući se njihovim negativnim utjecajem na svoj budući gospodarski razvoj. Dakle uspješnost provođenja globalnih ciljeva vezanih uz održivost ponajprije leži u spremnosti na njihovu implementaciju na niže (državne i regionalne) razine. </span>

<span style="mso-ansi-language: HR;">Danas se koncept održivosti/održivog razvoja ne smatra samo znanstvenim konceptom nego i filozofijom življenja koja će omogućiti gospodarski razvoj u uvjetima ravnoteže ekonomskih, ekoloških i društvenih ciljeva (Jukić, Kakuk, Ham 2021). Shvatimo li održivost na takav način, nužno je implementirati njegove glavne odrednice u obrazovni sustav ne bismo li odgajali mlade generacije svjesne potrebe gospodarskoga razvoja, ali u uvjetima koji će omogućiti budućim generacijama život u zadovoljavajućim prirodnim i društvenim okolnostima. Obrazovanje budućih generacija mora stoga biti interdisciplinarno i integrativno jer niti jedan od nastavnih predmeta ne može pružiti dostatna znanja za shvaćanje ovoga složenog koncepta (Jukić i sur. 2021). U fokusu obrazovnoga sustava mora biti ovladavanje osnovnim znanjima koja će omogućiti shvaćanje koncepta održivosti, ali i odgoj jer se samo razvijanjem sustava vrijednosti koji podupire ovaj koncept mogu odgojiti mlade generacije spremne za ulogu aktivnih građana u budućnosti. </span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="mso-ansi-language: HR;">Implementacija ciljeva održivosti u hrvatski odgojno-obrazovni sustav<span style="mso-spacerun: yes;"> </span></span>***

<span style="mso-ansi-language: HR;">Implementacija ciljeva međunarodnih konferencija, kojih je Hrvatska potpisnica, u sustav odgoja i obrazovanja provodi se kontinuirano. Uvođenjem Odgoja i obrazovanja za okoliš težište je stavljeno na ekološku komponentu održivosti i razvijanje ekološke svijesti kod učenika. Cilj je bio potaknuti učenike na promišljanje o ekološkim problemima i razvijanje stavova koji bi u budućnosti omogućili produženo željeno ekološko ponašanje učenika kao budućih punopravnih građana hrvatskoga društva (Zuckerman Itković, Petranović, Troha 2007). Jedan je od ciljeva osvijestiti važnost kulturne i prirodne baštine ne bi li je učenici prepoznali, shvatili njezinu važnost i identitetsku ulogu te je u budućnosti čuvali, ali i stvarali novu za buduće generacije (Kostović-Vranješ 2015). </span>

<span style="mso-ansi-language: HR;">Kako pojam održivosti ima i ekonomsku i društvenu komponentu, tek je uvođenje Odgoja i obrazovanja za održivi razvoj na temelju Okvirne strategije za obrazovanje za održivi razvoj koju je Gospodarsko vijeće UN-a za Europu postavilo 2005. godine (Ministarstvo gospodarstva </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\[</span><span style="mso-ansi-language: HR;">MINGO</span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\]</span><span style="mso-ansi-language: HR;">) omogućilo interdisciplinarni i holistički pristup konceptu održivosti unutar odgojno-obrazovnoga sustava sa svrhom postizanja zajedničkih ciljeva. UN-ovo proglašenje Desetljeća obrazovanja za održivi razvoj (2005. – 2014.) pružilo je državama, koje nemaju vlastite strategije implementacije koncepta održivoga razvoja u odgojno-obrazovni sustav, prijedloge različitih modela, publikacija i primjera rješenja. Također se unutar koncepta održivosti preporučuju teme za svaku od triju komponenti održivosti: društvenu (jednakost spolova, zdravstvena zaštita, ljudska prava, kulturna raznolikost, mir i sigurnost, održivi razvoj gradova), ekološku ( zaštita okoliša) i ekonomsku (održiva proizvodnja i potrošnja) (AZOO, 2011).</span>

<span style="mso-ansi-language: HR;">Odgoj i obrazovanje za održivi razvoj u Hrvatskoj usklađen je sa Strategijom održivog razvitka Republike Hrvatske iz 2009. godine koja kao tri opća cilja navodi stabilan gospodarski razvitak, pravednu raspodjelu socijalnih mogućnosti i zaštitu okoliša. Tom je strategijom ukazano na nužnost usvajanja znanja i stavova na svim razinama i to kako formalnim obrazovanjem, tako i onim informalnim i neformalnim (Mamut, Marin, D. 2021.). Cilj je uvođenja Odgoja i obrazovanja za održivi razvoj osposobljavanje učenika za svakodnevno održivo ponašanje i djelovanje koje je moguće samo uz adekvatna teorijska znanja i usvajanje pozitivnih stavova vezanih uz održivost. Sami sadržaji prilagođavaju se dobi učenika i njihovim kognitivnim sposobnostima s namjerom usvajanja proceduralnih znanja i s razvijanjem kompetencija djelovanjem, a da bi se to ostvarilo, nužno je osigurati suživot djece s teoretskim i praktičnim principima održivoga razvoja (Lukšić i sur. 2019). Uvođenje Odgoja i obrazovanja za održivi razvoj stavlja i nove zadatke pred učitelje kao nositelje implementacije njegovih sadržaja u nastavnu praksu te se postavlja pitanje njihove kompetentnosti. Ona će ovisiti o njihovu vlastitom znanju, stavovima i vrijednosnome sustavu vezanom uz održivost, zatim o njihovoj spremnosti za promjene i inovacije u nastavnome procesu kao i o njihovoj samoprocjeni kompetentnosti za novu ulogu (Vukelić, 2020). Sama implementacija od učitelja traži usvajanje novih znanja vezanih uz koncept održivosti, ali i iskorak u metodičkome smislu posebice uvođenjem novih nastavnih metoda i strategija poput rješavanja problema kao i promjenu njihove tradicijske uloge predavača u ulogu moderatora učenja koji će učenike voditi u procesu aktivnoga učenja (Mróz,, Tomczyk, Ocetkiewicz, Walotek-Ściańska, 2018). Provedena istraživanja ukazuju na osjećaj nekompetentnosti dijela učitelja za poučavanje i implementaciju Odgoja i obrazovanja za održivi razvoj (Vukelić, 2020) posebice s obzirom na dostupnost relevantnih informacija u samoj instituciji te korištenje suvremenih informatičko-komunikacijskih tehnologija koje bi pridonijele transferu novih informacija iz relevantnih izvora prema učiteljima te od njih prema učenicima (Anđić 2007).</span>

<span style="mso-ansi-language: HR;">Donošenjem Nacionalnog okvirnog kurikuluma 2011. godine započinje reformski proces u odgojno-obrazovnom sustavu na razini predškolskoga odgoja te općega obveznog i srednjoškolskog obrazovanja. Funkcija mu je urediti odgojno-obrazovni sustav (NOK 2011) te predstavlja početak usklađivanja odgojno-obrazovnoga sustava sa suvremenim obilježjima društva koje karakterizira brzina društvenih promjena, uvećanje ukupnih znanja i njihova opća dostupnost te promjena sustava vrijednosti. Stoga taj dokument uvodi kompetencijski pristup u odgojno-obrazovni sustav što se navodi i u samome dokumentu: „Život i rad u suvremenom društvu brzih promjena i oštre konkurencije zahtijevaju nova znanja, vještine, sposobnosti, vrijednosti i stavove, tj. nove kompetencije pojedinca, koje stavljaju naglasak na razvoj inovativnosti, stvaralaštva, rješavanja problema, razvoj kritičkoga mišljenja, poduzetnosti, informatičke pismenosti, socijalnih i drugih kompetencija“ (NOK 2011: 16).</span>

<span style="mso-ansi-language: HR;">„Vrijednosti kojima Nacionalni okvirni kurikulum daje osobitu pozornost jesu: znanje, solidarnost, identitet te odgovornost“ (NOK 2011: 22). NOK uvodi u odgojno-obrazovni sustav međupredmetne teme s ciljem povezivanja odgojno-obrazovnih područja i nastavnih predmeta u cjelinu. Njihovo planiranje i realizacija omogućuju implementaciju nastavnih sadržaja vezanih uz održivi razvoj/održivost i to usvajanjem teorijskih znanja, ali i praktičnih aktivnosti, posebice u zajedničkim interdisciplinarnim projektima ili modulima koje škole mogu realizirati u skladu sa svojim željama, potrebama i mogućnostima.</span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="mso-ansi-language: HR;">Koncept održivosti u nastavi geografije</span>***

<span style="mso-ansi-language: HR;">Geografija kao mosna znanost između prirodnih i društvenih znanosti za objekt svojega istraživanja ima geoprostor, odnosno one dijelove Zemlje u kojima je prisutan transformacijski utjecaj čovjeka. Cilj poučavanja geografije nije samo poznavanje prostora već i razumijevanje prostornih odnosa i procesa što omogućuje razvitak kritičkoga mišljenja nužnoga za budući aktivan angažman pojedinca i/ili skupine u skladu s načelima održivosti. Interdisciplinarnost geografije omogućuje holistički pristup problematici održivosti i to u svim aspektima: ekološkom, ekonomskom, političkom i društvenom što u kontekstu nastavnih predmeta daje Geografiji primat u poučavanju ovoga koncepta. Zastupljenost koncepta održivosti bila je značajna u Nastavnome planu i programu Geografije iz 2006. godine, a dodatno je potencirana u Kurikulumu nastavnoga predmeta Geografija iz 2019. godine. Važnost koncepta održivosti naglašena je uvođenjem domene Održivost kao jedne od geografskih domena u ovome dokumentu (Mamut, Marin, D. 2021). Pripadnost interdisciplinarnom području znanosti omogućila je da se geografski koncepti definiraju u skladu s makrokonceptima prirodoslovnog i društveno-humanističkog područja (Marin, G. 2021). </span>

<span style="mso-ansi-language: HR;">U Kurikulumu nastavnoga predmeta Geografija navedena su četiri koncepta od čega su koncepti Prostorni identitet (A), Prostorne organizacije i procesi (B) te Održivost (C) označeni slovima, dok četvrti koncept Prostorni obuhvat ima integrativni učenik jer se sve promjene u prostoru odvijaju na dijelu Zemlje ili globalno. </span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-ww92ut5e.png)</span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;"> </span>

<span style="mso-ansi-language: HR;">Slika 1. Koncepti u nastavi geografije (Kurikulum nastavnoga predmeta Geografija, 2019, str. 11)</span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;"> </span>

<span style="mso-ansi-language: HR;">U poglavlju Struktura – organizacijska područja predmetnoga kurikuluma Geografije opisani su koncepti, a za koncept Održivost navedeno je sljedeće:</span>

<span style="font-size: 9.0pt; mso-ansi-language: HR;">Geografski pristup temelji se na holističkom pristupu problematici održivosti koji uključuje međudjelovanje prirodne osnove, stanovništva i gospodarskih djelatnosti u geografskome prostoru. Utjecaj stanovništva prepoznatljiv je u preobrazbi okoliša i smanjenju krajobrazne raznolikosti. Fizionomske i kulturno-geografske promjene u prostoru u konačnici dovode do promjene prostornih identiteta. Održivost treba osigurati povećanje kvalitete života pojedinca i zajednice koja neće biti na štetu okoliša i prouzročiti gubitak identiteta prostora i zajednice. Održivi razvoj postao je imperativ današnjega društva i sve više ovisi o političkim odlukama i ekonomskim pritiscima. Poučavanje održivosti počinje u obitelji i traje tijekom godina školovanja uz stalnu aktualizaciju i stjecanje novih znanja, vještina, vrijednosti i stavova. Taj koncept priprema učenike za održivo razmišljanje i djelovanje s ciljem očuvanja okoliša za buduće generacije (Kurikulum nastavnoga predmeta Geografija za osnovne škole i gimnazije, 2019, str. 10).</span>

<span style="mso-ansi-language: HR;">Iz citata je vidljivo da se naglašava holistički pristup, tj. međudjelovanje prirodnih i društvenih čimbenika na gospodarski razvoj pojedinoga prostora, no ističe se i važnost kontinuiranoga poučavanja principa održivosti od obitelji preko odgojno-obrazovnoga sustava do cjeloživotnoga učenja s ciljem usvajanja sustava vrijednosti koji će omogućiti pojedincima ne samo razumijevanje promjena koje se u prostoru događaju već i aktivno djelovanje na principima održivosti.</span>

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**<span style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: HR;">Cilj svrha i metode istraživanja</span>**

<span style="mso-ansi-language: HR;">Cilj je istraživanja utvrditi razliku između zastupljenosti koncepta održivosti u <span style="mso-bidi-font-style: italic;">Kurikulumu nastavnoga predmeta Geografija</span> u odnosu na učeničku percepciju zastupljenosti koncepta održivosti tijekom nastave Geografije u osnovnoj i srednjoj školi. Rezultati istraživanja mogu se koristiti pri korekciji postojećega dokumenta ili pri izradi novoga Kurikuluma nastavnog predmeta Geografija.</span>

<span style="mso-ansi-language: HR;">Osnovni je istraživački alat anketno ispitivanje provedeno s pomoću obrasca Google forms kojim je ispitana učenička percepcija koncepta održivosti, što je omogućilo djelomično kvantificiranje rezultata i njihovo grafičko predočivanje. U istraživanju je sudjelovalo 188 učenika završnih razreda gimnazijskih programa iz više zagrebačkih gimnazija te gimnazija iz Virovitice i Varaždina. Analiza samoga dokumenta omogućila je određivanje udjela broja ishoda vezanih uz koncept održivosti i kao takva služi za usporedbu s učeničkom percepcijom iskazano deskriptivnom metodom.</span>

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**<span style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: HR;">Rezultati istraživanja </span>**

<span style="mso-ansi-language: HR;">Analiza ishoda u Kurikulumu nastavnoga predmeta Geografija provedena je s ciljem utvrđivanja udjela ishoda koji u potpunosti ili djelomično pripadaju tome konceptu. Naime, geografski su sadržaji kompleksni i kao takve ih je često teško svrstati u samo jedan koncept. Zbog toga su ishodi u dokumentu označni brojčano-slovnim oznakama koje ukazuju na osnovnu ili srednju školu, razred te jedan ili više koncepata kojemu ishod pripada pri čemu je na prvome mjestu naveden onaj koncept koji je dominantan. Kurikulum nastavnoga predmeta Geografija sadrži 97 ishoda od čega ih je 51 (52,6 %) u osnovnoj školi, a 46 (47, 4 %) u srednjoj školi. Od ukupnoga broja ishoda konceptu održivosti pripada njih 28 (28,9 %). Od 51 ishoda u osnovnoj školi konceptu održivosti pripada njih 12 (23,5 %), dok u srednjoj školi od 46 ishoda njih 16 (34,8 %) pripada tome konceptu.</span>

<span style="mso-ansi-language: HR;">Analiza sadržaja kojima se ishodi ostvaruju u osnovnoj školi ukazuju na dominaciju onih iz područja ekologije, a slijede ih oni iz ekonomskoga područja. Pri tome je 5 ishoda isključivo u domeni održivosti, njih 3 pretežito u domeni održivosti, a 4 su djelomično u ovoj domeni. </span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-iwcxqgzc.png)</span>

<span style="mso-ansi-language: HR;">Slika 2. Ishodi vezani uz domenu Održivost prema razredima OŠ</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">U srednjoj je školi od 16 ishoda njih 7 u domeni održivosti, 4 dominantno u toj domeni, a 5 djelomično. U sadržajnome smislu ekološka sfera dominira u prvim dvama razredima u kojima se obrađuju temeljni sadržaji prirodne i društvene geografije pri čemu se naglašava važnost bioraznolikosti i povezuje s baštinom i identitetom, dok se u preostalim dvama razredima naglašava povezanost ekologije i ekonomije te se naglašava održivi razvoj gospodarstva i njegovih pojedinih grana.</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-xybkqabg.png)</span>

<span style="mso-ansi-language: HR;">Slika 3. Ishodi vezani uz domenu Održivost prema razredima u gimnazijskom obrazovanju</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Razumijevanje složenih koncepata poput održivosti započinje razumijevanjem njegovih osnovnih postulata te je važno utvrditi prepoznaju li učenici neke od najjednostavnijih i najčešće korištenih definicija održivosti. U istraživanju je citirana definicija održivoga razvoja „Razvoj koji zadovoljava potrebe sadašnjosti bez ugrožavanja mogućnosti budućih generacija da zadovolji vlastite potrebe“ (slika 4.) te slogan „Misli globalno, djeluj lokalno“ (slika 5.) koji se smatra osnovnim principom djelovanja unutar ovoga koncepta (Pramling Samuelsson i sur. 2013).</span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-bbb8y6m6.png)</span>

<span style="mso-ansi-language: HR;">Slika 4. Udjeli odgovara pri prepoznavanju definicije održivoga razvoja</span>

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<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-bcmz6gop.png)</span>

<span style="mso-ansi-language: HR;">Slika 5. Udjeli odgovara pri prepoznavanju slogana „Misli globalno, djeluj lokalno“</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">U oba je slučaja većina učenika prepoznala koncept održivosti, iako je u oba slučaja relativno velik udio onih koji nisu prepoznali taj koncept. U literaturi je mnoštvo definicija održivosti i održivoga razvoja, najčešće iz perspektive pojedinih znanosti, a navedena definicija jedna je od najjednostavnijih i najčešće navođenih kako u literaturi, tako i u medijima. Čak 23 % ispitanika ne zna ili misli da navedena definicija nije vezana uz održivost. Istovremeno slogan „<span style="mso-bidi-font-style: italic;">Misli globalno, djeluj lokalno“</span> 19 % ispitanika ne povezuje s konceptom održivosti. Na temelju tih rezultata postavlja se pitanje može li se proširivati znanje o kompleksnome konceptu održivosti s ciljem budućega aktivizma kada svaki četvrti ili peti učenik završnoga razreda gimnazije ne vlada tom definicijom i sloganom ni na razini prepoznavanja, što navodi i na pitanje o učinkovitosti metoda poučavanja u nastavi Geografije kada je riječ o održivosti.</span>

<span style="mso-ansi-language: HR;">Negativan utjecaj gospodarskoga rasta na okoliš, vidljiv u sve izraženijim ekološkim problemima u lokalnim sredinama, ali i globalno, u prvi je plan stavio ekološki i ekonomski aspekt održivosti vidljiv već u pojmu održivoga razvoja. Povezanost ekonomije i ekologije vidljiva je u rezultatima ankete. Tako su učenici na pitanje koje područje ljudske djelatnosti najčešće povezuju s pojmom održivosti na prvo mjesto stavili okoliš (41 %), rezultatom je blizu i odgovor gospodarstvo (39 %), dok je najmanji udjel imao odgovor društvo s 20 % (slika 6). </span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-2skwjjnq.png)</span>

<span style="mso-ansi-language: HR;">Slika 6. Učenička percepcija aspekata održivosti</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Kada je riječ o nastavnim sadržajima koji se poučavaju u geografiji i njihovoj povezanosti s konceptom održivosti, izdvojene su tri geografske discipline: ekonomska geografija (121 odabir), biogeografija (110 odabira) i demogeografija (96 odabira) što predstavlja poveznicu s osnovnim aspektima koncepta održivosti i u skladu je s holističkim pristupom prostoru koji se poučava u geografiji, ali i prisutnošću ovoga koncepta u medijima. Najmanji su odabir imale regionalna (37 odabira) i nacionalna geografija (41 odabir) te geomorfologija (43 odabira) i geopolitika (43 odabira).</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-i0wrttpk.png)</span>

<span style="mso-ansi-language: HR;">Slika 7. Povezanost koncepta održivosti s geografskim disciplinama</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Postavljeni cilj u <span style="mso-bidi-font-style: italic;">Kurikulumu nastavnoga predmeta Geografija</span> jest obrazovati i odgojiti učenike za aktivno građanstvo u kontekstu održivosti. Birajući između triju tvrdnji, učenici su pokazali koji aspekt održivosti smatraju najvažnijim u svojoj budućnosti. Rezultati su potvrdili ranije rezultate koji ukazuju na dominantnu važnost gospodarskoga razvoja i životnoga standarda (55 %) stanovništva, drugo je rangiran ekološki aspekt s očuvanjem prirodnih lokaliteta (30 %), dok je demografski aspekt najniže rangiran (15 %) unatoč izraženim demografskim problemima Hrvatske i prijetnji opstojnosti nacije u budućnosti (slika 8.).</span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-ly4ldhh6.png)</span>

<span style="mso-ansi-language: HR;">Slika 8. Odabir aspekata održivosti prema važnosti za budućnost</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Prepoznavanje koncepta održivosti u samim ishodima koji se poučavaju ukazuje na razumijevanje koncepta u njegovoj kompleksnosti. Iako u mnogim ishodima sam pojam održivosti nije izravno naveden, može se iščitati iz teksta ishoda. Ispitanicima je predočeno osam ishoda od kojih su svi povezani s konceptom održivosti. Rezultati pokazuju da ih učenici prepoznaju iako ih najlakše detektiraju kada su povezani s ekologijom, stoga je najveći odabir imao ishod „Učenik analizira uzroke i posljedice ugrožavanja i onečišćenja okoliša od lokalne do globalne razine te opisuje oblike zaštite prirode s primjerima u svijetu i Hrvatskoj koristeći se geografskom kartom i IKT-om“ (110 odabira), slijedi ishod „Učenik istražuje i analizira pozitivne i negativne učinke megaprojekata na okoliš te njihovu održivost“ (98 odabira) te ishod „Učenik objašnjava raspodjelu i kruženje vode na Zemlji te njezinu važnost za život i istražuje mogućnost vlastitog doprinosa u racionalnom korištenju vode“ (91 odabir). Najmanji odabir imao je ishod vezan uz održivost na primjeru iz regionalne geografije poput ishoda „</span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Učenik analizira utjecaj</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">prirodno-geografskih</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">posebnosti na naseljenost</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">i gospodarski razvoj</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">država Sjeverne Europe</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">te uspoređuje baltičke</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">s nordijskim državama</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Sjeverne Europe“ (69 odabira) te ishod „Učenik primjenjuje</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">geografska znanja i vještine</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">u rješavanju pitanja iz</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">svakodnevnoga života</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">vezanih uz prostorno</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">planiranje kroz istraživački</span></span><span style="mso-bidi-font-family: Calibri; color: #231f20; mso-ansi-language: HR;"> </span><span class="fontstyle01"><span style="font-size: 9.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">rad“ (74 odabira).</span></span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Procjenjujući na Lickertovoj skali tvrdnje vezane uz koncept održivosti provjeravala se percepcija važnosti koncepta održivosti u nastavi geografije i njegova primjenjivost u pojedinim djelatnostima. Najveći je udjel onih koji su imali negativan stav prema primjeni koncepta održivosti u turizmu (18,8 %) i poljoprivredi (16,3 %), a isti je udjel i u tvrdnji vezanoj uz nedovoljnu zastupljenost koncepta održivosti u nastavi geografije (16,3 %). Iako 16,3 % ispitanika smatra da zastupljenost koncepta održivosti u nastavi nije zadovoljavajuća, velik je udio onih koji smatraju da ga nastavnici u dovoljnoj mjeri naglašavaju tijekom nastavnoga procesa (6,5 %). Najmanje je onih s negativnim stavom vezano uz važnost primjene koncepta održivosti u gospodarskoj budućnosti Hrvatske (4,4 %) što govori o važnosti kvalitete života, posebice s materijalnoga aspekta (slika 9.).</span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-5pi0eid0.png)</span>

<span style="mso-ansi-language: HR;">Slika 9. Odnos pozitivne i negativne percepcije tvrdnji povezanih s održivošću</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Pri izravnom izjašnjavanju o percepciji zastupljenosti koncepta održivosti u nastavi geografije dobiveni rezultati ukazuju na dovoljnu zastupljenost sadržaja (ishoda) vezanih uz održivost. Za zadovoljavajuću zastupljenost koncepta održivosti odlučilo se 53 % ispitanika, njih 14 % smatra da koncept održivosti nije dovoljno zastupljen, dok preostalih 33 % ispitanika zastupljenost ne može procijeniti (slika 10.). Taj rezultat govori o zadovoljavajućoj zastupljenosti samoga koncepta održivosti u nastavi geografije, no ono što može predstavljati potencijalni problem, a nije moguće izmjeriti iz učeničke perspektive jesu nastavne metode koje učitelji i nastavnici primjenjuju pri poučavanju koncepta održivosti, orijentiranost prema lokalnim problemima kojom se ostvaruje svrhovitost poučavanja te praktične aktivnosti kojima se razvija aktivno građanstvo, što je jedan od proklamiranih ciljeva poučavanja ovoga koncepta. Kostović-Vranješ (2016) navodi da „suvremeni učitelj mora biti osposobljen za usklađivanje svog profesionalnog djelovanja s promjenama i zahtjevima suvremenog društva kojemu je glavni imperativ održivi razvoj, a kako bi osposobio učenike za njihov osobni i profesionalni rad u 21. stoljeću na održiv način“.</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-hykcmexg.png)</span>

<span style="mso-ansi-language: HR;">Slika 10. Učenička percepcija zastupljenosti koncepta održivosti u nastavi Geografije</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Na kraju istraživanja provjeravao se utjecaj poučavanja koncepta održivosti na budući život ispitanika. Rezultati ukazuju da većina ispitanika smatra da je taj utjecaj pozitivan, dok manjina ima negativan stav. Među pozitivnim tvrdnjama istaknula se ona koja ukazuje na važnost poznavanja koncepta održivosti za razumijevanje budućih događaja (145 odabira) te ona koja smatra da će usvojena znanja bitno utjecati na formiranje budućih stavova vezanih uz odnos prema prirodi (103 odabira).</span>

<span style="mso-ansi-language: HR; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-ifljwfso.png)</span>

<span style="mso-ansi-language: HR;">Slika 11. Učenička procjena utjecaja poučavanja o održivosti na njihove buduće stavove</span>

<span style="mso-ansi-language: HR;"> </span>

**<span style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: HR;">Zaključak i rasprava</span>**

<span style="mso-ansi-language: HR;">Održivost kao dominantni suvremeni koncept, primjenjiv u svim sferama života, iziskuje usvajanje specifičnih znanja i vještina kao i usvajanje specifičnoga sustava vrijednosti. Da bi stanovnici mogli prepoznati potencijalne opasnosti i adekvatno reagirati na njih, moraju posjedovati specifične kompetencije koje mogu usvojiti neformalnim i informalnim obrazovanjem, no od učenika se očekuje da te kompetencije usvoje i formalnim obrazovanjem odnosno unutar odgojno-obrazovnoga sustava. Implementacija ciljeva i mjera vezanih uz održivost u hrvatskome se odgojno-obrazovnom sustavu provodi kontinuirano, a prelaskom na kurikulumski pristup obrazovanju i uvođenjem međupredmetnih tema omogućena je implementacija sadržaja s područja održivosti u nastavne predmete te školske kurikulume i projekte. Geografija kao predmet koji ima integrativni karakter, spajajući prirodoslovno i društveno-humanističko područje znanosti, omogućuje uvođenje svih aspekata održivosti u geografski kurikulum što je istaknuto uvođenjem domene Održivost u geografskome kurikulumu. Učenici prepoznaju sadržaje vezane uz koncept održivosti, smatraju ih najčešće dostatnima za razumijevanje i važnima za budućnost. Održivost najčešće povezuju s ekologijom i gospodarstvom iako ne nužno s primjenom održivoga pristupa u pojedinim gospodarskim granama. Društveni aspekt održivosti manje je izražen kako u samome kurikulumu, tako i u učeničkoj percepciji. </span>

<span style="mso-ansi-language: HR;"> </span>

**<span style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: HR;">Literatura i izvori</span>**

<span style="mso-ansi-language: HR;">Agencija za odgoj i obrazovanje </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\[AZOO\]. (2011). Obrazovanje za održivi razvoj: Priručnik za osnovne i srednje škole. Preuzeto 2. 5. 2024.: [https://www.azoo.hr/app/uploads/uvezeno/datoteke/oor-2011-web-1536877547.pdf](https://www.azoo.hr/app/uploads/uvezeno/datoteke/oor-2011-web-1536877547.pdf).</span>

<span style="mso-ansi-language: HR;">Anđić, D. (2007). „Obrazovanje učitelja i suvremena obrazovna tehnologija u području odgoja i obrazovanja za okoliš/održivi razvoj“. *Informatologia, 40* (2), 126–131. Preuzeto s https://hrcak.srce.hr/13377.</span>

<span style="mso-ansi-language: HR;">Jukić, R., Kakuk, S. i Ham, E. (2021). „Od ideje održivosti / održivoga razvoja do odgoja i obrazovanja za održivi razvoj u školama“. *Diacovensia, 29* (3), 375–393. https://doi.org/10.31823/d.29.3.5. </span>

<span style="mso-ansi-language: HR;">Kostović-Vranješ, V. (2015). „Baština – polazište za promicanje odgoja i obrazovanja za održivi razvoj“. *Školski vjesnik, 64* (3), 439-452. Preuzeto s https://hrcak.srce.hr/151365.</span>

<span style="mso-ansi-language: HR;">Kostović-Vranješ, V. (2016). „Inicijalno obrazovanje i profesionalno usavršavanje učitelja usmjereno prema osposobljavanju za promicanje obrazovanja za održivi razvoj“. *Zbornik radova Filozofskog fakulteta u Splitu,* (6-7), 166–188. Preuzeto s [https://hrcak.srce.hr/154589](https://hrcak.srce.hr/154589).</span>

<span style="mso-ansi-language: HR;">Lukšić, B., Bošnjak, K., Čačić, I., Nekić, M., Papac, M. i Vranić, M. (2019). „Održivi razvoj u životu i radu odgojitelja i učitelja grada Zagreba“. *Agronomski glasnik, 81* (5), 331–344. https://doi.org/10.33128/ag.81.5.5.</span>

<span style="mso-ansi-language: HR;">Mamut, M., Marin, D. (2021). „Održivi razvoj u kurikulumu geografije kao nastavnom predmetu  
gimnazijskog obrazovanja u Republici Hrvatskoj“. *Acta geographica Bosniae et Herzegovinae*, 8 (16), 95–109.</span>

<span style="mso-ansi-language: HR;">Marin, G. (2021). „Didaktičke smjernice za implementaciju kurikuluma međupredmetne teme »Održivi razvoj« u predmetne kurikulume“. *Metodički ogledi, 28* (1), 271-292. [https://doi.org/10.21464/mo.28.1.14](https://doi.org/10.21464/mo.28.1.14).</span>

<span style="mso-ansi-language: HR;">Ministarstvo gospodarstva </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\[MINGO\]. *Obrazovanje za održivi razvoj (OOR)*. Preuzeto 11. 6. 2024.: https://mingo.gov.hr/djelokrug/uprava-za-programe-i-projekte-eu-europske-i-medjunarodne-poslove-6108/medjunarodna-suradnja/un-ece-gospodarska-komisija-ujedinjenih-naroda-za-europu/obrazovanje-za-odrzivi-razvoj-oor/1124.</span>

<span style="mso-ansi-language: HR;">Ministarstvo znanosti, obrazovanja i mladih </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\[</span><span style="mso-ansi-language: HR;">MZOM</span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\]</span><span style="mso-ansi-language: HR;">. (2019). *Kurikulum nastavnog predmeta Geografija za osnovne škole i gimnazije*. Preuzeto 11. 4. 2024.: [https://mzom.gov.hr/istaknute-teme/odgoj-i-obrazovanje/nacionalni-kurikulum/predmetni-kurikulumi/geografija/752](https://mzom.gov.hr/istaknute-teme/odgoj-i-obrazovanje/nacionalni-kurikulum/predmetni-kurikulumi/geografija/752).</span>

<span style="mso-ansi-language: HR;">Ministarstvo znanosti obrazovanja i sporta </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\[</span><span style="mso-ansi-language: HR;">MZOS</span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\]. (2011). *Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje*. Preuzeto 11. 6. 2024.: [Nacionalni\_okvirni\_kurikulum.pdf](http://mzos.hr/datoteke/Nacionalni_okvirni_kurikulum.pdf).</span>

<span style="mso-ansi-language: HR;">Mróz, A., Tomczyk, Ł., Ocetkiewicz, I. i Walotek-Ściańska, K. (2018). „Znanje nastavnika o obrazovanju za održivi razvoj – slučaj Poljske“. *Croatian Journal of Education, 20* (3), 1001–1028. [https://doi.org/10.15516/cje.v20i3.3252](https://doi.org/10.15516/cje.v20i3.3252).</span>

<span style="mso-ansi-language: HR;">Odluka o donošenju kurikuluma za nastavni predmet Geografije za osnovne škole i gimnazije u Republici Hrvatskoj NN 7/2019. Preuzeto 17. 4. 2024. s [https://narodne-novine.nn.hr/clanci/sluzbeni/](https://narodne-novine.nn.hr/clanci/sluzbeni/) 2019\_01\_7\_145.html.</span>

<span style="mso-ansi-language: HR;">Pramling Samuelsson, I., Kaga, Y. i Anđić, D. (2013). „O konceptu održivog razvoja“. *Dijete, vrtić, obitelj, 19* (74), 2-5. Preuzeto s https://hrcak.srce.hr/158873.</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Strategija održivog razvitka Republike Hrvatske NN 30/2009. Preuzeto 17. 5. 2024. s [http://narodne-novine.nn.hr/clanci/sluzbeni/2009\_03\_30\_658.html](http://narodne-novine.nn.hr/clanci/sluzbeni/2009_03_30_658.html).</span>

<span style="mso-ansi-language: HR;">Vukelić, N. (2020). „Odrednice spremnosti (budućih) nastavnika na obrazovanje za održivi razvoj“. *Napredak, 161* (1-2), 141–161. Preuzeto s https://hrcak.srce.hr/239898.</span>

<span style="mso-ansi-language: HR;">Zuckerman Itković, Z., Petranović, D. i Troha, M. (2007). „Measuring efficiency of pedagogical strategies in frames of environmental education and substanive development“. *Acta Iadertina, 4* (1), 13–21. Preuzeto s https://hrcak.srce.hr/190048.</span>


<table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

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<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span lang="EN-US" style="font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Student perception of the concept of sustainability in geography lessons</span>**


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<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Abstract**

</td></tr><tr><td style="text-align: justify;">
<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The concept of sustainability is one of the four concepts in the geography curriculum along with spatial organizations and processes, spatial identity and spatial coverage. The very concept of sustainability is present in the subject description, values and principles of learning and teaching geography and in the educational goals of learning and teaching geography. Through the analysis of the curriculum of the Geography subject for primary and secondary schools in the Republic of Croatia, out of a total of 97 outcomes, 28 of them related to the concept of sustainability were singled out, whether these outcomes were exclusively related to this concept (12), or they were partially represented along with some of the remaining concepts (16) considering the frequent interweaving of concepts in space. The students' perception of the concept of sustainability in geography lessons was investigated using a quantitative analysis based on a questionnaire. The results showed that students recognize the concept of sustainability most in the field of economy and environment, and less in the social field. They mostly associate it with the contents of biogeography, economic geography, demogeography and urban geography, and they recognize it the least when teaching about certain economic branches in Croatia, especially tourism and agriculture. They think that learning about sustainability will help them understand the changes that will happen in the future and define their own relationship with nature. They are of the opinion that through sustainable management of natural resources and sustainable economic development, Croatia can improve the living standards of its population and preserve the most valuable natural sites for future generations.</span>

  
</td></tr><tr><td>***Key words:***

</td></tr><tr><td><span lang="EN-US">curriculum; geographical concepts; the field of economy and environment</span>

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# Pripremljenost studenata učiteljskih studija za provedbu odgoja i obrazovanja za održivi razvoj

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.8096%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2858%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.095%; height: 106.9px;">##### **Alena Letina, Sanja Canjek-Androić**

*Učiteljski fakultet Sveučilišta u Zagrebu, Hrvatska*

*alena.letina@ufzg.hr*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 49.6289%;">**Sekcija - Odgoj i obrazovanje za održivi razvoj** </td><td class="align-center" style="width: 12.7667%;">**Broj rada: 2**</td><td style="width: 37.5805%;">**Kategorija članka: Izvorni znanstveni rad**

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<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span style="mso-bidi-font-family: Calibri;">Odgoj i obrazovanje za održivi razvoj podrazumijeva multidisciplinarni pristup usmjeren na razvoj kompetencija potrebnih za kritičko promišljanje, odgovorno djelovanje i donošenje informiranih odluka u kontekstu održivog razvoja. Unatoč normativnim smjernicama i strateškim dokumentima koji ga promiču, još uvijek postoje izazovi u osposobljavanju budućih učitelja za njegovu učinkovitu provedbu. U ovome radu predstavljeni su rezultati istraživanja čiji je cilj ispitati pripremljenost studenata učiteljskih studija za provedbu odgoja i obrazovanja za održivi razvoj primjenom njegovih osnovnih načela u aktivnostima poučavanja i učenja. Istraživanje je provedeno na uzorku <span style="color: black; mso-themecolor: text1;">1</span></span>70 s<span style="mso-bidi-font-family: Calibri;"><span style="mso-bookmark: _Hlk176164991;">tudenata učiteljskih studija s Učiteljskog fakulteta Sveučilišta u Zagrebu</span>. Podaci o percepciji studenata o spremnosti za kreiranje, provedbu, vrednovanje i sudjelovanje u aktivnostima poučavanja i učenja koje podržavaju održivi razvoj prikupljeni su anketnim upitnikom. Rezultati ukazuju na to da se stručno znanje i praksa, stručno sudjelovanje i samoregulacija mogu smatrati ključnim dimenzijama pripremljenosti studenata za provedbu odgoja i obrazovanja za održivi razvoj, pri čemu svaka od njih obuhvaća skup od nekoliko komponenata. Nadalje, utvrđena je pozitivna korelacija između stručnog znanja, vizije poučavanja i stručnog sudjelovanja. Istraživanje je također identificiralo određene slabosti u području obrazovanja budućih učitelja za provedbu odgoja i obrazovanja za održivi razvoj koje zahtijevaju detaljniju analizu i poboljšanje. U tom kontekstu, dana su preporuke za obogaćivanje učiteljskih programa ishodima učenja kako bi budućim učiteljima omogućili razvoj odgovarajućih kompetencija za provedbu odgoja i obrazovanja za održivi razvoj.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">dimenzije pripremljenosti; inicijalno obrazovanje učitelja; osposobljavanje budućih učitelja; održivi razvoj

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**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">Uvod</span>**

<span style="mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1;">Koncepti održivosti i održivi razvoj posljednjih su desetljeća u interesu mnogih svjetskih organizacija i institucija (UN-a, UNESCO-a, UNECE-a).</span><span style="mso-bidi-font-family: Calibri;"> Pojam održivosti primijenjuje se u različitim područjima – od filozofije, politike, ekonomije, tehnologije, preko ekologije i društvenoga razvoja (Jukić i sur., 2021). Održivi se razvoj definira kao razvoj „koji zadovoljava potrebe sadašnjice, a istodobno ne ugrožava mogućnost budućih generacija da zadovolje svoje potrebe“ (World Commission on Environment and Development - WCED, 1987, str. 41). On je usmjeren na rješavanje društvenih, ekonomskih i ekoloških ciljeva koji bi se trebali postići gospodarskim rastom i razvojem. </span>

<span style="mso-bidi-font-family: Calibri;">Odgojno-obrazovni sustav važan je čimbenik u stjecanju znanja, ali i razvoju sposobnosti, vještina i stavova budućih generacija o održivosti i održivom razvoju što omogućuje </span>transformaciju prema održivijem i pravednijem društvu (Leicht i sur., 2018). <span style="mso-bidi-font-family: Calibri; color: #222222; background: white;">Nije dovoljno spoznati same koncepte (Vega-Marcote i sur., 2015), upoznati učenike s problemima održivosti, već je potrebno sustavno, intencionalno odgajanje za vrijednosti koje leže u temeljima te ideje (Jukić i sur., 2021) i zato se </span><span style="mso-bidi-font-family: Calibri;">odgoju i obrazovanju za održivi razvoj treba pristupiti interdisciplinarno i integrativno.</span>

Uspješnost procesa odgoja i obrazovanja budućih odgovornih građana ovisi o obrazovnim politikama pojedine države, ali i o kompetencijama učitelja za ostvarenje toga cilja. UNESCO (2014) ističe kako je obrazovanje učitelja ključno za usvajanje i provedbu obrazovanja za održivi razvoj. Inicijalno obrazovanje treba osposobiti buduće učitelje za poučavanje učenika o svim aspektima održivog razvoja te za promicanje ekološki prihvatljivog načina života jer kvaliteta provedbe ovisi o kompetentnim i predanim učiteljima koji su motivirani djelovati kao pokretači promjena (Bürgener, Barth, 2018<span style="mso-bidi-font-weight: bold;">;</span> <span style="mso-bidi-font-weight: bold;">Gough, 2016; </span>Rieckmann, 2019) i pripremljeni za stvaranje održivije budućnosti odgojem i obrazovanjem učenika<span style="mso-bidi-font-weight: bold;"> (Merritt i sur., 2019).</span> Razvoj kompetencija budućih učitelja za održivi razvoj treba uključivati stjecanje potrebnih znanja o pitanjima održivosti, razvoj vještina u osmišljavanju učinkovitih oblika poučavanja i učenja te oblikovanje pozitivnih stavova prema ciljevima održivog razvoja (<span style="text-indent: 35.4pt;">Brandt i sur., 2019). </span><span style="color: black; mso-themecolor: text1; mso-bidi-font-weight: bold;">Uspješna implementacija i provedba odgoja i obrazovanja za održivi razvoj ne ovise samo o inicijalnom obrazovanju, već zahtijevaju kontinuirano profesionalno usavršavanje učitelja kojim </span><span style="mso-bidi-font-weight: bold;">se nadograđuju njihova znanja, vještine i navike (Kostović-Vranješ, 2015; Vukobratović i Rončević, 2020). Međutim, odluka o implementaciji odgoja i obrazovanja za održivi razvoj na svakom učitelju ponaosob. Ona ovisi ponajviše o njima i njihovim procjenama jesu li spremni prihvatiti taj izazov (Vukelić, 2021).</span>

Dosadašnjim istraživanjima utvrđeno je da se studenti učiteljskih studija i učitelji ne osjećaju dovoljno spremnima i kompetentnima za ostvarivanje odgoja i obrazovanja za održivi razvoj (Dahl, 2019; <span style="mso-bidi-font-weight: bold;">Merritt i sur., 2019</span>; <span style="mso-bidi-font-weight: bold;">Wolff i sur., 2017)</span>. <span style="mso-bidi-font-weight: bold;">Pegalajar-Palomino i sur. (2021) pregledom su znanstvenih baza utvrdili pozitivne </span>stavove budućih učitelja prema održivosti, međutim utvrđen je nedostatak u razvoju profesionalnih vještina potrebnih za provedbu odgoja i obrazovanja za održivi razvoj. <span style="color: black; mso-themecolor: text1;">Istraživanjem koje su provele Letina i Diković (2024) utvrđeno je da studenti ranog i predškolskog odgoja i učiteljskih studija imaju umjerenu razinu znanja i pozitivne stavove prema ciljevima održivog razvoja te slabiju uspješnost u praktičnoj primjeni tih ciljeva. Nadalje, istraživanje </span>Bezeljak i sur. (2020) pokazuje kako budućim nastavnicima biologije nedostaje znanja o međusobnim odnosima između različitih dimenzija održivosti, a Burmeister i Eilks (2013) utvrđuju da budućim nastavnicima kemije nedostaju teorijska znanja o obrazovanju za održivi razvoj. U kontekstu obrazovanja za održivi razvoj budući nastavnici geografije najvišim vrijednostima procjenjuju svoje znanje o sadržaju, a najnižim svoje pedagoške i metodičke kompetencije za poučavanje održivog razvoja (Ammoneit i sur., 2022). Dodatna edukacija o obrazovanju za održivi razvoj tijekom studija omogućava studentima, budućim učiteljima, pozitivne učinke na stavove i percepciju te njihovu spremnost da pridonesu obrazovanju za održivi razvoj (<span style="mso-bidi-font-family: Calibri; color: #222222; background: white;">Andersson i sur., 2013; Andersson, 2016</span>). Istraživanjem koje je provela Vukelić (2021) utvrđeno je da studenti nastavničkih usmjerenja koji procjenjuju da su sposobni implementirati obrazovanje za održivi razvoj, ujedno iskazuju i veću razinu namjere da to učine. <span style="mso-bidi-font-family: Calibri;">Teorijski model procjene spremnosti budućih nastavnika STEM područja za osmišljavanje, provođenje i vrednovanje poučavanja za održivi razvoj utvrđen je istraživanjem koje su proveli Manasia i sur. (2019). Rezultati ukazuju da se profesionalno znanje i praksa, profesionalni angažman i samoregulacija mogu smatrati važnim dimenzijama spremnosti učitelja za posao</span><span style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman'; color: black; mso-font-kerning: 1.0pt; mso-ligatures: standardcontextual; mso-fareast-language: HR;"> </span><span style="mso-bidi-font-family: Calibri;">pri čemu se svaki sastoji od nekoliko podkomponenti, dok stručno znanje ima značajan utjecaj na nastavnu praksu i profesionalnu uključenost.</span>

<span style="mso-bidi-font-weight: bold;">Kako bi budući učitelji razvili pozitivne stavove o obrazovanju za održivi razvoj</span> <span style="mso-bidi-font-weight: bold;">i povećali svoju efikasnost u angažmanu i poučavanju učenika te uspješno svladavali profesionalne izazove, inicijalno obrazovanje učitelja mora osigurati programe koji će biti usmjereni na stvaranje profesionalaca koji će biti održivi građani i posjedovati odgovarajuće kompetencije za cjeloživotni razvoj i učenje, usmjeren na implementaciju odgoja i obrazovanja za održiv razvoj (Kang, 2021; Anđić, 2015).</span>

**<span style="font-size: 12.0pt;"> </span>**

**<span style="font-size: 12.0pt;">Metode</span>**

***Cilj istraživanja***

<span style="color: black; mso-themecolor: text1;">Cilj ovoga istraživanja bio je ispitati</span><span style="mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1;"> </span><span style="color: black; mso-themecolor: text1;">pripremljenost studenata učiteljskih studija za provedbu odgoja i obrazovanja za održivi razvoj (OR) primjenom njegovih osnovnih načela u aktivnostima poučavanja i učenja</span>.

***Istraživačka pitanja<span style="color: #0070c0;"> </span>***

<span style="mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-fareast-language: HR;">U okviru definiranog cilja, istraživanje se usmjerava na sljedeća istraživačka pitanja:</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-ansi-language: HR; mso-bidi-font-weight: bold;">Kako studenti samoprocjenjuju</span><span style="mso-ansi-language: HR;"> <span style="mso-bidi-font-weight: bold;">svoju pripremljenost za provedbu odgoja i obrazovanja za OR? </span></span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-fareast-language: HR;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-fareast-language: HR;">Kako <span style="mso-spacerun: yes;"> </span>samoprocjenjuju razinu svojih stručnih znanja o OR-u?</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-fareast-language: HR;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-fareast-language: HR;">U kojoj mjeri se osjećaju spremnima za: provedbu aktivnosti vezanih uz OR (stručnu praksu); profesionalni angažman u području OR-a (stručno sudjelovanje); <span style="mso-spacerun: yes;"> </span>samoregulaciju u kontekstu provedbe koncepta OR-a; primjenu suvremenih nastavnih strategija učenja i poučavanju za OR?</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Kakva je prediktivna vrijednost pojedinih dimenzija pripremljenosti </span><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-fareast-language: HR;">(stručno znanje, stručna praksa, stručno sudjelovanje/profesionalni angažman, samoregulacija, vizija poučavanja)</span><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-bidi-font-weight: bold;"> na prosječnu ocjenu studenta na učiteljskom studiju?</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Postoji li statistički značajna povezanost između različitih varijabli spremnosti za provedbu odgoja i obrazovanja za OR?</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Postoji li </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-fareast-language: HR;">statistički značajna</span><span style="font-family: 'Aptos',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-fareast-language: HR;"> </span><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-bidi-font-weight: bold;">razlika u samoprocjeni spremnosti </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-fareast-language: HR;">za provedbu odgoja i obrazovanja za OR</span><span style="font-family: 'Aptos',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-fareast-language: HR;"> </span><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-bidi-font-weight: bold;">među studentima s obzirom na a) prosječnu ocjenu na studiju b) godinu studija?</span>

***Uzorak istraživanja***

<span style="mso-bidi-font-weight: bold;">Istraživanje je provedeno u veljači 2024. godine anketiranjem 170 studenata učiteljskih studija na Učiteljskom fakultetu Sveučilišta u Zagrebu. Demografska analiza uzorka pokazuje dominantnu zastupljenost ženskih ispitanica (97.1%), dok je udio muških ispitanika znatno manji (2.9%). Studenti su ravnopravno raspoređeni između četvrte (52.4%) i pete (47.6%) godine studija. Distribucija prosječne ocjene ukazuje na visoku akademsku uspješnost ispitanika, s većinom studenata koji postižu vrlo dobar (80.6%) ili odličan (14.7%) uspjeh. Manji dio uzorka (4.7%) ima prosječnu ocjenu dobar. </span>

<span style="mso-bidi-font-weight: bold;"><span style="mso-spacerun: yes;"> </span></span>

***Postupak i instrumenti istraživanja***

Istraživanje je provedeno anketiranjem po principu papir-olovka,<span style="font-family: 'Aptos',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span><span style="mso-bidi-font-family: Calibri;">pri čemu je sudjelovanje u istraživanju bilo dobrovoljno i anonimno.</span><span style="font-family: 'Aptos',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span>Za potrebe ovoga istraživanja konstruiran je upitnik temeljen na instrumentu Manasia, Ianos, Chicioreanu (2019)<span style="font-family: 'Aptos',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"> </span><span style="mso-bidi-font-family: Calibri;">prilagođen ciljevima i kontekstu ovog istraživanja.</span>

Upitnik se sastojao od četiri dijela. U uvodnom dijelu upitnika prikupljeni su demografski podaci o ispitanicima (spol, godina studija, prosječna ocjena). Glavni dio upitnika obuhvaća pet skala (stručna znanja, spremnost za provedbu aktivnosti, spremnost za profesionalni angažman, samoregulacija i spremnost za primjenu različitih nastavnih strategija u području odgoja i obrazovanja za OR) kojima se ispitivala samoprocjena studenata o vlastitoj pripremljenosti za provedbu odgoja i obrazovanja za OR.

Studenti su tvrdnje na prvoj skali procjenjivali na skali od pet stupnjeva (od 1 – uopće se ne odnosi na mene do 5 – u potpunosti se odnosi na mene). Na ostale četiri skale studenti su procjenjivali u kojoj mjeri se smatraju spremnima za provedbu odgoja i obrazovanja za OR (od 1 – uopće nisam spreman/spremna do 5 – u potpunosti sam spreman/spremna).

<span style="font-size: 12.0pt; color: #0070c0;"> </span>

***Metode obrada podataka***

Za statističku analizu podataka korišten je statistički programski paket SPSS 20.0. <span style="mso-bidi-font-weight: bold;">Deskriptivni parametri rabljeni su za utvrđivanje deskriptivnih pokazatelja pojedinih čestica i skala.</span> <span style="mso-bidi-font-weight: bold;">U svrhu utvrđivanje normaliteta distribucija proveden je Kolmogorov-Smirnov test, a za utvrđivanje pouzdanosti skala izračunat je Cronbach alfa koeficijent pouzdanosti (Tablica 1).</span> <span style="mso-bidi-font-weight: bold;">S obzirom da je<span style="mso-spacerun: yes;"> </span>utvrđeno da se</span> <span style="mso-bidi-font-weight: bold;">sve skale distribuiraju po normalnoj raspodjeli, pri obradi podataka primijenjeni su postupci parametrijske statistike. Statistički značajna razlika između samoprocjene posjedovanja stručnih znanja i provedbu aktivnosti vezanih za provedbu odgoja i obrazovanja za OR provjerena je pomoću Wilcoxonovog testa kao i razlike između procjene o primjeni pojedinih nastavnih strategija u odgoju i obrazovanju za OR. Hijerarhijskom regresijskom analizom provjereno je kakva je prediktivna vrijednost pojedinih dimenzija pripremljenosti na prosječnu ocjenu studenta na učiteljskom studiju. Za provjeru korelacija između varijabli spremnosti za provedbu odgoja i obrazovanja za OR izračunat je Pearsonov koeficijent korelacije. U svrhu provjere razlike između studenata različitih godina studija izračunat je t-test, a Spearmanov koeficijent korelacije za razlike s obzirom na ocjenu.</span>

<span style="mso-bidi-font-weight: bold;"> </span>

**<span style="font-size: 12.0pt;">Rezultati</span>**

<span style="mso-bidi-font-weight: bold;">Prema rezultatima prikazanima u Tablici 1 može se zaključiti da sve skale imaju visoku pouzdanost, a distribucije rezultata slijede Gaussovu raspodjelu. </span><span style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Analiza deskriptivne statistike po skalama otkriva obrasce u samoprocjeni studenata o njihovoj pripremljenosti za provedbu odgoja i obrazovanja za OR. Iako se studenti uglavnom smatraju dobro pripremljenima, uočavaju se varijacije u različitim dimenzijama.</span><span style="mso-bidi-font-weight: bold;"> </span>

<span style="mso-bidi-font-weight: bold;"> </span>

<span style="font-size: 10.0pt; mso-bidi-font-weight: bold;">Tablica 1</span>

<span style="font-size: 10.0pt; mso-bidi-font-weight: bold;">Deskriptivna statistika mjerenih varijabli</span>

<div align="center" id="bkmrk-%C2%A0-m-c-d-sd-skew-kurt"><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="width: 109.881%; border-collapse: collapse; border: none; height: 136px;" width="100%"><tbody><tr style="height: 34.4px;"><td><a name="_Hlk176764609"></a> </td><td>M</td><td>C</td><td>D</td><td>SD</td><td>Skew</td><td>Kurt</td><td>Min</td><td>Maks</td><td>KS</td><td>α</td></tr><tr style="height: 17.2px;"><td>Stručno znanje</td><td>3.6</td><td>3.7</td><td>3.4</td><td>0.58</td><td>-0.23</td><td>0.03</td><td>2</td><td>5</td><td>1.24</td><td>0.85</td></tr><tr style="height: 16.8px;"><td>Stručna praksa</td><td>3.9</td><td>3.9</td><td>3.9</td><td>0.53</td><td>-0.11</td><td>-0.20</td><td>2</td><td>5</td><td>0.58</td><td>0.92</td></tr><tr style="height: 16.8px;"><td>Profesionalni angažman</td><td>4.1</td><td>4.1</td><td>4.0</td><td>0.56</td><td>-0.23</td><td>-0.67</td><td>3</td><td>5</td><td>0.85</td><td>0.91</td></tr><tr style="height: 16.8px;"><td>Samoregulacija</td><td>4.1</td><td>4.0</td><td>4.0</td><td>0.60</td><td>-0.13</td><td>-0.96</td><td>3</td><td>5</td><td>1.35</td><td>0.88</td></tr><tr style="height: 16.8px;"><td>Vizija poučavanja</td><td>4.1</td><td>4.1</td><td>4.5</td><td>0.55</td><td>-0.34</td><td>-0.38</td><td>3</td><td>5</td><td>1.11</td><td>0.82</td></tr><tr style="height: 17.2px;"><td>Prosječna ocjena</td><td>4.1</td><td>4.0</td><td>4.0</td><td>0.43</td><td>0.56</td><td>1.97</td><td>3</td><td>5</td><td>5.80\*\*</td><td> </td></tr></tbody></table>

</div>*<span style="font-size: 9.0pt;">Legenda: M – aritmetička sredina, C – centralna vrijednost, D – dominantna vrijednost, SD – standardna devijacija, Skew – zakrivljenost distribucije, Kurt – spljoštenost distribucije, Min – najmanji rezultat, Maks – najveći rezultat, KS – Kolmogorov Smirnov test normaliteta distribucije, α – Cronbach alfa koeficijent pouzdanosti,<span style="mso-spacerun: yes;"> </span>\*\* - p &lt; .01</span>*

**<span style="font-size: 12.0pt;"> </span>**

Pregled rezultata iz Tablice 1 pokazuje da su ukupni rezultati na skalama profesionalnog angažmana, samoregulacije i vizije poučavanja jednaki. Nešto niža je procjena na skali stručne prakse, a najniža procjena uočljiva je na skali stručnog znanja. Prosječna ocjena ispitanika tijekom studija je vrlo dobar i ona se jedina ne distribuira po normalnoj raspodjeli već je negativno asimetrična uz relativno niske vrijednosti zakrivljenosti i spljoštenosti.

***Samoprocjena studenata***

<a name="_Hlk176765769"></a><span style="mso-ansi-language: HR;">Najviše prosječne rezultate studenti postižu na skalama profesionalnog angažmana, samoregulacije i vizije poučavanja (*M* = 4.1) što ukazuje na visoku razinu samopouzdanja u kontekstu primjene principa OR u različitim kontekstima budućeg profesionalnog djelovanja. Suprotno tome, niža prosječna ocjena za skalu stručnog znanja (*M* = 3.6) sugerira da studenti prepoznaju prostor za daljnje usavršavanje u ovom području, posebice u svojem kognitivnom osnaživanju o konceptima i principima održivog razvoja.</span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR;">Utvrđen je zadovoljavajuć stupanj samoprocjene stručnih znanja (*M* = 3.6; *SD* = 0.58) za provedbu odgoja i obrazovanja za OR i relativno visoka samoprocjena spremnosti za provedbu aktivnosti u tom području (*M* = 3.9; *SD* = 0.53). Također, Wilcoxonov test (*z* = -6.52; *p* &lt; .01) pokazuje statistički značajnu razliku između samoprocjene znanja i spremnosti za provedbu aktivnosti, pri čemu je spremnost za praktičnu primjenu procijenjena višom od znanja. </span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR;">Nadalje, studenti pokazuju visoku razinu spremnosti za profesionalni angažman i samoregulaciju u području održivog razvoja (*M* = 4.1). Ovaj nalaz ohrabruje i pokazuje da studenti prepoznaju važnost održivog razvoja te su motivirani aktivno doprinijeti njegovoj promociji.</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR;">U kontekstu samoprocjene spremnosti za primjenu određenih nastavnih strategija (Tablica 2), studenti su procijenili da se osjećaju najspremnijima za primjenu heurističke nastave (*M* = 4.4), suradničkog učenja (*M* = 4.3) i učenja otkrivanjem (*M* = 4.3). Niže vrijednosti za istraživačku (*M* = 3.9) i projektnu nastavu (*M* = 3.8) ukazuju na potrebu za dodatnim osnaživanjem studenata u primjeni ovih nastavnih strategija. Nadalje, najniža prosječna procjena spremnosti za uključivanje u akcije na razini lokalne zajednice (*M* = 3.7) implicira da postoji prostor za unaprjeđenje u području povezivanja formalnog obrazovanja s praksom.</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR;"> </span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 2</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Deskriptivna statistika studentske samoprocjene spremnosti za primjenu suvremenih<span style="mso-bidi-font-weight: bold;"> nastavnih strategija u odgoju i obrazovanju za OR</span></span></span>

<div align="center" id="bkmrk-%C2%A0-m-c-d-sd-skew-kurt-1"><table border="1" cellpadding="0" cellspacing="0"><tbody><tr><td></td><td>M

</td><td>C

</td><td>D

</td><td>SD

</td><td>Skew

</td><td>Kurt

</td><td>Min

</td><td>Maks

</td><td valign="top">KS

</td></tr><tr><td valign="top">Projektna nastava

</td><td valign="top">3.8

</td><td valign="top">4.0

</td><td valign="top">4.0

</td><td valign="top">0.86

</td><td valign="top">-0.29

</td><td valign="top">-0.57

</td><td valign="top">2

</td><td valign="top">5

</td><td valign="top">3.18

</td></tr><tr><td valign="top">Istraživačka nastava

</td><td valign="top">3.9

</td><td valign="top">4.0

</td><td valign="top">4.0

</td><td valign="top">0.90

</td><td valign="top">-0.53

</td><td valign="top">-0.46

</td><td valign="top">2

</td><td valign="top">5

</td><td valign="top">3.28

</td></tr><tr><td valign="top">Problemska nastava

</td><td valign="top">4.0

</td><td valign="top">4.0

</td><td valign="top">4.0

</td><td valign="top">0.81

</td><td valign="top">-0.36

</td><td valign="top">-0.53

</td><td valign="top">2

</td><td valign="top">5

</td><td valign="top">3.14

</td></tr><tr><td valign="top">Izvanučionička nastava

</td><td valign="top">4.2

</td><td valign="top">4.0

</td><td valign="top">4.0

</td><td valign="top">0.82

</td><td valign="top">-0.98

</td><td valign="top">0.66

</td><td valign="top">2

</td><td valign="top">5

</td><td valign="top">3.34

</td></tr><tr><td valign="top">Učenje otkrivanjem

</td><td valign="top">4.3

</td><td valign="top">4.0

</td><td valign="top">4.0

</td><td valign="top">0.66

</td><td valign="top">-0.40

</td><td valign="top">-0.74

</td><td valign="top">3

</td><td valign="top">5

</td><td valign="top">3.48

</td></tr><tr><td valign="top">Suradničko učenje

</td><td valign="top">4.3

</td><td valign="top">4.0

</td><td valign="top">5.0

</td><td valign="top">0.73

</td><td valign="top">-0.82

</td><td valign="top">-0.02

</td><td valign="top">2

</td><td valign="top">5

</td><td valign="top">3.90

</td></tr><tr><td valign="top">Uključivanje u akcije lokalne zajednice

</td><td valign="top">3.7

</td><td valign="top">4.0

</td><td valign="top">3.0

</td><td valign="top">0.98

</td><td valign="top">-0.27

</td><td valign="top">-0.59

</td><td valign="top">1

</td><td valign="top">5

</td><td valign="top">2.54

</td></tr><tr><td valign="top">Heuristička nastava

</td><td valign="top">4.4

</td><td valign="top">5.0

</td><td valign="top">5.0

</td><td valign="top">0.81

</td><td valign="top">-1.13

</td><td valign="top">0.52

</td><td valign="top">2

</td><td valign="top">5

</td><td valign="top">4.34

</td></tr></tbody></table>

</div><span style="mso-bookmark: _Hlk176765769;">*<span style="font-size: 9.0pt; mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR;">Legenda: M – aritmetička sredina, C – centralna vrijednost, D – dominantna vrijednost, SD – standardna devijacija, Skew – zakrivljenost distribucije, Kurt – spljoštenost distribucije, Min – najmanji rezultat, Maks – najveći rezultat, KS – Kolmogorov Smirnov test normaliteta distribucije</span>*</span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR;"> </span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Tablica 3 prikazuje rezultate Wilcoxonovog testa za parove, koji je korišten za utvrđivanje statistički značajnih razlika između procjena studenata o njihovoj spremnosti za primjenu različitih strategija poučavanja u kontekstu OR-a.</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: HR; mso-bidi-font-weight: bold;"> </span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 3</span></span>

<span style="mso-bookmark: _Hlk176765769;">**<span style="font-size: 10.0pt; mso-ansi-language: HR;"><span style="mso-spacerun: yes;"> </span></span>**</span><span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Statistički značajne razlike među pojedinim nastavnih strategija korištenjem Wilcoxonovog testa</span></span>

<div align="center" id="bkmrk-%C2%A0-istra%C5%BEiva%C4%8Dka-nasta"><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="width: 441.45pt; border-collapse: collapse; border: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: none; mso-border-insidev: none;" width="589"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; page-break-inside: avoid; height: 2.0cm;"><td style="width: 69.2pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 2.0cm;" width="92"><span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;"> </span></span>

</td><td style="width: 53.05pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 2.0cm;" valign="top" width="71"><span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Istraživačka</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">nastava</span></span>

</td><td style="border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; height: 2.0cm;" valign="top">Problemska

nastava

</td><td valign="top">Izvanučionička

nastava

</td><td valign="top">Učenje otkrivanjem

</td><td valign="top">Suradničko učenje

</td><td valign="top">Uključi-vanje u akcije lokalne zajednice

</td><td valign="top">Heuristička nastava

</td></tr><tr><td valign="top" width="92">Projektna nastava

</td><td valign="top" width="71"></td><td valign="top">\*

</td><td valign="top">\*\*

</td><td valign="top">\*\*

</td><td valign="top">\*\*

</td><td valign="top"></td><td valign="top">\*\*

</td></tr><tr><td valign="top" width="92">Istraživačka nastava

</td><td valign="top" width="71"></td><td valign="top"></td><td valign="top">\*\*

</td><td valign="top">\*\*

</td><td valign="top">\*\*

</td><td valign="top">\*\*

</td><td valign="top">\*\*

</td></tr><tr><td valign="top" width="92">Problemska nastava

</td><td valign="top" width="71"></td><td valign="top"></td><td valign="top">\*\*

</td><td valign="top">\*\*

</td><td valign="top">\*\*

</td><td valign="top">\*\*

</td><td valign="top">\*\*

</td></tr><tr><td valign="top" width="92">Izvanučionička nastava

</td><td valign="top" width="71"></td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top">\*

</td><td valign="top">\*\*

</td><td valign="top">\*

</td></tr><tr><td valign="top" width="92">Učenje otkrivanjem

</td><td valign="top" width="71"></td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top">\*\*

</td><td valign="top"></td></tr><tr><td valign="top" width="92">Suradničko učenje

</td><td valign="top" width="71"></td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top">\*\*

</td><td valign="top"></td></tr><tr><td valign="top" width="92">Uključivanje u akcije lokalne zajednice

</td><td valign="top" width="71"></td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top">\*\*

</td></tr></tbody></table>

</div><span style="mso-bookmark: _Hlk176765769;">*<span style="font-size: 9.0pt; line-height: 107%; font-family: 'Calibri',sans-serif;">Legenda: \* - p &lt; .05, \*\* - p &lt; .01</span>*</span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Rezultati Wilcoxonovog testa ukazuju na postojanje hijerarhije u percepciji studenata o vlastitoj spremnosti za primjenu različitih strategija poučavanja (Tablica 3). Studenti se osjećaju najspremnijima za primjenu strategija koje potiču aktivno učenje, suradnju i kritičko promišljanje, poput heurističke nastave, učenja otkrivanjem i suradničkog učenja. Nasuprot tome, strategije koje zahtijevaju veći stupanj samostalnosti, istraživanja i praktične primjene, poput projektne i istraživačke nastave, percipirane su kao izazovnije.</span></span>

<span style="mso-bookmark: _Hlk176765769;">**<span style="mso-ansi-language: HR;"> </span>**</span>

<span style="mso-bookmark: _Hlk176765769;">***<span style="mso-ansi-language: HR;">Prediktivna vrijednost pojedinih dimenzija pripremljenosti </span>***</span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR; mso-bidi-font-weight: bold;">U svrhu ispitivanja vrijednosti pojedinih dimenzija pripremljenosti za OR u odnosu na akademski uspjeh (prosječnu ocjenu) studenata, provedena je hijerarhijska regresijska analiza. Ova analiza omogućuje uvid u kojoj mjeri dimenzije poput stručnog znanja, stručne prakse, stručnog sudjelovanja, samoregulacije i vizije poučavanja mogu predvidjeti prosječnu ocjenu studenata na učiteljskom studiju. Prethodno provedene analize potvrdile su ispunjenost pretpostavki za primjenu hijerarhijske regresijske analize. Distribucije rezultata u svim varijablama su normalne, a dodatne pretpostavke o neovisnosti pogrešaka (Durbin-Watson test = 1.9) i odsustvu multikolinearnosti (VIF faktori &lt; 4) također su zadovoljene.</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR; mso-bidi-font-weight: bold;">Rezultati regresijske analize pokazuju da model s pet dimenzija pripremljenosti kao prediktorima objašnjava statistički značajan udio varijance u prosječnoj ocjeni studenata (*R²* = 0.07, *F* = 2.39, p &lt; .05). Iako je postotak objašnjene varijance relativno nizak (*7%*), ovaj nalaz sugerira da dimenzije pripremljenosti, iako skromno, ipak doprinose objašnjenju akademskog uspjeha. Regresijski koeficijent za varijablu prosječne ocjene iznosi 0.26, što ukazuje na pozitivan smjer veze – veća razina pripremljenosti povezana je s višom prosječnom ocjenom.</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR; mso-bidi-font-weight: bold;">Da bi se detaljnije analizirao doprinos pojedinih dimenzija, izračunati su beta ponderi prikazani u Tablici 4. </span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR;"> </span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Tablica 4</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Doprinos stručnog znanja, stručne prakse, profesionalnog angažmana, samoregulacije i vizije poučavanja predviđanju prosječne ocjene na Učiteljskom fakultetu</span></span>

<div align="center" id="bkmrk-varijabla-b-%CE%B2-t-p-st"><table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; mso-table-layout-alt: fixed; mso-padding-alt: 0cm .5pt 0cm .5pt;" width="558"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; height: 2.9pt;"><td valign="top">varijabla

</td><td valign="top">b

</td><td valign="top">β

</td><td valign="top">t

</td><td valign="top">p

</td></tr><tr style="mso-yfti-irow: 1;"><td valign="top">Stručno znanje

</td><td valign="top">-0.07

</td><td valign="top">-0.09

</td><td valign="top">-0.96

</td><td valign="top">0.34

</td></tr><tr style="mso-yfti-irow: 2;"><td valign="top">Stručna praksa

</td><td valign="top">0.32

</td><td valign="top">0.39

</td><td valign="top">3.15

</td><td valign="top">0.00

</td></tr><tr style="mso-yfti-irow: 3;"><td valign="top">Profesionalni angažman

</td><td valign="top">0.00

</td><td valign="top">0.00

</td><td valign="top">0.03

</td><td valign="top">0.98

</td></tr><tr style="mso-yfti-irow: 4;"><td valign="top">Samoregulacija

</td><td valign="top">-0.12

</td><td valign="top">-0.17

</td><td valign="top">-1.24

</td><td valign="top">0.22

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td valign="top">Vizija poučavanja

</td><td valign="top">-0.00

</td><td valign="top">-0.01

</td><td valign="top">-0.05

</td><td valign="top">0.96

</td></tr></tbody></table>

</div><span style="mso-bookmark: _Hlk176765769;"><span class="Zadanifontodlomka1"><span style="font-size: 9.0pt; line-height: 115%; mso-bidi-font-family: Calibri;">Legenda*: b -<span style="mso-spacerun: yes;"> </span>nestandardizirani b koeficijent*, β *– beta ponder, t – t test, p – statistička značajnost*</span></span></span>

<span style="mso-bookmark: _Hlk176765769;"><span class="Zadanifontodlomka1"><span style="mso-bidi-font-family: Calibri;">Jedina dimenzija koja se pokazala kao statistički značajan samostalan prediktor prosječne ocjene studenata je stručna praksa (β = 0.39*, t* = 3.15, *p* = 0.00). Pozitivan beta koeficijent ukazuje na to da veća razina samoprocjene spremnosti za primjenu znanja u praksi (stručna praksa) značajno predviđa višu prosječnu ocjenu na studiju. Preostale četiri dimenzije (stručno znanje, profesionalni angažman, samoregulacija i vizija poučavanja) nisu se pokazale kao statistički značajni prediktori prosječne ocjene studenata (*p* &gt; .05). </span></span></span>

<span style="mso-bookmark: _Hlk176765769;">***<span style="mso-ansi-language: HR;">Korelacija između varijabli spremnosti za provedbu odgoja i obrazovanja za OR</span>***</span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR; mso-bidi-font-weight: bold;">Kako bi se provjerila korelacija između varijabli spremnosti za provedbu odgoja i obrazovanja za OR<span style="mso-spacerun: yes;"> </span>izračunati su Pearsonovi koeficijenti korelacije (Tablica 5).</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="color: red; mso-ansi-language: HR; mso-bidi-font-weight: bold;"> </span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 5</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Pearsonovi koeficijenti korelacije između ukupnih rezultata</span></span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" id="bkmrk-%C2%A0-stru%C4%8Dno-znanje-str" style="width: 100.0%; border-collapse: collapse; border: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: none; mso-border-insidev: none;" width="100%"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; height: 2.9pt;"><td></td><td valign="top">Stručno znanje

</td><td valign="top">Stručna praksa

</td><td valign="top">Profesionalni angažman

</td><td valign="top">Samoregulacija

</td><td valign="top">Vizija poučavanja

</td></tr><tr style="mso-yfti-irow: 1;"><td valign="top">Stručno znanje

</td><td valign="top">1

</td><td valign="top">.59\*\*

</td><td valign="top">.38\*\*

</td><td valign="top">.44\*\*

</td><td valign="top">.41\*\*

</td></tr><tr style="mso-yfti-irow: 2;"><td valign="top">Stručna praksa

</td><td valign="top"></td><td valign="top">1

</td><td valign="top">.64\*\*

</td><td valign="top">.71\*\*

</td><td valign="top">.60\*\*

</td></tr><tr style="mso-yfti-irow: 3;"><td valign="top">Profesionalni angažman

</td><td valign="top"></td><td valign="top"></td><td valign="top">1

</td><td valign="top">.78\*\*

</td><td valign="top">.57\*\*

</td></tr><tr style="mso-yfti-irow: 4;"><td valign="top">Samoregulacija

</td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top">1

</td><td valign="top">.59\*\*

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td valign="top">Vizija poučavanja

</td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top"></td><td valign="top">1

</td></tr></tbody></table>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 9.0pt; line-height: 107%; font-family: 'Calibri',sans-serif;">Legenda: *\* - p &lt; .05, \*\* - p &lt; .01*</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Rezultati pokazuju da su sve varijable međusobno pozitivno povezane, a povezanosti su srednje visoke i visoke. To pokazuje da uspješna provedba OR zahtijeva sinergiju različitih znanja, vještina i stavova, što se ogleda u visokoj međusobnoj povezanosti navedenih dimenzija.</span></span>

<span style="mso-bookmark: _Hlk176765769;">***<span style="mso-ansi-language: HR;">Razlike ovisno o godini studija i prosječnoj ocjeni</span>***</span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR; mso-bidi-font-weight: bold;">U svrhu provjere razlike u ukupnim rezultatima ovisno o godini studija izračunat je t-test (Tablica 6).</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 6</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;">t-test ovisno o godini studija</span></span>

<div align="center" id="bkmrk-%C2%A0-%C4%8Cetvrta-godina-stu"><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="width: 100.0%; border-collapse: collapse; border: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: none; mso-border-insidev: none;" width="100%"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; height: 2.9pt;"><td></td><td colspan="2" valign="top">Četvrta godina studija

</td><td colspan="2" valign="top">Peta godina studija

</td><td rowspan="2">t-test

</td></tr><tr style="mso-yfti-irow: 1; height: 2.9pt;"><td></td><td valign="top">M

</td><td valign="top">SD

</td><td valign="top">M

</td><td valign="top">SD

</td></tr><tr style="mso-yfti-irow: 2;"><td valign="top">Stručno znanje

</td><td valign="top">3.44

</td><td valign="top">0.61

</td><td valign="top">3.78

</td><td valign="top">0.50

</td><td valign="top">-3.94\*\*

</td></tr><tr style="mso-yfti-irow: 3;"><td valign="top">Stručna praksa

</td><td valign="top">3.76

</td><td valign="top">0.55

</td><td valign="top">4.00

</td><td valign="top">0.49

</td><td valign="top">-2.93\*\*

</td></tr><tr style="mso-yfti-irow: 4;"><td valign="top">Profesionalni angažman

</td><td valign="top">4.09

</td><td valign="top">0.59

</td><td valign="top">4.11

</td><td valign="top">0.53

</td><td valign="top">-0.21

</td></tr><tr style="mso-yfti-irow: 5;"><td valign="top">Samoregulacija

</td><td valign="top">4.04

</td><td valign="top">0.62

</td><td valign="top">4.10

</td><td valign="top">0.59

</td><td valign="top">-0.54

</td></tr><tr style="mso-yfti-irow: 6; mso-yfti-lastrow: yes;"><td valign="top">Vizija poučavanja

</td><td valign="top">4.09

</td><td valign="top">0.55

</td><td valign="top">4.07

</td><td valign="top">0.55

</td><td valign="top">0.19

</td></tr></tbody></table>

</div><span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 9.0pt; line-height: 107%; font-family: 'Calibri',sans-serif;">Legenda: *\*\* - p &lt; .01*</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR;">T-test pokazuje statistički značajne razlike između studenata četvrte i pete godine studija u dimenzijama stručnog znanja (*t* = 3.94*, p* &lt; .01) i stručne prakse (*t* = 2.93*, p* &lt; .01). Studenti pete godine postižu značajno više rezultate u obje dimenzije u odnosu na studente s četvrte godine. Izostanak razlika u ostalim dimenzijama sugerira da bi trebalo razmotriti dodatne čimbenike koji utječu na razvoj tih aspekata spremnosti.</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-ansi-language: HR;">Što se tiče prosječne ocjene, iako se spominju razlike, radi malog broja studenata s ocjenom nižom od vrlo dobar te velike razlike u broju studenata s ocjenom vrlo dobar (N = 137) i onih s ocjenom odličan (N = 25) umjesto računanja statistički značajne razlike, izračunali smo Spearmanov neparametrijski koeficijent korelacije (Tablica 7).</span></span>

<span style="mso-bookmark: _Hlk176765769;"><span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span></span>

Tablica 7

Spearmanovi koeficijenti korelacije s prosječnom ocjenom

<div align="center" dir="ltr" id="bkmrk-prosje%C4%8Dna-ocjena-str"><table border="1" style="border-collapse: collapse; border-style: solid;"><colgroup><col width="161"></col><col width="189"></col></colgroup><thead><tr><td>  
</td><td>Prosječna ocjena

</td></tr></thead><tbody><tr><td>Stručno znanje

</td><td>.07

</td></tr><tr><td>Stručna praksa

</td><td>.22\*\*

</td></tr><tr><td>Profesionalni angažman

</td><td>.09

</td></tr><tr><td>Samoregulacija

</td><td>.07

</td></tr><tr><td>Vizija poučavanja

</td><td>.10

</td></tr></tbody></table>

</div> Legenda: \*\* - p &lt; .01

<span style="mso-bookmark: _Hlk176765769;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Spearmanovi koeficijenti korelacije pokazuju da je samo dimenzija stručne prakse značajno pozitivno povezana s prosječnom ocjenom (*r=* .22*, p &lt; .*01). Iako značajna, ova korelacija je relativno niska. Ovaj nalaz potvrđuje rezultate regresijske analize i dodatno naglašava važnost praktičnog iskustva za akademski uspjeh. </span></span>

**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri;"> </span>**

**<span style="font-size: 12.0pt;">Rasprava </span>**

Ovo istraživanje bilo je usmjereno na ispitivanje samoprocjene studenata učiteljskih studija o njihovoj spremnosti za provedbu odgoja i obrazovanja za OR, analizirajući pet ključnih dimenzija: stručno znanje, stručnu praksu, profesionalni angažman, samoregulaciju i viziju poučavanja. Iako samoprocjena nije uvijek najpouzdaniji indikator stvarnih kompetencija studenata, ona pruža značajan uvid u njihovu percepciju o vlastitoj spremnosti, što je važno za razumijevanje njihovih stavova i motivacije za provedbu odgoja i obrazovanja za OR. Analiza samoprocjene studenata, uz ostale metode prikupljanja podataka, može pružiti vrijedne nalaze koji mogu poslužiti za unaprjeđenje formalnog obrazovanja budućih učitelja i programa na učiteljskim studijima te osnaživanje studenata za uspješnu implementaciju OR-a u svojoj budućoj praksi. <span style="mso-spacerun: yes;"> </span>

Analiza samoprocjene studenata o njihovoj pripremljenosti za provedbu odgoja i obrazovanja za OR-a u okviru ovoga istraživanja pokazuje da su se studenti procijenili relativno visokim prosječnim vrijednostima u svim dimenzijama, što ukazuje na pozitivnu percepciju vlastite spremnosti za provedbu odgoja i obrazovanja za OR, međutim, postoje određene razlike između procjene različitih dimenzija. Najvišu prosječnu vrijednost studenti su pripisali dimenzijama profesionalnog angažmana, samoregulacije i vizije poučavanja što sugerira da studenti imaju visoko mišljenje o vlastitoj motivaciji, odgovornosti i sposobnosti da integriraju OR u svoju buduću nastavnu praksu. Rezultati se podudaraju s rezultatima istraživanja koje su proveli Manasia i sur. (2019) koji utvrđuju da su sve korelacije između varijabli pozitivne i statistički značajne, a najviši rezultat korelacije utvrđuju između varijabli profesionalnog angažmana i samoregulacije. S druge strane, dimenzije stručnog znanja i stručne prakse imaju nešto niže prosječne vrijednosti samoprocjene. Iako studenti visokim vrijednostima procjenjuju svoju spremnost za profesionalni angažman, samoregulaciju i primjenu suvremenih nastavnih strategija u ovome području, ipak osjećaju određenu nesigurnost u pogledu vlastite razine znanja i primjenjivih vještina u ovom području. Ovaj nalaz je izrazito zanimljiv u kontekstu utvrđene povezanosti između stručne prakse i prosječne ocjene studenata. Ovakva percepcija studenata mogla bi se objasniti time što studenti tijekom studija nemaju dovoljno prilika za stjecanje i primjenu teorijskih znanja u praksi, što onda utječe na njihovu samoprocjenu u dimenziji stručne prakse. Osim toga, moguće je da OR nije dovoljno integriran u programe učiteljskih studija, što studentima otežava povezivanje teorijskih koncepata s praktičnim primjerima. Naime, Dahl (2019) <span style="mso-spacerun: yes;"> </span>utvrđuje da studijski programi koji imaju jasno postavljene ciljeve razvoja kompetencija za poučavanje o održivosti uspješnije osiguravaju pripremljenost budućih učitelja i povezivanje teorijskih spoznaja sa praktičnim <span style="color: black; mso-themecolor: text1;">djelovanjem, te da poučavanju toga područja treba pristupiti multidisciplinarno (Wolff i sur., 2017). Također, studenti koji pohađaju veći broj kolegija iz područja OR-a i obrazovanja za OR u većoj mjeri procjenjuju sposobnima i namjeravaju implementirati obrazovanje za OR (Vukelić, 2021). </span>

<span style="color: black; mso-themecolor: text1;">Ovakvi nalazi ukazuju na važnost primjene metoda učenja i poučavanja koje će studentima omogućiti stjecanje konstruktivnih teorijskih spoznaja, ali i razvoj praktičnih vještina i jačanje samopouzdanja. To se može postići intenzivnijim uključivanjem studenata u praktičnu nastavu, projektno učenje i metodičke vježbe usmjerene na ovo područje. Istraživanjem koje su proveli Brandt i sur. (2019) utvrđeno je da se uključivanjem studenata u module obrazovanja za OR tijekom dva semestra koji uključuju poučavanje o konceptu obrazovanja za OR, njegovoj implementaciji, metodičkom planiranju i praktičnoj provedbi, osigurava razvoj metodičkih kompetencija te jača samopouzdanje i motivacija za njegovu implementaciju u budući profesionalni rad. Također, korisno bi bilo studente potaknuti na redovitu refleksiju o vlastitom učenju i samoevaluaciju vlastitih kompetencija te im omogućiti pružanje </span>konstruktivnih povratnih informacija i osigurati im mentorsku podršku tijekom procesa učenja.

Rezultati pokazuju da, iako model s pet dimenzija pripremljenosti kao prediktorima objašnjava statistički značajan udio varijance u prosječnoj ocjeni studenata, samo je dimenzija stručne prakse značajan prediktor akademskog uspjeha. S druge strane, snažna pozitivna korelacija između svih pet dimenzija spremnosti potvrđuje kompleksnost OR-a kao koncepta te naglašava činjenicu da uspješna provedba OR-a zahtijeva sinergiju različitih znanja, vještina i stavova koja se ogleda u međusobnoj povezanosti istaknutih dimenzija. Iako ohrabrujući, rezultati ovog istraživanja otvaraju i neka nova pitanja. Primjerice, potrebno je detaljnije istražiti čimbenike koji utječu na razvoj pojedinih dimenzija spremnosti.<span style="color: #0070c0;"> <span style="mso-spacerun: yes;"> </span></span>

<span style="mso-bidi-font-weight: bold;">Anđić (2015) i Kang (2021) ukazuju na važnost uključivanja sadržaja o odgoju i obrazovanju za OR u studijske programe </span>kako bi budući učitelji mogli razvijati pozitivne stavove o njemu, poboljšati svoju samoefikasnost u poučavanju i stjecati odgovarajuće kompetencije za njegovu provedbu. Interdisciplinarni pristup razvoja studijskih programa je važan jer su OR i odgoj i obrazovanje za OR koncepti kojima bi se trebale baviti prirodne, društvene i humanističke znanosti (Bezeljak i sur., 2020).<span style="font-size: 9.0pt; mso-bidi-font-size: 11.0pt;"> </span>

Iako ovo istraživanje pruža uvid u čimbenike koji utječu na spremnost studenata za OR, potrebno je istaknuti i određena ograničenja ove studije. Relativno mali uzorak ispitanika i fokus isključivo na studente učiteljskih studija Učiteljskog fakulteta u Zagrebu ograničavaju generalizaciju rezultata. Stoga bi buduća istraživanja bi trebala uključiti veći uzorak ispitanika na različitim sveučilištima u Hrvatskoj i inozemstvu.

<span style="font-size: 12.0pt;"> </span>

**<span style="font-size: 12.0pt;">Zaključci</span>**

<span style="mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold;">Ovo istraživanje potvrdilo je kompleksnost odgoja i obrazovanja za OR te istaknulo važnost holističkog pristupa u formalnom obrazovanju budućih učitelja. Rezultati ukazuju na međusobnu povezanost svih pet dimenzija spremnosti za odgoj i obrazovanje za OR, što potvrđuje da se radi o multidimenzionalnom konceptu koji zahtijeva cjeloviti pristup.</span>

Također, rezultati ovog istraživanja ukazuju na nekoliko ključnih implikacija za unaprjeđenje obrazovanja za OR u kontekstu učiteljskih studija.

1. Studentima učiteljskih studija potrebno je osigurati značajno više prilika za stjecanje praktičnog iskustva u autentičnim okruženjima. To podrazumijeva jačanje veze između teorijskih znanja stečenih na fakultetu i stvarne prakse u školama. Intenziviranje metodičkih vježbi, osobito u onim školama koje već implementiraju OR, predstavlja ključan korak u tom smjeru. Dodatno, projektno učenje u suradnji s lokalnom zajednicom omogućilo bi studentima da primijene stečena znanja u rješavanju stvarnih problema vezanih uz održivost te da razvijaju vještine komunikacije, suradnje i kritičkog mišljenja.
2. Programi inicijalnog obrazovanja budućih učitelja trebali bi težiti holističkom razvoju svih pet dimenzija spremnosti za provedbu OR-a koju čine stručno znanje, stručna praksa, profesionalni angažman, samoregulacija i vizija poučavanja. To znači da je potrebno osigurati ravnomjeran razvoj svih relevantnih kompetencija. Nije dovoljno studentima omogućiti samo stjecanje znanja o konceptu OR-a, već ih je potrebno i osposobiti za praktičnu primjenu tih znanja, potaknuti njihovu motivaciju i razviti njihovu viziju o ulozi OR-a u obrazovanju.
3. Programi učiteljskih studija trebaju jasno definirati ishode učenja koji će budućim učiteljima omogućiti razvoj odgovarajućih kompetencija (znanja, vještina i vrijednosti) za provedbu OR-a u okviru različitih kolegija koji se provode na učiteljskim studijima. Ovi ishodi učenja trebaju biti usklađeni s potrebama suvremenog društva i globalnim ciljevima održivog razvoja.

Osnaživanje budućih učitelja za uspješnu implementaciju OR-a predstavlja ključan korak prema stvaranju održivije budućnosti. Stoga je važno da se rezultati ovog istraživanja iskoriste kao poticaj za daljnje unaprjeđenje odgoja i obrazovanja za OR. Potrebno je stvoriti uvjete u kojima će buduće generacije učitelja biti spremne i osnažene da postanu aktivni nositelji održive budućnosti, prenoseći svojim učenicima znanja, vještine i vrijednosti potrebne za suočavanje s izazovima suvremenog svijeta.

<span style="color: #0070c0;">  
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<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span class="MsoHyperlink"><span style="mso-ansi-language: HR; mso-bidi-font-weight: bold;">Pegalajar-Palomino, M.D.C., Burgos-García, A. i Martinez-Valdivia, E. (2021). What Does Education for Sustainable Development Offer in Initial Teacher Training? A Systematic Review. *Journal of Teacher Education for Sustainability, Sciendo, 23 (1), 99-114.* </span></span></span></span>[<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR; mso-bidi-font-weight: bold;">https://doi.org/10.2478/jtes-2021-0008</span></span></span>](https://doi.org/10.2478/jtes-2021-0008)<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span class="MsoHyperlink"><span lang="SK" style="mso-ansi-language: HR; mso-bidi-font-weight: bold;"> <span style="mso-spacerun: yes;"> </span></span></span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;">Rieckmann, M. (2019): Education for Sustainable Development in Teacher Education. An International Perspective. In: S. Lahiri (Ed.) *Environmental Education* (pp. 33–48). New Delhi: Studera Press</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;">UNESCO. (2014). Shaping the Future We Want, UN Decade of Education for Sustainable Development (2005–2014). Paris, France: United Nations Educational, Scientific and Cultural Organization. Pribavljeno Ožujak, 15, 2024 s </span></span></span>[<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;">https://unesdoc.unesco.org/ark:/48223/pf0000230171</span></span></span>](https://unesdoc.unesco.org/ark:/48223/pf0000230171)<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;"><span style="mso-spacerun: yes;"> </span></span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;">Vega-Marcote, P., Varela-Losada, M. i Álvarez-Suárez, P.</span></span></span><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;"> (2015). Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain. *Sustainability, 7, 2603-2622.* </span></span></span>[<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;">https://doi.org/10.3390/su7032603</span></span></span>](https://doi.org/10.3390/su7032603)<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="SK" style="mso-ansi-language: HR;"> </span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;">Vukelić, N. (2021). *Prediktori razine namjere budućih nastavnika za implementaciju obrazovanja za održivi razvoj*. </span></span></span><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\[</span></span></span><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;">Doktorski rad</span></span></span><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">\]</span></span></span><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;">. Rijeka: Filozofski fakultet Sveučilišta u Rijeci.</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-ansi-language: HR;">Vukobratović, J. i Rončević, N. (2020). Odgoj i obrazovanje za održivi razvoj kao obrazovni imperativ nastavničke profesije: „Od bilo kakvih materijala važniji je osobni primjer”. *SUVREMENI TRENDOVI I IZAZOVI NASTAVNIČKE PROFESIJE Zbornik Odsjeka za pedagogiju Filozofskog fakulteta Sveučilišta u Rijeci* / Ćulum Ilić, B., Buchberger, I. (ur.). Rijeka: Filozofski fakultet Sveučilišta u Rijeci, str. 95-116.</span></span></span>

<span style="mso-ansi-language: HR;">WCED (World Commission on Environment and Development), 1987. Our common future. Report of the world commission on environment and development. Pribavljeno Ožujak 12, 2024, s </span><span lang="SK">[<span lang="HR" style="mso-ansi-language: HR;">https://digitallibrary.un.org/record/133790?ln=en&amp;v=pdf#files</span>](https://digitallibrary.un.org/record/133790?ln=en&v=pdf#files)</span><span style="mso-ansi-language: HR;"><span style="mso-spacerun: yes;"> </span></span>

<span style="mso-ansi-language: HR;">Wolff, L.A., Sjöblom, P., Hofman-Bergholm, M. i Palmberg, I. (2017). High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education. *Education Sciences, 7, 32*. </span><span lang="SK">[<span lang="HR" style="mso-ansi-language: HR;">https://doi.org/10.3390/educsci7010032</span>](https://doi.org/10.3390/educsci7010032)</span><span lang="SK" style="mso-ansi-language: HR;"> </span>


<table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

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<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span style="font-size: 14.0pt;">Student teachers</span><span style="font-size: 14.0pt;">'<span style="mso-bidi-font-weight: bold;"> preparedness for implementation of education for sustainable development</span></span>**


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<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Abstract**

</td></tr><tr><td style="text-align: justify;">
The paper presents the results of research aimed at examining the <span style="mso-bidi-font-weight: bold;">student teachers</span>' preparedness for the implementation of education for sustainable development by applying its basic principles in teaching and learning activities. The research was conducted on a sample of Teacher Education students from the Faculty of Teacher Education, University of Zagreb. Data on students' perceptions regarding the readiness to create, implement, evaluate, and participate in teaching and learning activities that support sustainable development were collected via a questionnaire. The results indicate that professional knowledge and practice, professional participation and self-regulation may be considered key dimensions of students' preparedness for the implementation of education for sustainable development, each of which includes several components. Furthermore, a positive correlation was established between professional knowledge, the vision of teaching, and professional participation. The research likewise identifies certain weaknesses in the field of education of future teachers for the implementation of education for sustainable development, which suggest the necessity of more detailed analysis and improvement. In the present context, recommendations are given for enriching initial teacher education programs with specific learning outcomes in order to facilitate future teachers' development, most notably appropriate competencies that allow for the implementation of education for sustainable development.

  
</td></tr><tr><td>***Key words:***

</td></tr><tr><td>dimensions of preparedness; initial teacher education; students' competencies; sustainable development </td></tr></tbody></table>

# Perspektiva studenata o razvoju globalnih kompetencija u Republici Hrvatskoj

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.8096%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2858%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.095%; height: 106.9px;">##### **Antonija Vukašinović**

*Filozofski fakultet u Osijeku Hrvatska*

*antonija.vukasinovic@gmail.com*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 49.6289%;">**Sekcija - Odgoj i obrazovanje za održivi razvoj** </td><td class="align-center" style="width: 12.7667%;">**Broj rada: 3**</td><td style="width: 37.5805%;">**Kategorija članka: Izvorni znanstveni rad**

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<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 503.05px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 362.4px;"><td style="text-align: justify; width: 99.9048%; height: 362.4px;"><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">U današnjem suvremenom svijetu koncept globalizacije i razvoj globalnih kompetencija postaje prioritet u obrazovanju. Globalizacija donosi potrebu za bržim protokom informacija i boljom povezanosti ljudi na gospodarskom planu. Razvoj globalnih kompetencija rezultira brojnim obrazovnim dobrobitima kako za učenika tako i za cjelokupnu kulturu društva. Stoga je cilj ovog istraživanja utvrditi kako studenti različitih studija u Republici Hrvatskoj shvaćaju važnost globalnih kompetencija i način implementacije znanja o globalnim kompetencijama u mikro i makro okruženju.</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">U fokus grupi je sudjelovalo sedam studenata različitih studija Republike Hrvatske. Budući da je fokus grupa podrazumijevala *online* komunikaciju, a interakcija sudionika se snimala, a potom transkribirao razgovor, sudionici istraživanja su na samom početku pristali dobrovoljno sudjelovati u istraživanju te su se upoznali sa svrhom istraživanja i opsežnom analizom podataka koji jamče njihovu anonimnost. Pitanja koja su nastojala potaknuti dublju raspravu o spomenutoj temi formulirana su prema PISA upitniku iz 2018.god. Upitnik sadrži tematske cjeline o razvoju globalnih kompetencija kao dodatnu, inovativnu domenu.</span>

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Kvalitativnim pristupom koji uključuje tematsku analizu podataka fokus grupa, utvrđeno je da se studenti različitih studija u Republici Hrvatskoj nisu susreli s kolegijima koji naglašavaju razvoj globalnih kompetencija, iako shvaćaju potrebu i važnost razvijenih globalnih kompetencija. Rezultati istraživanja ukazuju na važnost inoviranja razvoja globalnih kompetencija u studijskim programima visokih učilišta u Republici Hrvatskoj kako bi se kontinuirano razvijala svijest o važnosti globalnih kompetencija na svim razinama inicijalnog obrazovanja.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 46.4px;"><td style="width: 99.9048%; height: 46.4px;">fokus grupa ; globalne kompetencije; kultura društva; PISA upitnik; stavovi studenata

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**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Uvod</span>**

<span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Globalizacija je proces gospodarskog i društvenog povezivanja na globalnoj razini, potaknut širenjem tržišta transnacionalnih kompanija i financijskih institucija (Čolić, 2004). Sukladno OECD (2007), globalizacija ima ambivalentan karakter, donoseći pozitivne aspekte poput multikulturalizma i kolektivnog djelovanja. Negativne posljedice globalizacije uključuju razlike između razvijenih i zemalja u razvoju, nizak životni standard, prisilnu migraciju i kršenje ljudskih prava </span><span style="font-size: 12.0pt; mso-fareast-font-family: Aptos; mso-bidi-font-family: Calibri; mso-font-kerning: 1.0pt; mso-ansi-language: HR;">(Jian i Jinhui</span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">, 2016).</span><span style="mso-fareast-font-family: SabonLT-Roman; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-fareast-language: HR;"> </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Najčešći ekološki problem kao negativan utjecaj globalizacije su klimatske promjene koje se odražavaju na život na planeti Zemlji. Trenutno se intenzivno raspravlja o potrebi integracije 'globalnog' u kurikulum obrazovnih institucija (García-Vita i Barreto, 2019; Sablić i sur., 2021), uključujući škole i sveučilišta širom svijeta, s ciljem omogućavanja učenicima stjecanje znanja, vještina i vrijednosti nužnih za suočavanje s društvenim i ekološkim izazovima. Mnogi od navedenih izazova podrazumijevaju razvoj kompetencija koje uključuju aktivnosti usmjerene k očuvanju okoliša te kulturu individualizma (Robertson, 2021). Kako bi se oduprijeli izazovima globalizacije, nužan je razvoj kompetencija koje imaju za cilj shvaćanje uzročno posljedičnih veza koje se odražavaju u ishodima globalnog djelovanja (</span><span style="mso-fareast-font-family: SabonLT-Roman; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-fareast-language: HR;">Freire, 1998).</span>

<span style="mso-fareast-font-family: SabonLT-Roman; mso-bidi-font-family: Calibri; mso-ansi-language: HR; mso-fareast-language: HR;">Kompetencije uključuju razvijene sposobnosti različitih vrsta i razina, a postizanje stručnosti zahtijeva kompleksnu mrežu povezanih sposobnosti (Vrkić Dimić, 2013). Prema OECD (2020), kompetencije se definiraju kao složeni konstrukt koji obuhvaća četiri temeljna područja: kognitivnu kompetenciju (uporaba teorija i informalnog znanja), funkcionalnu kompetenciju (sposobnost obavljanja posla u specifičnom području), osobnu kompetenciju (odabir adekvatnog ponašanja u različitim situacijama) i etičku kompetenciju (moralno postupanje temeljem osobnih i stručnih vještina). Majewska (2023) naglašava ključne dimenzije globalnih kompetencija, uključujući kritičko mišljenje, odgovornost, neovisnost, otvorenost prema promjenama, timski rad, entuzijazam i globalno rješavanje lokalnih problema.</span>

<span style="mso-ansi-language: HR;">Međunarodno istraživanje PISA prati usvojenost globalnih kompetencija kod petnaestogodišnjaka u zemljama Europske Unije. Rezultati ciklusa 2018. godine, koji je obuhvatio utvrđivanje čitalačkih, prirodoslovnih i matematičkih kompetencija djece, omogućili su usporedbu nacionalnih podataka hrvatskog školskog sustava s drugim zemljama u Europi. Hrvatski učenici postigli su prosječan rezultat od 506 bodova na testu globalnih kompetencija, što je značajno bolje od prosjeka zemalja sudionica (474 boda). Međutim, 33,3% učenika ne posjeduje osnovne kompetencije za suočavanje s globalnim izazovima, što je znatno manje od prosjeka od 49% u ostalim zemljama. Kako bi razvoj globalnih kompetencija bio kontinuiran proces, važno je da je globalno obrazovanje prisutno u svim segmentima odgoja i obrazovanja pa tako i u sustavu visokog obrazovanja</span><span style="font-size: 12.0pt; font-family: 'Aptos',sans-serif; mso-fareast-font-family: Aptos; mso-font-kerning: 1.0pt; mso-ansi-language: HR;"> (</span><span style="mso-ansi-language: HR;">Blömeke i sur. 2013).</span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="mso-ansi-language: HR;">Razvoj globalnih kompetencija studenta</span>***

<span style="mso-fareast-font-family: Aptos; mso-bidi-font-family: Calibri; mso-font-kerning: 1.0pt; mso-ansi-language: HR;">P</span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">ojam "globalne</span><span style="mso-ansi-language: HR;"> kompetencije u sustavu visokog obrazovanja" odnosi se na sposobnost studenata da istražuju lokalna, globalna i interkulturalna pitanja (Rieckmann, 2018; Zha i Wu, 2021). Važno je da studenti razumiju i uvažavaju različite perspektive, komuniciraju s ljudima raznih kultura te djeluju u skladu sa smernicima održivog razvoja u međusobno povezanom svijetu (Lopes i sur. 2023; Michel i sur., 2022).</span> <span lang="SK">Međutim, </span><span style="mso-ansi-language: HR;">razvijanje globalnih kompetencija 21. stoljeća kod studenata predstavlja izazov za sveučilišta, što može rezultirati preopterećenjem kapaciteta, prekomjernim fokusom na specijalizaciju i smanjenjem povezanosti ključnih zadataka i procesa (Stensaker, 2021).</span> <span lang="SK">U </span><span style="mso-ansi-language: HR;">studiji slučaja, koristeći model razvoja globalnih kompetencija studenta, Crawford i sur. (2020) povezuju iskustva učenja i ishode studenta koji idu u prilog konkretnim rješenjima kao što su globalno djelovanje i potenciranje podrške vlasti u rješavanju globalnih problema Stavljanje u prvi plan razvoj globalnih kompetencija u kolegije nastave, prema mišljenju Crawforda i sur., (2020), nužna je preteča za kvalitetniji razvoj globalnih kompetencija. Polukhina i Doskovskaya (2018) ističu da postoji potreba za razvojem novog modela obrazovanja koji bi osvijestio ulogu čovječanstva u globalnoj cjelini, obuhvaćajući ekološke, ekonomske i moralne aspekte. U današnje suvremeno doba, <span style="mso-spacerun: yes;"> </span>nužno je stjecanje znanja o globalnoj dinamici svijeta i shvaćanje da u trenutnom informacijskom društvu i izuzetno nestabilnoj političkoj situaciji, nije dovoljno samo "znati" ili posjedovati "vještine i sposobnosti" nego je nužno prilagoditi </span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">se okolini</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;"> i razumjeti uzročno posljedične posljedice te djelovati kritički i globalno (</span><span lang="SK" style="mso-bidi-font-family: Calibri;">Hinduja i sur., 2023)</span><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">.</span><span style="mso-ansi-language: HR;"> Polukhina i Doskovskaya (2018) smatraju da su potrebne individualne kvalitete pojedinca koje bi omogućile promjenu svijeta na bolje, predviđale izazove i prijetnje te razvijale sposobnost<span style="mso-spacerun: yes;"> </span>svjesnog i aktivnog suprotstavljanja nepogodama društva.</span>

<span style="mso-ansi-language: HR;">Ferreras-Garcia i sur., (2021) ističu da su specifične kompetencije poput donošenja odluka, komunikacije, vodstva i upravljanja rizicima ključne za razvoj poduzetničkih vještina u sustavu visokog obrazovanja. Rezultati istraživanja koje je imalo za cilj utvrditi čimbenike koji utječu na stjecanje poduzetničkih vještina, ukazuju na međusobnu povezanost kompetencija i važnost kontinuiranog razvoja i cjeloživotnog obrazovanja. Rezultati istraživanja Butum i sur., (2020) daju uvid u različite percepcije studenata u pogledu razine usvojenosti vještina i kompetencije na tržištu rada. Najveće razlike percepcije studenata javljaju se unutar “međunarodne kompetencije” koja uključuje poznavanje stranog jezika. Studenti smatraju da je tržište rada više orijentirano na internacionalizaciju i potražnju za globalnim kompetencijama u smislu sposobnosti rada u multikulturalnim timovima. </span>

<span style="mso-ansi-language: HR;">Jurković (2024) ističe da je međukulturna osjetljivost sposobnost prepoznavanja i doživljavanja kulturnih razlika, uz nužnu otvorenost i spremnost na prilagodbu ponašanja u različitim kulturnim kontekstima. Rezultati istraživanja u kojemu je sudjelovalo 235 studenta Učiteljskog fakulteta u Zagrebu, idu u prilog razvijenim interkulturalnim kompetencij</span><span style="mso-ansi-language: HR;">ama studenta. Siczek (2015) smatra da je <span style="mso-spacerun: yes;"> </span>potrebno uključivati studente u programe koji su usmjereni na međunarodnu razmjenu studenata. Rezultati istraživanja ukazuju da putem prilika globalnog angažmana, studenti imaju potencijal preispitati pretpostavke,vjerovanja i znanja o drugim kulturama te na taj način stječu perspektivu o drugima i sebi, povezujući se na taj način sa širom globalom zajednicom.</span><span style="font-size: 12.0pt; mso-fareast-font-family: Aptos; mso-bidi-font-family: Calibri; mso-font-kerning: 1.0pt; mso-ansi-language: HR;"> </span><span style="mso-ansi-language: HR;">Verbyla i sur., (2024) temeljem rezultata istraživanja također zaključuju da su međunarodna iskustva pomogla studentima da prošire svoju viziju svijeta i razviju bolje razumijevanje drugih kultura. Pinto (2018) na temelju rezultata istraživanja interkulturalnih kompetencija studenata zaključuje da akademska zajednica naglašava višedimenzionalnost interkulturne kompetencije, koje obuhvaćaju stavove (prihvaćanje, poštovanje, znatiželju, otvorenost), znanje (kulturni konteksti, samopouzdanje, kulturna samosvijest) i vještine (promatranje, slušanje). Razvoj navedenih kompetencija studenata visokog obrazovanja, povezan je s internacionalizacijom, ključan za smanjenje predrasuda, pripremu za život u globalnom svijetu i jačanje profesionalnog razvoja. Rezultati istraživanja Evtyugina i sur., (2021) u kojemu je sudjelovalo 53 studenta</span><span style="font-size: 12.0pt; mso-fareast-font-family: Aptos; mso-bidi-font-family: Calibri; mso-font-kerning: 1.0pt; mso-ansi-language: HR;">, idu u prilog važnosti </span><span style="mso-ansi-language: HR;">interkulturalne komunikacije. Studenti prepoznaju da je vještina međukulturalne komunikacije neophodna za bilo koje područje djelovanja te smatraju da obrazovanje na visokoškolskoj instituciji pruža mogućnost stjecanja vještina interkulturalne komunikacije. Međukulturna komunikacija se po mišljenju studenata može odvijati i istraživati na grupnoj ili individualnoj razini.</span>

<span style="mso-ansi-language: HR;">Osim poduzetničkih i interkulturalnih kompetencija, važnost razvoja globalnih kompetencija usmjeren je i na održivi razvoj i sposobnost rješavanja potencijalnih političkih problema.</span> <span lang="SK">Rezultati istraživanja Cebriána i sur., (2024) o stavovima studenata o rješavanju problema klimatskih promjena upućuje na važnost metodološkog pristupa u organizaciji školskih klimatskih skupova, prilagođenih deliberativnim demokratskim procesima i organiziranim skupovima s javnošću.</span><span style="mso-ansi-language: HR;"> Rezultati istraživanja D’Adamo i Gastaldi (2023) koje je imalo za cilj istražiti utjecaj sveučilišnih kolegija održivog razvoja na stavove studenata o rješavanju globalnih problema, ide u prilog razvoju transformativnog mišljenja i djelovanje studenata na „zelenom“ planu. Studenti su predlagali projekte za rješavanje stvarnih problema koji se odnose na održivi razvoj te usmjeravaju fokus interesa na bioproizvode i pitanja bioenergije. Važnost održivog razvoja i djelovanja „globalno“ očituje se i u rezultatima istraživanja Biancardi i sur., (2023). Studenti su na kraju semestra razvili<span style="mso-spacerun: yes;"> </span>stavove o održivom razvoju, smatrajući održivo obrazovanje i samopouzdanje mladih ključnima za buduće društvo. Istaknuli su potrebu za dekarbonizacijom talijanskog energetskog sustava, što bi zahtijevalo razvoj obnovljivih izvora i promicanje energetske učinkovitosti. Ključne mjere uključuju subvencije za zelenu proizvodnju, energetske zajednice, diferencirano prikupljanje otpada i stručnu obuku. Održivo bi sveučilište prema mišljenju studenata koji su sudjelovali u navedenom istraživanju, trebalo poticati angažman studenata kroz stvarne projekte i jačati odnose između nastavnika i studenata.</span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="font-size: 12.0pt; mso-ansi-language: HR;">Metodologija istraživanja</span>***

<span style="mso-ansi-language: HR;">Cilj ovog istraživanja je utvrditi na koji način studenti različitih studija u Republici Hrvatskoj percipiraju važnost globalnih kompetencija te kako implementiraju znanje o tim kompetencijama u mikro i makro okruženju. U fokus grupi je sudjelovalo sedam studenata<span style="mso-spacerun: yes;"> </span>različitih studijskih programa visokih učilišta Republike Hrvatske. S obzirom na to da je fokus grupa organizirana putem *online* komunikacije, interakcija i komunikacija sudionika je snimana, a zatim transkribirana. Sudionici istraživanja su na početku dobrovoljno pristali sudjelovati, bili su upoznati sa svrhom i ciljem istraživanja te im je zajamčena anonimnost pri objavljivanju rezultata istraživanja. Pitanja postavljena s ciljem poticanja dublje rasprave o navedenoj temi, formulirana su u skladu s PISA upitnikom iz 2018. godine, koji obuhvaća tematske cjeline vezane uz razvoj globalnih kompetencija kao dodatnu i inovativnu domenu. Kvalitativni pristup uključivao je tematsku analizu podataka prikupljenih iz fokus grupe.</span>

<span style="mso-ansi-language: HR;"> </span>

***<span style="mso-ansi-language: HR;">Rezultati<span style="mso-spacerun: yes;"> </span>istraživanja</span>***

<span style="mso-ansi-language: HR;">S obzirom na to da su pitanja korištena u fokus grupi formulirana u skladu s PISA upitnikom iz 2018. godine, koji obuhvaća dimenzije i teme vezane uz komunikaciju, održivi razvoj, rješavanje sukoba na globalnoj razini, ljudska prava i ravnopravnost spolova, multikulturalizam te međunarodne socijalne probleme, rezultati istraživanja ukazuju na to da se studenti tijekom svog studija ne susreću s kolegijima koji se bave ovim temama. Također, studenti navode da su imali samo nekoliko kolegija u kojima su globalne kompetencije djelomično spominjane te navode da nisu sudjelovali tijekom studiranja u bilo kakvim programima razmjene studenata drugih država.</span>

<span style="mso-ansi-language: HR;"><span style="mso-spacerun: yes;"> </span>Studentica 1 kaže: „Što se tiče kolegija o razvoju globalnih kompetencija, kad se pokušam prisjetiti, mislim da se nisam susretala s takvim kolegijem niti sam bila uključena u Erasmus projekte“. (studentica 1, osobna komunikacija, 2. ožujak, 2023).</span>

<span style="mso-ansi-language: HR;">Na pitanje o komunikaciji i rješavanju problemskih situacija u interakciji s drugima, studenti ističu da je od suštinske važnosti prilikom rješavanja konflikta utvrditi sagledava li se problem iz istog gledišta te ističu važnost identificiranja uzroka različitosti mišljenja. Naglašavaju značaj kompromisa, ali i potrebu za zauzimanjem vlastitog stava prilikom rješavanja konflikta, što posebno ističe studentica 3: „Smatram da je u rješavanju konflikta s nekom osobom potrebno razumijevanje i uvažavanje ali opet i zastupanje sebe a ne samo potvrđivati da bi se konflikt riješio“ (studentica 3, osobna komunikacija, 2.ožujak,2023).</span>

<span style="mso-ansi-language: HR;">U kontekstu održivog razvoja i ekonomičnog upravljanja energetskim izvorima, studentica 4 smatra da je prioritet zadovoljavanje ljudskih potreba za vodom i optimalnom temperaturom. S druge strane, studentica 5 ističe važnost pronalaženja "zlatne sredine" u štednji energenata, naglašavajući da je svijest o štednji individualna odluka na koju društvo ne može u potpunosti utjecati. Student 6 smatra: „Najviše se na štednju utječe cijenom struje, pa onda pazimo na takve stvari, a zatim voda čija cijena i nije takva da bismo na nju trebali toliko paziti“ (student 6, osobna komunikacija, 2.ožujak, 2023). Studentica 7 ističe da su nužne edukacije o održivom razvoju kako bi se razvijala svijest građana. Navodi da duboko ukorijenjene navike otežavaju promjene, poput zamjene automobila biciklom. Također, ističe da je problem bacanja smeća u prirodu povezan s odgojem. Smatra da su prirodni resursi, poput mora, već prekomjerno iskorišteni, dok je Slavonija zapostavljena, te predlaže bolje iskorištavanje tih resursa i povećanje izvoza proizvoda. Student 6 ističe da pojedinci imaju ograničen utjecaj na energetske izvore, dok država igra ključnu ulogu u tome. Naglašava da električni automobili, iako se smatraju ekološkim, ovise o izvoru struje, a ako ta struja dolazi iz termoelektrana, zagađenje može biti veće nego kod automobila na fosilna goriva. U Hrvatskoj je situacija bolja jer oko 50% energije dolazi iz hidroelektrana, a značajan dio iz obnovljivih izvora smatra <span style="mso-spacerun: yes;"> </span>Student 6 koji također spominje potencijalne projekte poput fizičkih elektrana i nuklearne fuzije, naglašavajući mogućnosti za daljnji razvoj energetske infrastrukture u zemlji.</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">U Hrvatskoj je to dobra priča zato što RH oko 50% energije dobiva iz hidro elektrana i oko 25% je od uvoza a ostalo je sve naša energija, većina iz hidro elektrana i obnovljivih izvora tako da je ta priča dosta dobra ali naravno uvijek može bolje. Postoje i još dosta veliki projekti u koje bi trebalo ulagati npr. fuzijske elektrane o čemu se trenutno priča u Hrvatskoj i ulaganje u nuklearnu fuziju koja je budućnost energije tako da imamo dosta mogućnosti u Hrvatskoj pogotovo jer može hidro energiju koristiti u velikim količinama (student 6, osobna komunikacija, 2.ožujak, 2023)</span>

<span style="mso-ansi-language: HR;">Student 2 smatra da je započeo pozitivan trend u kupnji električnih vozila, ali ističe potrebu za većom podrškom od strane Vlade i institucija. Naglašava da zemlja ima prirodne resurse poput vjetra i vode koje bi mogla bolje iskoristiti, te predlaže veće subvencije za električna vozila i solarne instalacije. Također, ukazuje na potrebu za prelaskom na obnovljive izvore energije, dok tradicionalni izvori poput nafte gube svoj monopol, osobito u sektoru vozila.</span>

<span style="mso-ansi-language: HR;">Sagledavajući bojkotiranje proizvoda tržišta zemlje agresora zbog političkih razloga, student 2 napominje: „Osobno nikad ne bojkotiram nešto u vezi s vjerom, nacijom i slično ali tržišni bojkot podržavam jer mi kao pojedinci koji ne možemo velike stvari napraviti, opet ovo dosta znači“ (student 2, osobna komunikacija, 2. ožujak, 2023). Smatra nadalje, da se uskraćivanjem ljudima proizvode i usluge određenih korporacija, može potaknuti stanovništvo zemlje na stvaranje pritiska vladajuće strukture kako bi se zaustavila agresija.</span>

<span style="mso-ansi-language: HR;">Tematskom analizom transkripta razgovora sa studentima, identificirani su ključni pojmovi koji određuju perspektivu studenata o dimenzijama globalnih kompetencija prikazanih u Tablici 1.</span>

<span style="mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Tablica 1</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Dimenzije globalnih kompetencija 1.dio</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-komunikacija-odr%C5%BEivi" style="border-collapse: collapse; border: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 118.8pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid black 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="158"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Komunikacija</span>

</td><td style="width: 127.6pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid black 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="170"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Održivi razvoj</span>

</td><td style="width: 92.15pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid black 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="123"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Rješavanje sukoba na globalnoj razini</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 118.8pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="158"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Asertivnost</span>

</td><td style="width: 127.6pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="170"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Redukcija potrošnje</span>

</td><td style="width: 92.15pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="123"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Ekonomski bojkot</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 118.8pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="158"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Aktivno slušanje</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Razumijevanje</span>

</td><td style="width: 127.6pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="170"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Povećanje cijena energenata</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Projekti</span>

</td><td style="width: 92.15pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="123"><span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 118.8pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="158"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Kompromis</span>

</td><td style="width: 127.6pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="170"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Edukacije</span>

</td><td style="width: 92.15pt; border: none; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="123"><span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 4; mso-yfti-lastrow: yes;"><td style="width: 118.8pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="158"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Uvažavanje perspektive sugovornika</span>

</td><td style="width: 127.6pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="170"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Odgoj u ranom djetinjstvu</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Povećanje subvencija za korištenje obnovljivih izvora energije</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Fuzijske elektrane</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Nuklearna fuzija kao novi izvor energije</span>

</td><td style="width: 92.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="123"><span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

</td></tr></tbody></table>

<span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Na postavljeno pitanje studentima o njihovoj informiranosti i interesu za međunarodne socijalne probleme, gotovo svi studenti su odgovorili da nisu dovoljno upućeni, da su zaokupljeni drugim aktivnostima ili da neobavezno stječu informacije o toj temi putem društvenih mreža. Samoinicijativno se ne posvećuju ovoj problematici, što potvrđuje izjava studentice 4: „Nemam naviku samoinicijativno proučavati, nešto vidim u medijima, po portalima, ali zapravo ne znam previše o tome“ (studentica 4, osobna komunikacija, 2.ožujak, 2023).</span>

<span style="mso-ansi-language: HR;">Sljedeća tema obuhvaća zaštitu ljudskih prava. Studenti se slažu<span style="mso-spacerun: yes;"> </span>da je ljudska radna snaga podcijenjena te da cijenu finalnog proizvoda određuje dostupnost naftnih derivata, metalnih materijala i legura. Kao glavni problem navode automtizaciju koja zamjenjuje učinkovitost ljudske radne snage te stoga cijena finalnog proizvoda nije povezana s radnim učinkom ljudi. Zaštita ljudskih prava obuhvaća i ravnopravnost spolova o čemu student 6 izražava mišljenje da bi se prilikom zapošljavanja trebale vrednovati kompetencije i znanje, a ne spol ili druge karakteristike poput rase. Smatra da su svi ljudi jednaki i da ne bi trebali postojati kvote za zapošljavanje osoba s invaliditetom, iako priznaje da takve kvote mogu pružiti priliku i ispuniti život tih ljudi. Ističe da su razlike među ljudima očite, ali da su ljudi više od statističkih podataka, te da je važnije fokusirati se na individualne sposobnosti nego na spol ili druge identitete.</span> <span style="mso-ansi-language: HR;">Studentica 3 se slaže da je pitanje rodnih uloga kompleksno i da postoje razlike između muškaraca i žena. Iako se zagovaraju prava žena na rad u fizički zahtjevnim poslovima, većina njih ne bi birala takve poslove. Navodi primjer djevojke koja vozi kamion i uživa u svom poslu, no ističe da mediji često eksponiraju takve slučajeve kao neobične, što dodatno oblikuje percepciju o ženama u tim zanimanjima.</span> <span style="mso-ansi-language: HR;">Student 2 smatra kako se tradicionalno gleda na uloge roditelja, gdje je uobičajeno da majka ostaje kod kuće s djecom dok otac radi. Kada otac preuzme tu ulogu i ostane s djecom, to izaziva čuđenje i neobičnost u društvu, što ukazuje na predrasude o rodnim ulogama.</span> <span style="mso-ansi-language: HR;">Studentica 7 smatra da postoje razlike u anatomiji muškarca i žene koje mogu utjecati na odabir zanimanja koja uključuju fizičke poslove, ali primjećuje da se situacija mijenja, posebno u obrazovanju, gdje se broj žena na medicinskim fakultetima povećava. Iako se u nekim aspektima ravnoteža izjednačava, studentica 7 ističe da i dalje postoje nejednakosti u plaćama koje bi trebalo ispraviti.</span> <span style="mso-ansi-language: HR;">Student 6 naglašava problem manipulacije medija u prikazivanju određenih tema, poput vozačica kamiona, te ističe potrebu za nezavisnim i transparentnim istraživanjem koje bi obuhvatilo informacije o plaćama i spolu. Smatra da je teško doći do točnih informacija jer svatko ima svoje subjektivno mišljenje o ravnopravnosti spolova.</span>

<span style="mso-ansi-language: HR;"> </span>

<span lang="SK" style="font-size: 10.0pt; mso-no-proof: yes;">Tablica 2</span>

<span lang="SK" style="font-size: 10.0pt; mso-no-proof: yes;">Dimenzije globalnih kompetencija 2.dio</span>

<span style="mso-ansi-language: HR;"> </span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-internacionalni-soci" style="border-collapse: collapse; border: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 83.4pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid black 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="111"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Internacionalni socijalni problemi</span>

</td><td style="width: 127.55pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid black 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="170"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Ljudska prava</span>

</td><td style="width: 128.9pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid black 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="172"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Multikulturlizam</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 83.4pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="111"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Nedostatak interesa</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Neupućenost</span>

</td><td style="width: 127.55pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="170"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Kažnjavanje za eksploataciju radne snage</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Uspostava jednakosti spolova/plaća</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Smanjenje automatizacije</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Vrednovanje stručnosti prema kompetencijama</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Odgoj o jednakosti spolova</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Sankcije medijima zbog negativnog utjecaja dezinformacijama</span>

</td><td style="width: 128.9pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="172"><span style="font-size: 10.0pt; mso-ansi-language: HR;">Uvažavanje različitosti i kulture drugih</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Isticanje ljudskih vrijednosti</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;">Odbacivanje stereotipa od najranije dobi</span>

*<span style="font-size: 10.0pt; mso-ansi-language: HR;">Online</span>*<span style="font-size: 10.0pt; mso-ansi-language: HR;"> okruženje za prevođenje stranog jezika</span>

<span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><td style="width: 83.4pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="111"><span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

</td><td style="width: 127.55pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="170"><span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

</td><td style="width: 128.9pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="172"><span style="font-size: 10.0pt; mso-ansi-language: HR;"> </span>

</td></tr></tbody></table>

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">U vezi s multikulturalizmom i rješavanju<span style="mso-spacerun: yes;"> </span>jezične barijere, studenti navode korištenje gestikulacije ili aplikacije za automatski prijevod stranog jezika.</span> <span style="mso-ansi-language: HR;">Studentica 1 predlaže postavljanje javnih televizora s engleskim jezikom u gradu, kako bi stranci lakše snalazili. Također ističe da u Hrvatskoj nema velike mržnje prema strancima i da je nacija prijateljski nastrojena. Studentica 3 <span style="mso-spacerun: yes;"> </span>smatra da, iako možda nema otvorene mržnje, postoje brojni stereotipi. Ističe da je teško promijeniti duboko ukorijenjena vjerovanja kod odraslih, te naglašava važnost djelovanja od djetinjstva, jer se takvi stavovi često usvajaju od roditelja i vršnjaka. Tematskom analizom transkripta razgovora sa studentima, identificirani su ključni pojmovi koji određuju perspektivu studenata o dimenzijama globalnih kompetencija prikazanih u Tablici 2.</span>

<span style="mso-ansi-language: HR;"> </span>

**<span style="font-size: 12.0pt; mso-ansi-language: HR;">Rasprava</span>**

<span style="mso-ansi-language: HR;">Globalne kompetencije studenata označavaju sposobnost studenata da istražuju lokalna, globalna i interkulturalna pitanja, uz razumijevanje različitih perspektiva i komunikaciju s osobama iz raznih kultura. Razvoj ovih kompetencija unutar nastavnih programa ključan je za kvalitetniji obrazovni proces. Potrebno je uspostaviti novi obrazovni model koji će osvijestiti ulogu čovječanstva u globalnom kontekstu, obuhvaćajući ekološke, ekonomske i moralne aspekte što potvrđuje i istraživanje Crawforda i sur., (2020). U suvremenom dobu, važno je ne samo posjedovati znanje i vještine, već se i prilagoditi okolini, razumjeti uzročno-posljedične veze te djelovati kritički i globalno.</span>

<span style="mso-ansi-language: HR;">S obzirom na dimenzije globalnih kompetencija koje uključuju vještinu komuniciranja, studenti su naveli nekoliko značajki kao što su asertivnost, aktivno slušanje, razumijevanje, kompromis, uvažavanje perspektive drugog što potvrđuje i istraživanje Pinta (2018) i Ferreras-Garcia i sur. (2021) u kojemu studenti također navode značaj navedenih vještina. Istraživanje Butum i sur. (2020) daje uvid u različite percepcije studenata o usvojenosti vještina potrebnih na tržištu rada, s posebnim naglaskom na "međunarodnu kompetenciju", koja uključuje poznavanje stranog jezika i snalaženje u drugim zemljama. Studenti ovog istraživanja smatraju također da tržište rada sve više zahtijeva internacionalizaciju i globalne kompetencije. Iako su studenti ovog istraživanja naveli da se nisu susretali s kolegijima koji uključuju globalne kompetencije niti su sudjelovali u Erasmus projektima razmjene studenata kao što su sudjelovali sudionici istraživanja Verbyla i sur., (2024), studenti navode određena rješenja koja bi pomogla u rješavanju jezične barijere kao što su *online* javna okruženja za prijevod stranog jezika, što upućuje na multikulturalnu osjetljivost za druge.</span> <span style="mso-ansi-language: HR;">U kontekstu multikulturalizma i rješavanja jezične barijere, studenti sugeriraju postavljanje javnih televizora s engleskim jezikom u gradu kako bi se strani državljani lakše snalazili, ističući prijateljsku narav hrvatske nacije prema strancima. S druge strane, ukazuju na prisutnost stereotipa i teškoće u promjeni duboko ukorijenjenih uvjerenja kod odraslih, naglašavajući važnost obrazovanja od ranog djetinjstva.</span>

<span lang="SK">Razvoj globalnih kompetencija, uključujući poduzetničke i interkulturalne vještine, od esencijalne je važnosti za održivi razvoj te za rješavanje političkih izazova. Studenti ovog istraživanja u okviru rasprave o održivom razvoju i upravljanju energijom, naglašavaju potrebu za ravnotežom u štednji energenata, ukazujući na individualnu odgovornost. Također, ukazuju na to da cijene energenata najviše utječu na štednju, dok smatraju da su edukacije o održivom razvoju ključne za podizanje svijesti građana. Smatraju da duboko ukorijenjene loše navike predstavljaju prepreku promjenama, te predlažu bolje iskorištavanje prirodnih resursa i povećanje izvoza što ukazuju i rezultati istraživanja Biancardi i sur., (2023) u kojemu studenti predlažu ključne mjere subvencioniranja za zelenu proizvodnju te uspostavljanje energetskih zajednica. Studenti ovog istraživanja također predlažu mjere koje uključuju subvenciju Vlade za ulaganja u fuzijske elektrane i nuklearnu fuziju kako bi se održala energetska učinkovitost i na taj način uspostavila infrastruktura koja bi išla u prilog održivom razvoju.</span>

<span lang="SK">Rezultati ovog istraživanja</span><span style="mso-ansi-language: HR;"> ukazuju na percepciju studenata o važnosti kontinuiranog razvoja globalnih kompetencija od najranije dobi. Studenti smatraju važnim cjeloživotno obrazovanje o globalnim kompetencijama kao i ekonomsku i političku podršku države u pristupima koji bi imali za cilj globalno djelovati što potvrđuju i rezultati istraživanja Crawforda i sur., (2020).</span>

<span style="mso-ansi-language: HR;"> </span>

**<span style="font-size: 12.0pt; mso-ansi-language: HR;">Zaključak</span>**

<span style="mso-ansi-language: HR;">Globalne kompetencije studenata odnose se na sposobnost istraživanja lokalnih, globalnih i interkulturalnih pitanja, uz razumijevanje različitih perspektiva i komunikaciju s osobama iz različitih kultura. Razvoj ovih kompetencija unutar obrazovnih programa od suštinske je važnosti za unapređenje obrazovnog procesa. Stoga je nužan obrazovni model koji će osvijestiti ulogu čovječanstva u globalnom kontekstu, uključujući ekološke, ekonomske i moralne aspekte. U suvremenom društvu, od esencijalne je važnosti ne samo posjedovati znanje i vještine, već se i prilagoditi okolini te djelovati kritički i globalno. S obzirom da su u ovom istraživanju studenti naglasili da se nisu u potpunosti u svom obrazovanju susreli s kolegijima vezanim uz razvoj globalnih kompetencija, rezultati istraživanja ukazuju na to da studenti prepoznaju i potenciraju značaj kontinuiranog razvoja globalnih kompetencija od ranog uzrasta. Naglašavaju važnost cjeloživotnog obrazovanja, kao i potrebu za podrškom države u ekonomskim i političkim pristupima koji omogućavaju globalno djelovanje. Budući da je ovo kvalitativno istraživanje obuhvatilo mali uzorak ispitanika, rezulatati se ne mogu generalizirati ali mogu pružiti uvid u dubinsko razumijevanje perspektive studenata o razvoju globalnih kompetencija u Republici Hrvatskoj.</span>

<span style="mso-ansi-language: HR;"> </span>

**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Literatura</span>**

<span style="mso-ansi-language: HR;"> </span>

<span style="mso-ansi-language: HR;">Biancardi, A., Colasante, A. i D’Adamo, I. (2023). Sustainable education and youth confidence as pillars of future civil society. *Sci Rep* **13**, 955. <span style="mso-spacerun: yes;"> </span>[https://doi.org/10.1038/s41598-023-28143-9](https://doi.org/10.1038/s41598-023-28143-9)</span>

<span style="mso-ansi-language: HR;">Blömeke, S., Gustafsson, J.E., i Shavelson, R. (2013). “Assessment of Competencies in Higher Education”: A Topical Issue of the Zeitschrift für Psychologie. *Zeitschrift Für Psychologie*, *221*(3), 202–202. [https://doi.org/10.1027/2151-2604/a000148](https://doi.org/10.1027/2151-2604/a000148)</span>

<span style="mso-ansi-language: HR;">Butum, L. C., Nicolescu, L., Stan, S. O., i Găitănaru, A. (2020). Global competences for higher education graduates. Priorities and opportunities for the labour market. In *ICERI2020 Proceedings* (pp. 8435-8443). IATED. [https://doi.org/10.21125/iceri.2020.1874](https://doi.org/10.21125/iceri.2020.1874)</span>

<span lang="SK" style="mso-ansi-language: SK;">Cebrián, G., Boqué, A., Olano, J.X. *et al.* (2024). School climate assemblies: an educational tool for empowering pupils and youth to take climate and sustainability action. *Sustain Sci*. [http://dx.doi.org/10.1007/s11625-024-01583-6](http://dx.doi.org/10.1007/s11625-024-01583-6) </span>

<span style="mso-ansi-language: HR;">Crawford, E. O., Higgins, H. J., i Hilburn, J. (2020). Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education. *The Journal of Social Studies Research*, *44*(4), 367-381. [https://doi.org/10.1016/j.jssr.2020.04.002](https://doi.org/10.1016/j.jssr.2020.04.002)</span>

<span lang="DE-AT" style="mso-ansi-language: DE-AT;">Čolić, S. (2004). Globalizacija, kultura kapitalizma I globalna kultura. *Narodna umjetnost: hrvatski časopis za etnologiju I folkloristiku.* 41 (2), 185-192.</span>

<span style="mso-ansi-language: HR;">D’Adamo, I., i Gastaldi, M. (2023). Perspectives and Challenges on sustainability: Drivers, Opportunities and Policy Implications in universities. *Sustainability*, 15(4), 3564. [https://doi.org/10.3390/su15043564](https://doi.org/10.3390/su15043564).</span>

<span style="mso-ansi-language: HR;">Evtyugina, A. A., Sturikova, M. V., Shokhov, K. O., Kondyurina, I. M., i Albrekht, N. V. (2021). Stjecanje kompetencije za međukulturnu komunikaciju studenata i pedagoški uvjeti njezina ostvarivanja. *Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje*, *23*(4), 1087-1114. [https://doi.org/10.15516/cje.v23i4.4144](https://doi.org/10.15516/cje.v23i4.4144) </span>

<span style="mso-ansi-language: HR;">Ferreras-Garcia,R., Sales-Zaguirre,J., i Serradell-Lopez, E. (2021). Developing entrepreneurial competencies in higher education: A structural model approach. Education+ Training, 65(5), 720-743. [https://doi.org/10.1108/ET-09-2020-0257](https://doi.org/10.1108/ET-09-2020-0257)</span>

<span style="mso-ansi-language: HR;">Freire, P. (1998). *Pedagogy of Freedom: Ethics, Democracy, and Civic Courage*. Lanham, MD: Rowman &amp; Littlefield Publishers, Inc.</span>

<span style="mso-ansi-language: HR;">García-Vita, M. D. M., i Barreto, C. R. (2019). Inclusive Education And Intercultural Competence In Higher Education. In E. Soriano, C. Sleeter, M. Antonia Casanova, R. M. Zapata, i V. C. Cala (Ur.), *The Value of Education and Health for a Global, Transcultural World*. Vol 60. European Proceedings of Social and Behavioural Sciences (pp. 90-95). Future Academy. [https://doi.org/10.15405/epsbs.2019.04.02.12](https://doi.org/10.15405/epsbs.2019.04.02.12)</span>

<span style="mso-ansi-language: HR;">Hinduja, P., Mohammad, R. F., Siddiqui, S., Noor, S., i Hussain, A. (2023). Sustainability in Higher Education Institutions in Pakistan: A Systematic Review of Progress and Challenges. *Sustainability*, *15*(4), 3406. [https://doi.org/10.3390/su15043406](https://doi.org/10.3390/su15043406)</span>

<span style="mso-ansi-language: HR;">Jian, L. i Jinhui, X. (2016). Global Competency Assessment Scale for Undergraduates in the Contemporary China’s Higher Education. Psychology Research, 6(*6*), 345-360. [https://doi.org/10.17265/2159-5542/2016.06.003](https://doi.org/10.17265/2159-5542/2016.06.003)</span>

<span style="mso-ansi-language: HR;">Jurković, D. (2024). Slobodno vrijeme i međukulturna osjetljivost studenata učiteljskih studija. *Sociologija i prostor: časopis za istraživanje prostornoga i sociokulturnog razvoja*, *62*(1 (229)), 123-142. <span style="mso-spacerun: yes;"> </span>[http://dx.doi.org/10.5673/sip.62.1.6](http://dx.doi.org/10.5673/sip.62.1.6)?</span>

<span style="mso-ansi-language: HR;">Lopes, J. M., Suchek, N., i Gomes, S. (2023). The antecedents of sustainability-oriented entrepreneurial intentions: An exploratory study of Angolan higher education students. *Journal of Cleaner Production*, *391*, 136236. [https://doi.org/10.1016/j.jclepro.2023.136236](https://doi.org/10.1016/j.jclepro.2023.136236)</span>

<span lang="EN-US" style="mso-ansi-language: EN-US;">Majewska, I. A. (2023). Teaching global competence: Challenges and opportunities. *College Teaching*, *71*(2), 112-124. <span style="mso-spacerun: yes;"> </span></span><span style="mso-ansi-language: HR;">[<span lang="EN-US" style="mso-ansi-language: EN-US;">https://doi.org/10.1080/87567555.2022.2027858</span>](https://doi.org/10.1080/87567555.2022.2027858)</span><u><span lang="EN-US" style="mso-ansi-language: EN-US;">.</span></u>

<span style="mso-ansi-language: HR;">Michel, J. O., Brundiers, K., Barth, M., Fischer, D., Mochizuki, Y., Redman, A., i Zint, M. (2022). Sustainability Competencies in Higher Education. U: R. Brears (Ur.), *The Palgrave Encyclopedia of Urban and Regional Futures* (pp. 1–6). Springer International Publishing. [https://doi.org/10.1007/978-3-030-51812-7\_342-1](https://doi.org/10.1007/978-3-030-51812-7_342-1)</span>

<span style="mso-ansi-language: HR;">OECD (2007*): Education and Training Policy: Qualifications Systems – Bridges to lifelong learning*. Paris: OECD.</span>

<span style="mso-ansi-language: HR;">OECD (2020) *PISA 2018 Results: Are students ready to thrive in an interconnected world?* Volume VI. Paris, France: OECD. Available at: [http://www.oecd.org/publications/pisa-2018-results-volume-vi-d5f68679-en.htm](http://www.oecd.org/publications/pisa-2018-results-volume-vi-d5f68679-en.htm) (pristupljeno 26.travanj 2023).</span>

<span style="mso-ansi-language: HR;">[Pinto, S.](https://www.emerald.com/insight/search?q=Susana%20Pinto "Susana Pinto") (2018). Intercultural competence in higher education: academics’ perspectives. [*On the Horizon*](https://www.emerald.com/insight/publication/issn/1074-8121). Vol. 26 No. 2, pp. 137-147. [https://doi.org/10.1108/OTH-02-2018-0011](https://doi.org/10.1108/OTH-02-2018-0011 "DOI: https://doi.org/10.1108/OTH-02-2018-0011")</span>

<span style="mso-ansi-language: HR;">Polukhina, M., i Doskovskaya, M. (2018). Higher education and global competence: renewing the educational concept of universities in Russia. *Society. Integration. Education. Proceedings of the International Scientific Conference*, *1*, 444-453. [https://doi.org/10.17770/sie2018vol1.3113](https://doi.org/10.17770/sie2018vol1.3113)</span>

<span style="mso-ansi-language: HR;">Rieckmann, M. (2018). Learning to Transform the World: Key Competencies in Education for Sustainable Development. U: *Issues and Trends in Education for Sustainable Development*; Leicht, A., Heiss, J., Byun, W.J., Ur.; UNESCO: Paris, France, 2018; pp. 39–59. [https://unesdoc.unesco.org/ark:/48223/pf0000261445](https://unesdoc.unesco.org/ark:/48223/pf0000261445)</span>

<span style="mso-ansi-language: HR;">Robertson, S. L. (2021). Global competences and 21st century higher education – And why they matter. *International Journal of Chinese Education*, *10*(1). [https://doi.org/10.1177/22125868211010345](https://doi.org/10.1177/22125868211010345)</span>

<span style="mso-ansi-language: HR;">Sablić, M., Migles, A., i Rajić, V. (2021). Interculturalism in Croatian education: Literature review. *Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje*, *23*(4.), 1293-1322. [https://doi.org/10.15516/cje.v23i4.4314](https://doi.org/10.15516/cje.v23i4.4314)</span>

<span style="mso-ansi-language: HR;">Siczek, M. M. (2015). Developing Global Competency in US Higher Education: Contributions of International Students. *The CATESOL Journal*, 27(2). [http://dx.doi.org/10.5070/B5.36057](http://dx.doi.org/10.5070/B5.36057)</span>

<span style="mso-ansi-language: HR;">Stensaker, B. (2021). Building institutional capacity for student competencies: An organizational perspective. *International Journal of Chinese Education*, *10*(1). [https://doi.org/10.1177/22125868211006200](https://doi.org/10.1177/22125868211006200)</span>

<span style="mso-ansi-language: HR;">Verbyla, M. E., Vernaza-Hernandez, V., i Feldman, A. (2024). International Research Experiences and Global Competency Development for Graduate Students in Engineering and Science. *Journal of Studies in International Education*, *28*(2), 221-239. [https://doi.org/10.1177/10283153231172019](https://doi.org/10.1177/10283153231172019)</span>

<span style="mso-ansi-language: HR;">Vrkić Dimić, J. (2013) Kompetencije učenika i nastavnika za 21.stoljeće. *Acta Ladertina*.10 (2013). str.49-60. [https://doi.org/10.15291/ai.1270](https://doi.org/10.15291/ai.1270)</span>

<span style="mso-ansi-language: HR;">Zha, Q., i Wu, H. (2021). Conceptualization and development of global competence in higher education: The case of China. *Academic Praxis*, *1*, 18-36. [https://doi.org/10.3389/feduc.2024.1404782](https://doi.org/10.3389/feduc.2024.1404782)</span>

<span style="mso-ansi-language: HR;"> </span>


<table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr></tbody></table>

<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span lang="EN-GB" style="font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">The importance of developing global competencies from the perspective of students in the Republic of Croatia</span>**


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<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Abstract**

</td></tr><tr><td style="text-align: justify;">
<span lang="SK" style="mso-bidi-font-family: Calibri;">In today's modern world, the concept of globalization and the development of global competences becomes a priority in education. Modernity brings the need for a faster flow of information and a better connection of people in the economic field. The development of global competencies results in numerous educational benefits both for the student and for the entire culture of society. Therefore, the goal of this research is to determine how students of various studies in the Republic of Croatia understand the importance of global competencies and the way to implement knowledge about global competencies in the micro and macro environment.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">In the focus group, 7 students from different studies throughout the Republic of Croatia participated. Since the focus group involved online communication, and the interaction of the participants was recorded and the conversation was then transcribed, the research participants agreed to voluntarily participate in the research at the very beginning and were familiarized with the purpose of the research and the comprehensive analysis of data that guarantees their anonymity. The questions, which tried to stimulate an in-depth discussion on the mentioned topic, were formulated according to the PISA questionnaire (2018), which contains thematic units on the development of global competences as an additional, innovative domain.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Through a qualitative approach that includes the thematic analysis of focus group data, it was determined that students of various studies in the Republic of Croatia did not encounter courses that emphasize the development of global competencies, even though they understand the importance of developing them. The research results point to the importance of innovating the development of global competencies in the study programs of higher education institutions in the Republic of Croatia to continuously develop awareness of the importance of global competencies in all levels of initial education.</span>

  
</td></tr><tr><td>***Key words:***

</td></tr><tr><td> <span lang="EN-GB">culture of society; focus group ; global competencies; PISA questionnaire; student attitudes</span>

</td></tr></tbody></table>

# Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.8096%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2858%; height: 115.15px;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference  
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.095%; height: 106.9px;">##### **Imelda Zadeja, Jozef Bushati**

*University of Shkodra "Luigj Gurakuqi", Albania*

*imelda.zadeja@gmail.com*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 42.2404%;">**Section - Education for sustainable development** </td><td class="align-center" style="width: 20.1552%;">**Paper number: 4**</td><td style="width: 37.5805%;">**Category: Scientific review**

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<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Abstract**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span lang="SK" style="mso-bidi-font-family: Calibri;">Artificial Intelligence is rapidly transforming the landscape of education, presenting both challenges and unprecedented opportunities for sustainable development. This study investigates the multifaceted impact of AI on educational practices, focusing on administration, instruction, and learning process. A qualitative research approach was employed, utilizing a literature review framework to explore AI's application and effects in education.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">AI embodies a range of innovations characterized by human-like cognitive abilities, learning processes, adaptability, and decision-making capabilities. As AI integrates into educational systems, it blurs the lines between traditional roles and tasks, leading to a reshaping of professions and instructional methods. Some professions may become obsolete, while others undergo substantial transformations requiring updated didactic materials. Concurrently, new vocations will emerge necessitating innovative educational approaches.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">In educational operations, AI serves as both a reformer and facilitator, reshaping job roles and work dynamics. This study underscores the need for educators and policymakers to proactively address the implications of AI, ensuring equitable access to technological advancements and harnessing AI's potential to enhance educational outcomes. By embracing AI responsibly, the education sector can leverage emerging technologies for sustainable development and improved learning experiences. This research contributes to the ongoing discourse on AI in education, highlighting critical challenges and transformative opportunities for the future.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Key words:***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;"><span lang="EN-GB">artificial intelligence;</span><span lang="SK"> responsible AI; transformative education; emerging technologies; educational outcomes.</span>

</td></tr></tbody></table>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Introduction</span>**

**<span lang="EN-GB" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Artificial Intelligence is no longer a futuristic concept but a present-day reality that is reshaping numerous sectors, including education. Over the past decade, AI has rapidly evolved, moving beyond theoretical frameworks to practical applications that are transforming how people teach, learn, and engage with educational systems <span style="mso-no-proof: yes;">(Chen, 2022)</span>. As the world faces increasing challenges related to globalization, technological advances, and sustainability, the integration of AI in education offers both promising solutions and new dilemmas <span style="mso-no-proof: yes;">(Roll, 2016)</span>. AI is seen as a game-changer that could revolutionize education by enhancing accessibility, improving educational outcomes, and optimizing the administrative tasks within institutions. However, this transformation is accompanied by questions concerning equity, ethics, and the readiness of educational systems to adapt to these innovations.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The field of education is undergoing a significant transformation driven by the development of AI technologies. From automated grading and personalized learning systems to AI-driven chatbots and virtual tutors, these tools are enhancing traditional methods and offering personalized learning experiences <span style="mso-no-proof: yes;">(Kamalov, 2023)</span>. AI is designed to mimic human cognitive functions such as learning, reasoning, and problem-solving, enabling it to tailor content to individual learners' needs and preferences. This adaptability presents an opportunity for more customized, efficient, and engaging learning environments that could benefit students of diverse backgrounds and capabilities <span style="mso-no-proof: yes;">(Lameras, 2022)</span>.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">However, the promise of AI in education is not without its challenges. While AI-powered tools may support individualized learning, there is concern over their potential to widen the educational divide, particularly in regions or populations with limited access to technology. Moreover, AI integration necessitates changes in the roles of educators and administrators, requiring new skills, pedagogical strategies, and ongoing professional development. The increased reliance on AI also raises important questions about data privacy, algorithmic bias, and the ethical implications of AI’s decision-making processes.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Sustainability in education is increasingly tied to technological advancements, particularly in the context of the United Nations Sustainable Development Goals (SDGs), specifically Goal 4, which emphasizes the need for inclusive, equitable, and quality education<span style="mso-no-proof: yes;"> (Nations, 2022)</span>. AI has the potential to contribute significantly to this goal by providing innovative solutions to longstanding challenges such as accessibility, teacher shortages, and educational inequality<span style="mso-no-proof: yes;"> (Abulibdeh, 2024)</span>. However, achieving sustainable development through AI in education requires careful consideration of not just the technological and economic benefits, but also the social, cultural, and ethical impacts <span style="mso-no-proof: yes;">(Nguyen, 2023)</span>.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">This paper explores the intersection of AI, education, and sustainable development by examining how AI can both reshape educational practices and contribute to long-term societal development. The study investigates the dual nature of AI’s impact, focusing on its role as a reformer and facilitator in educational systems. It also assesses the risks and opportunities artificial intelligence presents to educators, policymakers, and students alike. By integrating theoretical insights with empirical data from official sources, this study provides a comprehensive look at the transformative potential of AI in education and its implications for a more sustainable and equitable future.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Through this investigation, we aim to offer practical recommendations for the integration of AI technologies that will ensure the realization of AI’s benefits without exacerbating existing inequalities. Furthermore, the paper advocates for a collaborative approach involving governments, educators, technology developers, and communities to foster a future where AI in education can contribute to a more inclusive, adaptive, and sustainable educational environment for all.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Methodology</span>**

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">This study utilizes a qualitative research methodology, particularly a systematic literature review, to explore the current state of AI in education. Several reputable sources, including peer-reviewed articles, reports from educational organizations, and official data from government and institutional bodies, were reviewed. This approach allows for an in-depth exploration of AI’s applications and its effects on educational practices, focusing on sustainability and long-term development.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">For the data analytics section, we reference various statistics and reports on AI adoption in education and its impact on sustainable development. Below are key data points and cross-references from official sources:</span>

*<span lang="IT" style="mso-bidi-font-family: Calibri; mso-ansi-language: IT;">AI Adoption in Education:</span>*

1. <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">UNESCO (2023) - A report by UNESCO on AI in education highlighted how AI is being used to enhance accessibility to education, improve teacher training, and provide personalized learning experiences to students. It estimates that AI-powered tools could improve student outcomes by 15–20%<span style="mso-no-proof: yes;"> (UNESCO, 2023)</span>.</span>
2. <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">OECD (2022) - The OECD’s annual report on digitalization in education emphasized AI’s role in bridging the learning gap by offering customized learning experiences and reducing educational inequality. The organization also noted that AI could automate administrative tasks, allowing teachers more time for pedagogical activities<span style="mso-no-proof: yes;"> (OECD, 2022)</span>.</span>
3. <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">World Economic Forum (2021) - AI and its impact on education were analyzed, particularly focusing on how it can influence job creation and skills development. AI-driven learning tools are projected to enhance lifelong learning, allowing people to upskill and reskill throughout their lives, addressing the skills gap in a rapidly changing job market<span style="mso-no-proof: yes;"> (Forum, 2021)</span>.</span>

*<span lang="IT" style="mso-bidi-font-family: Calibri; mso-ansi-language: IT;">Influence on Sustainable Development:</span>*

- <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Sustainable Development Goals (SDGs): AI in education supports several SDGs, particularly Goal 4: Quality Education. AI has the potential to make education more inclusive, equitable, and accessible, especially in remote or underserved areas <span style="mso-no-proof: yes;">(Nations, 2022)</span>.</span>
- <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Data Analytics on Sustainable Learning: AI systems help track student progress, identify learning gaps, and recommend personalized learning paths, which can significantly improve educational outcomes. According to a study by McKinsey (2023), AI-enabled personalized learning platforms showed a 30% improvement in student performance metrics <span style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span>(Company, 2023)</span>.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">At the forefront of AI research and development (R&amp;D) in education, innovators are focused on creating models that align with the diverse data available. As technology scales and becomes increasingly prevalent, data is being drawn from a wide variety of contexts, reflecting the unique ways individuals engage in teaching and learning within those environments. Researchers from our listening sessions highlighted AI's potential to address the issue of "context," particularly in relation to the vast spectrum of learner variability often referred to as the long tail.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">As illustrated in Figure 1, learners differ significantly in their strengths and needs. The leftmost part of the figure represents the most common combinations of strengths and needs—often addressed through a generalized approach, sometimes called "teaching to the middle." Less frequent combinations extend toward the right, representing learners with unique or specialized requirements. The upward axis reflects the number of learners who benefit from a given instructional design, pathway, or method. We propose that AI has the capacity to accommodate a broader range of learner strengths and needs but only if developers and innovators prioritize addressing the long tail rather than focusing solely on generalized approaches.</span>

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

<span lang="SK">Figure </span><span lang="SK"><span style="mso-no-proof: yes;">1</span></span><span lang="SK">: <span style="mso-spacerun: yes;"> </span>The long tail of learner variability </span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span>(U.S. Department of Education, 2023)</span>

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-nskdpcod.png)</span>**

<span lang="SK"> </span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">AI technologies are fundamentally built on models, and these models are inherently imperfect. It falls upon humans to define educational goals and evaluate the extent to which these models align with and support those objectives—or conversely, where they fail and might even cause harm. While assessing how well certain AI tools address educational priorities may seem straightforward, the allure of technology can sometimes shift focus to a “let’s see what the tech can do” mindset </span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-no-proof: yes;">(U.S. Department of Education, 2023)</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">. This approach risks sidelining clear educational goals and could lead to the adoption of models that poorly serve these priorities.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The urge educational policymakers and decision-makers at the local, state, and federal levels to use their influence to align priorities, strategies, and technology adoption with the primary goal of meeting students’ educational needs—above the excitement surrounding emerging AI capabilities. It is critical to strengthen adherence to existing policies at state, district, and school levels that govern educational technology adoption and use. These include frameworks such as the four levels of evidence outlined in the Every Student Succeeds Act (ESSA), privacy protections under the Family Educational Rights and Privacy Act (FERPA), and any future enhanced policies. Local education leaders, who are best positioned to understand urgent educational needs, must lead conversations about AI and other emerging technologies by centering student priorities. These discussions should begin and end with the educational needs of students as the focus, with an emphasis on evaluating effectiveness based on those priorities </span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-no-proof: yes;">(U.S. Department of Education, 2023)</span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">This research aims to provides detailed guidance on evaluating AI technologies for their effectiveness in achieving intended educational objectives. To assist decision-makers, summarize key insights regarding the characteristics of AI models and their application in educational tools and systems in Figure 2 </span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-no-proof: yes;">(U.S. Department of Education, 2023)</span><span lang="SK" style="mso-bidi-font-family: Calibri;">. These insights aim to empower leaders to critically assess AI solutions, ensuring that technology adoption serves the best interests of students, maintains equity, and aligns with broader educational priorities.</span>

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

<span lang="SK">Figure </span><span lang="SK"><span style="mso-no-proof: yes;">2</span></span><span lang="SK">: <span style="mso-spacerun: yes;"> </span>Recommendation for desired qualities of AI tools and systems in education </span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-no-proof: yes;">(U.S. Department of Education, 2023)</span>

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-no-proof: yes;">![](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-xhk0xemi.png)</span>**

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The study employs a qualitative research approach through a systematic literature review, analyzing peer-reviewed journals, official reports, and policy briefs from 2018-2023. Data from organizations like UNESCO and OECD highlights AI's impact on education and its alignment with SDG 4. The analysis focuses on AI as an educational innovator, its role in equity and sustainability, and associated challenges. Findings are validated through triangulation and cross-referencing, ensuring credibility while emphasizing ethical considerations and alignment with student needs.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

**<span lang="EN-US" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Results</span>**

**<span lang="EN-US" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The integration of AI in education has demonstrated positive effects in various areas, though challenges remain. The following key results were identified from the data analysis and literature:</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Improved Educational Accessibility and Inclusivity</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">AI-powered systems, such as personalized learning platforms, are making education more inclusive. AI tools can adapt to students’ needs, allowing for differentiation in content delivery. For example, AI-driven platforms can provide real-time translations, assist students with disabilities, and help non-native speakers.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"><span style="mso-spacerun: yes;"> </span>Enhanced Administrative Efficiency</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">AI in education helps automate repetitive administrative tasks, including grading, attendance tracking, and curriculum management. This allows educators to focus more on teaching and interaction with students. Additionally, AI’s role in resource allocation has led to cost reductions in many institutions.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Creation of New Vocations and Reskilling Opportunities</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">AI also presents an opportunity to create new educational paths in fields related to technology, data science, and AI itself. As the job market evolves, AI helps design curricula that are better aligned with industry needs, fostering a culture of lifelong learning and reskilling.</span>

**<span lang="EN-US" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

**<span lang="EN-US" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Conclusions</span>**

**<span lang="EN-US" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">The implementation of AI in education provides both challenges and opportunities for sustainable development. On one hand, AI is a powerful tool that can enhance educational quality, provide equitable access, and foster personalized learning experiences. On the other hand, there are challenges related to the digital divide, privacy concerns, and the need for teacher training to integrate AI effectively into classrooms.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">AI-driven educational technologies offer great promise in reshaping the way education is delivered and experienced, with the potential for transformative impacts on learning outcomes and societal development. However, the successful integration of AI in education requires a balanced approach that addresses ethical considerations, ensures data privacy, and promotes teacher professional development.</span>

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Recommendations</span>**

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

<span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Based on the findings of this study, the following recommendations are made for educators, policymakers, and technology developers:</span>

- <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Invest in Teacher Training: Educators need continuous professional development to understand AI tools and integrate them effectively into their teaching practices.</span>
- <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Foster Collaboration Between Governments and Tech Companies: To ensure equitable access to AI technologies, partnerships between educational institutions, governments, and private companies should be established.</span>
- <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Address Data Privacy and Ethical Concerns: Strong policies and frameworks should be developed to protect student data privacy while ensuring that AI systems are transparent and accountable.</span>
- <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Promote Lifelong Learning and Reskilling Programs: Governments and institutions should focus on creating programs that allow adults to upskill and reskill to remain competitive in the evolving job market.</span>
- <span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Focus on Inclusive AI: AI tools must be developed to cater to diverse student populations, ensuring that all learners benefit equally from technological advancements.</span>

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

**<span lang="EN-US" style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;"> </span>**

**<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">  
</span>**

<a name="OLE_LINK3"></a><a name="OLE_LINK4"></a><span style="mso-bookmark: OLE_LINK3;">**<span lang="EN-GB" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">References</span>**</span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;">**<span lang="EN-GB" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**</span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;">**<span lang="EN-GB" style="mso-ansi-language: EN-GB;">Articles published in journals:<span style="mso-tab-count: 1;"> </span></span>**</span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">Abulibdeh, A. Z. (2024). Navigating the confluence of artificial intelligence and education for sustainable development in the era of industry 4.0: Challenges, opportunities, and ethical dimensions. *Journal of Cleaner Production*.</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">Chen, X. Z. (2022). Two Decades of Artificial Intelligence in Education: Contributors, Collaborations, Research Topics, Challenges, and Future Directions. *Educational Technology &amp; Society* (pp. 28–47). JSTOR.</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">Lameras, P. &amp;. (2022). Power to the Teachers: An Exploratory Review on Artificial Intelligence in Education. Information. (Artificial Intelligence and Games Science in Education). doi:https://doi.org/10.3390/info13010014</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">Nguyen, A. N. (2023). Ethical principles for artificial intelligence in education. *Educ Inf Technol 28*, 4221–4241. doi:https://doi.org/10.1007/s10639-022-11316-w</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">Roll, I. W. (2016). Evolution and Revolution in Artificial Intelligence in Education. *Int J Artif Intell Educ*, 582–599. doi:https://doi.org/10.1007/s40593-016-0110-3</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;">**<span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span>**</span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;">**<span lang="EN-GB" style="mso-ansi-language: EN-GB;">Reports:<span style="mso-tab-count: 1;"> </span> </span>**</span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">U.S. Department of Education, O. o. (2023). *Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations.* Washington, DC.</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: _Hlk7688958;">**<span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span>**</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: _Hlk7688958;">**<span lang="EN-GB" style="mso-ansi-language: EN-GB;">Conference Proceedings: </span>**</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: _Hlk7688958;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">Kamalov, F. S. (2023). New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution. *Sustainability, 15(16)*.</span></span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: _Hlk7688958;">**<span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span>**</span></span></span>

<span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: _Hlk7688958;">**<span lang="EN-GB" style="mso-ansi-language: EN-GB;">Electronic sources:</span>**</span></span></span>

<span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">Nations, U. (2025). *United Nations Sustainable Development Goals* . Retrieved from https://sdgs.un.org/goals</span>

<span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">UNESCO. (2023). *AI in Education: Transforming Education with Artificial Intelligence.* Retrieved from https://www.unesco.org</span>

<span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">OECD. (2022). *The Future of Education and Skills: AI’s Role in Education.* . Retrieved from https://www.oecd.org</span>

<span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">Company, M. &amp;. (2023). *The Impact of AI on Educational Performance.* Retrieved from https://www.mckinsey.com</span>

<span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">Forum, W. E. (2021). *AI and the Future of Work in Education.* Retrieved from https://www.weforum.org</span>

# Urban ecology within multidisciplinary educative framework

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.8096%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2858%; height: 115.15px;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.095%; height: 106.9px;">##### **<span lang="SK" style="font-size: 12.0pt;">Tamara Zaninović<sup>1</sup>, Ana Sopina<sup>2</sup>, Bojana Bojanić Obad Šćitaroci<sup>3</sup>, Vesna Gulin Beljak<sup>4</sup>, Mirela Sertić Perić<sup>5</sup></span>**

<span lang="SK">University of Zagreb Faculty of Architecture<sup>1,2,3</sup>, Croatia</span>

<span lang="SK">University of Zagreb, Faculty of Science<sup>4,5</sup>, Croatia</span>

*<span lang="SK">tmaric@arhitekt.unizg.hr</span>*

</td></tr></tbody></table>

<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 46.412%;">**Section - Education for sustainable development**</td><td class="align-center" style="width: 15.9836%;">**Paper number: 5**</td><td style="width: 37.5805%;">**Category: Preliminary communication**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 503.05px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Abstract**

</td></tr><tr style="height: 362.4px;"><td style="text-align: justify; width: 99.9048%; height: 362.4px;"><span class="apple-style-span"><span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Urban ecology explores how living organisms, including humans, interact with each other and their environment in urban settings. It is an interdisciplinary field that connects biology, urban planning and other disciplines. This paper presents how urban ecology topics are integrated into educative framework of University of Zagreb through the methodology and results of collaboration between students and teachers of two faculties (Faculty of Science, Department of Biology, and Faculty of Architecture, Department of Urban Planning, Spatial Planning, and Landscape Architecture) of the University of Zagreb. This collaboration demonstrates the successful application of a multidisciplinary approach in teaching and learning, evolving into an inter- and transdisciplinary approach, underlining its importance in addressing the pressing challenges of sustainable urban development. The collaboration began in the 2020/2021 academic year with the introduction of the *Urban Ecology* elective as part of the Master’s degree programme in Environmental Sciences at the Faculty of Science, and linking its content with the *Design Studio III – Landscape Architecture* course, an integral compulsory component of the Bachelor's degree programme in Architecture. Over the course of four academic years (2020 </span></span><span class="apple-style-span"><span lang="EN-GB" style="font-family: Symbol; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-char-type: symbol; mso-symbol-font-family: Symbol;"><span style="mso-char-type: symbol; mso-symbol-font-family: Symbol;">-</span></span></span><span class="apple-style-span"><span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> 2024), the teaching methodology evolved through the integration of multidisciplinary lectures and participatory efforts that involve local communities in the students' project development process. Students' projects focus on different sites within a common urban context, such as the New Zagreb neighbourhoods - an outstanding example of modernist and post-modernist urban planning in Zagreb, Croatia. The results of the student projects show the importance of integrating urban/landscape design and ecological solutions. The projects have demonstrated how such integration can improve urban liveability and sustainability. The success of this collaborative framework is in line with the Sustainable Development Goals and highlights the value of a multi-, inter- and transdisciplinary approach to planning sustainable urban solutions.</span></span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Key words:***

</td></tr><tr style="height: 46.4px;"><td style="width: 99.9048%; height: 46.4px;">interdisciplinary; exhibitions; project-based learning; public space; Zagreb

</td></tr></tbody></table>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-ansi-language: EN-GB;">Introduction</span>**

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">UN reported that 57% of the world’s population lives in urban areas and projected the growth of that percentage in the future (UNCTAD, 2023). This means that cities as main urban</span><span class="apple-style-span"><span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> areas are becoming even more complex ecosystems and habitats</span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">. The challenges posed by increasing urbanization </span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">–</span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> ranging from environmental degradation to social inequality </span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">–</span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> demand innovative, integrated approaches to research and teaching (Rieckmann, 2018). Addressing these issues requires a more extensive application of multi-, inter-, and transdisciplinary methods, which can provide holistic solutions that span across disciplines and scales (Scholz et al., 2006; Lehmann, 2010).</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The terms multidisciplinary, interdisciplinary, and transdisciplinary all describe collaborative efforts involving multiple disciplines, yet they vary in their scope and depth of integration. These concepts arise from the need to overcome the artificial fragmentation of knowledge into distinct fields, but they do not carry the same meaning (Park &amp; Son, 2010). The differences lie in how they influence the collaboration and integration of expertise from various disciplines, shaping the way professionals work together.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">To clarify, the following definitions are commonly accepted:</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Multidisciplinarity refers to drawing knowledge from different disciplines, but each discipline retains its own boundaries. The disciplines work side by side, providing their perspectives on a common theme without significantly overlapping (NSERC, 2004).</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Interdisciplinarity goes a step further by analysing, synthesizing, and harmonizing links between disciplines to create a coordinated and coherent whole. It integrates the knowledge and methods of multiple disciplines to provide a more comprehensive understanding (CIHR, 2005).</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Transdisciplinarity transcends the boundaries of individual disciplines and integrates knowledge from the natural, social, and health sciences in a humanities context, aiming to solve complex, real-world problems through collaborative, holistic approaches (Soskolne, 2000).</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">These definitions can be understood as a spectrum, with multidisciplinarity representing the most basic level of integration, interdisciplinarity offering deeper connections and synthesis, and transdisciplinarity embodying the most advanced, holistic integration that involves active problem-solving through combined expertise.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Urbanization’s rapid pace, especially in the context of global environmental changes, calls for a rethinking of how urban spaces are planned, managed, and inhabited. At the same time, these challenges are deeply interconnected with the achievement of the Sustainable Development Goals (SDGs), particularly those related to sustainable cities and communities (SDG 11), climate action (SDG 13), and life on land (SDG 15) (Sachs, 2015; Creutzig et al., 2024).</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The integration of biological, ecological, planning, urban, and architectural knowledge is vital in addressing the complex problems of urbanization, where sustainable, human-centred, and ecologically sound solutions must be co-created (Elmqvist et al., 2013; McPhearson et al., 2018). This interdisciplinary collaboration is essential in promoting the well-being of both humans and non-human species in urban environments (Karaman, 2022). Urban parks, for example, are a critical component of green infrastructure that can support biodiversity, enhance resilience to climate change, and provide social spaces that foster community engagement (MA, 2005; Ahmed Eleva, 2019).</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">At the University of Zagreb, Croatia, the research and design projects developed by students embody this collaborative approach, merging insights from the Faculty of Science (Department of Biology) and the Faculty of Architecture (Department of Urban Planning, Spatial Planning and Landscape Architecture). These projects encourage students to tackle the multifaceted challenges of urbanization by drawing on the expertise of both fields. Since 2020, the collaborative efforts between the two faculties have been increasingly shaped by courses such as the elective *Urban Ecology* at the Faculty of Science, as part of the Master’s degree program in Environmental Sciences, and *Design Studio III – Landscape Architecture* a compulsory course at Bachelor’s degree program in Architecture and Urban Planning at the Faculty of Architecture.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The courses, held separately within the two faculties, have now evolved into a cohesive platform for interdisciplinary and transdisciplinary research and teaching, driven by the collaborative efforts of faculty members across both institutions. These courses reimagine urban public spaces in Zagreb as multi-functional community places that serve the needs of diverse living beings. Students engage with these real-world complexities through case studies that incorporate ecological, social, and design perspectives.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The aim of this work is to present how students and teachers from the Faculty of Science and the Faculty of Architecture at the University of Zagreb collaborate to investigate the complexity of urban public spaces. Through this work, we aim to showcase the successful application of a multidisciplinary approach, evolving into an interdisciplinary and transdisciplinary one, and highlight the importance of such collaborations in addressing the urgent challenges of sustainable urban development.</span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span></span>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-ansi-language: EN-GB;">Methods</span>**

***<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Urban ecology and Design Studio III – Landscape Architecture courses: formative years of collaboration</span>***

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">The interdisciplinary collaboration at the University of Zagreb began in the 2020/2021 academic year with the introduction of the elective course *Urban Ecology* as part of the Master’s degree programme in Environmental Sciences </span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">at the Faculty of Science, Department of Biology. This course aimed to equip students with the skills to assess the impact of urbanization on ecosystems, propose strategies to mitigate its negative effects, and evaluate the influence of global environmental changes on urban systems.</span><span lang="SK" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-bidi-font-weight: bold;"> The course </span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">culminates in a seminar paper, which may take the form of a grant application proposal. During its first year, the course adopted a multidisciplinary approach, incorporating subjects such as ecology, geophysics, hydrology, landscape architecture, environmental social sciences</span><span lang="SK" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-bidi-font-weight: bold;"> (environmental economics)</span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">, and energy efficiency.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The *Design Studio III – Landscape Architecture* course is a required component of the undergraduate program (third year) in Architecture and Urban Planning. The course includes weekly workshops, with groups of 12-16 students led by a team of eight teachers from the Department of Urban Planning, Spatial Planning, and Landscape Architecture. The final student projects within this course are presented in two forms: a booklet and a poster. The booklet combines theoretical insights on public space and contemporary landscape architecture with documentation of the design process, including concept studies, models, and design variants. It tells the story of how the students' proposals evolved, encouraging them to appreciate the research and iterative nature of design. This comprehensive approach to project presentation not only showcases the final solution but emphasizes the process, fostering a research-oriented climate in the course.</span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span></span>

***<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Expansion of the collaborative teaching approach through students’ assignments and projects</span>***

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">From the 2021/2022 academic year onward, the collaboration between the two faculties and courses deepened, particularly through student assignments that merged the expertise of both faculties (coordinated by authors of this paper). This phase saw the integration of urban design principles with biodiversity conservation, as students engaged in project-based learning focused on enhancing public spaces and improving the quality of life in Zagreb.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">In students’ projects, ecological principles were blended with urban design strategies to propose innovative solutions for revitalizing public spaces (e.g., urban parks, squares, playgrounds, streetscapes, waterfronts, markets) in several neighbourhoods in the southern part of Zagreb (New Zagreb area including neighbourhoods Zapruđe, Utrina, Travno, Dugave, Sopot, Siget, Trnsko, Savski gaj, Kajzerica, Lanište).</span></span> <span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">These areas are characterized by fragmented public spaces, limited integration of nature within urban environments, and growing concerns about sustainability. Moreover, the neighbourhood’s unique combination of modernist residential blocks, expansive green spaces, and transportation networks provides an ideal setting for reimagining urban spaces that integrate ecological principles with design thinking.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="mso-spacerun: yes;"> </span>The interdisciplinary nature of the collaboration became especially evident in the merging of student groups from the *Urban Ecology* course at the Faculty of Science and the *Design Studio III – Landscape Architecture* course at the Faculty of Architecture. This collaborative model emphasized the importance of combining ecological knowledge with landscape design thinking, encouraging students to work across disciplines and develop holistic solutions for urban renewal and sustainability. By working together across faculties and disciplines, students learn to tackle the complexities of urban transformation and contribute to the realization of sustainable, inclusive, and vibrant urban spaces.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span></span>

***<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Project-based teaching and learning</span>***

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">The interdisciplinary approach in our work is implemented through a blend of lectures, practical exercises, and collaborative student projects. Core and guest lecturers provide students with crucial knowledge in urban ecology, landscape architecture, and urban planning principles, enabling them to understand the broader contexts in which these fields intersect. Practical exercises help students apply this theoretical knowledge to real-world scenarios, fostering dynamic group discussions with experts and guest critics. These interactions promote critical thinking, collaboration, and interdisciplinary problem-solving as students explore the intersection of biodiversity conservation, urban development, and public space design.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">The project-based structure of the courses encourages students to take ownership of their learning (Guo et al., 2020) by working on actual urban interventions. They present their work through seminar papers, research projects, and oral presentations, which further enhance collaborative learning, peer feedback, and knowledge exchange. Joint public exhibitions are organized to showcase student projects to the local community, offering a platform for engagement and feedback on proposed urban interventions. This participatory aspect highlights the importance of community input, ensuring that student proposals are grounded in local needs and realities.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Student assignments are organized in a series (cycles/set/sequence), where in consecutive academic year the focus is shifted on different sites but relating to a common urban context. For instance, the assignments within the New Zagreb neighbourhoods serve as a case study throughout the course, with each year focusing on different areas. Students work in pairs, developing their teamwork skills, and select a site from a set of proposed locations to develop their project proposal.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Over the past three academic years (2020/2021 to 2023/2024), teaching methodology has evolved through the integration of multidisciplinary lectures and mentoring, alongside participatory efforts to involve local communities in the project development process. The overarching theme for student assignments during this period has been “Rethinking and (Re)Designing Open Public Spaces in New Zagreb”. Each academic year focused on a different part of New Zagreb, with the spatial focus shifting to four different neighbourhoods each time.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">As visible from Fig. 1, in the first year, the focus was on New Zagreb East, where four neighbourhoods – Zapruđe, Utrina, Travno, and Dugave – were considered for the wider context, with students selecting specific sites for their project design. For the *Urban Ecology* students, the Dugave area was chosen. In the second year, the focus shifted to New Zagreb South, where six sites were selected by the teaching team from over ten areas proposed by local communities. *Urban Ecology* students worked on a project in Park Mladenaca in Trnsko. Finally, the third year focused on the western part of New Zagreb, with seven sites offered for selection. *Urban Ecology* students could choose from two sites: the Sava area and the Kajzerica area.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span></span>

***<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">New Zagreb as a living urban laboratory for teaching and learning</span>***

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The New Zagreb area, located south of the Sava River, developed in the second half of the 20th century and is a significant example of modernist and post-modernist urban planning (Laszowski, 1994; Mlinar &amp; Klasić, 2021). This unique urban context serves as a valuable teaching and learning ground, offering students the opportunity to explore the evolution of cities in the 20th century while addressing current urban challenges. Students critically engage with the area’s history and context through research, discussions, and interdisciplinary collaboration, ensuring their designs are responsive to both historical legacies and contemporary needs.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The assignments throughout the course were structured as a series that collectively examined New Zagreb’s urban landscape from various perspectives. This approach followed a clear spatial and thematic logic, aligned with the city’s urban planning context. Each year, students focused on different parts of the New Zagreb area (Figure 1), working within the following thematic frameworks:</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Heritage Revitalization – New Zagreb East (2021/2022): The theme focused on enhancing and supporting modernist urban heritage. Students re-analyzed and proposed design solutions for neighbourhoods such as Zapruđe, Utrina, Travno, and Dugave, aiming to preserve the modernist character while addressing contemporary urban needs.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Community Spaces – New Zagreb South (2022/2023): This year’s theme revolved around creating spaces for the community. Students designed urban interventions in areas where neighbourhoods were planning new uses, such as Utrina, Sopot, Siget, and Trnsko. The emphasis was on participatory design, involving local communities in the planning process to ensure that their needs and priorities were reflected in the proposals.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Slash City – New Zagreb West (2023/2024): The theme in the final year focused on mediating diverse spatial boundaries and finding solutions for public urban systems in morphologically heterogeneous areas, including Trnsko, Savski Gaj, Kajzerica, and Lanište. Students were tasked with addressing the challenges posed by the varied and complex urban fabric of these neighbourhoods.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The selection of sites and the development of assignments were carried out in close collaboration with local communities. This participatory process involved multiple conversations with residents about the challenges and opportunities within their public spaces, ensuring that the proposed changes were deeply rooted in the needs and aspirations of the people who live there.</span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">![A map of a city

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-mhtlro5p.jpeg)</span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Figure 1</span>

*<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Site locations of student projects assignments from 2021 until 2024 as part of the courses Design Studio III – Landscape Architecture (Faculty of Architecture, FoA) and Urban Ecology (Faculty of Science, FoS)  
</span>*

***<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Student semester structure and organisation: multidisciplinary thematic blocks</span>***

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The teaching and design/research process in the courses is structured into three thematic blocks (Table 1), each lasting approximately one month during the semester. This structure combines lectures, seminars, workshops, and exhibitions, organized into the following phases:</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Preparatory phase: This initial stage involves meetings with teachers and local communities to define the semester assignment and select locations aligned with the needs of the communities.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">First block: The semester begins with introductory lectures and a guided tour of the selected locations, accompanied by local community members. This provides students with valuable context and insights into the urban challenges they will address.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Second block: This phase includes research seminars and design studio workshops, where students collaborate with mentors and engage in multidisciplinary lectures. The focus is on developing students' design ideas and exploring diverse approaches to public spaces. Students also review previous project proposals through exhibitions of past student work, which serves as a source of inspiration.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Third block: The final block involves the culmination of the student projects, including final presentations and critiques from guest critics. Students present their work through posters, which are showcased in a final exhibition. This phase emphasizes the importance of critical feedback and refinement of ideas.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Post-semester activities: After the semester concludes, students participate in round tables, presentations at fairs, and public exhibitions to promote and disseminate the results of their work. These activities allow students to engage with the broader community and share their findings.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Each block is introduced by a multidisciplinary set of lectures designed to connect various perspectives, including those of designers, architects, biologists, and sociologists. These lectures are also integrated at the end of the semester as guest critiques, fostering an environment of continuous exchange between practice and academia. The interdisciplinary approach further encourages resilience through collaborative learning, and the reciprocal relationship between research and practice creates a dynamic space for experimentation.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Each year, the student projects are showcased in exhibitions that foster discussion and reflection. These exhibitions serve as responsive, interactive platforms, drawing participation from students, mentors, local communities, museums, and the Zagreb Society of Architects (DAZ). </span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

<span lang="EN-GB" style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;">  
</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Table 1</span>

*<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Structure and organisation of student semester in multidisciplinary thematic blocks</span>*

<table border="0" cellpadding="0" cellspacing="0" class="MsoTableGrid" id="bkmrk-structure-and-organi-1" style="border-collapse: collapse; border: none; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insidev: none;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 78.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="104"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Structure and organisation of semester </span>

</td><td style="width: 99.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="bottom" width="132">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">Lectures</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">UE + DS</span>**

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="bottom" width="120">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">Seminar </span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">UE (FoS)</span>**

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="bottom" width="120">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">Workshops</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">DS (FoA)</span>**

</td><td style="width: 90.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="bottom" width="120">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">Exhibitions </span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">UE + DS</span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 78.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="104"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">SEMESTER PREPARATION BLOCK</span>

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">September</span>**

</td><td style="width: 99.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="132"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">meetings</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> with teachers and local community</span>

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">/</span>

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">/</span>

</td><td style="width: 90.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">/</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 78.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="104"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">1. BLOCK - CONTEXT  
Introduction to the assignment</span>

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">October</span>**

</td><td style="width: 99.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="132"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">introduction lectures</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> – assignment presentation, urban development</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">field lectures</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> – teachers and local community</span>

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;"> selecting location </span>**

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_definition of </span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">research topic</span>**

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_interpretation of </span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">good practices</span>**

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">selecting location</span>**

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_research of </span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">location context</span>**

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">theoretical background</span>**

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_interpretation of </span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">project examples</span>**

</td><td style="width: 90.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">/</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 78.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="104"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">2. BLOCK – CONCEPT</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Application of research topics</span>

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">November</span>**

</td><td style="width: 99.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="132"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">conceptual lectures</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> – landscape ideas, ecological and social aspects</span>

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">application </span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">of research topic within the selected location</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">project programme</span>**

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">concept and programme</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> of wider urban landscape system</span>

</td><td style="width: 90.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_exhibition of </span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">student projects posters from previous </span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">academic year</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 78.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="104"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">3. BLOCK – DESIGN SOLUTIONS</span>

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">December and January</span>**

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 99.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="132"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">design lectures</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> – urban design, product design, materials and construction</span>

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_preparation of </span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">project seminar</span>**

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">poster</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> finalisation</span>

</td><td style="width: 90.15pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">conceptual landscape solution</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> of public space</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">poster</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> finalisation</span>

</td><td style="width: 90.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">final presentations</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> with critics</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_final presentation of </span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">project posters</span>**

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 78.0pt; border: none; mso-border-top-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="104"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">POST-SEMESTER BLOCK</span>

</td><td style="width: 99.2pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="132"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">round table</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> on results of the New Zagreb series</span>

</td><td style="width: 90.15pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">/</span>

</td><td style="width: 90.15pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">/</span>

</td><td style="width: 90.2pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="120"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">\_</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">public exhibitions</span>**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> in places of local communities and fairs</span>

</td></tr></tbody></table>

*<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Notes: FoS – Faculty of Science, FoA – Faculty of Architecture, UE – Urban Ecology course, DS – Design Studio III – Landscape Architecture</span>*

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-ansi-language: EN-GB;">Results</span>**

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">This section presents the outcomes of student projects from the *Urban Ecology* and *Design* *Studio III - Landscape Architecture* courses, which were conducted through a collaborative teaching effort between the Faculty of Science, Department of Biology, and the Faculty of Architecture, Department of Urban Planning, Spatial Planning, and Landscape Architecture at the University of Zagreb, Croatia. Over a period of three years (2021–2024), students engaged in a series of lectures, workshops, and seminars aimed at fostering synergies between urban ecology and urban planning. The projects focused on the development of new open public spaces in selected districts of New Zagreb, Croatia, and demonstrated how integrating landscape design with ecological solutions can enhance the quality of urban life while promoting sustainability. In the 2020/2021 academic year, the collaboration also involved students from the School of Design programme at the Faculty of Architecture (courses *Visual Communication 4* and *Industrial Design 6*). In the 2022/2023 academic year, Agronomy students from the Faculty of Agriculture joined as well with courses from both undergraduate and master studies of the Landscape architecture programme (courses *Urban Landscape Design* and *Studio 1 – Landscape Design*). However, since these students participated only partially in the New Zagreb assignments series, their projects are not included in the results of this work. The following results highlight the diverse approaches and innovative solutions that emerged from the interdisciplinary collaboration between Faculty of Science and Faculty of Architecture.</span>

***<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>***

***<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Student projects: achieving learning outcomes through project proposals, posters, and seminars</span>***

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The multidisciplinary teaching approach resulted in a wide range of complex and diverse project proposals, as evidenced by Tables 2 and 3. The teaching and research methods evolved in response to the unique spatial contexts of different parts of New Zagreb, where varying public space challenges required tailored design methods and planning strategies. Over the course of three academic years, a total of 180 project proposals were developed, accompanied by 160 posters, 153 booklets, and 13 seminars (Table 2).</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Table 2</span>

*<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Overview of student assignments (2021–2024) under the thematic series 'Rethinking and (Re)Designing Open Public Spaces in New Zagreb Area“</span>*

<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-series-assignment-%C2%A0-" style="border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 98.75pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="132">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Series assignment</span>**

</td><td style="width: 72.45pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="97">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;"> </span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">New Zagreb East</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;"> </span>**

</td><td style="width: 95.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">New Zagreb South</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;"> </span>**

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">New Zagreb West</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;"> </span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td colspan="2" style="width: 171.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="228">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Local communities / neighbourhood</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Zapruđe, Utrina, Travno and Dugave</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 95.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Utrina, Sopot, Siget and Trnsko</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Kajzerica, Savski gaj, Lanište and Trnsko</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 2;"><td colspan="2" style="width: 171.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="228">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Academic year</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">2021/2022</span>

</td><td style="width: 95.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">2022/2023</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">2023/2024</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td colspan="2" style="width: 171.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="228">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Assignment aim</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Revitalisation of neighbourhoods &amp;</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">transformation of public spaces</span>

</td><td style="width: 95.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Revitalisation &amp; reaffirmation of crucial public spaces</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">(Re)connecting &amp; transforming public spaces into places</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td colspan="2" style="width: 171.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="228">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Assignment moto</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Heritage Revitalisation</span>

</td><td style="width: 95.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Community Spaces</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Slash city</span>

</td></tr><tr style="mso-yfti-irow: 5;"><td colspan="2" style="width: 171.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="228">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Assignment sites</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">4 neighbourhoods\*</span>

</td><td style="width: 95.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">6 locations</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">7 locations</span>

</td></tr><tr style="mso-yfti-irow: 6;"><td colspan="2" style="width: 171.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="228">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">Number of students</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">FoS = 5</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">FoA = 100</span>

</td><td style="width: 95.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">FoS = 1</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">FoA = 132</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">FoAgr = 21</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">FoS = 12</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">FoA = 101</span>

</td></tr><tr style="mso-yfti-irow: 7;"><td colspan="2" style="width: 171.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="228">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">Number of project proposals at the Faculty of Science (FoS) \_ Urban *Ecology course*</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">5 seminars</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">1 common presentation</span>

</td><td style="width: 95.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">1 poster</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">1 seminar</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">6 posters</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">7 seminars</span>

</td></tr><tr style="mso-yfti-irow: 8;"><td colspan="2" style="width: 171.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="228">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">Number of project proposals at the Faculty of Architecture (FoA) \_ *Design Studio III - Landscape Architecture*</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">43 posters and booklets</span>

</td><td style="width: 95.0pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">56 posters and booklets</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">54 posters and booklets</span>

</td></tr><tr style="mso-yfti-irow: 9; mso-yfti-lastrow: yes;"><td colspan="2" style="width: 171.2pt; border: none; mso-border-top-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="228">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB;">Number of project proposals at the Faculty of Agronomy (FoAgr) \_ *Urban Landscape Design* and *Studio 1 – Landscape Design*</span>**

</td><td style="width: 98.25pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">/</span>

</td><td style="width: 95.0pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="127"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">25 posters</span>

</td><td style="width: 97.65pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">/</span>

</td></tr></tbody></table>

*<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Notes: \* Students selected one neighbourhood out of four as their wider context for project proposal, and specific site within the chosen neighbourhood; FoS – Faculty of Science, FoA – Faculty of Architecture, FoAgr – Faculty of Agronomy; UE – Urban Ecology course, DS – Design Studio III: Landscape Architecture</span>*

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The student projects consistently addressed several recurring themes and concepts central to urban ecology, as outlined in Table 3. These included:</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Cohabitation between people and nature: Many proposals emphasized fostering a harmonious relationship between people and the natural world. Projects focused on promoting biodiversity, encouraging local community participation, and creating spaces for pets, enhancing the ecological balance within urban environments.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Renaturalisation: A significant portion of the projects addressed the renaturalisation of various urban elements, such as forests, canals, and fields. These projects often incorporated water-sensitive approaches and nature-based solutions to restore natural ecosystems within the urban fabric.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Urban gardens and food systems: Numerous proposals focused on the development of urban gardens, which contributed to local food production and distribution. This theme also included the creation of urban markets, integrating ecological design with sustainable food systems.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Educational parks and centres: Projects also explored the creation of educational parks and centres that serve as learning hubs for all community members. These spaces aim to promote environmental education, sustainability, and community engagement through hands-on, interactive experiences.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Contemplative places and healing gardens with topics of synaesthesia and holistic planning: Multiple projects promote the holistic approach to public spaces and urban landscape that (equally) develop the body, mind, and soul of man by evoking senses, perceptions, and meanings of urban nature. Thus, raising well-being, the quality of living, and the quality of the urban environment involves equally raising awareness of natural resources and values as well as developing collective consciousness.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Importantly, the student projects often went beyond a single theme, addressing multiple interconnected topics. This interdisciplinary approach reflected the complexity of urban ecosystems, where solutions to one issue frequently contribute to addressing several others. This holistic perspective ensured that the final proposals not only tackled specific challenges but also contributed to broader, long-term goals for sustainable urban development.</span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Table 3</span>

*<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Project topics with representative posters</span>*

<table border="0" cellpadding="0" cellspacing="0" class="MsoTableGrid" id="bkmrk-%C2%A0-cohabitation-betwe" style="border-collapse: collapse; border: none; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: none;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 450.8pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: dashed windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: dash-small-gap windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Cohabitation between people and the natural world</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"><span style="mso-spacerun: yes;"> </span>1<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>2<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>3<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>4<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>5</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">![A diagram of a building

Description automatically generated with medium confidence](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-cl1qqhct.jpeg)<span style="mso-spacerun: yes;"> </span>![A close-up of a brochure

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-eew5ljsf.jpeg)<span style="mso-spacerun: yes;"> </span>![A diagram of a bird

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-jfkdkrqa.jpeg)<span style="mso-spacerun: yes;"> </span>![A diagram of a garden

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-hpttjqan.png)<span style="mso-spacerun: yes;"> </span>![A map of a park

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-zg3epbrf.jpeg)</span>

</td></tr><tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">1 project **Borderline**; authors: students Ema Kundić, Marta Lulić; ,</span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">2021/2022, New Zagreb East</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">2 project **Buzzing Park of Kajerica**; authors: students Katja Bukivć, Ana Erić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">FoS, 2023/2024, New Zagreb West</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">3 project **Bird Oasis** in Kajzerica; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">author: student Maša Gošev; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2023/2024, New Zagreb West</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">4 project **Vau Park**; authors: students Lana Majhut, Paula Mazerekić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2022/2023, New Zagreb South</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">5 project **Jungle EsoundScape**; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: students Rahela Benčić, Paula Budija; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2023/2024, New Zagreb West</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;"> </span>

</td></tr></tbody></table>

<span lang="SK" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: SK; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">  
</span>

<span lang="SK"> </span>

<table border="0" cellpadding="0" cellspacing="0" class="MsoTableGrid" id="bkmrk-%C2%A0-renaturalisation%2C-" style="border-collapse: collapse; border: none; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: none;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 450.8pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: dashed windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: dash-small-gap windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Renaturalisation, natural based solutions, water sensitive approach</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"><span style="mso-spacerun: yes;"> </span>1<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>2<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>3<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>4<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>5</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">![A map of a park

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-8zqgscde.jpeg)<span style="mso-spacerun: yes;"> </span>![A map of a river

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-0xix2yts.png)<span style="mso-spacerun: yes;"> </span>![A close-up of a brochure

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-fhgaonse.jpeg)<span style="mso-spacerun: yes;"> </span>![A map of a city

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-twtlg3bt.jpeg)<span style="mso-spacerun: yes;"> </span>![A map of a park

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-9o2xyuzn.png)</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">1 project **Dugave on water** – Renaturalisation of the invisible river; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">students </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">Magdalena Tusun, Antonia Vrdoljak; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">., 2021/2022, New Zagreb East</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">2 project **Border**; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">students </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">Karla Klobučar, Jurica Koren; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2021/2022, New Zagreb East</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">3 project **Restoring Wings to (River) Sava**; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">students </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">Dora Dubravac, Marija Meklav; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2023/2024, New Zagreb West</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">4 project **Sava on Sava**; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">students </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">Mila Erceg, Ana Grgić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2023/2024, New Zagreb West</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">5 project **Time Layers**; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">students </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">Luka Šarić, David Štrbac; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2021/2022, New Zagreb East</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;"> </span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 450.8pt; border: none; border-bottom: dashed windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: dash-small-gap windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Food production - urban gardens and food distribution - urban markets</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"><span style="mso-spacerun: yes;"> </span>1<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>2<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>3<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>4<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>5</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">![A map of a city

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-zkjqdz0g.jpeg)<span style="mso-spacerun: yes;"> </span>![A map of a train station

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-qqpecxxf.png)<span style="mso-spacerun: yes;"> </span>![A close-up of a blueprint

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-pi6maoua.jpeg)<span style="mso-spacerun: yes;"> </span>![A map of a park

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-wq6hfvqm.jpeg)<span style="mso-spacerun: yes;"> </span>![A close-up of a map

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-kqo8dfqy.jpeg)</span>

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">1 project </span>**<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">Rail -</span>**<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;"> **Linear Garden System**; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: students Tonka Ileković, Ana Imrović; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2023/2024, New Zagreb West</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">2 project **South Park**; authors: students Karla Sabo, Petra Stepušin; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2022/2023, New Zagreb South</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">3 project **tr** • **(g+žnica)**; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: students Mario Miličić, Ana Maria Milić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">FoA, 2023/2024, New Zagreb West</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">4 project **Savski G.A.J.**; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: students Petra Bakotić, Emma Čović; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2023/2024, New Zagreb West</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">5 project **Savski Gaj under Roof**; author: student Ria Ivandić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2023/2024, New Zagreb West</span>

<span lang="EN" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;"> </span>

</td></tr></tbody></table>

<span lang="SK" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: SK; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">  
</span>

<span lang="SK"> </span>

<table border="0" cellpadding="0" cellspacing="0" class="MsoTableGrid" id="bkmrk-%C2%A0-educative-parks-an" style="border-collapse: collapse; border: none; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: none;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 450.8pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: dashed windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: dash-small-gap windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Educative parks and centres</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>**

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"><span style="mso-spacerun: yes;"> </span>1<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>2<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>3<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>4<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>5</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">![A plan of a park

Description automatically generated with medium confidence](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-ypwslemc.jpeg)<span style="mso-spacerun: yes;"> </span>![Birds flying birds and a map

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-o2jessgg.jpeg)<span style="mso-spacerun: yes;"> </span>![A collage of photos of a landscape

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-fc0mof0y.jpeg)<span style="mso-spacerun: yes;"> </span>![A close-up of a map

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-ngl4milm.jpeg)<span style="mso-spacerun: yes;"> </span>![A screenshot of a computer game

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-uftie1cs.png)</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">1 project **Dispersed** **School**; author: student Damjan Borovina; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2022/2023, New Zagreb South</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">2 project **Sava in Kajzerica – Educational park**; author: student Miha Jurić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2023/2024, New Zagreb West</span>

<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">3 project **The Magical World of Soil Biodiversity**; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">author: student Marija Dadić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">2022/2023, New Zagreb South</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">4 project **Spotstar**; authors: students Iris Antunović, Lana Bedrina; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2023/2024, New Zagreb West</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">5 project **Waldorf Park**; author: student Ana Berać; .</span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">, 2022/2023, New Zagreb South</span>

<span lang="EN" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;"> </span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 450.8pt; border: none; border-bottom: dashed windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: dash-small-gap windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601">**<span lang="SK" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;"> </span>**

**<span lang="SK" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;">Contemplative places and healing gardens</span>**

**<span lang="SK" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;"> </span>**

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"><span style="mso-spacerun: yes;"> </span>1<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>2<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>3<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>4<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>5</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">![A close-up of a map

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-0pfgu3td.jpeg)<span style="mso-spacerun: yes;"> </span>![A close-up of a grey poster

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-kjext1tc.png)<span style="mso-spacerun: yes;"> </span>![A screenshot of a video game

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-acyabbby.png)<span style="mso-spacerun: yes;"> </span>![A screenshot of a computer screen

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-7fvlrd8t.png)<span style="mso-spacerun: yes;"> </span>![A close-up of a poster

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-rwyifl60.jpeg)</span>

</td></tr><tr style="mso-yfti-irow: 5;"><td style="width: 450.8pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: dash-small-gap windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601"><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">1 project **Step of the Senses**; authors: students Barbara Tomorad, Luka Žulić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">FoA, 2021/2022, New Zagreb East</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">2 project **L**</span>**<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">et's Listen the Park</span>**<span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">; </span><span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">authors: students Dominik Feješ, Luka Dropuljić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">FoA, 2021/2022, New Zagreb East</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">3 project **Secret Life of Emotions**; authors: students Antea Dujić, Iva Žaja; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">FoA, 2023/2024, New Zagreb West</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">4 project **Cosmos**; author: student Sandro Barić; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">FoA, 2022/2023, New Zagreb South</span>

<span lang="EN-GB" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-no-proof: yes;">5 project **Utrine Narrative**; authors: students Kristina Milin, Petra Mihaljević; </span><span lang="EN" style="font-size: 9.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;">FoA, 2021/2022, New Zagreb East</span>

<span lang="EN" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN; mso-no-proof: yes;"> </span>

</td></tr><tr style="mso-yfti-irow: 6; mso-yfti-lastrow: yes;"><td style="width: 450.8pt; border: none; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="601">*<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> </span>*

</td></tr></tbody></table>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

<span lang="EN-GB" style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;">  
</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Project proposals developed by students and mentors combine theory and research which is part of the analytical first block of the semester (Figure 2A – left top collage of books), development of urban planning system of landscape public spaces with programmatic schemes during the conceptual second semestral block (Figure 2B – left bottom zoning), and elaboration of projects through plans, sections, details and /or models during the design phase in the third (last) block of the semester (Figure 2C – right plan and section).</span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;"> </span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-no-proof: yes;">![A collage of a diagram

Description automatically generated](https://hub.ufzg.hr/uploads/images/gallery/2025-05/embedded-image-cfnlmeuz.jpeg)</span></span>

<span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US;">Figure 2</span>

*<span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Results of multidisciplinary thematic blocks in student projects: A theoretical research (left top, authors: students Antonio Blaće and Karla Čavlović), B urban planning system of landscape public spaces (left bottom, authors: students Klara Ćurić and Dora Dawidowsky), C </span><span lang="EN" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN;">urban landscape solution for a public landscape space</span><span lang="EN-GB" style="font-size: 10.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"> (right, authors: students Ivan Dujić and Ivan Duević).</span>*

<span lang="EN-GB" style="font-size: 11.0pt; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; color: red; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">  
</span>

<span lang="EN-GB" style="color: red; mso-ansi-language: EN-GB;"> </span>

***<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Dissemination activities: exhibitions and conference participation</span>***

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">The dissemination of student projects has been a key component of the collaborative teaching approach (Table 4), showcasing the outcomes of interdisciplinary work in urban ecology and landscape architecture. Each year, student projects were exhibited both in conjunction with ongoing student assignments and as stand-alone events, offering local communities and wider audiences a chance to engage with the students' proposals.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span></span>

<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">Table 4</span>

*<span lang="EN-GB" style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;">List of dissemination of student assignments and multidisciplinary teaching from 2021 until 2024 “Rethinking and (Re)Designing Open Public Spaces in New Zagreb Area”</span>*

<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-series-assignment-%C2%A0--1" style="width: 457.45pt; border-collapse: collapse; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black;" width="610"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 98.75pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="132">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Series assignment</span>**

</td><td style="width: 62.6pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="83">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;"> </span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">New Zagreb East</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;"> </span>**

</td><td style="width: 100.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="134">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">New Zagreb South</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;"> </span>**

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">New Zagreb West</span>**

**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;"> </span>**

</td></tr><tr style="mso-yfti-irow: 1;"><td colspan="2" style="width: 161.35pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="215">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Local communities / neighbourhood</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Zapruđe, Utrina, Travno and Dugave</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 100.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="134"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Utrina, Sopot, Siget and Trnsko</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Kajzerica, Savski gaj, Lanište and Trnsko</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

</td></tr><tr style="mso-yfti-irow: 2;"><td colspan="2" style="width: 161.35pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="215">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Academic year</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">2021/2022</span>

</td><td style="width: 100.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="134"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">2022/2023</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">2023/2024</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td colspan="2" style="width: 161.35pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="215">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Assignment aim</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Revitalisation of neighbourhoods &amp; transformation of public spaces</span>

</td><td style="width: 100.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="134"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Revitalisation &amp; reaffirmation of crucial public spaces</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">(Re)connecting &amp; transforming public spaces into places</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td colspan="2" style="width: 161.35pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="215">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Assignment moto</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Heritage Revitalisation</span>

</td><td style="width: 100.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="134"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Community Spaces</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Slash city</span>

</td></tr><tr style="mso-yfti-irow: 5;"><td colspan="2" style="width: 161.35pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="215">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Exhibitions with lectures for students</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Zagreb Society of Architects (DAZ)</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> 2.-11.11.2022.</span>

</td><td style="width: 100.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="134"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Zagreb Society of Architects (DAZ)</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">6.-10.11.2023.</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Zagreb Society of Architects (DAZ)</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">4.-8.11.2024.</span>

</td></tr><tr style="mso-yfti-irow: 6;"><td colspan="2" style="width: 161.35pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="215">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Exhibitions organised by local communities</span>**

</td><td style="width: 98.25pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="131"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">/</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

</td><td style="width: 100.2pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="134"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">April 2022</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Museum of Contemporary Art (MSU)</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">27.5.2023.</span>

</td><td style="width: 97.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="130"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Park Mladenaca, Q’ART 07.07.2024.</span>

</td></tr><tr style="mso-yfti-irow: 7;"><td colspan="2" rowspan="3" style="width: 161.35pt; border: none; mso-border-top-alt: solid black .5pt; background: #F2F2F2; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="215">**<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;">Conferences, workshops/</span><span lang="SK" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black;">webinars</span><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB;"> and symposia</span>**

</td><td colspan="3" style="width: 296.1pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="395"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Exhibition of selected 10 student posters (5 from Faculty of Architecture and 5 from Faculty of Science) with video presentation about the series assignments in New Zagreb called *Urban Ecology – synergy of biology and urban planning* at Science Fair, Technical Museum, Zagreb 22.–27.04.2024.</span>

</td></tr><tr style="mso-yfti-irow: 8;"><td colspan="3" style="width: 296.1pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="395"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Round table discussion where the idea and achieved multidisciplinary collaboration was explained with introduction to new series assignment (*Old New Zagreb – Ulica grada Vukovara*) at DAZ 8.11.2024.</span>

</td></tr><tr style="mso-yfti-irow: 9; mso-yfti-lastrow: yes;"><td colspan="3" style="width: 296.1pt; border: none; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="395"><span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Lecture on the series assignments and student’s projects with discussion at *Nexus Implementation: Potential and Opportunities*, 05.–06.11.2024. (online conference)</span>

<span lang="EN-GB" style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

</td></tr></tbody></table>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">A variety of dissemination activities were organized to promote the results of the projects, as reflected in Table 4. These included:</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span></span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Exhibitions with lectures: These exhibitions presented the final student proposals alongside lectures aimed at both students and the broader public. For example, a digital pop-up exhibition of student projects on the design of public spaces in Eastern New Zagreb (Zapruđe, Utrina, Travno, Dugave) took place in 2022, opening with presentations from teaching staff and guest speakers. Similarly, exhibitions focused on the Southern New Zagreb public space proposals (Utrina, Sopot, Siget, Trnsko) were held at key venues such as the Museum of Contemporary Art (MSU) in 2023, attracting interest from local communities, city government and the general public. These exhibitions emphasized the importance of community involvement in urban design, as local representatives played an active role in presenting the student projects.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Community-organized exhibitions: Local communities also took the initiative to organize exhibitions that highlighted specific student projects of relevance to their neighbourhoods. These events served as a platform for engaging with residents, showcasing how student work addressed local needs and challenges in public spaces.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">•<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Conferences and workshops: Teachers and students participated in various conferences, workshops, webinars, and symposia, where the results of the student projects were presented and discussed. These events allowed for critical exchanges of ideas, fostering a reflective process that informed future assignments. The multi- and interdisciplinary nature of the projects was highlighted in these forums, with contributions from urban planners, biologists, architects, and sociologists enriching the discussions and further advancing the interdisciplinary teaching approach.</span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">In addition to the exhibitions and community engagements, the Science Fair 2024 (*Festival Znanosti* </span><span lang="SK">22.</span></span><span class="apple-style-span"><span lang="SK" style="mso-bidi-font-family: Calibri;">–</span><span lang="SK">27.04.2024. </span></span><span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">at Technical Museum Nikola Tesla in Zagreb) featured student works from the *Urban Ecology* and *Design Studio III – Landscape Architecture* courses. This exhibition showcased the integration of urban design principles with biodiversity conservation in New Zagreb, underscoring the importance of interdisciplinary collaboration in creating sustainable urban environments.</span></span>

<span class="apple-style-span"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">These activities not only promoted the results of the student projects but also facilitated valuable dialogues between students, faculty, local communities, and professional networks. The exhibitions and conferences provided a platform for sharing knowledge, receiving feedback, and fostering continued collaboration across disciplines, contributing to the development of innovative solutions for public space design in New Zagreb.</span></span>

<span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-ansi-language: EN-GB;">Discussion </span>**

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">At the University of Zagreb, Croatia, an innovative interdisciplinary approach to teaching and learning about urban design and ecology has emerged through the collaborative efforts between the Faculty of Science (Department of Biology) and the Faculty of Architecture (Department of Urban Planning, Spatial Planning, and Landscape Architecture). This collaboration, which has been increasingly shaped since 2020, brings together students from both faculties to address the multifaceted challenges of urbanization, particularly in the context of sustainable public space design. Courses such as the elective course *Urban Ecology* at the Faculty of Science and compulsory course *Design Studio III – Landscape Architecture* at the Faculty of Architecture have become platforms for multidisciplinary, interdisciplinary and transdisciplinary teaching. These courses reimagine urban public spaces in Zagreb as multifunctional community systems of places that support the diverse needs of humans, other organisms, and the environment, thereby actively contributing to the achievement of the Sustainable Development Goals. </span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The core aim of this work was to highlight how the collaboration between the two faculties has enabled students to engage in a comprehensive investigation of urban public spaces through project-based learning (cf. Guo et al., 2020). The outcomes of student projects not only exemplify the benefits of a multidisciplinary learning approach but also demonstrate the potential for evolving into a more integrated, interdisciplinary, and transdisciplinary framework. This shift emphasizes the need for collaborative education in addressing the urgent issues of sustainable urban development (Biberhofer &amp; Rammel, 2017).</span>

**<span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span>**

**<span lang="EN-GB" style="mso-ansi-language: EN-GB;">Evolution of the collaborative framework</span>**

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The collaboration between the two faculties began with a multidisciplinary teaching approach, where students from architecture and biology engaged with a shared theme of urban ecology but studied separately within their disciplines. This allowed students to develop expertise in their respective fields while drawing on the shared theme to build connections between their knowledge. However, over time, this collaboration evolved into an interdisciplinary framework, with students working more closely across disciplines. Architecture students began exploring biodiversity and ecological concepts, while biology students examined the impact of urban design on ecosystems. This shift allowed students to learn simultaneously from multiple disciplines, creating a more integrated approach to problem-solving. </span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Looking ahead, the goal is to transition towards a fully interdisciplinary and transdisciplinary model, where students from various disciplines collaborate to address real-world urban ecology challenges (Biberhofer &amp; Rammel, 2017). This approach goes beyond merely applying knowledge from different fields; it encourages students to collectively shape the learning process, integrating their diverse expertise to develop innovative solutions for complex urban problems (Biberhofer &amp; Rammel, 2017). By fostering synergy and facilitating knowledge exchange, our collaborative educational model exemplifies how multi-, inter-, and interdisciplinary frameworks can address the multifaceted challenges of urban development, fostering the next generation of professionals equipped to tackle these issues in real-world settings.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Furthermore, multi-, inter-, and transdisciplinary approaches are essential in fostering the adoption of the sustainability agenda and the Water-Energy-Food (WEF) Nexus concept in urban planning (Sertić Perić et al., 2024). Urban areas, as key hubs for resource consumption, require designs that take into account not only WEF dimensions, but also broader ecological concerns and environmental and social dimensions, including climate change, land use, soil health, and biodiversity (Purwanto et al., 2021; Sertić Perić et al., 2024). This expanded framework, known as the WEF+ Nexus, further reinforces the importance of architecture and urban planning in urban ecology and biodiversity discussions (Sertić Perić et al., 2024). Moreover, exploring the relationship between urban design, spatial planning, and the WEF+ Nexus enables a deeper understanding of how cities can become more sustainable, resilient, and equitable in the face of contemporary challenges (Sertić Perić et al., 2024).</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

**<span lang="EN-GB" style="mso-ansi-language: EN-GB;">Multi-, inter- and transdisciplinary collaboration enhances student project quality and student engagement </span>**

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The collaborative student projects presented in this work focused on enhancing the public spaces of various neighbourhoods in New Zagreb, an area in Croatian capital Zagreb undergoing rapid urban development. Over the years, the scope of these projects has expanded to address different themes, including Heritage Revitalization in Zapruđe, Utrina, Travno, and Dugave neighbourhoods, Community Spaces in Trnsko, Siget, Sopot, and Utrina neighbourhoods, and Slash City concept in Kajzerica, Lanište, Trnsko, and Savski Gaj/Trokut neighbourhoods. These projects aimed to reimagine urban spaces as sustainable and inclusive areas that support biodiversity, social integration, and community well-being.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Shaped by the interdisciplinary collaboration between faculty members (teaching staff of both faculties) and guest lecturers from diverse fields – such as urban planning, design, landscape architecture, ecology, agriculture, environmental science, and the social sciences – the student projects addressed the complexities of urbanization. These included pressing issues such as biodiversity conservation, sustainable development, and social inclusion. The integration of various disciplines enabled students to develop holistic project development approach that balanced ecological, social, and design considerations, resulting in designing public spaces that address both human needs and ecosystem health. This approach aligns with the concerns raised by urban experts, such as urban ecologists, urban planners, and sustainability professionals, who emphasize its importance for enhancing the sustainability, resilience, and vividness of urban areas (Romero-Lankao et al., 2016). By engaging with these complex urban issues, students gain valuable insights into how urban planning and ecological knowledge can inform urban/spatial planning and policy decisions, ensuring that cities are both liveable and sustainable.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The integration of multiple disciplines, such as biology (ecology) and architecture, into urban design education has been shown to significantly increase student engagement (Biberhofer &amp; Rammel, 2017). According to studies, students in interdisciplinary programs often report higher levels of motivation and satisfaction because they are given the freedom to explore a variety of perspectives and approaches (Beane, 1997; Vincent-Lancrin et al., 2019). Research shows that when students have the freedom to select their areas of focus, they are more likely to produce innovative and original work (Winner, 2013; Vincent-Lancrin et al., 2019). This aligns with our findings at the University of Zagreb, where students have shown a high level of independence in choosing their topic (project scope) and engagement in developing collaborative projects that incorporate ecological, social, and design perspectives. Allowing students to choose topics within the broad framework fosters ownership of their projects, deepening their connection to the material and enhancing the quality of their projects (Winner, 2013). This student-centred approach was thus reflected in the high-quality work of our students, who showed a high level of engagement, but also a comprehensive understanding of urban challenges and innovative solutions to urban challenges, as evident in their final projects. For example, the projects in the *Design Studio III - Landscape Architecture* course required both urban and architectural designs that addressed environmental complexity and urban ecology, resulting in students developing well-defined spaces that were thought through to the technical detail. Students were challenged to integrate multiple layers into their projects to create urban systems that promote spatial and social equity, and to design functional spaces — such as squares, parks, streets, and pavilions — that are responsive to emerging needs and are buildable.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Furthermore, according to Raelin (2008), multidisciplinary teaching environments enable students to appreciate the interconnectedness of various fields and to develop solutions that are more informed and nuanced. In the case of our students, the integration of biology, urban planning, and landscape architecture in their projects allowed them to address urban public spaces in Zagreb as multifaceted systems that cater not only to human needs but also to the environment and other living organisms.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Finally, transdisciplinary education – where academic disciplines collaborate with real-world stakeholders – enhances the relevance and applicability of student work, particularly in addressing societal challenges. In transdisciplinary model, students are encouraged to work on projects that extend beyond traditional academic boundaries and engage directly with real-world issues. As some sources suggest (e.g., Budwig &amp; Alexander, 2020; Regger et al., 2024), transdisciplinary learning encourages students to engage with problems in ways that are grounded in the complexities of society, making their learning more directly applicable to the challenges they will face in their careers. Our findings support this perspective, as students working on urban public space projects in Zagreb developed solutions that not only address ecological concerns but also consider social, cultural, and political dimensions, making their work highly relevant to sustainable urban development, addressing full complexity of urban challenges.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The continued collaboration between the Faculty of Science and the Faculty of Architecture is central to establishing this transdisciplinary framework in future courses, such as *Urban Ecology* and *Design Studio III - Landscape Architecture*. This model will deepen collaboration among students, helping them cultivate a shared understanding of how interdisciplinary knowledge can create sustainable and innovative solutions for urban environments. Through this approach, we aim to equip students with the skills and mindset necessary to navigate the complex urban challenges of the future, preparing them for careers in collaborative, interdisciplinary teams.</span>

**<span lang="EN-GB" style="mso-ansi-language: EN-GB;"> </span>**

**<span lang="EN-GB" style="mso-ansi-language: EN-GB;">The role of teachers in fostering collaborative learning</span>**

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Teachers play a critical role in shaping the interdisciplinary and transdisciplinary nature of courses by creating learning environments that encourage collaboration (Vincent-Lancrin et al., 2019). By collaborating across disciplines, teachers can model the integration of knowledge and provide students with unique opportunities to learn from diverse perspectives, i.e., joint teaching not only enriches the student experience but also bridges the gaps between academic disciplines, offering a more comprehensive educational approach (Budwig &amp; Alexander, 2020; Regger et al., 2024). Our experience with the collaborative efforts between the Faculty of Science and the Faculty of Architecture at the University of Zagreb supports this finding. Student feedback collected through surveys, an integral part of the teaching evaluation process at the University of Zagreb, further reinforces this. In the survey, students expressed that the integration of different disciplines and topics, along with collaborative work with peers and faculty from other disciplines, made the lessons more engaging, enjoyable, and intellectually stimulating. They also noted that this broader perspective helped to fill gaps often found within their own specific fields of study. Additionally, students expressed pride in presenting their work at joint seminars and exhibitions, viewing these events as valuable opportunities to showcase their efforts and celebrate the collaboration between faculties.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-themecolor: text1; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> </span>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-ansi-language: EN-GB;">Conclusions</span>**

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">In conclusion, the interdisciplinary collaboration between the Faculty of Science and the Faculty of Architecture at the University of Zagreb has proven to be a successful model for addressing the complexities of urban public space design. By integrating ecological, social, and design perspectives, students are empowered to create sustainable, inclusive, and innovative urban environments. As this collaboration continues to evolve toward a transdisciplinary model, it will better prepare students to tackle the challenges of sustainable urban development, equipping them with the skills and mindset necessary for addressing complex real-world problems.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The courses and workshops that adopt a multidisciplinary and participative pedagogical approach to urban design and landscape architecture play a key role in rethinking public spaces. These educational platforms help students engage with complex, locally specific, and socially sensitive issues, developing innovative planning strategies for the (re)design of urban spaces. By blending theory and practice, they provide students with the skills needed to address contemporary urban challenges, while fostering a deep understanding of the interconnectedness between urban development, ecological sustainability, and community well-being. Ultimately, this collaborative approach not only enhances student learning but also contributes to the creation of more sustainable, inclusive, and resilient urban environments.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">The outcomes of student projects highlight the advantages of a multidisciplinary learning approach and demonstrate the potential for evolving into a more integrated, interdisciplinary, and transdisciplinary framework. This shift emphasizes the critical need for collaborative education in addressing the urgent issues of sustainable urban development.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Looking ahead, the goal is to transition to a fully transdisciplinary model where students from diverse disciplines collaborate to tackle real-world urban ecology challenges. This model encourages students to go beyond merely applying knowledge from various fields, instead collectively shaping the learning process and integrating their expertise to create innovative solutions for complex urban problems.</span>

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Exhibitions and events organized during the course create spaces for dialogue within the academic community and beyond, helping to shape the future of urban design. These platforms not only celebrate the students' work but also facilitate ongoing conversations about the evolving role of urban design in creating more sustainable and resilient cities.</span>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-ansi-language: EN-GB;"> </span>**

**<span lang="EN-GB" style="font-size: 12.0pt; mso-ansi-language: EN-GB;">Acknowledgements</span>**

<span lang="EN-GB" style="mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">We wish to thank all mentors and lecturers who together with authors of this paper participated in workshops at the Faculty of Architecture – professors: Damir Krajnik, PhD, Sanja Gašparović, PhD, Ivan Mlinar, PhD, Vedran Ivanković, PhD, Ana Mrđa, PhD, Marko Rukavina, PhD, Alen Žunić, PhD, Marija Premužić Ančić, PhD; assistants: Kristina Perkov, Marin Duić and Ines Mravunac; together with professors who participated in lectures: Jana Vukić, PhD (Faculty of Human Sciences), Sanja Bencetić and Ivana Fabrio (Design studies at the Faculty of Architecture), Tihomir Jukić, PhD, Zlatko Karač, PhD, Damir Krajnik, PhD, and Alen Kostrenčić (Faculty of Architecture).</span>

**<span lang="EN-GB" style="font-size: 12.0pt; mso-ansi-language: EN-GB;"> </span>**

**<span lang="EN-GB" style="font-size: 12.0pt; mso-ansi-language: EN-GB;">References</span>**

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<span style="mso-ansi-language: HR;"> </span>


<table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr></tbody></table>

<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span style="font-size: 14.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Urbana ekologija unutar multidisciplinarnog edukativnog okvira</span>**

**<span lang="EN-GB" style="font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB;"><span style="font-size: 14.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-ansi-language: HR; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Urbana ekologija u okviru multidisciplinarne edukacije</span></span>**


</td></tr></tbody></table>

<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Sažetak**

</td></tr><tr><td style="text-align: justify;">
<span style="mso-ansi-language: HR;">Urbana ekologija istražuje kako živi organizmi, uključujući i ljude, međusobno utječu jedni na druge i na svoj okoliš u urbanim područjima. To je interdisciplinarno područje koje povezuje biologiju, urbanističko planiranje i druge discipline. Ovaj rad pokazuje kako su teme urbane ekologije integrirane u edukacijski okvir Sveučilišta u Zagrebu kroz pregled metodologije i rezultata suradnje studenata i nastavnika dvaju fakulteta (Prirodoslovno-matematički fakultet, Biološki odsjek i Arhitektonski fakultet, Katedra za urbanizam, prostorno planiranje i pejsažnu arhitekturu). Ova suradnja pokazuje uspješnu primjenu multidisciplinarnog pristupa u poučavanju i učenju, koji se postupno razvija u inter- i transdisciplinarni okvir, i naglašava važnost takve suradnje u rješavanju gorućih izazova održivog urbanog razvoja. Suradnja je započela u akademskoj godini 2020./2021. uvođenjem izbornog predmeta *Urbana ekologija* u sklopu diplomskog studija Znanosti o okolišu na Prirodoslovno-matematičkom fakultetu te njegovim sadržajnim povezivanjem s kolegijem *Studio 3 - Pejsažna arhitektura*, obaveznim kolegijem sveučilišnog prijediplomskog studija Arhitekture i urbanizma. Tijekom tri akademske godine (2020. </span><span style="font-family: Symbol; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: HR; mso-char-type: symbol; mso-symbol-font-family: Symbol;"><span style="mso-char-type: symbol; mso-symbol-font-family: Symbol;">-</span></span><span style="mso-ansi-language: HR;"> 2024.) metodologija nastave razvijala se kroz integraciju multidisciplinarnih predavanja i participativnih napora koji uključuju lokalne zajednice u proces razvoja studentskih projekata. Studentski projekti fokusiraju se na različite lokacije unutar zajedničkog urbanog konteksta, kao što su novozagrebačke četvrti, koje predstavljaju vrijedan primjer modernističkog i postmodernističkog urbanog planiranja u Zagrebu, Hrvatska. Rezultati studentskih projekata pokazuju važnost integracije urbanističkog projektiranja i ekoloških rješenja. Projekti su pokazali kako takva integracija može unaprijediti kvalitetu urbanog života i doprinijeti održivosti urbanih sredina. Uspjeh ovog okvira suradnje u skladu je s ciljevima održivog razvoja i naglašava vrijednost multi-, inter- i transdisciplinarnog pristupa u planiranju održivih urbanih rješenja.</span>

</td></tr><tr><td>***Ključne riječi:***

</td></tr><tr><td>interdisciplinarnost; izložbe; javni prostor; projektno učenje; Zagreb

</td></tr></tbody></table>

# Važnost igre u nastavnom procesu

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.8096%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2858%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.095%; height: 106.9px;">##### **Lejla Kafedžić, Snježana Šušnjara**

*Filozofski fakultet, Univerzitet u Sarajevu, Bosna i Hercegovina*

*broginic@gmail.com*

</td></tr></tbody></table>

<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 49.6289%;">**Sekcija - Odgoj i obrazovanje za održivi razvoj**</td><td class="align-center" style="width: 12.7667%;">**Broj rada: 6**</td><td style="width: 37.5805%;">**Kategorija članka: Pregledni rad**

</td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: #333333; background: white; mso-ansi-language: BS-LATN-BA; mso-bidi-font-weight: bold;">Ciljevi održivog razvoja predstavljaju transformativni plan za stvaranje bolje i održive budućnosti za cijeli svijet. Jedan od visokorangiranih ciljeva održivog razvoja je kvalitetno i inkluzivno obrazovanje sve djece</span>**<span lang="BS-LATN-BA" style="font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: BS-LATN-BA;"> </span>**<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: BS-LATN-BA; mso-bidi-font-weight: bold;">što potvrđuje uvjerenje da je ono moćno i dokazano sredstvo održivog razvoja. Kako bi bili postignuti postavljeni (pod)ciljevi, važno je integrirati igru u proces podučavanja i učenja, naročito u razrednoj nastavi, jer </span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA; mso-bidi-font-weight: bold;">je ona temeljna i iskonska aktivnost koja u potpunosti odgovara prirodi djeteta, te predstavlja važan put razvoja djeteta. Zahvaljujući igri dijete upoznaje svoju okolinu, uči o sebi, o drugima i o svijetu općenito, ali i razvija osjećaj sigurnosti, samokontrole, samostalnosti, razvija kompetencije, te jača samopouzdanje. Dijete u igri razvija kreativnost, suradnju i poduzetništvo. Cilj rada je prikazati na primjeru dječije igre mogućnosti ostvarivanja integrirane nastave <span class="markedcontent">čime se omogućava učenicima da</span> <span class="markedcontent">uvide povezanost između različitih nastavnih predmeta i važnost interdisciplinarnosti kakav je i sam život i životne situacije. Korištene metode u istraživanju su: metoda analize sadržaja, historijska metoda i deskriptivna metoda. Rezultati istraživanja potvrđuju važnost igre u životu djeteta, te da djeca mogu biti kreatori igre koja u realizaciji uključuje sadržaje različitih nastavnih predmeta, ali i razvija različite </span><span style="color: black;">ključne kompetencije koje su polazište za svakog pojedinca u društvu temeljenom na znanju. U ovom procesu </span>uloga i kompetencije nastavnika su izuzetno važni, jer potiču razvoj djetetovih vještina i sposobnosti, potiču na suradnju s vršnjacima, uključuju u aktivnosti u odjeljenju, te omogućavaju adekvatan udio igre u nastavi. Igrom se dijete priprema za sadašnjost i budućnost tako da je ona neophodna za njegov daljnji razvoj.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;"><span lang="BS-LATN-BA">igra; kompetencije; nastavnik; podučavanje; učenje</span>

</td></tr></tbody></table>

**<span lang="BS-LATN-BA" style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Uvod</span>**

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">U jeku online nastave koja je provođena u vrijeme </span><span lang="SK">Pandemije Covid 19 bolesti</span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">, i roditelji i djeca su se morali snalaziti i prilagođavati novonastaloj situaciji, kao i sami nastavnici. Bilo je potrebno razviti nove vještine u vrlo kratkom roku kako bi nastava bila kvalitetna, korisna i zanimljiva učenicima. Očito je to bilo izazovno u izvođenju nastave s manjim uzrastima koji su se tek navikavali na školu, učenje i zadaće, a onda su se trebali prilagoditi na nove pristupe, rad od kuće. Pri tom je posebno bilo značajno ne prenositi samo informacije nego i odgojno djelovati na učenike kako bi osjetili da je ovo škola, ali u drugim uvjetima. Bilo je potrebno razviti drugačije pristupe i metode kako bi djeci postalo jasnije što se od njih očekuje u virtualnom svijetu, koji nije dosad služio u svrhe pohađanja nastave. Kako Huzinga (2016) ističe, važno je bilo dogovoriti se oko igre i pravila, koja se provode unutar određenog vremena i u određenom prostoru u kojima treba obaviti i zadanu aktivnost. Poželjni rezultat je smanjenje napetosti, opuštenost i radost zbog postignutog. Mlađi uzrast djece kroz igru može puno toga naučiti i rado će sudjelovati, ukoliko ne osjeti da je to nešto što se mora, što stvara pritisak ili nešto što mu predstavlja teškoću. Nova znanja i spoznaje mogu se prikazati kroz igru te tako, npr. dijete može upoznati nove vidove stvarnosti koja ga okružuje, te će kroz različite aktivnosti praktično vježbati i uočavati određene specifičnosti, koje mu pomažu pri boljem snalaženju pa i samom učenju. Kroz igru će se dijete koncentrirati na zadatak, njegova pozornost bit će usmjerena na rješavanje problema, probudit će se kreativnost i mašta te će neopterećno učiti i uočavati poveznice s onime što već zna i s onime što tek upoznaje. „Nije toliko važno reći djeci što da rade, nego im pomoći da se koriste vlastitim darovima, osobito savješću“ (Covey, 2006, str. 118). Komenski (1954) je isticao da nastavu treba obogatiti igrom, te je i sam osmišljavao igre koje mogu pridonijeti boljem učenju i podučavanju, kao npr. igre uloga, dramske igre. Prema Peteh (2018) igre mogu biti spontane (bez točno određenih pravila), igre oponašanja (preuzimanje nečije uloge i davanje predmetima osobina drugih izvornih predmeta), konstruktivne (postoji određeni cilj i u skladu s tim se odvija aktivnost) te igre simulacije (oponašanje određenog ponašanja ili pojave). </span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Organizacija nastave putem povezivanja dijelova sadržaja različitih predmeta ili određenih predmetnih cjelina radi uspostavljanja korelacija može biti od pomoći, jer se tako spoznaje neposredno prenose iz jednog predmeta u drugi. Metodički model koji odgovara potrebama djece da na ovakav način stječu iskustva jest integrirana nastava. Ona obuhvaća planiranje i izvođenje stvaralačkih aktivnosti kroz individualnu i suradničku nastavu, prilagođenu sposobnostima i potrebama učenika (Lučić, 2005). Osnova integrirane nastave jest proučavanje i podučavanje zajedničke teme s različitih stajališta. Interdisciplinarni pristup tematskog podučavanja ističe intelektualne, emocionalne, estetske, socijalne pa i tjelesne aspekte razvoja djeteta, što pridonosi njihovu ujednačenom razvoju (Burke Walsh, 2004). Pri tom je važno ne zanemariti odgojnu komponentu predviđenih aktivnosti. „Obrazovati se može lako, putem dostupnosti informacija na brojne načine i lakše nego ranije, ali odgojiti, postaje sve teže. Svjedoci smo mnoštva 'obrazovanih' ljudi koji su propustili odgojne utjecaje u procesu odrastanja“ (Šušnjara, 2024, str. 108). Time je bilo izazovnije djelovati u uvjetima odvojenosti, odnosno neprisutnosti nastavnika i učenika u istom prostoru, osim u virtualnim susretima. U ovom radu je prikazan primjer učenja kroz igru, koji je razvijao kreativne sposobnosti djeteta i budio njegovu maštu, ali i hrabrio da poduzima korake, koji su onda vodili u druge poticaje i tako činili krug uspješnog svladavanja određene aktivnosti i stjecanja novih spoznaja i vještina. Kroz igru su se <span class="markedcontent"><span style="mso-bidi-font-style: italic;">razvijale različite </span></span><span style="color: black;">kompetencije koje su polazište za svakog pojedinca u društvu temeljenom na znanju. Primjer pokazuje mogućnost kontinuirane integracije </span><span style="mso-bidi-font-style: italic;">igre u nastavnim aktivnostima, jer se igrom dijete priprema za sadašnjost i budućnost što je važno za njegov daljnji razvoj i snalaženje u različitim životnim situacijama. „</span>Važnije je svoje dijete pripraviti za put negoli pripraviti put za svoje dijete“ (Noe, 2018, str. 122). </span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;"> </span>

**<span lang="BS-LATN-BA" style="font-size: 12.0pt; mso-bidi-font-size: 11.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Metode</span>**

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Cilj rada je prikazati na primjeru dječje igre mogućnosti ostvarivanja integrirane nastave čime se omogućava<span style="mso-spacerun: yes;"> </span>učenicima da uvide povezanost između različitih nastavnih predmeta i važnost interdisciplinarnosti kakav je i sam život i životne situacije, te pratiti ritam, interese i predznanje djeteta. Kako bi bio ostvaren cilj korištene su metoda analize sadržaja i deskriptivna metoda. </span><span lang="SK" style="mso-bidi-font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Deskriptivna metoda je skup znanstvenoistraživačkih postupaka kojima se opisuju pojave (stanje i osobine).</span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR;"> </span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR;">Metoda analize sadržaja može biti primijenjena na različite vrste i sredstva komunikacije: knjige, novine, pjesme, filmove, televizijske i radio emisije, fotografije, likovnu građu, posmatrane situacije i slično (Bengtsson, 2016).</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: EN-GB;"> </span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA; mso-bidi-font-weight: bold;">Metoda analize sadržaja u ovom istraživanju je korištena kako bi bili prikazani elementi dječje igre u kojima su integrirani sadržaji različitih nastavnih predmeta i razvoj ključnih kompetencija za cjeloživotno učenje. </span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Istraživački instrument (matrica analize sadržaja) je kreiran za potrebe ovog istraživanja. Sadržaj dječje igre je analiziran u odnosu na prisustvo sadržaja koji se odnose na pojedine nastavne predmete i u odnosu na sadržaj ključnih kompetencija. </span>

***<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Postupak</span>***

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Istraživanje je provedeno na temelju analize sadržaja posmatrane dječje igre i usporedbe sa sadržajima koji su dio nastavnih predmeta, kao i s osnovama ključnih kompetencija za cjeloživotno učenje. </span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;"> </span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Tablica 1. Pregled i definiranje ključnih kompetencija (izvor: Preporuka Europskog parlamenta i savjeta, 2006)</span>

<div align="center" id="bkmrk-naziv-klju%C4%8Dne-kompet"><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="width: 425.0pt; border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="567"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 84.0pt; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; background: white; mso-background-themecolor: background1; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="112"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; mso-ansi-language: BS-LATN-BA;">Naziv ključne kompetencije</span>

</td><td style="width: 341.0pt; border: solid windowtext 1.0pt; border-left: none; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; background: white; mso-background-themecolor: background1; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="455"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; mso-ansi-language: BS-LATN-BA;">Definicija ključne kompetencije</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 84.0pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="112"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Komunikacija na maternjem jeziku</span>

</td><td style="width: 341.0pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="455"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Komunikacija na materinskom jeziku je sposobnost izražavanja pojmova, misli, osjećaja, činjenica i mišljenja u govorenom i u pisanom obliku (slušanje, govor, čitanje i pisanje) te odgovarajuće i kreativne jezične interakcije u cijelom nizu društvenih i kulturnih okruženja, u odgoju i obrazovanju, pri radu, u domu i u slobodnom vremenu.</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 84.0pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="112"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Komunikacija na stranom jeziku</span>

</td><td style="width: 341.0pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="455"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Komunikacija na stranom jeziku u širem smislu obuhvaća glavne dimenzije vještina kao i komunikacija na materinskom jeziku: zasniva se na sposobnosti razumijevanja, izražavanja i tumačenja pojmova, misli, osjećaja, činjenica i mišljenja u govorenom i u pisanom obliku (slušanje, govor, čitanje i pisanje) u odgovarajućem nizu društvenih i kulturnih okruženja (u odgoju i obrazovanju, pri radu, u domu i u slobodnom vremenu) prema vlastitim željama ili potrebama.</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 84.0pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="112"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Matematička kompetencija</span>

</td><td style="width: 341.0pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="455"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Matematička kompetencija je sposobnost razvijanja i primjene matematičkog mišljenja u cilju rješavanja niza problema u svakodnevnim situacijama. Ova kompetencija uključuje, u različitim stupnjevima, sposobnost i volju korištenja matematičkog načina mišljenja (logičko i prostorno razmišljanje) i izražavanja (formulama, modelima, konstrukcijama, grafikonima, dijagramima).</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 84.0pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="112"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Digitalna kompetencija</span>

</td><td style="width: 341.0pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="455"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Digitalna kompetencija obuhvaća sigurno i kritičko korištenje tehnologija informacijskog društva za rad, slobodno vrijeme i komunikaciju. Nju podupiru osnovne vještine IKT: korištenje računala za traženje, procjenjivanje, pohranjivanje, proizvodnju, prezentiranje i razmjenu informacija te za sudjelovanje i komuniciranje u kolaborativnim mrežama preko interneta.</span>

</td></tr><tr style="mso-yfti-irow: 5;"><td style="width: 84.0pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="112"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Učenje učenja</span>

</td><td style="width: 341.0pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="455"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Kompetencija učenja (učenje učenja) jest sposobnost započinjanja i nastavljanja učenja, organiziranja vlastitog učenja, podrazumijevajući i učinkovito upravljanje vremenom i informacijama, kako individualno tako i u grupama. Ova kompetencija uključuje spoznavanje vlastitih metoda učenja i vlastitih potreba, prepoznavanje raspoloživih mogućnosti i svladavanje prepreka da bi se uspješno učilo.</span>

</td></tr><tr style="mso-yfti-irow: 6;"><td style="width: 84.0pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="112"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Društvene i građanske kompetencije</span>

</td><td style="width: 341.0pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="455"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">One uključuju osobne, međuljudske i interkulturalne kompetencije i obuhvaćaju sve oblike ponašanja koje pojedinac treba svladati da bi na učinkovit i konstruktivan način sudjelovao u društvenom i profesionalnom životu, posebno u sve heterogenijim društvima, kao i u rješavanju eventualnih sukoba.</span>

</td></tr><tr style="mso-yfti-irow: 7;"><td style="width: 84.0pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="112"><a name="_Hlk187609351"></a><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Smisao za inicijativu i poduzetništvo</span>

</td><td style="width: 341.0pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="455"><span style="mso-bookmark: _Hlk187609351;"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Smisao za inicijativu i poduzetništvo označava sposobnost pojedinca da pretvori ideje u djela. Ona obuhvaća kreativnost, inovaciju i preuzimanje rizika, kao i sposobnost planiranja i vođenja projekata radi ostvarivanja ciljeva. </span></span>

</td></tr><tr style="mso-yfti-irow: 8; mso-yfti-lastrow: yes;"><td style="width: 84.0pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="112"><span style="mso-bookmark: _Hlk187609351;"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Kulturalna senzibilizacija i izražavanje</span></span>

</td><td style="width: 341.0pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="455"><span style="mso-bookmark: _Hlk187609351;"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Uvažavanje važnosti kreativnog izražavanja ideja, iskustava i osjećaja u raznim oblicima kao što su glazba, reproduktivne umjetnosti, književnost i vizualne umjetnosti.</span></span>

</td></tr></tbody></table>

</div><span lang="BS-LATN-BA" style="font-size: 2.0pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;"> </span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Predmet istraživanja je dječja igra koja je nazvana *Spa centar.* Dijete, koje je pohađalo II razred osnovne škole (organizacija nastave: tjedan dana jedna grupa iz odjeljenja ide u školsku zgradu na nastavu, a drugi tjedan je nastava realizirana online za tu grupu učenika i obrnuto), u pokušaju da izbjegne još malo prepisivanja i izrade zadaće, osmislilo je igru. Igra je podrazumijevala uključivanje odraslih i dvije prostorije. U jednoj prostoriji, dijete je pripremilo dvije fotelje, stolić, časopise i knjige za čitanje i nazvalo je čekaonica. Stolić je bio obogaćen grickalicama i cvijećem. U drugoj prostoriji, dijete je pripremilo krevet za masažu, uz potrebna sredstva, kao što su: ručnici, ulje za mazanje, trake za zaštitu kose i slično. Prije pokretanja rada *Spa centra*, dijete je kreiralo plakate na kojima je pisalo da se otvara centar, kojeg datuma počinje s radom, cjenovnik, uz napomenu da na dan otvaranja usluga košta 50% manje. Plakat je bio napisan čitkim rukopisom, na BHS jeziku i obojen. Nekoliko informacija je bilo napisano i na engleskom jeziku. Osim toga, dijete je pripremilo i više komada letaka koje je podijelilo odraslim ukućanima (potencijalnim *klijentima*), a dio je ostavilo na stolu u čekaonici. Tijekom igre, dijete je komuniciralo s *klijentima* (odraslim ukućanima) profesionalno, persirajući ih i upućujući u čekaonicu. Također, imalo je teku u kojoj je provjeravalo „rezervacije“ *klijenata*. U jednom trenutku, razgovaralo je s klijenticom na način da je uputilo molbu za zamjenu termina s gospodinom kojemu se žurilo da realizira uslugu Centra ranije. Igra je trajala nekoliko sati. Uzorak istraživanja je simbolička igra koju je dijete samostalno osmislilo. </span><span lang="SK" style="mso-bidi-font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Simbolička igra se još naziva: igra mašte, stvaralačka, imaginativna igra, igra uloga. Dijete kroz simboličku igru oponaša stvarne situacije, radnje ili preuzima uloge osoba iz okruženja. Ona je temelj za razvoj dječjih spoznajnih mogućnosti i emocija.</span>

**<span lang="BS-LATN-BA" style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Rezultati i rasprava</span>**

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Igra je kanal komunikacije kojim djeca izražavaju sebe, svoje misli, osjećanja, interese, želje i ključni je segment dječijeg razvoja i odrastanja. Kroz igru dijete razvija maštu, kreativnost, sposobnosti, vještine, uči o sebi i svijetu oko sebe, a služi i kao zaštitna barijera od negativnih utjecaja različitih izvora stresa. Igru djeca mogu oponašati, ali i samostalno osmisliti na temelju različitih životnih iskustava.</span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Tablica 2. Usporedba elemenata dječje igre s ključnim kompetencijama i nastavnim predmetima</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" id="bkmrk-elementi-igre-klju%C4%8Dn" style="width: 422.7pt; border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" width="564"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 226.1pt; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; background: white; mso-background-themecolor: background1; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="301"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; mso-ansi-language: BS-LATN-BA;">Elementi igre</span>

</td><td style="width: 114.1pt; border: solid windowtext 1.0pt; border-left: none; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; background: white; mso-background-themecolor: background1; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="152"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; mso-ansi-language: BS-LATN-BA;">Ključne kompetencije</span>

</td><td style="width: 82.5pt; border: solid windowtext 1.0pt; border-left: none; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; background: white; mso-background-themecolor: background1; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="110"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; mso-ansi-language: BS-LATN-BA;">Nastavni predmet</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 226.1pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="301"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Plakat napisan na BHS jeziku.</span>

*<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Profesionalna </span>*<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">komunikacija s *klijentima*.</span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Časopisi i knjige u *čekaonici.*</span>

</td><td style="width: 114.1pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="152"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Komunikacija na maternjem jeziku</span>

</td><td style="width: 82.5pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="110"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Maternji jezik </span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">B/H/S jezik</span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 226.1pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="301"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Dio plakata napisan na engleskom jeziku.</span>

</td><td style="width: 114.1pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="152"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Komunikacija na stranom jeziku</span>

</td><td style="width: 82.5pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="110"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Engleski jezik</span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 226.1pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="301"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Cijene usluga.</span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Smanjenje originalnih cijena usluga za 50%.</span>

</td><td style="width: 114.1pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="152"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Matematička kompetencija</span>

</td><td style="width: 82.5pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="110"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Matematika</span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 226.1pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="301"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Kreiranje plakata za promociju Centra.</span>

</td><td style="width: 114.1pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="152"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Kulturalna senzibilizacija i izražavanje</span>

</td><td style="width: 82.5pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="110"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Likovna kultura</span>

</td></tr><tr style="mso-yfti-irow: 5;"><td style="width: 226.1pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="301"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Učenje kroz dječju igru. </span>

</td><td style="width: 114.1pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="152"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Učiti kako učiti</span>

</td><td style="width: 82.5pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="110"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Svi nastavni predmeti</span>

</td></tr><tr style="mso-yfti-irow: 6;"><td style="width: 226.1pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="301">*<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Profesionalna </span>*<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">komunikacija s *klijentima*.</span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Nalaženje rješenja za *klijenta* koji je trebao raniji termin pregovaranjem s drugim *klijentom*.</span>

</td><td style="width: 114.1pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="152"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Društvene i građanske kompetencije</span>

</td><td style="width: 82.5pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="110"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Svi nastavni predmeti</span>

</td></tr><tr style="mso-yfti-irow: 7; mso-yfti-lastrow: yes;"><td style="width: 226.1pt; border: solid windowtext 1.0pt; border-top: none; mso-border-top-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="301"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Osmišljavanje ideje *Spa centra* u kućnim uvjetima.</span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Promotivno smanjenje cijena usluga za 50% prvi dan rada Centra. </span>

</td><td style="width: 114.1pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="152"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Smisao za inicijativu i poduzetništvo</span>

</td><td style="width: 82.5pt; border-top: none; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="110"><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Svi nastavni predmeti</span>

</td></tr></tbody></table>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: TimesNewRomanPSMT; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">U Tablici 2. su prikazani elementi dječje igre i njihova povezanost s ključnim kompetencijama za cjeloživotno učenje i nastavnim predmetima u II razredu osnovne škole. Vidljivo je da se kroz igru *Spa centar* razvijaju kompetencije za cjeloživotno učenje, izuzev digitalne kompetencije, i dotiču sadržaji većine nastavnih predmeta, s posebnim naglaskom na B/H/S jezik (usmena komunikacija i pisano izražavanje), Matematiku (određivanje vrijednosti usluge uz korištenje procentnog računa), Engleski jezik (pisana komunikacija) i Likovnu kulturu (likovni izraz kao sredstvo komunikacije). Dijete je kroz igru </span><span lang="SK" style="mso-bidi-font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">pokazalo sposobnost izražavanja pojmova, misli i osjećaja u govornom i pisanom obliku, te odgovarajuće jezične interakcije u domu. Također, pisanjem dijela plakata na engleskom jeziku dijete je demonstriralo izražavanje misli na engleskom jeziku. Matematička kompetencija vidljiva kroz primjenu matematičkog znanja u svakodnevnim situacijama, tj. u simboličkoj igri koju je dijete samostalno osmislilo i koristilo se brojevima u izražavanju cijena usluga Centra, kao i njihovo smanjenje za 50% prvog dana rada Centra. Organizacijom i realizacijom igre dijete je iskazalo vlastite metode učenja i vlastite potrebe, te iskoristilo raspoložive mogućnosti za uspješno učenje čime je utjecalo na razvoj kompetencije učenje učenja. Smisao za inicijativu i poduzetništvo je potvrđen time što je dijete ideju pretvorilo u *djelo* makar u okvirima igre, gdje je osobito istaknuta kreativnost i sposobnost planiranja aktivnosti. Kroz igru je bilo prisutno kreativno izražavanje ideja kroz likovni izraz.</span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: TimesNewRomanPSMT; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Igra je ključna za razvoj jer pridonosi kognitivnoj, tjelesnoj, socijalnoj i emocionalnoj dobrobiti djece i mladih (Ginsburg, 2007).</span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: TimesNewRomanPSMT; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> </span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Djecu, uglavnom, nije potrebno poticati na igru. Ona počinje spontano, dragovoljno, jer se dijete osjeća zaštićeno i ugodno. Ipak, potrebno je omogućiti prostor i vrijeme za igru. U primjeru igre koji je prikazan i analiziran, dijete je </span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA; mso-fareast-language: EN-GB;">uživalo u događanju, jer se odvijalo po njegovu scenariju, odnosno ono je igru samostalno kreiralo, <span style="mso-spacerun: yes;"> </span>mijenjalo i prilagođavalo. </span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">I</span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">gra potiče razvoj mašte i kreativnosti</span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;"> </span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">i tako dijete stvara kvalitetne temelje za daljnje učenje</span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">. </span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Kognitivni procesi prisutni u igri izjednačavaju se s kognitivnim procesima u učenju, a da bi dijete učilo treba biti aktivno. </span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-language: EN-GB;">Igra koja uključuje verbalnu interakciju pomaže u razvoju jezičnih vještina, a djeca koja su izložena bogatom jeziku kroz igru pokazuju bolje rezultate u kasnijem jezičnom razvoju (Hoff, 2006).</span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> Osim kognitivnog razvoja, igra djetetu omogućava razvijanje socioemocionalnih sposobnosti (npr. komunikativnost, suradnja, samostalnost), ali nastoji pripremiti dijete za svakodnevne životne situacije, usklađivanje interesa i rješavanje konflikata, što je bilo vidljivo kroz navedeni primjer igre. Slobodna igra je najkorisnija za emocionalni i kognitivni razvoj djece, jer minimizira stres, omogućava vrijeme za refleksiju i gradi otpornost (Wiium i Safvenbom, 2019). S obzirom na navedeni primjer igre, osmišljene od strane djeteta i analizu u odnosu na ključne kompetencije i nastavne predmete, očekivano je da igra bude (više) zastupljena u nastavnim aktivnostima na svim uzrastima, a posebno u razrednoj nastavi. </span><span lang="SK" style="mso-bidi-font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Nikčević-Milković i suradnici (2011) navode prednosti učenja kroz igru: bolja koncentracija i pažnja učenika, pozitivni stavovi učenika prema načinu rada, veća aktivnost djece, manji umor, povećana motivacija, učenje je zanimljivije, učenici s teškoćama se više uključuju i tako dolazi do izražaja njihovo sudjelovanje i učenje, a samo učenje činjenica djelotvornije je kroz igru. Matijević i Topolovčan (2017) ističu da je igra globalna didaktička strategija za ostvarivanje ciljeva učenja, te se upravo zbog toga u suvremenoj nastavi javlja i potreba za igrom. Igrom se utječe na motivaciju i interes kod učenika, potiče razvoj vještina komunikacije, poduzetnosti i društva u cjelini. Učenik, koji je u središtu nastavnog procesa, uporabom kreativnih metoda, poput igre kao metode poučavanja, istražuje, prikuplja podatke, radi u timovima, usko surađuje s nastavnikom i drugim učenicima što izravno utječe na povećanje njegove motivacije (Cigan i Šlogar, 2012). </span>

<span lang="SK" style="mso-bidi-font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Jedno od bitnijih pitanja za suvremenog nastavnika jest izbor metoda, oblika i tehnika nastavnog rada, a upravo metoda učenja kroz igru aktivno uključuju učenike u nastavu, te time dolazi do izražaja njihova kreativnost, a to je i primarni cilj suvremene nastave. Treffinger i suradnici (2002, prema Škrabina, 2013) značajke kreativnosti dijele u četiri kategorije: a) stvaranje ideja – uključuje kognitivne značajke zajedno s pojmom divergentnog mišljenja (fluentnost, fleksibilnost i metaforičko mišljenje); b) produbljivanje ideja – uključuje kognitivne značajke zajedno s konvergentnim mišljenjem (analiziranje, sintetiziranje, reorganiziranje, evaluacija, pronalaženje relacije i želja za rješavanjem višeznačnosti); c) otvorenost i hrabrost za istraživanje ideja – podrazumijeva osobne kvalitete koje se odnose na interese, iskustva, stavove i samopouzdanje (osjetljivost za probleme, estetska osjetljivost, hrabrost, osjećaj za humor, razigranost, fantazija i imaginacija, ustrajnost, otvorenost za iskustvo, emocionalnu osjetljivost) i d) slušanje vlasitog *unutarnjeg glasa* – podrazumijeva kvalitete koje su uključene u samorazumijevanju, predodžbu onoga što se želi i način na koji se to može ostvariti (svjesnost kreativnosti, ustrajnosti i izdržljivosti, samovođenje, unutarnja kontrola, sloboda od stereotipa, koncentracija, energija i radna etika). Kreativnost najviše ovisi o tome koliko osoba izražava svoju životnost, unutarnje porive i potencijalne predispozicije u odnosu s okolinom. Treba poticati dječju inicijativu, poduzetnost i spremnost za rizik (Supek, 1987). Učionica je odličan prostor za to, posebno kroz igru, što bi trebalo biti i valjan poticaj za nastavnike. </span>

<span lang="SK" style="mso-bidi-font-size: 10.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">No, analizirana igra je pokazala, također, važnost drugih odraslih u igri djece, a to su roditelji i drugi članovi obitelji. Dijete je samostalno uključilo roditelje i druge odrasle u igru. Rajović (2017) ističe kako roditelji koji provode vrijeme sa svojom djecom u igri pomažu djeci u razvoju njihovih interesa, u mogućnosti su odmah odgovoriti na njihova pitanja, pružaju im toplinu, podršku i razumijevanje pa, samim tim, potiču rast i razvoj djeteta. Osim stvaranja poticajne okoline, uloga roditelja u djetetovoj igri odnosi se i na praćenje mjesta gdje se dijete motivirano igra te njegovanje djetetova načina razmišljanja, kao i poticanje pozitivne komunikacije djeteta s okruženjem (Došen Dobud, 2016). Ukoliko roditelji stvore poticajno okruženje za igru te budu uključeni u nju, dijete stvara osnovne preduvjete za pozitivan i skladan odnos sa svojim vršnjacima, ali i okolinom. Zajedničke aktivnosti važne su za cijelu obitelj i pomažu u razvijanju i jačanju obiteljskih veza. Obitelji koje se zajedno igraju, više međusobno surađuju, podržavaju se i imaju bolju komunikaciju (Anderson-McNamee, 2010).</span>

**<span lang="BS-LATN-BA" style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Zaključci</span>**

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Igra je put spoznaje, rasta, razvoja, odgoja i obrazovanja</span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">. Znanstvenici se slažu da je igra svjesna aktivnost kroz koju dijete neposredno zadovoljava svoje potrebe bez nužnog postizanja korisnog učinka (Mijatović, 2000, prema Mendeš i suradnici, 2020). Đuranović i suradnici (2020) smatraju da je igra aktivnost u kojoj djeca na spontan način prezentiraju sebe i kroz koju uče graditi i održavati odnose s drugom djecom, prihvatati i uvažavati druge, pružati im pomoć, dijeliti, poštivati pravila. Također, igra je samostalna i stvaralačka aktivnost kroz koju se dijete izražava kao osoba, surađuje i komunicira s drugima, kroz koju se raduje, uči i razvija svoju osobnost (Antić, 2000, prema Mendeš i suradnici, 2020). Ono što razlikuje dječju igru od igre kojom se bave odrasli jest sloboda, unutarnja motivacija i zamišljena situacija (Šagud i Petrović-Sočo, 2002, prema Mendeš i suradnici, 2020). Igra djeci predstavlja radost i veselje. Kroz igru djeca istražuju svijet oko sebe, uče, socijaliziraju se i razvijaju psihofizičke osobine ličnosti. </span><span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Rezultati istraživanja potvrđuju <span style="mso-bidi-font-weight: bold;">važnost igre </span>u životu djeteta, te činjenicu da djeca mogu biti <span style="mso-bidi-font-weight: bold;">kreatori igre </span>koja u realizaciji uključuje sadržaje <span style="mso-bidi-font-weight: bold;">više nastavnih predmeta</span>, ali i razvija različite <span style="mso-bidi-font-weight: bold;">ključne kompetencije </span>koje su polazište za svakog pojedinca u društvu temeljenom na znanju. U ovom procesu, uloga i kompetencije nastavnika su <span style="mso-bidi-font-weight: bold;">izuzetno važni</span>, jer potiču <span style="mso-bidi-font-weight: bold;">razvoj djetetovih vještina i sposobnosti</span>, potiču na <span style="mso-bidi-font-weight: bold;">suradnju s vršnjacima</span>, <span style="mso-bidi-font-weight: bold;">uključuju u aktivnosti </span>u odjeljenju, te omogućavaju odgovarajući <span style="mso-bidi-font-weight: bold;">udio igre u nastavi</span>. <span style="mso-bidi-font-weight: bold;">Igrom se dijete priprema za sadašnjost i budućnost tako da je ona neophodna za njegov rast, razvoj, odgoj i obrazovanje. Pedagoške implikacije rezultata istraživanja su u poticaju nastavnika da igru (više) koriste u nastavnom procesu uz napomenu da omoguće učenicima da budu njeni kreatori. Igra je u središtu kvalitetnog obrazovanja, a neizostavna je kao metoda kojom se postiže da djeca, između ostalog, steknu znanja i vještine potrebne da se unaprijedi održivi razvoj u smislu promoviranja kulture mira i nenasilja, pripadnosti globalnoj zajednici, poznavanja ljudskih prava i slično. Nastavnici bi u odgojno-obrazovnom procesu trebali u većoj mjeri koristiti igru „...kao sadržaj, metodu i sredstvo učenja i poučavanja“ (Rajić i Petrović-Sočo, 2015:615) osiguravanjem poticajne okoline i mogućnosti za istraživanje kroz igru. Igra omogućava da nastavni sadržaj učenicima bude zanimljiv i zabavan te utječe na motivaciju za njihovo sudjelovanje u nastavi</span></span><span lang="SK">. Igrajući se, učenici lakše ostvaruju odgojno-obrazovne ishode, aktivniji su u procesu učenja, razvijaju maštu, sklapaju prijateljstva i ostvaruju lakšu komunikaciju s okolinom u kojoj djeluju (Romih, 2021). </span><span style="mso-ansi-language: HR;">Također, i</span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: HR; mso-fareast-language: EN-GB;">gre su dokazan način da se nastavni proces učini aktivnim, da se postigne dugotrajnije znanje, a time će ojačati i njihovo samopouzdanje te će rado dolaziti na nastavu. Priprema nastavnika za primjenu igre u nastavnom procesu iziskuje određeni trud, vrijeme i napor. Ipak, postignuće učenika i njihovo zadovoljstvo su nemjerljiv rezultat odgojno-obrazovnog procesa. <span style="mso-spacerun: yes;"> </span></span>

**<span lang="BS-LATN-BA" style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;"> </span>**

**<span lang="BS-LATN-BA" style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Literatura</span>**

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Anderson-McNamee, J.K. (2010). The Importance of Play in Early Childhood Development. A Self-Learning Resource From MSU Extension, 4(10), 1-4. Pribavljeno Rujan 10, 2024, s https://www.montana.edu/extension/health/documents/MT201003HR.pdf</span>

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<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Bengtsson, M. (2016).</span><span class="title-text"><span lang="BS-LATN-BA" style="mso-ansi-language: EN-GB;"> </span></span><span class="title-text">*<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">How to plan and perform a qualitative study using content analysis</span>*</span><span class="title-text"><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">. NursingPlus Open 2, 8-14. Pribavljeno, Siječanj 31, 2025, s https://www.sciencedirect.com/science/article/pii/S2352900816000029#bib9</span></span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white;">Cigan, V. i Šlogar, H. (2012). Istraživanje stavova studenata o metodama poučavanja na visokim čilištima u cilju razvoja poduzetničke kompetencije. *Učenje za poduzetništvo, 2* (1), 179-190. Pribavljeno Listopad 11, 2024, s </span><span lang="SK">[<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; background: white;">https://hrcak.srce.hr/130188</span>](https://hrcak.srce.hr/130188)</span>

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<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Došen Dobud, A. (2016). *Dijete-istraživač i stvaralac*. Zagreb: Alinea.</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Đuranović, M., Klasnić, I., Matešić, I. (2020). Poticanje dječje kreativnosti u predškolskim ustanovama. *Školski vjesnik: časopis za pedagogijsku teoriju i praksu*. 49(1), 89-110. <span style="color: black; mso-color-alt: windowtext; background: white;">Pribavljeno Listopad 15, 2024, s </span>https://hrcak.srce.hr/247377 </span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white;">Hoff, E. (2006). How social contexts support and shape language development. *<span style="font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin;">Developmental Review, 26</span>*(1), 55–88. Pribavljeno Listopad 15, 2024, s </span><span lang="SK">[<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; background: white;">https://doi.org/10.1016/j.dr.2005.11.002</span>](https://doi.org/10.1016/j.dr.2005.11.002)</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; mso-font-kerning: 18.0pt; mso-fareast-language: EN-GB;">Huizinga, J. (2016). Homo Ludens: A Study of the Play-Element in Culture. Brooklyn, New York: Angelico Press.</span>

<span lang="SK" style="color: black; mso-color-alt: windowtext;"><a><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; border: none windowtext 1.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">Ginsburg</span></a></span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext;">, K.R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. *<span style="font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; border: none windowtext 1.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">Pediatrics</span>* (2007) 119 (1): 182–191. <span style="background: white;">Pribavljeno Studeni 11, 2024, s </span></span><span lang="SK" style="color: black; mso-color-alt: windowtext;">[<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; border: none windowtext 1.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">https://doi.org/10.1542/peds.2006-2697</span>](https://doi.org/10.1542/peds.2006-2697)</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext;">Komensky, J. A. (1954). *Velika didaktika*. Beograd: Savez pedagoških duštva Jugoslavije.</span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Lučić, K. (2005). *Prožimanje riječi, slike i glazbe u metodici književnosti u razrednoj nastavi*. Zagreb: Školska knjiga.</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white;">Matijević, M. i Topolovčan, T. (2017). Izazovi i trendovi u multimedijskoj didaktici. *Radovi*</span>

*<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white;">Zavoda za znanstvenoistraživački i umjetnički rad u Bjelovaru, </span>*<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white;">(11), 87-99. Pribavljeno Studeni 11, 2024, s https://doi.org/10.21857/mjrl3uxqz9</span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Ministarstvo za obrazo</span><span lang="BS-LATN-BA">vanje, nauku i mlade Kantona Sarajevo (2018). </span><span lang="SK">Nastavni plan i program za 2. razred devetogodišnje osnovne škole. </span><span lang="SK">Pribavljeno Prosi</span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white;">nac 20, 2024, s </span><span lang="SK">[<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">https://mo.ks.gov.ba/sites/mo.ks.gov.ba/files/2024-07/2.\_razred\_0.pdf</span>](https://mo.ks.gov.ba/sites/mo.ks.gov.ba/files/2024-07/2._razred_0.pdf)</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Mendeš, B., Marić, M., Goran, Lj. (2020). *Dijete u svijetu igre: teorijska polazišta i odgojno – obrazovna praksa*. Zagreb: Golden marketing.</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Nikčević-Milković, A., Rukavina, M., Galić, M. (2011). Korištenje i učinkovitost igre u razrednoj nastavi. *Život i škola*. <span style="color: black; mso-color-alt: windowtext; background: white;">Pribavljeno Prosinac 20, 2024, s </span>https://hrcak.srce.hr/file/106701</span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Noe, S. (2018). *Zabranjeno kukanje*. Split: Verbum.</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Peteh, M. (2018). *Radost igre i stvaranja*. Zagreb: Alinea.</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white;">Wiium, N., &amp; Säfvenbom, R. (2019). Participation in Organized Sports and Self-Organized Physical Activity: Associations with Developmental Factors. *<span style="font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin;">International Journal of Environmental Research and Public Health</span>*, *<span style="font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin;">16 </span>*(4), 585. Pribavljeno Prosinac 21, 2024, s </span><span lang="SK">[<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; background: white;">https://doi.org/10.3390/ijerph16040585</span>](https://doi.org/10.3390/ijerph16040585)</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Preporuka Europskog parlamenta i savjeta (2006). <span style="color: black; mso-color-alt: windowtext; background: white;">Pribavljeno Prosinac 20, 2024, s </span></span><span lang="SK">[<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">https://hrcak.srce.hr/file/92192</span>](https://hrcak.srce.hr/file/92192)</span>

<span lang="SK">Rajić, V. i Petrović-Sočo, B. (2015). Dječji doživljaj igre u predškolskoj i ranoj školskoj dobi. *Školski vjesnik*, 64(4), 603-620. </span><span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; color: black; mso-color-alt: windowtext; background: white;">Pribavljeno Siječanj 31, 2025,</span><span lang="SK"> s https://hrcak.srce.hr/153131</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Rajović, R. (2017). *Kako igrom uspješno razvijati djetetov IQ* *– NTC sustav učenja*. Split: Harfa d.o.o</span>

<span lang="SK">Romih, A. (2021). Između igre i učenja. Varaždinski učitelj, 4(7), 606-616. </span>

<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">Supek, R. (1987). *Dijete i kreativnost.* Zagreb: Nakladni zavod Globus.</span>

<span lang="SK" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Škrabina, D. (2013). *Art terapija i kreativnost*. Zagreb: Veble commerce.</span>

<span lang="BS-LATN-BA" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Šušnjara, S. (2024). *Izazovi odgajanja u svijetu izmijenjenih vrijednosti*. Sarajevo: Svjetlo riječi.</span>


<table border="0" id="bkmrk-2nd-international-sc" style="width: 100%;"><tbody><tr><td class="align-right" style="width: 34.7886%;">  
[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

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<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span lang="BS-LATN-BA" style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">The importance of a game in the teaching process</span>**

</td></tr></tbody></table>

<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Abstract**

</td></tr><tr><td style="text-align: justify;">
<span lang="BS-LATN-BA" style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;">The Sustainable Development Goals represent a transformative plan to create a better and more sustainable future for the entire world. One of the high-ranking goals of sustainable development is quality and inclusive education for all children, which confirms the belief that it is a powerful and proven means of sustainable development. In order to achieve the set (sub)goals, it is important to integrate play into the teaching and learning process, especially in the classroom, because it is a fundamental and primordial activity that fully corresponds to the child's nature, and represents an important path for the child's development. Thanks to the game, the child gets to know its environment, learns about itself, others and the world in general, but also develops a sense of security, self-control, independence, develops competencies, and strengthens self-confidence. The child develops creativity, cooperation and entrepreneurship in the game. The aim of the paper is to show, using the example of a children's game, the possibilities of integrated teaching, which enables students to see the connection between different teaching subjects and the importance of interdisciplinarity, which is life itself and life situations. The methods used in the research are: content analysis method, historical method and descriptive method. The results of the research confirm the importance of play in a child's life, and that children can be the creators of a game that includes the contents of various teaching subjects, but also develops different key competencies that are the starting point for every individual in a knowledge-based society. In this process, the role and competencies of the teacher are extremely important, because they encourage the development of the child's skills and abilities, encourage cooperation with peers, involve them in activities in the class, and enable an adequate share of play in the lesson. Through play, the child prepares for the present and the future, so that it is necessary for its further development.</span>

  
</td></tr><tr><td>***Key words:***

</td></tr><tr><td><span lang="BS-LATN-BA">competences; game; learning; teacher; teaching</span>*<span lang="BS-LATN-BA" style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> </span>*

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# Razvoj strukovnih kurikula  u sklopu EFS projekta Modernizacija sustava strukovnog obrazovanja i osposobljavanja u sektoru Zdravstvo

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.8096%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.2858%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.095%; height: 106.9px;">## **<span lang="SK">Đurđica Stanešić</span><sup>1</sup><span lang="SK">, Višnja Pranjić</span><sup>2</sup>**

*<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: #222222; background: white; mso-bidi-font-weight: bold;">Škola za medicinske sestre Mlinarska, Croatia<sup>1</sup></span>*

##### *<span lang="SK" style="font-size: 12.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; color: #222222; background: white; mso-ansi-language: SK; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold;">Škola za medicinske sestre Vinogradska, Croatia<sup>2</sup></span>*

*dstanesic1@gmail.com*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 49.6289%;">**Sekcija - Odgoj i obrazovanje za održivi razvoj**</td><td class="align-center" style="width: 12.7667%;">**Broj rada: 7**</td><td style="width: 37.5805%;">**Kategorija članka: Stručni rad**

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<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 388.65px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 264.8px;"><td style="text-align: justify; width: 99.9048%; height: 264.8px;"><span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Projekt „Modernizacija sustava strukovnog obrazovanja i osposobljavanja” realizirala je<span style="mso-spacerun: yes;"> </span>Agencija za strukovno obrazovanje i obrazovanje odraslih. Njegova svrha je </span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">razvoj strukovnog obrazovanja i osposobljavanja koje je privlačno, inovativno, relevantno i povezano s tržištem rada (ASOO). Projekt je </span><span lang="SK" style="mso-bidi-font-family: Calibri;">sufinanciran sredstvima iz Europskog socijalnog fonda.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Krajnji cilj projekta je razvoj novih strukovnih kurikula usklađenih s potrebama tržišta rada ali i modernim pedagoškim smjernicama. Iskorak u pedagoškoj praksi je planiranje strukovnih kurikula u modulima. Modul čini logičnu i smislenu cjelinu u kojoj su povezani skupovi ishoda učenja. U svakom sektoru razvija se i sektorski kurikul koji čini sektorsku jezgru: predmete zajedničke svim kurikulima unutar sektora te podsektorski dio zajednički srodnim zanimanjima. Rad opisuje razvoj standarda zanimanja, standarda kvalifikacija i strukovnih kurikula u sektoru Zdravstvo.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi***

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;"><span lang="BS-LATN-BA"><span lang="PL">standard zanimanja; standard kvalifikacije; strukovni kurikuli; strukovno obrazovanje</span></span>

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**<span lang="SK" style="font-size: 12.0pt;">Strukovno obrazovanje</span>**

<span lang="SK" style="mso-bidi-font-family: Calibri;">Zakon o strukovnom obrazovanju (NN 30/09,(NN69/22)) definira srednje strukovno obrazovanje, osposobljavanje i usavršavanje<span style="mso-spacerun: yes;"> </span>(u daljnjem tekstu strukovno obrazovanje) kao djelatnost kojom se omogućava razvoj i stjecanje kompetencija potrebnih za dobivanje strukovnih kvalifikacija. Strukovno obrazovanje u Republici Hrvatskoj provodi se kao redovito strukovno obrazovanje i kao obrazovanje odraslih. Učenici nakon obavezne osnovne škole upisuju dvogodišnje, trogodišnje, četverogodišnje programe strukovnog obrazovanja ili petogodišnji program za stjecanje kvalifikacije medicinska sestra opće njege/medicinski tehničar opće njege. Četverogodišnji programi i petogodišnji program za stjecanje kvalifikacije medicinska sestra opće njege/medicinski tehničar opće njege omogućuju pristup visokom obrazovanju.</span>

<span lang="PL" style="mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Uvjete za upis u srednjoškolski program definira Ministarstvo znanosti i obrazovanja. Za upis u pojedine strukovne kurikule potrebna je potvrda o odgovarajućoj psihofizičkoj sposobnosti. Završetak strukovnog obrazovanja ostavruje se izradom i obranom završnog rada, nakon čega učenik stječe kvalifikaciju i dobiva svjedožbu o završnom radom kojom formalno završava strukovno obrazovanje.</span><span lang="PL" style="mso-bidi-font-family: Calibri; mso-ansi-language: PL;">U školskoj godini 2022./2023. ukupan broj učenika u dvogodišnjim, trogodišnjim, četverogodišnjim i petogodišnjim strukovnim programima bio je 97 985 (ŠeR, MZO, 2023).</span>

<span lang="PL" style="mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Stanovništo Hrvatske stari zbog negativnog prirodnog prirasta i iseljavanja. </span><span lang="SK" style="mso-bidi-font-family: Calibri;">Prema podacima Eurostata, prosječna dob stanovnika Hrvatske iznosi 45 godina. Djeca do 14 godina čine 14% ukupnog stanovništva, dok je udio osoba starijih od 65 godina veći od 23%.</span><span lang="PL" style="mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Demografski podaci uvjetuju broj učenika u strukovnom obrazovanju. Broj učenika u trogodišnjem strukovnom obrazovanju smanjio se za 29,4% u razdoblju od 2013. do 2019. godine.</span>

<span lang="PL" style="mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Projekt „Modernizacija sustava strukovnog obrazovanja i osposobljavanja” provodio se u razdoblju od studenog 2017. godine do rujna 2023. godine. </span><span lang="PL" style="mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Projekt je<span style="color: #206ea7;"><u> </u></span>sufinanciran sredstvima iz Europskog socijalnog fonda. </span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Svrha projekta je razvoj strukovnog obrazovanja i osposobljavanja koje je privlačno, inovativno, relevantno, povezano s tržištem rada te koje će omogućiti polaznicima stjecanje kompetencija za osobni i profesionalni razvoj te nastavak obrazovanja i cjeloživotno učenje, a bit će ostvareno kroz ispunjenje specifičnih ciljeva projekta: razvoja inovativnih i fleksibilnih sektorskih i strukovnih kurikuluma temeljenih na potrebama tržišta rada te jačanja kompetencija odgojno-obrazovnih djelatnika za uvođenje i provedbu kurikuluma </span><span style="mso-bookmark: _Hlk156336223;"><span lang="SK" style="mso-bidi-font-family: Calibri;">(Agen​​cija za strukovno obrazovanje i obrazovanje odraslih, n.d.-a). </span></span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Projekt je osmišljen kao jedna od aktivnosti Agencije za strukovno obrazovanje i obrazovanje odraslih koja ostvaruje cilj 1.1 Strukovno obrazovanje i osposobljavanje usmjereno na potrebe tržišta rada i mjeru 1.2. Izrada, donošenje i praćenje provedbe sektorskih i/ili kurikuluma za stjecanje strukovnih kvalifikacija zacrtanih Programom razvoja sustava strukovnog obrazovanja i osposobljavanja 2014. - 2020. kao direktan odgovor na Prioritet 1. Poboljšanje relevantnosti strukovnog obrazovanja i osposobljavanja u odnosu na tržište rada. Projektom se pristupa modernizaciji strukovnog obrazovanja u Republici Hrvatskoj i razvoju novih strukovnih kurikula (</span><span lang="SK" style="mso-bidi-font-family: Calibri;">Agen​​cija za strukovno obrazovanje i obrazovanje odraslih, n.d.-b)<span style="color: black; mso-color-alt: windowtext; background: white;">. </span></span>

<span lang="SK" style="mso-bidi-font-family: Calibri; background: white;"> </span>

**<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Razvoj strukovnih kurikula</span>**

<span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Novi strukovni kurikuli povezani su s potrebama tržišta rada što se ostvaruje izradom standarda zanimanja i standarda kvalifikacija sukladno Hrvatskom kvalifikacijskom okviru. Novi standardi zanimanja i standardi kvalifikacije temelje se na kurikularnom pristupu i ishodima učenja. Razvoj sektorskih kurikula dovodi do racionalizacije broja kurikula, olakšava uključivanje na tržište rada, omogućuje bolju horizontalnu prohodnost, profesionalni razvoj i nastavak obrazovanja. U novim kurikulima najzastupljenije je učenje temeljeno na radu u različitim obujmima sukladno Nacionalnom kurikulumu za strukovno obrazovanje.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Razvoju kurikula prethodilo je osnivanje Radne skupine za analizu i koncepte metodologije izrade sektorskih kurikuluma te strukovnih kurikuluma. Članovi radne skupine: predstavnici nadležnih ministarstva, obrazovnog sektora, realnog sektora i sindikata usuglasili su koncept glavnih metodoloških dokumenata. </span>

<span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Osnovane su podsektorske radne skupine i posebne radne skupine za učenike s teškoćama za podršku, praćenje i upravljanje procesom razvoja standarda zanimanja, standarda kvalifikacija i kurikula. Članovi podsektorskih radnih skupina su nastavnici i ravnatelji ustanova za strukovno obrazovanje (Agencija za strukovno obrazovanje i obrazovanje odraslih, 2023).</span>

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**<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Izrada standarda zanimanja</span>**

<span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Standarde zanimanja izradile su radne skupine za izradu standarda zanimanja koje čine članovi iz redova nastavnika, poslodavaca i predstavnika poslodavaca te radnika u zanimanju. Radne skupine izrađuju prijedloge standarda zanimanja. Za sektor Zdravstvo i socijalna skrb osnovano je sedam radnih skupina za izradu standarda zanimanja. Radne skupine oformljene u listopadu 2019. godine su: </span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Uzorkovanje i analiza biološkog materijala</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Primaljska skrb</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Uzorkovanje i analiza materijala iz okoliša</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Provedba fizioterapijskih postupaka</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Izrada fiksnih i mobilnih protetskih nadomjestaka</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Izdavanje bezreceptnih lijekova i izrade galenskih oblika koji sadrže tvari jakog i vrlo jakog djelovanja</span>

<span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri;"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt 'Times New Roman';"> </span></span></span><span lang="sr-Latn-BA" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Pomoć u njezi starijih i nemoćnih osoba (Agencija za strukovno obrazovanje i obrazovanje odraslih, 2023).</span>

<span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Standardi zanimanja razvijeni su prema Metodologiji za izradu standarda zanimanja i skupova kompetencija (kvalifikacije.hr). Standard zanimanja je dokument u kojem su definirani ključni poslovi i pojedinačne kompetencije potrebne za njihovo obavljanje na jednom ili više radnih mjesta. Skupovi kompetencija su sadržajna podloga za izradu skupova ishoda učenja u standardu kvalifikacije. Kompetencije i ključni poslovi definirani su u suradnji s poslodavcima kao glavnim dionicima na tržištu rada. Pri izradi standarda zanimanja praćen je strateški razvoj pojedinih područja kako bi se uvrstile i očekivane buduće kompetencije.</span>

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<span lang="SK" style="mso-bidi-font-family: Calibri;">Prijedlog standarda zanimanja/zahtjev za upis standarda zanimanja i skupa kompetencija sadrži A dio obrasca u kojem su opći podatci predlagatelja, naziv standarda zanimanja i izbor HKO<sup>1 </sup>sektora te dokaz utemeljenosti prijedloga standarda zanimanja. U dokazu utemeljenosti prijedloga opisuje se strateška utemeljenost, sektorska utemeljenost i analitička utemeljenost. B dio obrasca je prijedlog standarda zanimanja: opis zanimanja, zakoni i/ili propisi koji uređuju uvjete za obavljanje zanimanja, popis ključnih poslova i pojedinačnih kompetencija, popis skupova kompetencija i pripadajućih kompetencija i uvjete rad. Aktivnosti koje omogućuju izradu standarda zanimanja su: prilagodba i optimizacija Ankete o standardu zanimanja, pojedinom zanimanju ili skupini zanimanja; vođeno intervjuiranje i strukturirani razgovori s poslodavcima koji zapošljavaju zanimanje i zaposlenicima u zanimanju; sistematizacija podataka prikupljenih anketom: izrada popisa ključnih poslova, izrada popisa znanja i vještina i formaliziranje prijedloga standarda zanimanja; izrada popisa kompetencija, pridruživanje ključnih poslova i pojedinačnih kompetencija, određivanje skupova kompetencija, određivanje opisa zanimanja i uvjeta rada. Ministarstvo nadležno za rad provodi formalno vrednovanje popunjenog Zahtjeva za upis standarda zanimanja. Nakon formalnog vrednovanja Povjerenstvu za stručno vrednovanje provodi stručno vrednovanje prijedloga. Nakon prihvaćanja Standrad zanimanja unosi se u HKO.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Na dan 28.11.2024. u registru HKO-a, sektor Zdravstvo uneseni su sljedeći standardi zanimanja koji su razvijeni u projektu Modernizacija strukovnog obrazovanja: </span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Razina 3 HKO: <span style="color: black; mso-color-alt: windowtext; background: white;">Njegovatelj starijih i nemoćnih osoba / Njegovateljica starijih i nemoćnih osoba</span></span>

<span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Razina 4.2 HKO: Fizioterapeutski tehničar / Fizioterapeutska tehničarka, Zdravstveno-laboratorijski tehničar / Zdravstveno-laboratorijska tehničarka, Sanitarni tehničar / Sanitarna tehničarka, Dentalni tehničar / Dentalna tehničarka, Primalja asistentica /<span style="mso-spacerun: yes;"> </span>Primaljski asistent, Farmaceutski tehničar / Farmaceutska tehničarka, Otoakustičar / Otoakustičarka i Dentalni asistent / Dentalna asistentica (Hrvatski kvalifikacijski okvir, 2024).</span>

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**<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Izrada standarda kvalifikacije</span>**

<span lang="SK" style="mso-bidi-font-family: Calibri;">„Standard kvalifikacije je sadržaj i struktura određene kvalifikacije, a uključuje sve podatke za određivanje razine, obujma i profila kvalifikacije te podatke koji su potrebni za osiguravanje i unapređenje kvalitete kvalifikacije**:** minimalni zajednički ishodi učenja koji trebaju biti sadržani u svakom programu koji se povezuje s tim standardom kvalifikacije“ (Agencija za strukovno obrazovanje i obrazovanje odraslih, 2017).</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">U projektu Modernizacija strukovnog obrazovanja standarde kvalifikacija izradili su poslovni subjekti prema dobivenim smjernicama za izradu standarda kvalifikacije.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Standard kvalifikacije je poveznica između standarda zanimanja i kurikula. Standard zanimanja u trajanju (Agencija za strukovno obrazovanje i obrazovanje odraslih, 2021) sadrži popis svih poslova/kompetencija potrebnih na radnom mjestu dok standard kvalifikacije sadrži skupove ishoda učenja. U sektoru Zdravstvo izrađeni su standardi kvalifikacije na razini 3 HKO i razini 4.2 HKO.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Razina kvalifikacije 3 ima minimalni obujam 60 CSVET<sup>2</sup> bodova na razini 3 <a name="_Hlk150421324"></a>ili višoj razini ishoda učenja a uvjet za završetak je izrada i obrana završnog rada dok razina 4.2 ima minimalni obujam 240 CSVET bodova od kojih je najmanje 120 CSVET bodova na razini 4 ili višoj razini ishoda učenja te je uvjet za završetak je izrada i obrana završnog rada. Hrvatski sustav bodova strukovnog obrazovanja i osposobljavanja/ Croatian Credit<span style="mso-spacerun: yes;"> </span>System for General Education (CSVET) određuje da 1 CSVET bod obuhvaća 15 do 25 sati u trajanju od 60 minuta potrebnih za stjecanje odgovarajućih ishoda učenja (Kvalifikacije.hr). CSVET bod objedinjuje vrijeme koje učenik provodi u izravnom poučavanju s vremenom koje je predviđeno za samostalno učenje<span style="mso-spacerun: yes;"> </span>te vremenom potrebnim za vrednovanje. Svi dokumenti izrađeni na projekciji u kojoj 1 CSVET bod obuhvača 25 sati. Standard kvalifikacije sadrži naziv kvalifikacije, opravdanost uvođenja i ulogu kvalifikacije, naziv i šifru zanimanja, sektor kojem pripada standard, razinu, vrstu, obujam i klasu kvalifikacije, popis skupova ishoda učenja, uvjete za pristupanje stjecanju skupa ishoda učenja, materijalne i kadrovske uvjete potrebne za stjecanje skupa ishoda učenja, materijalne i kadrovske uvjete potrebne vrednovanje skupa ishoda učenja i postupke i primjere vrednovanja skupa ishoda učenja. Standard kvalifikacije može biti za cjelovitu kvalifikaciju koja samostalno udovoljava uvjetima za pristupanje tržištu rada i/ili za nastavak obrazovanja ili djelomičnu kvalifikaciju koja isključivo uz odgovarajuću cjelovitu ili druge djelomične kvalifikacije udovoljava uvjetima za pristupanje tržištu rada ili nastavku obrazovanja. Kod vrste kvalifikacija razlikuju se kvalifikacije koje se stječu završetkom osnovnog obrazovanja, kvalifikacije koje se stječu strukovnim i umjetničkim obrazovanjem i kvalifikacije koje se stječu gimnazijskim obrazovanjem.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Na dan 28.11. 2024. u registru HKO-a, sektor Zdravstvo uneseni su sljedeći standardi kvalifikacija (standardi strukovnog dijela kvalifikacije): <span style="color: black; mso-color-alt: windowtext; background: white;">SK Njegovatelj starijih i nemoćnih osoba / Njegovateljica starijih i nemoćnih osoba (standard strukovnog dijela kvalifikacije) i SK Pomoćni njegovatelj / Pomoćna njegovateljica (standard strukovnog dijela kvalifikacije), Dentalni asistent / Dentalna asistentica, Sanitarni tehničar / Sanitarna tehničarka</span></span>

<span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Primljeni zahtjevi za upis standarda u Registar (svi zahtjevi u sektoru Zdravstvo) su: jedan zahtjev u doradi nakon stručnog vrednovanja (Hrvatski kvalifikacijski okvir, 2024).</span>

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**<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Izrada strukovnog kurikula</span>**

<span lang="SK" style="mso-bidi-font-family: Calibri;">Nove strukovne kurikule izrađuju Radne skupine za izradu sektorskih kurikuluma i strukovnih kurikuluma u okviru ESF projekta „Modernizacija sustava strukovnog obrazovanja i osposobljavanja” a na temelju Metodologije izrade sektorskog kurikuluma, strukovnog kurikuluma i kurikuluma ustanove za strukovno obrazovanje - smjernice i upute za rada. Na izaradi kurikula sudjeluju razni stručnjaci iz sustava srednjoškolskog obrazovanja, visokoškolskog obrazovanja, obrazovanja odraslih, poslodavci i drugi stručnjaci. Pri izradi strukovnih kurikula ali i drugih dokumenata poštuju se zakonski okviri koju uređuju obrazovanje. Strukovni kurikul i sektorski kurikul određuju strukovno obrazovanje.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Aktivnosti koje prethode izradi strukovng kurikula su: izrada standarda zanimanja i standarda kvalifikacije. Na temelju tih dokumenata izrađuje se sektorski kurikul te zatim i strukovni kurikul. Svi ti dokumenti kasnije su temelj za izradu kurikula ustanove za strukovno obrazovanje.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Strukovni kurikul je dokument koji opisuje proces i uvjete stjecanja kvalifikacija (Zakon o strukovnom obrazovanju, 2009). Sastavljen je od četiri dijela: opće informacije o strukovnom kurikulu, popis modula na razini cijelog strukovnog kurikula, moduli: općeobrazovni, strukovni i izborni i preporuke za izradbu završnog rada. Jedan modul u strukovnom kurikulu sadrži: naziv modula, šifru modula, kvalifikacije nastavnika koji sudjeluju u realizaciji modula, obujam modula, načine stjecanja ishoda učenja, status modula, cilj modula, ključne pojmove, povezanost modula s međupredmetnim temama, preporuke za učenje temeljeno na radu, specifične materijalne uvjete i okruženje za učenje, potrebne za realizaciju modula; skupove ishoda učenja i njima pripadajuće ishode učenja, dominanatni nastavni sustav i opis načina ostvarivanja skupa ishoda učenja, razina usvojenosti ishoda učenja - dobar, nastavne cjeline, načine i primjere vrednovanja ishoda učenja i prijedlog prilagodbe za učenike s posebnim odgojno-obrazovnim potrebama. Svrha strukovnog kurikuluma je razrada procesa stjecanja ključnih, generičkih i strukovnih kompetencija (Agencija za strukovno obrazovanje i obrazovanje odraslih, 2021).</span>

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<span lang="SK" style="mso-bidi-font-family: Calibri;">Sektorski kurikul je mapa jednog sektora i omogučava vertikalnu i horizontalnu prohodnost u jednom sektoru. Prema Zakonu u strukovnom obrazovanju (2009., 2018.) sektorski kurikul sadrži: popis popis svih kvalifikacija sektora, popis skupova ishoda učenja iz standarda kvalifikacija unutar sektora prema razini obrazovanja. Svaki skup ishoda učenja i svaki ishod ima odgovarajuću šifru, načine i uvjete za ostvarivanje horizontalne i vertikalne prohodnosti u sklopu sektora, modele i preporuke za provođenje svih oblika učenja temeljenog na radu na razini sektora i prosječno ukupno vrijeme koje učenik treba utrošiti za stjecanje pojedinih skupova ishoda učenja iskazano u CSVET ili HROO bodovima. U obrazovanju odraslih načini stjecanja ishoda učenja mogu biti definirani posebnim propisima.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Iz sektorskog kurikula proizlazi jezgrovni dio strukovnog kurikula i njega čine općeobrazovni predmeti i sektorski moduli koji su zajednički za sve kvalifikacije. Osim sektorskih tu su i podsektorski moduli koji su zajednički za pojedine grupe kvalifikacija u sektoru koje imaju zajedničke karakteristike.</span>

<span lang="SK" style="mso-bidi-font-family: Calibri;">Strukovni kurikul sadrži sektorske module, podsektroske module i razlikovni dio svojstven svakoj kvalifikaciji i izborni dio. Izborni dio strukovnog kurikula omogućuje dodatno stjecanja kompetencija koje odgovaraju na potrbe tržišta rada, unutar kojih se koriste nove tehnologije i sl. Učenik ih odabire prema osobnim interesima, sposobnostima i mogućnostima ustanove (Agencija za strukovno obrazovanje i obrazovanje odraslih, 2024).</span>

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**<span lang="PL" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Zaključak</span>**

<span lang="PL" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Strukovno obrazovanje u Republici Hrvatskoj predstavlja važan segment obrazovnog sustava, usmjeren na stjecanje kompetencija potrebnih za tržište rada, osobni i profesionalni razvoj te nastavak obrazovanja. Suočeno je s demografskim izazovima poput starenja stanovništva, smanjenja broja učenika i izraženim promjenama na tržištu rada<span style="mso-spacerun: yes;"> </span>zahtjeva prilagodbu kako bi osiguralo održivost i relevantnost. Projekt „Modernizacija sustava strukovnog obrazovanja i osposobljavanja „<span style="mso-spacerun: yes;"> </span>odgovor je na neke od izazova prilagodbe strukovnog obrazovanja zahtjevima društva i tržišta rada.</span>

<span lang="PL" style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Izrada standarda zanimanja i kvalifikacija prema Hrvatskom kvalifikacijskom okviru donosi racionalizaciju broja kurikula i omogućuje lakšu horizontalnu i vertikalnu prohodnost učenika, kao i bolje uključivanje na tržište rada. Fokus na učenje temeljeno na radu, suradnja s poslodavcima i uvođenje suvremenih metoda poučavanja doprinose podizanju kvalitete obrazovanja i pripremi učenika za budućnost. Uvođenje CSVET bodova dodatno standardizira proces stjecanja kvalifikacija, omogućujući transparentnost i usporedivost s europskim sustavima. </span><span lang="PL" style="mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Modularni strukovni kurikulum predstavljaju značajan iskorak u organizaciji nastave u strukovnom obrazovanju. Omogućuju stjecanje ishoda učenja u logičnim i povezanim cjelinama. Prijedlog prilagodbe za učenike s posebnim odgojno-obrazovnim potrebama osigurava veću fleksibilnost i inkluzivnost u obrazovanju. Odgojno-obrazovne ustanove mogu osigurati prepoznatljivost odabirom izbornih modula ali i odgovoriti na regionalne potrebe tržišta rada.</span>

<span lang="PL" style="mso-bidi-font-family: Calibri; mso-ansi-language: PL;">Implementacija novih strukovnih kurikula u strukovne škole daljnji je izazov koji zahtijeva dobru pripremu, planiranje, praćenje i intervencije u slučaju poteškoća u implementaciji. </span>

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**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Literatura</span>**

**<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;"> </span>**

<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">Agencija za strukovno obrazovanje i obrazovanje odraslih (n.d.-a). </span><span style="mso-bookmark: _Hlk156336904;">*<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">Modernizacija sustava strukovnog obrazovanja i osposobljavanja</span>*</span><span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">.</span></span><span style="mso-bookmark: _Hlk156336904;"><span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;"> preuzeto 28.06.2024. s<span style="mso-spacerun: yes;"> </span></span></span>[<span style="mso-bookmark: _Hlk156336904;"><span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">https://www.asoo.hr/projekti-i-suradnja/esf-projekti/modernizacija-sustava-strukovnog-obrazovanja-i-osposobljavanja/</span></span>](https://www.asoo.hr/projekti-i-suradnja/esf-projekti/modernizacija-sustava-strukovnog-obrazovanja-i-osposobljavanja/)<span style="mso-bookmark: _Hlk156336904;"><span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri;"><span style="mso-spacerun: yes;"> </span></span></span>

<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">Agencija za strukovno obrazovanje i obrazovanje odraslih. (n.d.-b). *Modernizacija sustava strukovnog obrazovanja i osposobljavanja*. Preuzeto 27.06.2024. s </span></span>[<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">https://e-kvalifikacije.asoo.hr/</span></span>](https://e-kvalifikacije.asoo.hr/)

<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">Agencija za strukovno obrazovanje i obrazovanje odraslih. (2023). *Godišnje izvješće za 2023. godinu*. Preuzeto 29.06.2024. s </span></span>[<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">https://www.asoo.hr/wp-content/uploads/2024/05/Godisnje\_izvjesce\_asoo\_2023\_web.pdf</span></span>](https://www.asoo.hr/wp-content/uploads/2024/05/Godisnje_izvjesce_asoo_2023_web.pdf)<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;"> </span></span>

<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">Agencija za strukovno obrazovanje i obrazovanje odraslih. (2017). *Smjernice za izradu i vrednovanje standarda kvalifikacija*. Preuzeto 30.06.2024. s </span></span>[<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">https://www.kvalifikacije.hr/sites/default/files/news/2017-07/Smjernice%20za%20izradu%20i%20vrednovanje%20SK.pdf</span></span>](https://www.kvalifikacije.hr/sites/default/files/news/2017-07/Smjernice%20za%20izradu%20i%20vrednovanje%20SK.pdf)

<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">Agencija za strukovno obrazovanje i obrazovanje odraslih. (2021). *Smjernice za razvoj standarda kvalifikacija u strukovnom obrazovanju i osposobljavanju*. Preuzeto 30.06.2024. s </span></span>[<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">https://www.kvalifikacije.hr/sites/default/files/documents-publications/2021-12/Smjernice%20za%20razvoj%20standarda%20kvalifikacija%20u%20strukovnom%20obrazovanju%20i%20osposobljavanju.pdf</span></span>](https://www.kvalifikacije.hr/sites/default/files/documents-publications/2021-12/Smjernice%20za%20razvoj%20standarda%20kvalifikacija%20u%20strukovnom%20obrazovanju%20i%20osposobljavanju.pdf)

<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">Agencija za strukovno obrazovanje i obrazovanje odraslih. (2024). *Smjernice za izradu strukovnih kurikuluma*. Preuzeto 30.06.2024. s </span></span>[<span style="mso-bookmark: _Hlk156336904;"><span lang="SK" style="font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">https://www.asoo.hr/wp-content/uploads/2024/09/Smjernice-za-izradu-strukovnih-kurikuluma.pdf</span></span>](https://www.asoo.hr/wp-content/uploads/2024/09/Smjernice-za-izradu-strukovnih-kurikuluma.pdf)

<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Cornford, I.R. (1999). Rediscovering the importance of learning and curriculum in vocational education and training in Australia. </span>*<span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif;">Journal of Vocational Education &amp; Training, 51</span>*<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">, 93-116. </span>

<span lang="SK" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: SK;">Hrvatski kvalifikacijski okvir. (2024). *Registar standarda*. Preuzeto 28.06.2024., s [https://hko.srce.hr/registar/standardi](https://hko.srce.hr/registar/standardi;jsessionid=A7AC5FCDFDC6DD57AA3C80FD3681030D)</span>

*<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">Metodologija za izradu standarda zanimanja i skupova kompetencija</span>*<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;"> preuzeto 28.11.2024. s [http://www.kvalifikacije.hr/sites/default/files/documents-publications/2021-12/Metodologija%20za%20izradu%20standarda%20zanimanja%20i%20skupova%20kompetencija.pdf](http://www.kvalifikacije.hr/sites/default/files/documents-publications/2021-12/Metodologija%20za%20izradu%20standarda%20zanimanja%20i%20skupova%20kompetencija.pdf) </span>

*<span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; color: black; mso-color-alt: windowtext; background: white;">Metodologija izrade sektorskog kurikuluma, strukovnog kurikuluma i kurikuluma ustanove za strukovno obrazovanje – smjernice i upute za izradu, </span><span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; color: black; mso-color-alt: windowtext; background: white; font-style: normal;">ASOO, 2021, preuzeto<span style="mso-spacerun: yes;"> </span>28.11.2024. s</span><span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; color: black; mso-color-alt: windowtext; background: white;"> </span>*<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">[https://www.asoo.hr/obrazovanje/strukovno-obrazovanje/metodologija-izrade-strukovnih-kurikuluma/](https://www.asoo.hr/obrazovanje/strukovno-obrazovanje/metodologija-izrade-strukovnih-kurikuluma/)<span style="mso-spacerun: yes;"> </span></span>

*<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">Nacionalni kurikulum za strukovno obrazovanje. </span>*<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">MZO 2018. preuzeto 28.11.2024. s [https://mzo.gov.hr/UserDocsImages/dokumenti/Obrazovanje/StrukovnoObrazovanje/Nacionalni%20kurikulum%20za%20strukovno%20obrazovanje%20(objavljeno%209.%207.%202018).pdf](https://mzo.gov.hr/UserDocsImages/dokumenti/Obrazovanje/StrukovnoObrazovanje/Nacionalni%20kurikulum%20za%20strukovno%20obrazovanje%20(objavljeno%209.%207.%202018).pdf) </span>

<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">Sahalberg, P. (2012). Lekcije iz Finske: Što svijet može naučiti iz obrazovne promjene u Finskoj. Zagreb, Školska knjiga</span>

<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;"> </span>

<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;"> </span>

<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Pravilnik o Registru Hrvatskoga kvalifikacijskog okvira, NN 96/2021-1741 preuzeto 28.11.2024. s<span style="mso-spacerun: yes;"> </span></span><span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">[<span style="background: white;">https://narodne-novine.nn.hr/clanci/sluzbeni/2021\_09\_96\_1741.html</span>](https://narodne-novine.nn.hr/clanci/sluzbeni/2021_09_96_1741.html)<span style="color: #3f7fc3; background: white;"> </span></span>

<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">Sucipto, S., &amp; Tugino, T. (2021). Determinants Skills for Vocational Educators Success. </span>*<span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif;">Proceedings of the 2nd Vocational Education International Conference, VEIC 2020, 27th August 2020, Semarang, Indonesia</span>*<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white;">.</span>

<a name="_Hlk156337064"></a><span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">ŠeR školski rudnik ReferNet Hrvatska; ŠeR:preuzeto </span><span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">28.10.2024. a<span style="mso-spacerun: yes;"> </span>[https://mzo.gov.hr/vijesti/ser-skolski-e-rudnik/2034](https://mzo.gov.hr/vijesti/ser-skolski-e-rudnik/2034) [https://app.powerbi.com/view?r=eyJrIjoiZWE3YTE4OWQtOWJmNC00OTJmLWE2MjktYTQ5MWJlNDNlZDQ0IiwidCI6IjJjMTFjYmNjLWI3NjEtNDVkYi1hOWY1LTRhYzc3ZTk0ZTFkNCIsImMiOjh9](https://app.powerbi.com/view?r=eyJrIjoiZWE3YTE4OWQtOWJmNC00OTJmLWE2MjktYTQ5MWJlNDNlZDQ0IiwidCI6IjJjMTFjYmNjLWI3NjEtNDVkYi1hOWY1LTRhYzc3ZTk0ZTFkNCIsImMiOjh9)<span style="mso-spacerun: yes;"> </span></span>

*<span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; color: #3e4551; background: white;">Z</span><span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; color: black; mso-color-alt: windowtext; background: white;">akon o Hrvatskom kvalifikacijskom okviru, </span><span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; color: black; mso-color-alt: windowtext; background: white; font-style: normal;">NN 22/13 (20/21) preuzeto 06.11.2024. s </span>*

<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">[<span style="background: white;">https://www.zakon.hr/z/566/Zakon-o-Hrvatskom-kvalifikacijskom-okviru</span>](https://www.zakon.hr/z/566/Zakon-o-Hrvatskom-kvalifikacijskom-okviru)*<span style="font-family: 'Calibri',sans-serif; color: #3e4551; background: white;"> </span>*</span>

*<span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; color: black; mso-color-alt: windowtext; background: white;">Zakon o strukovnom obrazovanju, </span><span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; color: black; mso-color-alt: windowtext; background: white; font-style: normal;">NN (30/09 (69/22)) preuzeto 05.11.2024. s</span><span lang="sr-Latn-BA" style="font-size: 12.0pt; font-family: 'Calibri',sans-serif; color: #3e4551; background: white; font-style: normal;"> </span>*<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri;">[<span style="background: white;">https://www.zakon.hr/z/383/Zakon-o-strukovnom-obrazovanju</span>](https://www.zakon.hr/z/383/Zakon-o-strukovnom-obrazovanju)*<span style="font-family: 'Calibri',sans-serif; color: #3e4551; background: white;"> </span>*</span>

<span lang="sr-Latn-BA" style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: #2e414f; background: white;">Wu, X., &amp; Ye, Y. (2018). Curriculum of Technical and Vocational Education. </span>


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[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

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<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span lang="BS-LATN-BA" style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: BS-LATN-BA;"><span lang="EN-US" style="font-size: 14.0pt; line-height: 115%; font-family: 'Calibri',sans-serif; mso-fareast-font-family: Calibri; mso-bidi-font-family: Aptos; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Development of vocational curricula as part of the ESF project *Modernisation of the Vocational Education and Training System* in the Health sector</span></span>**

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<table border="0" id="bkmrk-abstract-keywords-%C2%A0" style="width: 100.063%;"><tbody><tr><td style="width: 100%;">##### **Abstract**

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<span lang="EN-US" style="mso-bidi-font-family: Aptos; mso-ansi-language: EN-US;">The project titled *Modernisation of the Vocational Education and Training System* was implemented by the Agency for Vocational </span><span lang="SK" style="mso-bidi-font-family: Aptos; color: #3e4551; background: white;">Education and Training </span><span lang="EN-US" style="mso-bidi-font-family: Aptos; mso-ansi-language: EN-US;">and Adult Education. Its aim is to develop attractive, innovative and relevant vocational education and training linked with the labor market (ASOO). The project is co-financed by the European Social Fund.</span>

<span lang="EN-US" style="mso-bidi-font-family: Aptos; mso-ansi-language: EN-US;">The ultimate goal of the project is to develop new vocational curricula tailored to the needs of the contemporary labor market requirements and modern pedagogical guidelines. A breakthrough in pedagogical practice is the planning of vocational curricula in modules. The module is a logical and meaningful unit in which different learning outcomes are linked together. In each sector, a sectoral curriculum is developed that forms the sectoral core: subjects common to all curricula within the sector and a sub-sectoral part common to related professions. The paper describes the development of vocational curricula in the Health sector.</span>

</td></tr><tr><td style="width: 100%;">***Key words:***

</td></tr><tr><td style="width: 100%;"><span lang="BS-LATN-BA"><span lang="EN-US">Health sector; module; sector curricula </span></span>

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