Participation of students with different types of difficulties during practical work in the subject Nature and Society in primary classroom teaching
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Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality 3rd International Scientific and Art Conference |
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| Section - Education for social and cultural diversity | Paper number: |
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“Whenever I travel and meet the people whom we care for – be they students, families or children – I invariably witness the transformational power of education. And I see how the rhythms of refugees’ lives, like ours, are also built around the everyday routines – and the predictable safety – of going to school. Of studying for exams. Of being with friends. Of learning” (United Nations, 2024: 6).
Filippo Grandi
UN High Commissioner for Refugees
Introduction
ChildrenScientific makeliteracy upis athe substantialcapacity portionto understand, utilize and discuss scientific concepts and methods to navigate through the complexity of the globalnatural migrantworld. population,Today, within ana estimatedsociety 14.8that millionis beingincreasingly school-agerelying refugees,on of which about 7.2 million are outside of formal education (United Nations, 2024). In the contemporary social, geopolitical,technology and culturalscientific context,knowledge, thethis inclusion of migrant students and asylum seekers in the educational systems of EU host countries and beyondliteracy is considered one of the most important abilities necessary for informed citizenship and problem solving (De Zan, 2005; Valladares, 2021). The importance of scientific literacy extends past the classroom, empowering individuals to make informed decisions about health, environment and technology, which have a direct impact on their lives and communities. Therefore, promoting this literacy is essential to addressing numerous global problems that society faces today, including climate change, public health crises, and technological advances (Arrigoni, 2010; Dujmović, 2011; Braš Roth et al., 2017). The historical evolution of science education is indicative of the increasing value of scientific literacy over time. In the past, educational systems primarily concerned themselves with rote learning of facts and they often failed to utilize scientific knowledge in real-world situations. However, modern educational traditions prioritize critical thinking and inquiry-based learning, these skills enable students to actively explore and understand natural phenomena (De Zan, 2005; Domazet, 2007; Kovačić et al., 2018). The evolution of assessments, such as the International Assessment System (PISA), has demonstrated the necessity for schools to promote scientific knowledge among students, making sure they have necessary skills to deal with the contemporary challenges of science. These components include: (1) the knowledge of fundamental scientific principles and the scientific method, (2) the ability to analyse and interpret data, (3) critical thinking and problem-solving abilities, (4) the awareness of the relationship between nature and society. By incorporating these components into educational programs, teachers can facilitate the development of comprehensive understanding of the natural world and its processes (Arrigoni, 2010; NCVVO, 2019; Tretyakov, 2024). Additionally, promoting activities and games that promote exploration and experimentation can enhance student participation in natural sciences, this will ultimately lead to a more profound and longer-lasting understanding of scientific research. This approach promotes student participation by encouraging them to participate in the scientific process through investigation, experimentation and exploration. By letting students investigate topics that interest them, teachers can promote greater understanding of scientific principles and improve critical thinking. Inquiry-based learning is diverse and can take several different forms, including project-based instruction, collaboration, and hands-on experiments. For instance, students can collaborate with others to conduct experiments that concern the ecological system, this not only increases their knowledge of natural sciences, but also promotes teamwork and communication skills (Novoselić et at., 2013; Chu et al., 2021; Manzano-León et al., 2021; Öztürk et al., 2022; Weng et al., 2022).
The subject Nature and Society is presented as an interdisciplinary course that merges environmental issues with social, economic and cultural aspects of immigrationsustainable policy, as well as other policies (educational, social, etc.). In recent years, especially after the closure of the Balkan route in 2016, Serbia, as a transit country, has seen a significant increase in the number of migrant childrendevelopment and asylumactive seekerscitizenship. dueIt aims to variousdeliver conflictsnot inonly thecritical Middletheoretical East,ideas Southbut Asia,also experiential and Africahands-on (Đorđević, Šantić and Živković, 2018).learning. According to someAnđić data,& over 5,500 migrant students and asylum seekers have passed through the education system in SerbiaMažar (Ministry of Education, Science and Technological Development of the Republic of Serbia2023), 2023).teachers' Migration trends have contributed to the intensification of discussions and research in recent decades on improving the quality of education for migrant children and asylum seekers through further development of legal regulations and direct pedagogical practices. Since laws form the foundation for planning and organizing educational work, the public and educational policy measures supporting the education of migrant children and asylum seekers will first be mapped, followed by an examination of the concept of the inclusive school as a reference theoretical framework for implementing and improving the practice itself.
International and national legal frameworks are designedinvolvement with the intention of ensuring all children, especially those from vulnerable social groups, the right and access to quality education, as well as equal educational opportunities, alongside their peers, regardless of their origin, language, ethnicity, or legal and other status. Numerous international (Convention relating to the Status of Refugees, 1951; Convention on the Rights of the Child, 1989; EU Charter of Fundamental Rights, 2000; Council Directive on the education of children of migrant workers from EU countries, 1977) and national legislative frameworks (Constitution of the Republic of Serbia, 2006; Law on Asylum and Temporary Protection, 2018; Law on the Foundations of the Education System, 2017; Professional Instructions on the Inclusion of Refugee/Asylum Seeker Students in the Education System, 2017) support the inclusion of migrant students into educational systems. Article 26 of the Universal Declaration of Human Rights (United Nations, 1948) and Article 13 of the International Covenant on Economic, Social and Cultural Rights (United Nations, 1966) emphasize education as a fundamental right of every child, as well as equal access to education, regardless of nationality and migration status. Achieving the right to educationnature is crucial for the developmentsuccessful delivery of this subject in Croatian schools. Teachers in these settings employ practical work like field trips, nature walks, or on-site projects to give students an opportunity to witness the natural world firsthand, alongside associating theoretical notes with real-world environmental phenomena.
Implementation of participation in the practical work in Nature and realizationSociety involves a triangulated approach that encompasses behavioural engagement, cognitive processing, and affective commitment. The behavioural dimension relates to the frequency, duration, and quality of otherstudents' rights.participation Articlein 22practical activities such as field trips, group discussions, hands-on explorations and outdoor explorations. Direct observation or structured checklists used to record behaviours like initiating questions, responding to discussions, working with others, and completing assigned tasks can provide this information (Arendse & Hess-April, 2023). The second is the cognitive dimension reflected by how much content students internalize and apply from the knowledge gained during these practical sessions. It consists of performance-based assessments and reflective reports in which students show their understanding of the Conventionrelationship relatingbetween tonatural phenomena and societal issues. The last one is affective; it shows interest, motivation and emotions exhibited by students in these activities (Magaba, 2022).
Practical work poses great challenges for students with special needs in cognitive, emotional and psychomotor functioning, a complex and multidirectional intervention is often needed. The motor activity must be continuous, therefore presenting a serious psychomotor challenge. The elements of practical work would then have the Status of Refugees (United Nations, 1951) defines refugees' access to education at all levels and support for education. Similarly, the Convention on the Rightsadaptability of the Childessential need for movement and physical engagement. The emotional burden may also play a paradoxical role for these students because on one hand, it brings instability in moods and emotional deficiency, which may end up rendering poor performance. On the other hand, it breeds creativity and a feeling of 'victory' upon overcoming a problem (UnitedLogan Nationset al.,2012; Mofield et al., 2023; Moni et al., 2007). Emotional difficulties, combined with idiosyncratic socialization problems—such as those experienced by students with intellectual disabilities who struggle to integrate into games with other children due to cognitive limitations—can pose significant challenges; for children with intellectual disabilities, it also opens the need for special support systems to foster their integration 1989)(Krutsevich emphasizeset al., 2020). As a result, understanding and addressing these associated problems is important in order to maximize educational experiences of students with disabilities and make sure that practical applications are both accessible and beneficial.
Participation in classes of Nature and Society is primarily affected by developmental disabilities, as these disabilities affect both social interaction and the rightcapacity to participate in the class endeavours. However, the inclusive nature of childreneducational programs can greatly promote participation of students with disabilities when specifically designed to education,address highlightingtheir freeunique needs (Athamanah et al., 2019; Gilson et al., 2020). In this respect, an inclusive approach enables a student with a disability to participate in all activities of a class where their peers are developmentally typical. This involvement does not encompass only academic situations but rather all learning experiences that involve students both actively and compulsoryemotionally. primaryAccording education,to research, meaningful activities like exploration of natural environment benefit students by increasing attention, reducing stress, and improving problem-solving skills. In addition, such settings with developed support create an atmosphere where students feel valued and proficient; hence there is increased engagement and better academic performance (Moni et al., 2007).
In addressing practical challenges faced by students with various difficulties, effective adaptations in educational settings have proven to be instrumental. Self-discipline is a major component of the general concept of self-regulated learning (Zimmerman, 2002; Schunk, 2012). The ability to self-discipline allows learners to plan, monitor, and adjust their learning behaviour effectively. Goal setting and resource allocation with persistence in the face of adversity explains why self-regulated learners have better academic performance according to Pintrich and De Groot (1990). In remote learning environments where independent study is more pronounced, self-discipline becomes the key in ensuring consistent learning as well as accessiblesuccess. secondary education. The International Convention onAdditionally, the Eliminationcreation ofand Allstrict Forms of Racial Discrimination (United Nations, 1966) requires signatory countriesadherence to eliminatea racialpersonalized discriminationschedule became a common practice among students, serving as a practical means in organizing their time and ensuretasks equalmore accessefficiently (Gelles et al., 2020). These strategies collectively contributed to educationa formore all.structured In additionapproach to internationallearning, conventions,allowing strategic frameworks such as the Sustainable Development Agenda (United Nations, 2015) underscore the importance of inclusive and equitable quality education for all as one of the sustainable development goals. The UNHCR Strategy for Refugee Inclusion outlines key goals for refugee and displaced children and youthstudents to achieve by 2030, in the areas of access to education, quality of education, and the development of skills and opportunities to build a better future (UNHCR, United Nations High Commissioner for Refugees, 2019) for the implementation of the lessons, as well as measures to improve teaching of the children's mother tongue and culture ofaccommodate their countryunique of origin.
Article 14 of the Charter of Fundamental Rights of the European Union (European Union, 2012) defines that everyone has the right to education (the possibility of free compulsory education), as well as the freedom to establish educational institutions in accordance with democratic principles and their religious, philosophical, and pedagogical beliefs, as well as national laws regulating the exercise of such freedom and rights. Similarly, Article 2 of the Protocol to the Convention for the Protection of Human Rights and Freedoms (Council of Europe, 1952) emphasizes that, in ensuring the child's right to education, the right of parents to provide education and teaching in accordance with their religious and philosophical beliefs must be respected. Furthermore, the Common Framework for Integration: Common Basic Principles for Immigrant Integration Policy in the European Union (European Commission, 2005) provide guidelines for strengthening integration policies in the EU, emphasizing the importance of education, equal access to services, and non-discrimination in institutions, employment, as well as knowledge of the host country’s language and history.
Similar to international legislative frameworks, the key characteristics of national frameworks supporting the educational inclusion of migrants are reflected in the provision of: a) the right and access to inclusive educational opportunities, i.e., preschool, free primary, and further education for all children; b) protection from all forms of discrimination – based on race, ethnicity, migration status (Constitution of the Republic of Serbia, 2006; Law on Asylum and Temporary Protection, 2018; Law on the Foundations of the Education System, 2017), as well as (c) clear procedures and processes for including migrant and asylum-seeking students in schools and other educational institutions (Ministry of Education, Science and Technological Development of the Republic of Serbia, 2017). The Professional Instructions on the Inclusion of Refugee/Asylum Seeker Students in the Education System (Ministry of Education, Science and Technological Development of the Republic of Serbia, 2017) have been in use since 2017 in schools attendeddifficulties by migrant students. These instructions define in more detail the enrollment conditions, methods, and models of support at the school level (for teachers and school staff, regular class students, and their parents), ways of providing language, psychological, and educational support to the student and their parents/guardians, monitoring their progress and development, as well as the process of maintaining pedagogical documentation. The school-level Support Plan focuses on preparing the school community, including homeroom teachers, parents/guardians, and students, for the integration of a new student. The Pupil Support Plan is more individualized, addressing the student's specific needs, and includes an adaptation program to manage stress, intensive language learning in Serbian through supplementary classes, and integration into regular and extracurricular school activities. This plan also emphasizes the individualization of teaching activities, adjusting schedules, didactic materials, and teaching methods to better support the student’s learning process. Since the right to education is linked to ensuring other rights (such as the right to health and social protection, protection of personal data, freedom of thought, etc.), support for migrant students, refugees, and asylum seekers includes provisions and measures for ensuring access to necessary support services in the community.
The concept of an inclusive school, developed by Booth and Ainscow (2011) and systematically presented in the Index for Inclusion, encompasses three main areas: creating inclusive cultures, creating inclusive policies, and creating inclusive practices. It is a comprehensive tool and a means of support for school staff to critically reflect on their practices, identify areas for improvement, and implement changes that promote inclusion. In addition to self-assessment, this framework can also be useful in developing action plans to improve the inclusivity of the school and ensure dynamism and continuity of the process. The first area – Creating Inclusive Cultures – focuses on building a school culture that values diversity and supports the participation of all students. This includes fostering a sense of belonging, promoting respect for diversity, creating a culture of collaboration among teachers, students, families,responsibility and theautonomy broaderon community,their aseducational welljourney. asTherefore, building trustschools and relationships.teachers Theshould secondconsider areaintegrating ofthese adaptive strategies into their curricula to support students with diverse needs, ultimately promoting an inclusive schooland focuseseffective onlearning creatingenvironment.
Integration policiesof practical projects into the teaching of Nature and Society at the primary level is not simply a methodological choice, but a fundamental approach that aims to supportpromote inclusivityscientific atknowledge eachamong levelyoung students. This approach involves students in practical experiences that promote their cognitive, emotional, and physical abilities, all of which are essential to comprehending scientific concepts and methods. However, students with different types of developmental disabilities have unique difficulties during practical applications that can adversely affect their participation and learning. Cognitive issues may impede their capacity to comprehend scientific concepts, while emotional issues can influence their enthusiasm and emotional participation in the schoollearning system. Inclusive policies encompass: equal opportunitiesprocess (e.g.Anderson et al., ensuring2022; Kryukova et al., 2023; Yang & Ma, 2022).
It is vital to investigate how various developmental disabilities affect the participation of students in Nature and Society classes, and to identify effective methods of inclusion that can enhance the learning experience of all students. Understanding the specific problems that these students have equalis accesscrucial for developing customized instructional strategies that not only consider their needs but also promote their active participation in practical activities. This research aims to qualityexplore education),these non-discriminationaspects (preventingin alldepth, formselucidating the complexity of discrimination,student participation during practical applications and providing insight into effective methods that can assist diverse students in the primary classroom setting. By examining specific adaptations that teachers can implement, such as racism,differentiated xenophobia,instructions, etc.),hands-on developinglearning anopportunities, and supportive peer interactions, this research aims to identify effective approaches that enhance participation and learning outcomes for students with diverse learning challenges in practical activities. Ultimately, this study seeks to contribute to the ongoing discourse on inclusive curriculumeducation by providing insights and recommendations that reflectscan empower teachers, inform policy, and enrich the diverse cultural backgrounds andeducational experiences of all students, ensuring that learning becomes relevant to everyone. The third area – Creating Inclusive Practices – focuses on the practical actions that schools undertake to implement inclusionlearners in everydayprimary teachingNature and extracurricularSociety activities. This aspect of developing an inclusive school includes: adapting teaching strategies to meet the diverse needs of all students, providing peer support and collaboration, creating a supportive physical and emotional learning environment, involving families and communities, and addressing barriers (such as language difficulties, cultural differences, or socio-economic challenges) in the learning and participation process of all students. The nurturing of an inclusive school culture is reflected not only in creating inclusive policies and practices but also in the positive attitudes of staff, students, parents, and the community. By focusing on creating inclusive cultures, policies, and practices, schools can ensure that every student has the opportunity to fully participate in their education, i.e., learning and participation in a formal context, to feel accepted and valued, and to achieve their maximum potential and development.
Although there is concern worldwide for the living and educational situation of migrants, attitudes toward their inclusion in regular school classes are often inconsistent and vary significantly, with some expressing resistance and fear, while others show openness, acceptance, and solidarity. The inclusion of migrant and asylum seeker students in the educational system has become particularly relevant in relation to the concept of teacher professional development and other educators (Abacioglu, Fischer & Volman, 2022; Prentice, 2023; Rissanen, Kuusisto & Kuusisto, 2016). The attitudes of teachers, future teachers, and other educators towards the educational inclusion of migrant and asylum-seeking students in regular schools vary depending on a range of factors, including cultural background, personal experiences, broader social and political context, media portrayal, systemic solutions, and the level of support during teacher professional education and development, etc. Understanding the attitudes of students from pedagogical, philological, and philosophical faculties toward the inclusion of migrant and asylum seeker students in schools is essential for fostering an inclusive, tolerant, and supportive educational environment and overall school climate. This paper examines the perceptions of students who are future educators and explores the implications of their attitudes on the concept of professional education. Systems of professional education for future educators worldwide (Abacioglu, Fischer & Volman, 2022), as well as in the Western Balkans (Pantić, 2008), have traditionally been structured as monocultural. As a result, they cannot sufficiently prepare future teaching candidates for educational work with students from diverse cultural identities and backgrounds, with different migration statuses. Given the importance of educational inclusion of migrant and asylum seeker students, on the one hand, and the current concept of professional education for teachers, educators, and pedagogues in national frameworks, the primary problem of this research is highlighted – the attitudes of future educators towards the educational inclusion of migrant and asylum seeker students in the educational system of Serbia. classes.
MethodMethods
ByAim starting fromof the educationresearch
This towardsresearch migrantaims to explore the unique obstacles encountered by primary school students with various developmental disabilities when engaging in practical work during Nature and asylumSociety seekerclasses, childrenas evaluated by their teachers. It focuses on understanding how these obstacles vary during distinct phases of practical tasks, including both collaborative and individualized work. This research is grounded in thea EUbroader and Serbia as well as the conceptcontext of inclusive school,education research, wherein studies emphasize that the researchphysical waslearning conductedenvironment, teaching methodologies, and available resources must be sensitive to the varied challenges faced by the students with disabilities (Katanani et al., 2023). Moreover, previous research underscores the aimimportance of investigatingteacher students’perspectives attitudesin towardsidentifying obstacles and tailoring interventions that promote effective learning outcomes in inclusive settings (Weiß et al., 2018; Nikčević-Milković et al., 2019). The findings of this study are expected to inform strategies for improving instructional practices and creating more supportive learning environments, particularly in practical subject areas such as Nature and Society, thereby enabling a more personalized and equitable learning experience for all students.
In doing so, the inclusionstudy ofexamines migrantteacher andassessments asylumto seekerdetermine studentswhether inthere are differences in:
Hypothesis
The following hypothesis is derived from the education system of Serbia. The general aim of the research was specified through two tasks:
(1) determine the degree of expression and the factor structure of students’ attitudes towards the inclusion of migrant and asylum seeker students in the education system; and
(2) investigate the differences in students’ attitudes towards inclusive education in relation to independent variables (university, year of study, study programme, contribution of studies to acquiring knowledge about the inclusion of migrant/asylum seeker students in the education system). research:
Based on the previous research results (Glock et al., 2019; Đorđević, Šantić and Živković, 2018; McCorkle, 2019; Prentice, 2023; Saglam and Ilksen-Kanbur, 2018), two research hypotheses were formulated:
Hypothesis 1: The majority of students have positive attitudes towards the inclusion of migrant and asylum seeker students in the education system of Serbia;
Hypothesis 2: In relation to the independent variables, students’ attitudes towards the inclusion of migrant and asylum seeker students in the education system of Serbia differ.
ResearchH1 sample.Teachers estimate that there are statistically significant differences between students with different types of difficulties during collaborative work.
H2 Teachers estimate that students with different types of difficulties have statistically significant differences in independence when solving individualized practical work tasks.
H3 TheTeachers researchestimate wasthat conductedapplications onappropriate anfor students with disabilities are sufficiently adapted for all types of disabilities.
appropriateH4 Teachers estimate that there is a statistically significant difference in independence when performing practical tasks among students with different types of disabilities.
H5 Teachers estimate that students with intellectual disabilities experience greater difficulty in drawing conclusions from practical work compared to students with other types of disabilities.
H6 Teachers estimate that there is a statistically significant difference between students with different types of developmental disabilities when using experimental equipment.
Participants
A total of 309 primary school teachers participated in the study. From the total number of teachers, 62 teachers had previous experience working with students with disabilities, they were selected as a sample offor 261the studentspurposes of undergraduatethis academic studiesstudy (UAS) at the faculties of education, philology and philosophy in Serbia, aged 19-36 (89,7% are females and 10,3% are males). The structure of the students’ sample according to the singled out demographic and education characteristics is shown in Table 1.1).
Table 1
Structure of the research sample in relation to the independent variables
Characteristics of participants
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N / % |
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Gender |
Male Female |
2 / 3.2% 60 / 96.8% |
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Age |
26 – 36 37 – 47 48 – 58 59 and above |
7 / 11.3% 23 / 37.1% 24 / 38.7% 8 / 12.9% |
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Level of education |
College degree University degree Master’s degree/PhD |
14 / 22.6% 43 / 69.4% 5 / 8.1% |
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Professional experience |
1 – 10 11-21 22-32 33 and above |
9 / 14.5% 20 / 32.2% 23 / 37.1% 10 / 16.1% |
Instrument
The information was gathered using a Questionnaire that was designed for this purpose, which is a part of a larger research project "Didactic-methodical difficulties in classroom teaching with students with special educational needs" (IP-ODHZ-11-2021).
The first part of the Questionnaire gathered information on sociodemographic characteristics: gender, age, educational level and work experience. For each student for whom teachers completed the questionnaire, they were required to select one of the offered categories of difficulty to which the student belonged to and those were: intellectual difficulties, autistic spectrum, language and speech difficulties and attention deficit hyperactivity disorder (ADHD).
Procedure of research
The participants completed the questionnaire online, which was accessible through the Google Forms platform during the latter half of 2022. The results were attained by the SPSS for Windows v21 statistical software program. The Kolmogorov-Smirnov distribution normality test was also used, which showed that the data distribution on both scales is significantly different from the normal distribution (p < .01), therefore nonparametric analysis was used in the analysis of the results, including Chi-square and Kruskal Wallis test. The test results were presented in the form of ranks, since non-parametric methods were used. A lower score means that the students of that category have more difficulties with the examined area.
Factor and reliability analysis
The prerequisites for conducting factor analysis have been verified, the first is the Kaiser-Meyer-Olkin test whose coefficient is KMO = 0,920; p < 0,01, which indicates that the sample is highly appropriate for factor analysis (table 2). Additionally, the Bartlett test demonstrates that the correlation between items is significant and large. Both tests for factor analysis demonstrate that the prerequisites are met.
Table 2
KMO and Bartlett's Test
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Kaiser-Meyer-Olkin Measure of Sampling Adequacy |
.92 |
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Bartlett's Test of Sphericity |
Approx. Chi-Square |
4040.82 |
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df |
528 |
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p |
.000 |
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By analysing 33 particles, six components were retained. The decision to retain components was made based on the value of characteristic roots above 1.0 and the theoretical basis of the components. Retained components explain 65.22% of the variance of all claims (Table 3).
Table 3
Variance table
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Component |
Initial value |
Variance % |
Cumulative variance % |
Variable |
Cronbach alpha |
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1 |
13.23 |
20.29 |
20.29 |
Independence |
.906 |
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2 |
2.78 |
16.65 |
36.93 |
Usage of appropriate applications |
.873 |
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3 |
2.09 |
8.29 |
45.22 |
Drawing conclusions |
.860 |
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4 |
1.29 |
8.00 |
53.23 |
Usage of experimental equipment |
.845 |
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5 |
1.17 |
6.59 |
59.82 |
Participation in collaborative work |
.779 |
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6 |
1.01 |
5.40 |
65.22 |
Individualized tasks |
.752 |
Results and discussion
The Kruskal Wallis test was used to determine the differences in teacher’s assessment of students with different categories of disabilities during different phases of practical work in Nature and Society lesson.
Table 4 shows the estimated levels of difficulty when including students with disabilities in various forms of collaborative work with other students. The result χ² (3) = 26.75; p < .01 shows that there are significant differences between different types of disabilities. Students with autism spectrum disorder and ADHD have statistically significantly more difficulty participating in forms of collaborative learning than students with other types of disabilities. The other research suggests that students with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) would face different kinds of collaborative learning challenges compared to students with other disabilities. Some studies have highlighted the fact that deficits in executive functions, self-regulation, and social communication—what really constitutes the core of both ASD and ADHD—have a damaging effect on the ability to participate successfully in joint forms of learning (DuPaul et al., 2015; Sedgwick-Müller et al., 2022). For example, students with ADHD often walk into post-secondary settings with diminished levels of engagement and relatively low self-evaluations regarding academic functioning. This impairs not only individual learning but also hinders effective participation in group activities requiring regulation and sustained attention (DuPaul et al., 2015; Cvitković et al., 2024). This result confirms the first hypothesis, and it is accepted.
Table 4
Engaging in forms of collaborative learning
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Type of developmental disability |
N |
Mean Rank |
χ² |
df |
p |
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Research methods, techniques and instruments. A descriptive-non-experimental research method, survey technique, as well as two specifically designed research instruments were used: (1) A questionnaire about students’ social and educational characteristics; and (2) A Likert-type assessment scale. In the first instrument, data were collected about the students’ gender, the year of study, university, study programme, contribution of studies to acquiring knowledge about the inclusion of migrant/asylum seeker students in the education system. Within the second instrument including 18 statements representing the operationalization of the three aspects of inclusive education, namely the importance of inclusion of migrant/asylum seeker students in the education system, educational inclusion resources and obstacles to educational inclusion, i.e. the reduction or removal of the obstacles to social participation and learning of migrant/asylum seeker students. The initial scale meet the theoretical reliability requirements (α= 0.83). The first subscale – The importance of inclusion and social participation – included six items (Item 1: “The inclusion of migrant/asylum seeker students in education is important due to their right to education.” Item 6: “Inclusion implies migrant/asylum seeker students’ contributions to the development of our society in the future.”). The second subscale – Resources to support inclusion – included seven items (Item 7: “The inclusion of migrant/asylum seeker students in regular classes implies removing various barriers (prejudices, language barriers, institutional barriers, etc.)” Item 10: “One of the most important aspects of inclusion of migrant/asylum seeker students in regular classes is the promotion of cooperation with their family. The third subscale – Obstacles to inclusion – included five items (Item 15: “In practice, the inclusion of migrant/asylum seeker students amounts to their being physically placed in regular classes.” Item 17: “Migrant/asylum seekers should receive education within asylum and reception centers.”). The students expressed their assessment of the consent with the statements on five-point Likert scale (1 – Strongly disagree; 5 – Strongly agree), and the larger total result indicates greater expression of more positive students' attitudes towards the inclusion of migrants and asylum seekers in the educational system.
Data processing and analysis procedures. A group and online survey was conducted during the 2023/2024 academic year. Student participation in the survey was voluntary and anonymous. The following descriptive statistics measures were used in data analysis and interpretation: mean, standard deviation, skewness and kurtosis measures. For investigating statistically significant differences in the students’ attitudes with regard to university, year of study and study programe, we used a one-way analysis of variance for non-repeated measures (ANOVA). T-test was used to test the differences in the students’ attitudes with regard to contribution of studies to acquiring knowledge about the educational inclusion of migrant/asylum seeker students. An exploratory factor analysis was applied to determine the factor structure of students' attitudes toward the inclusion of migrant and asylum seeker students in the education system.
Results
The average response value of students on the scale on the scale for assessing attitudes toward the inclusion of migrant and asylum seeker students in the education system is 68.73 (Table 2), which, in relation to the theoretical range of the scale (18-90), indicates a moderate to high value. This descriptive indicator suggests that, on average, students have moderately positive attitudes toward the inclusion of migrant and asylum seeker students in the Serbian educational system.
Table 25 presents the results regarding the estimated levels of independent task-solving of individual tasks by students with disabilities. Result χ² (3) = 4.63; p > .05 shows that there are no significant differences among students with different types of difficulties when independently performing individual tasks in practical work. According to this result, the second hypothesis is rejected. Independent problem-solving constitutes not only a major component of academic success but also of the likelihood of an individual becoming a lifelong learner. For students with disabilities, particularly those on the ASD or those who have ADHD, the independent execution of individual tasks may serve as an opportunity to demonstrate skill sets, but it may also present significant challenges. Much has been read about their difficulties in collaborative or dyadic learning situations but less about independent problem-solving (Nunes et al., 2024; Seiradakis, 2024).
DescriptiveTable parameters on the scale of attitudes towards the inclusion of migrant/asylum seeker students in the education system of Serbia5
Independent solving of individual tasks
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Type of developmental disability |
|
Mean Rank |
χ² |
df |
p |
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Intellectual difficulties |
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Language and speech difficulties |
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Total |
170 |
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The standard deviation values (SD = 7.92) indicate some variability in students attitudes toward the educational inclusion of migrant and asylum seeker students, but generally, most responses are clustered around the mean value. The distribution of results is slightly skewed to the left, suggesting that most students express positive attitudes. The attitude scale toward inclusion is reliable, and a Cronbachs alpha of 0.83 indicates that the items within the scale are highly correlated and measure the same underlying construct—attitudes toward educational inclusion.
Exploratory factor analysis identified three dimensions of students attitudes toward the inclusion of migrants and asylum seekers in the Serbian educational system, which, when placed in a Promax rotation, explain 51.36% of the variance, i.e., more than half of the variation in students attitudes toward educational inclusion (Table 6) relate to the estimated use of applications adapted for students with disabilities, the results χ² (3).
= 2.87; p > 0.05, show that there are no significant differences among students with different types of disabilities. This result confirms the third hypothesis, and it is accepted.
Table 36
CharacteristicsUsing ofan theapplication identifiedsuitable factors on the scale of attitudes towards the inclusion of migrant/asylum seekerfor students with disabilities
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N |
Mean Rank |
χ² |
df |
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Intellectual difficulties |
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.413 |
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TheA characteristicparticular valuesarea of interest in the firstresearch factorwas –to Thesee importancehow students with different types of inclusiondisabilities andindependently socialcomplete participationpractical –tasks, according to the teacher’s estimates. Earlier results showed that students with some categories of disabilities have more difficulty when practical tasks are done in groups. Here, the results χ² (3) = 21.78; p < .01 (Table 7) show that thisthere factorare makessignificant differences. It is evident that students with autism spectrum disorders and students with intellectual disabilities have the largestmost contributiondifficulty towith explainingindependent work. This result confirms the overallfourth variance in the data, accounting for nearly a third of the total variation in responses. A significant portion of the items on the scale relates to the importance of inclusionhypothesis, and socialit participation,is as the dominant factor groups 7 items. The characteristic value for the second factor – Resources to support inclusion – indicates a moderate contribution to the overall variance. This factor consists of 6 items, focusing on the necessary resources for successful inclusion (e.g., cooperation with families, intercultural education, and peer acceptance, etc.). The third factor – Obstacles to inclusion – has the smallest characteristic value. This factor explains 6.69% of the total variance, suggesting that obstacles to inclusion have less influence on shaping students overall attitudes compared to the first two factors. This factor groups 5 items, which are focused on barriers to the development of inclusion, such as cultural differences, institutional challenges, and inadequate conditions, etc.
accepted.
Table 47
DescriptiveIndependent indicatorsperformance of thepractical first factor structuretasks
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Intellectual difficulties |
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21.78 |
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.000 |
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69.38 |
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The factor that predominantly explains the attitudes of future educators relates to the importance of inclusion and social participation (30.40% of the variance). The average values for each statement (Table 4) indicate that students assess the significance of each aspect of educational inclusion for migrant and asylum seeker students: from the right to education, through the expression of talents and interests, the development of interculturality in schools, to their future contribution to society. Most students – future educators – agree that the right to education for migrant and asylum seeker students is a key aspect of their inclusion. This is reflected in the statement with the highest mean value: The inclusion of migrant/asylum seeker students in education is important due to their right to education (M = 4.49). Students also agree that the importance of educational inclusion for migrant and asylum seeker students is reflected in the opportunity for them to express their talents and different interests (M = 4.28), and the equal right to education as other students (M = 4.27). The lowest level of agreement was expressed regarding the statement (Inclusion implies migrant/asylum seeker students’ contributions to the development of our society in the future) suggesting that students are less confident about the future societal contribution of migrant and asylum seeker students. The standard deviation values indicate the greatest variability in students attitudes regarding the integration of migrant and asylum seeker students into regular school classes (SD = 1.239), on one hand, and general consensus on the importance of their educational rights (SD = 0.872), on the other hand. The results further suggest that students perceive the importance of inclusion for migrant/asylum seeker students, with particular emphasis on their educational rights, but do not have unified views on all aspects of inclusion, such as integration into regular classes and societal contributions.
Table 5
Descriptive indicators of the second factor structure
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The second factor, Resources to Support Inclusion, includes 6 items related to the resources necessary to ensure the effective inclusion of migrant students in education (Table 5). Students express the greatest agreement with two statements: The inclusion of migrant/asylum seeker students in regular classes implies removing various barriers (prejudices, language barriers, institutional barriers, etc.) (M = 4.30) and One ofSince the most important aspectsphase of inclusionpractical work is drawing conclusion, the level of migrant/asylumestimated seekerdifficulty encountered by students with difficulties in regulardrawing classesconclusions after practical work was examined. The results χ² (3) = 23.12; p < .01 show that there is peera acceptancestatistically significant difference in students with different types of difficulties (MTable = 4.30)8). TheseIt statementsis indicateevident that thestudents mostwith crucialautism resourcesspectrum for inclusion are overcoming barriers (e.g., prejudices, language barriers, institutional obstacles)disorders and ensuringstudents peerwith acceptance,intellectual suggestingdisabilities that peer relationships are seen as essential for successful inclusion. Students expressedexperience the leastgreatest agreementdifficulty within drawing conclusions. This result confirms the statement:fifth Onehypothesis, of the most important aspects of inclusion of migrant/asylum seeker students in regular classes is to learn the language of instruction (M = 3.94). The mean value of this item suggests that while language learning is considered important,and it is not viewed as the most critical resource compared to other aspects, such as cooperation with families or peer acceptance. On the other hand, the standard deviation values indicate significant variability in students; attitudes regarding the necessity for unified action in the educational, social, and healthcare sectors and the development and nurturing of intercultural education. While some students view this cooperation as essential, others do not see it as a top priority. Similarly, while some students consider the inclusion of migrant/asylum seeker students in regular classes impossible without the development and maintenance of intercultural education, others do not perceive it as crucial. The second factor accounts for a smaller portion of the variance in students responses (14.27%), suggesting that although resources are important, other factors play a more dominant role in shaping their attitudes towards the inclusion of migrant and asylum seeker students.accepted.
Table 6
Descriptive indicators of the third factor structure8
Drawing conclusions after practical tasks
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Mean Rank |
χ² |
df |
p |
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Intellectual difficulties |
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23.12 |
3 |
.000 |
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107.71 |
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Results χ² (3) = 12.05; p < .01 of estimated usage of experimental equipment among students with disabilities show that there are significant differences across different types of disabilities (Table 9). Once again, the results show that students with autism spectrum disorders and students with intellectual disabilities have the most difficulties. These results confirm the sixth hypothesis, and it is accepted. Grigoryeva et al. (2021) show in their research that the equipment may help lessen the uncertainty that occurs during practical tasks for students with disabilities. It is therefore concluded from their findings that modified educational equipment plays a major role in the academic adaptation of these students by offering structured, predictable interactions with practical tasks. The thirdstrategic factoruse encompassesof 5adapted itemsequipment relatedhelps reduce cognitive load and allows students to variouskeep obstaclestheir focus on the path to educational inclusion for migrant/asylum seeker students (Table 6). It explains a relatively small portion of the variance in responses, suggesting that obstacles to inclusion have less of an influence on students attitudes compared to the other factors. The mean values indicate that students agree that the lack of adequate resources (institutional, personnel, or material) represents a significant barrier to the inclusion of migrant/asylum seeker students in the educational system (M = 3.76). On the other hand, items with the lowest mean values suggest that students are less supportive of segregating migrant/asylum seeker students into specialized classes or limiting their education to reception centers. However, some students do support the idea of separate education for migrant/asylum seeker students, while others oppose it (SD = 1.412; SD = 1.321). This finding can be interpreted by the fact that students are not sufficiently certain whether segregation in special classes, with students who share similar experiences, would be more beneficial or harmful for these students. In summary, while students recognize the challenges and resource limitations in integrating migrant and asylum seeker students into the educational system, there is significant variation in their views on whether separate education or inclusion in regular classrooms is the best approach. This suggests that students are uncertain about the advantages and disadvantages of segregation and its potential impact on the educational experience of migrant students.
task.
Table 79
The significanceUse of theexperimental differences in the students’ attitudes towards the inclusion of migrant/asylum seeker students in the education system in relation to the independent variablesequipment
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In examining the participation of students with disabilities in practical work during Nature and Society classes, this research highlights the multifaceted challenges these students face, which extend beyond physical limitations. This necessitates a critical reflection on current teaching methodologies and the importance of implementing adaptive strategies that consider the unique needs of these students. This suggests that teachers must not only focus on the barriers but also recognize the potential strengths that may emerge from these challenges. Furthermore, the difficulties faced by the children with various disabilities underscore the urgent need for adjusted support systems that promote social integration and collaboration in group activities.
The results of this research support the one-wayinitial analysishypothesis that, during most phases of variancepractical forwork, repeatedstudents measurements,with different types of difficulties will show more difficulties during their work. This was shown in Tablethe 7,first, indicatefourth, fifth and sixth hypotheses. These hypotheses are related to the first hypothesis on participation in common forms of work, where it was shown that students with difficulties from the spectrum of autism and ADHD have the most difficulties in performing their work. In the other three confirmed hypotheses, which are related to the independent execution of practical work, drawing conclusions after practical work and use of equipment for experiments, it turned out that the students with intellectual disabilities and the students with disorders from the autism spectrum have the most difficulties. When the second and third hypotheses were rejected, the results showed that, when independently solving individual tasks using an application suitable for students with disabilities, there were no statistically significant differences among students with different types of disabilities.
The results indicated that students with disorders from autistic spectrum and ADHD indeed faced the most significant challenges while participating in practical work. This aligns with previous research suggesting that these students often struggle with social interactions and attention regulation, which are critical for collaborative and hands-on activities (Murray et al., 2019). In terms of independent execution of practical work, drawing conclusions, and using experimental equipment, students with intellectual disabilities and those on the autism spectrum exhibited the most pronounced difficulties. This finding corroborates existing literature that highlights the cognitive and processing challenges faced by these groups of students (Laugeson et al., 2009; García-Vázquez et al., 2023) Conversely, the rejection of the second and third hypotheses suggests that, when provided with appropriate support, such as the use of assistive technology, students with disabilities can perform tasks independently without significant differences in outcomes. This finding is consistent with studies advocating for the integration of technology to support learning among students attitudeswith baseddisabilities (Alper & Raharinirina, 2006). Broader school contexts and feelings of belonging in primary education relate to the successful integration of experimental equipment. Personal and contextual factors, as reported by Vaz et al. (2015), include classroom involvement and learning environments that support students' academic outcomes and their overall sense of belonging. Though their study mainly focuses on school belongingness, thoughtfully designed experimental equipment contributes to an inclusive educational framework that brings together both academic performance and social integration for students with disabilities. The confirmed hypotheses underscore the necessity for tailored instructional strategies that address the unique challenges faced by the students with autistic spectrum disorders and ADHD during their yearpractical work. Teachers must consider social and cognitive demands of studypractical (F = 3.978; df = 3; p < 0.05)tasks and studyimplement programstructured (Fsupport =systems 5.731;to dffacilitate =participation 2;and p < 0.01).engagement. The resultsrejection of the independentsecond samplesand t-testthird indicatehypotheses ahighlights significantthe impactpotential of assistive applications in levelling the contributionplaying field for students with disabilities. This suggests that teachers should prioritize integration of thetechnology studyin programpractical work to acquiringenhance knowledge about the educational inclusion of migrants/asylum seekers (T = -2.608; df = 259; p < 0.01) on students attitudes towards the educational inclusion of migrant/asylum seeker students.
In terms of study year, subsequent tests revealed significant differences between first- yearaccessibility and third-year students, as well as between first-year and fourth-year students. A trend was observed where first-year students expressed more positive attitudes towards the educational inclusion of migrant/asylum seeker students than their older peers. These differences in their attitudes should be considered in relation to the study program itself and the content of both general academic and professionally applied subjects. Students in the Serbian language and literature and Pedagogy programs generally have more positive attitudes towards the educational inclusion of migrant/asylum seeker students compared to students in the Teacher Education program. Contrary to expectations, students who did not evaluate their studies as significantly contributing to their knowledge about the educational inclusion of migrant students expressed more positive attitudes.independence.
Discussion
The importance of education and attending school for migrant and refugee children has been documented in numerous studies – in the domain of academic achievements, language learning, health, socio-emotional well-being, and fostering a sense of identity (Burrone, D’Costa & Holmqvist, 2018; Mock-Muñoz de Luna et al., 2020). Exercising the right to education is crucial for their overall development, social participation, and the realization of other rights in the areas of health and social protection. By ensuring the right to education and equal access to quality education, educational inclusion can improve attitudes among students and school staff, mutual interaction and communication, as well as educational outcomes for all students. Educational policies, including laws and strategies, aim to enhance the integration of migrant and asylum seeker students into education and find solutions to the problems and barriers migrants face. However, these policies often fail to consider significant practical realities that play a key role in the integration process (Taylor et al., 2023).
Taking these insights into account, it is necessary to place the results of this research within the broader context of related studies in the field of educational inclusion and migration, with a focus on the attitudes of future educators and teachers, as well as the specifics of the educational system in the context of migration and the concept of teacher professional development.
Teacher professional development that includes training on intercultural competencies and teaching strategies for inclusion in a multicultural classroom can improve educators attitudes toward the inclusion of migrant students (Rissanen, Kuusisto & Kuusisto, 2016). Migration trends, as well as the demands of modern pedagogical practice, increase the need for educator training and professional development, as "teaching now requires knowledge and understanding of students’ diverse backgrounds" (Taylor et al., 2023, p. 1). Furthermore, even highly internationally recognized teacher education programs are not sufficiently designed to help future teachers develop the skills and competencies needed to work in multicultural environments (Biasutti et al., 2021; Taylor et al., 2023), and opportunities for professional development and further training related to working with immigrant students are often lacking (Alisaari et al., 2019; Sinkkonen & Kyttälä, 2014).
In the small number of studies conducted to examine teachers attitudes toward the inclusion of migrants and refugees, mostly positive attitudes have been found (Prentice, 2023), which is also confirmed by the results of this research. One study (Prentice, 2023) discovered that educators have relatively positive attitudes toward refugee students, and their previous experiences were associated with positive attitudes. Other authors reached similar conclusions, i.e., teachers with experience teaching refugee students express more positive attitudes regarding interactions with them (Sağlam and Kanbur, 2017). Rissanen, Kuusisto, and Tirri (2015) discovered that primary education teachers in Finland who had more interactions with diverse cultures had more positive attitudes toward Muslim students. Additionally, Glock, Kovacs and Pit-Ten Cate (2019) found that preservice teachers have more negative implicit biases toward students from ethnic minorities than in-service teachers with experience in different schools. A positive correlation was also found between teachers inclusive beliefs about migration and their attitudes toward the educational rights of immigrant students (McCorkle, 2019). Despite the positive attitudes of current and future educators toward the educational inclusion of migrant, refugee, and asylum seeker students, the results of the study by Sağlam and Kanbur (2017) indicate that teachers do not feel sufficiently competent to teach refugee students and that the curriculum and the created educational environment are not adapted to the needs of these children.
A more comprehensive understanding of the intensity and structure of students attitudes toward the inclusion of immigrant and asylum seeker students in the educational system requires considering the specifics of the educational system in Serbia in the context of educational policy measures for students with different migration statuses, as well as the direct practice. Educational policy measures (Law on the Foundations of the Education System, 2017; Professional Instructions, 2017; Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije, 2017) foresee teacher training, support programs at the institutional level, and language support for students, as the language of instruction and education is crucial for their academic success, well-being, and overall development. To improve the integration of migrant and asylum-seeking students into current educational practice, it is essential to focus on addressing language and institutional barriers, providing training for teachers and students in cultural sensitivity, and creating more opportunities for intercultural interactions. This practice-based approach can lead to the development of a more inclusive and cohesive educational system that is socially relevant for both immigrant and local students.
Conclusions
The results show that most future educators have moderately positive attitudes toward the inclusion of migrant and asylum seeker students in the education system of Serbia. The structure of their attitudes can be examined through three factors: the importance of inclusion and social participation, resources for supporting inclusion, and barriers to inclusion. The importance of inclusion and social participation is the most significant factor in shaping students’ attitudes toward the inclusion of migrant and asylum seeker students, followed by resources for supporting inclusion, and finally, barriers to inclusion. Together, these factors contribute to understanding students’ attitudes toward educational inclusion, with the first two factors having the greatest impact.
The dominant factor focuses on the value of inclusion and social participation, reflecting the attitudes of future educators that inclusion is important for ensuring equal rights for all, talents and interests, social development, cultural understanding, etc. The second factor emphasizes the importance of various resources, such as peer acceptance, systemic support, cooperation with the families of migrant/asylum-seeker students, institutional readiness, and similar factors. The last factor focuses on various barriers and obstacles to the development of inclusion in schools (e.g., cultural differences, inadequate resources, and institutional barriers) that should be prevented or, at least, whose impact should be reduced. Although students perceive the lack of support (e.g., staff-related, material and institutional conditions) as a significant challenge in implementing educational inclusion for migrant and asylum seeker students, they are less uniform when it comes to different models of their education, i.e., integration into regular classrooms, special classrooms within schools, or reception centers. The lower variance explained by the factor related to barriers in the development of inclusion suggests that students attitudes toward the inclusion of migrant and asylum seeker students are multi-component, and that barriers represent only a smaller part of their combination. Additionally, one of the key conclusions is that students attitudes toward the inclusion of migrant and asylum seeker students in the Serbian educational system vary depending on the year of study, study program, and how they assess the contribution of their studies to acquiring the necessary knowledge for the inclusion of migrants. Students attitudes toward this important educational issue are largely shaped by various combinations of personal and social factors, with pedagogical characteristics of the respondents occupying a particularly important place.
Based on the results obtained, certain recommendations can be made for both teaching practice and future research. Regarding immediate practice, there is a recognized need to innovate study programs at pedagogical and teacher education faculties, with a greater emphasis on professional and applied courses aimed at acquiring knowledge and developing competencies for future work with migrant and asylum seeker students. A better understanding of future educators attitudes toward the educational inclusion of migrant and asylum seeker students, as well as the specific factors that determine their attitudes, can help more carefully design study programs for teacher, educator, and guidance counselor training, aiming to improve not only the goals and outcomes of study programs and course content but also the practical experiences of future educators. By developing curricula that focus on intercultural teaching competencies (Biasutti et al., 2021) and practical training for future educators, students gain a deeper understanding of the importance of inclusion and their professional role in the educational system, especially in the context of contemporary migration trends.
Further research could focus on qualitative analysis to examine students attitudes at different levels of study and how study programs can enhance their competencies, motivation, and readiness to work with migrant and refugee students. Since students’ attitudes in this study were understood to include only the cognitive component—i.e., their knowledge and beliefs about educational inclusion—it is also important to investigate the affective and conative aspects of their attitudes, as well as the influence of other potential variables (e.g., previous experience interacting with migrants, type and status of the course, etc.). Given that the sample of respondents was not representative, it is necessary to expand the research to include other students from related faculties across the country, as well as current educators (class teachers, Serbian language teachers, pedagogues) in schools with and without experience working with migrant and asylum seeker students.
ReferencesConclusion
Abacioglu,The results of this research have shown that, in practice, unresolved challenges remain for students with disabilities during practical work in science and social studies. Teacher assessments have indicated that some categories of disabled students are more inclined to face difficulties, thereby underscoring the need to alter the methods when working with such groups. Each category of disability is particular and requires some modifications to enable a student to take part in the activity with minimal hindrance. This makes it imperative to reflect critically on existing teaching practices and underscores how adaptive strategies addressing the specific needs of these students can make a meaningful difference. These factors contributed collectively to making learning more organized. Students could adjust their specific difficulties by developing a sense of responsibility and autonomy in the learning process. Furthermore, educational institutions and teachers should prioritize integrating these adaptive strategies into curricula to aid students with different sets of needs while further promoting inclusivity in the learning environment and encouraging effectiveness.
As the initial assumptions of this research assumed, it turned out that students with autism spectrum disorders and ADHD have more difficulties during different phases of practical work. These results indicate that, in practice, work is not sufficiently or appropriately adapted to students with these types of difficulties, and it is important to emphasize to teachers the need for greater consideration when adapting work for students with these types of difficulties. It is necessary to take much more account of the specifics of the individual difficulties that a student has and that they require different methods of adaptation to enable these students to successfully participate in practical work.
Future studies should explore the effectiveness of specific interventions and the role of peer support in facilitating participation of students with disabilities. By addressing these interconnected challenges and gaps, teachers can optimize the educational experiences of all students, ultimately contributing to a more inclusive and equitable learning environment.
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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 |
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Podaci korišteni za ovo istraživanje prikupljeni su pomoću upitnika izrađenog za potrebe ovog istraživanja, a koji je
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