Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
type: channel
description: Temporary Suspension of New Submissions Please note that, due to the summer holiday period, new manuscript submissions will be temporarily unavailable. The submission system will reopen after the summer break. Thank you for your understanding. Aim and Scope of the Journal Croatian Journal of Education (CJE) is an international peer-reviewed academic journal intended for scientist from all fields of education and related sciences. CJE accepts for publication only sciantific research papers which are original primary publications, i.e. papers which have not been previously published in any journal (previous publication in Conference Proceedings has to be specified). Thus, having been accepted by reviewers , the papers published in the journal contribute to the sciantific community. INDEXED IN: SCOPUS, Web of Science, Social Sciences Citation Index (SSCI), Electronic Social and Science Citation Index (ESSCI), ERA – Educational Re­search Abstracts Online, HRČAK – Portal of scientific journals of Croatia. https://wos-journal.info/journalide/2844 Print ISSN 1848-5189 | Online ISSN 1848-5197 All articles published in CJE are licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
publisher: University of Zagreb, The Faculty of Teacher Education of the University of Zagreb / Učiteljski fakultet Sveučilišta u Zagrebu
language: en
publication name: Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
issn: 1848-5197
copyright: © Author(s) 2026 This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). https://creativecommons.org/licenses/by-nc/4.0/
items: Foreword/Uvodnik
items: https://ojs.srce.hr/cje/article/view/42887
items: https://ojs.srce.hr/cje/article/view/42284
items: https://ojs.srce.hr/cje/article/view/42149
items: https://ojs.srce.hr/cje/article/view/42103
items: https://ojs.srce.hr/cje/article/view/41630
items: Popular vs Powerful: Can Teachers Be Both?/Popularni naspram moćnih: mogu li učitelji biti oboje?
items: https://ojs.srce.hr/cje/article/view/41863
items: https://ojs.srce.hr/cje/article/view/41455
items: https://ojs.srce.hr/cje/article/view/41783
items: https://ojs.srce.hr/cje/article/view/41741
items: https://ojs.srce.hr/cje/article/view/41289
items: https://ojs.srce.hr/cje/article/view/41726
items: https://ojs.srce.hr/cje/article/view/41566
items: The Efficacy of Inquiry-Based Instruction on Students’ English Proficiency/Učinkovitost istraživački utemeljene nastave u stjecanju znanja engleskoga jezika među studentima
items: https://ojs.srce.hr/cje/article/view/41702
items: Elements of Digital Literacy in German Language Textbooks/Elementi digitalne pismenosti u udžbenicima za njemački jezik
items: https://ojs.srce.hr/cje/article/view/41609
items: Differences in Physical Fitness Between 10- and 14-Year-Old Students/Razlike u tjelesnoj spremnosti između učenika u dobi od 10 i 14 godina
items: https://ojs.srce.hr/cje/article/view/41347
items: https://ojs.srce.hr/cje/article/view/41074

Foreword/Uvodnik
type: item
description: This issue includes ten papers: seven original scientific papers, one preliminary communication and two review papers. The authors come from different countries and educational contexts, including Croatia, Montenegro, Turkey, China, Greece, Cyprus, Indonesia, Japan and Iran, which confirms the journal’s international orientation and openness to different research perspectives. The papers in this issue cover a wide range of topics, including digital literacy in German language textbooks, QR code-supported mobile learning in primary school science, socio-scientific issues in STEM project-based learning, school crisis communication, digital transformation in public education, intelligence-based teaching methods, gamified wearable technology in physical education, and the relationship between teacher popularity and authority. The review papers address the development of digital books for climate change education and the use of wearable technology in schools. The diversity of contributions reflects the complexity of contemporary education and highlights the importance of interdisciplinary, innovative and evidence-based approaches to teaching, learning and educational management.
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: foreword; uvodnik
  topic: keywords
creator: Marijana Hraski
rights: Copyright (c) 2026 Marijana Hraski (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.43383

https://ojs.srce.hr/cje/article/view/42887
type: item
title: Emerging Trends and Patterns in the Use of Wearable Technology (WT) in Schools (1999-2024): A Scientometric Perspective/Novi trendovi i obrasci u korištenju nosive tehnologije (WT) u školama (1999. - 2024.): scientometrijska perspektiva
description: Abstract This article examines the trends in wearable technology (WT) in education from 1999 to 2024, using a scientometric approach to analyze research evolution. A total of 248 original articles were extracted from 165 distinct journals. These articles were subsequently analyzed utilizing three specialized software tools: CiteSpace, VOSviewer, and the R programming package. Over the past two decades, the number of scholarly articles has increased by about 9%. However, in recent years, attention and review success have declined. The US and China are leading WT research, supported by substantial funding and engineering programs, with US universities at the forefront. Countries like India, Japan, Finland, Bahrain, and Turkey contribute significantly, indicating global interest in this field. Key studies emphasize emotional learning benefits for students with autism and the integration of machine learning in WT, promoting interactive STEM education. Findings highlight a shift towards student-centered approaches and specialized applications, such as medical devices. The article underscores the evolving landscape of wearable technology in schools and the need for ongoing research and collaboration to enhance educational outcomes and create inclusive learning environments. Key words: educational technology; scientometric; technology integration; trend analysis; wearable technology --- Sažetak U ovome članku ispituju se trendovi u nosivoj tehnologiji (WT) u obrazovanju od 1999. do 2024. godine, koristeći scientometrijski pristup za analizu evolucije istraživanja. Ukupno je iz 165 različitih časopisa izdvojeno 248 originalnih članaka. Ti su članci potom analizirani korištenjem tri specijalizirana softverska alata: CiteSpace, VOSviewer i programski paket R. Tijekom posljednja dva desetljeća broj znanstvenih članaka povećao se za oko 9 %. Međutim, posljednjih godina došlo je do pada pozornosti posvećene recenzijama kao i njihova utjecaja. SAD i Kina predvode istraživanje WT-…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: educational technology; scientometric; technology integration; trend analysis; wearable technology.
  topic: keywords
creator: Hongshuai Shi
creator: Amir Karimi
rights: Copyright (c) 2026 Hongshuai Shi , Amir Karimi (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.42887

Foreword/Uvodnik
type: item
description: The first issue of Volume 28 of the Croatian Journal of Education continues the journal’s commitment to promoting scientific excellence, international collaboration and contemporary educational research. Through diverse theoretical perspectives, methodological approaches and educational contexts, this issue offers valuable insights into current challenges and innovations in education. This issue includes nine original scientific papers and one review paper. The authors come from various countries and educational environments – Croatia, Malaysia, Indonesia, China, Turkey, the Czech Republic, Cyprus, Libya and the Philippines – further confirming the international orientation of the journal and encouraging intercultural and interdisciplinary dialogue in educational science. The papers in this issue address a broad spectrum of educational topics, including digital storytelling and educational equity, the development of gifted students’ scientific skills, student wellness and physical fitness, academic honesty and plagiarism detection, inquiry-based language teaching, and the integration of virtual reality and internet technologies into higher education. The issue also explores emotional diversity and academic achievement, constructivist learning and student boredom, while the review paper provides an overview of research on the impact of advance organizers on learning outcomes. Together, these contributions reflect the complexity and dynamic nature of contemporary educational systems and emphasise the importance of innovative, interdisciplinary and evidence-based approaches to teaching and learning. We would like to express our sincere gratitude to all authors for their valuable scientific contributions and trust in the journal, as well as to the reviewers for their professional and dedicated work in maintaining the scientific quality of the publication. We also thank our readers for their continuous support and interest in the topics addressed in the journal. We hope …
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: uvodnik
  topic: keywords
creator: Marijana Hraski
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
date: 2026-05-22
publication date: 2026-05-22
doi: 10.15516/cje.v28i1.42650

https://ojs.srce.hr/cje/article/view/42284
type: item
title: Managing Digital Transformation in Public Education within a Centralized School System: Evidence from Greece/Upravljanje digitalnom transformacijom u javnome osnovnom obrazovanju u centraliziranome školskom sustavu: dokazi iz Grčke
description: Abstract This study examined the management of digital transformation in Greek primary education, focusing on the interplay of leadership, digital competencies, and strategic investment. Conducted within a highly centralized system, it investigates how these factors, as perceived by teachers, shape schools’ capacity to adopt and sustain digital change. A quantitative design was applied with 323 public primary school teachers, who completed a structured questionnaire on leadership practices, digital competencies, and infrastructure investment. Results show that while all three factors were positively related to digital transformation, leadership practices and strategic investment were the strongest predictors, whereas digital competencies played a supportive role. Regarding principal gender, teachers in schools led by male principals reported higher self-assessments of their own digital competencies, though no differences were observed in leadership or investment. Age differences were clearer: older teachers evaluated leadership and investment more positively, while younger teachers reported stronger digital skills. Overall digital transformation was rated as moderate, with particularly low scores for strategic investment, which highlighted structural barriers. By situating these findings within a centralized governance context, the study demonstrates how leadership and resource allocation jointly shape digital change at the school level. The study concludes that sustainable digital education in Greek primary schools requires strong leadership, long-term investment, and continuous professional development. These implications are relevant to other centralized public education systems in the broader region. Key words: digital transformation; centralized governance; digital competencies; leadership; strategic investment --- Sažetak Ovim istraživanjem ispituje se upravljanje digitalnom transformacijom u grčkom osnovnoškolskom obrazovanju, s naglaskom na međudjelovanje vo…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: digital transformation
  topic: keywords
subject: centralized governance
  topic: keywords
subject: digital competencies
  topic: keywords
subject: leadership
  topic: keywords
subject: strategic investment
  topic: keywords
creator: Nikolaos Psyrras
creator: Nikolaos Raptis
creator: Konstantinos Mastrothanasis
rights: Copyright (c) 2026 Nikolaos Psyrras, Dr. Nikolaos Raptis, Dr. Konstantinos Mastrothanasis (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.42284

https://ojs.srce.hr/cje/article/view/42149
type: item
title: Design Thinking in Digital Book Development for Climate Change Education: A Systematic Review/Design thinking u razvoju digitalnih knjiga za obrazovanje o klimatskim promjenama: sustavni pregled literature
description: Abstract The rapid advancement of digital technology has increased the need for innovative learning media, particularly in environmental education aimed at fostering climate change awareness among students. Digital books offer interactive and accessible learning experiences; however, their educational value depends largely on how effectively they are designed to respond to learners’ needs. This study examines how a design thinking approach contributes to the development of interactive digital books and supports student engagement and learning in climate change education. Using a systematic literature review, this study analysed 37 peer-reviewed articles published within the last five years and retrieved from Scopus, Web of Science, JSTOR and Google Scholar. The search process applied combinations of keywords related to design thinking, digital books, climate change or environmental education. This review adopts a broader perspective, acknowledging that existing research spans primary, secondary and higher education levels, with duplicate records removed prior to screening. The review focused on how the key stages of design thinking—empathize, define, ideate, prototype and test—were reflected in the development of digital learning media. The findings suggest that digital books informed by design thinking are often associated with improved usability, stronger learner engagement and better support for understanding complex environmental concepts through interactive features and visualizations. In addition, the user-centred orientation of design thinking appears to enhance content relevance and responsiveness to students’ learning needs. Overall, the review suggests that integrating design thinking into digital book development may strengthen climate change awareness education at schools, although further empirical research is needed to examine long-term learning outcomes across diverse educational contexts. Key words: design thinking; digital learning media; climate ch…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: design thinking
  topic: keywords
subject: digital learning media
  topic: keywords
subject: climate change education
  topic: keywords
subject: interactive multimedia
  topic: keywords
subject: student engagement
  topic: keywords
subject: user-centered design
  topic: keywords
creator: Ahmad Teguh Purnawanto
creator: Sofyan Anif
creator: Muhammad Musiyam
creator: Harun Prayitno
creator: Ahmad Muhibbin
creator: Nurul Hidayati Rofi’ah
rights: Copyright (c) 2026 Ahmad Teguh Purnawanto, Dr. Sofyan Anif, Dr. Muhammad Musiyam, Dr. Harun Joko Prayitno, Dr. Ahmad Muhibbin, Dr. Nurul Hidayati Rofi’ah (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.42149

https://ojs.srce.hr/cje/article/view/42103
type: item
title: Teaching Environmental Topics in QR Code–Supported Mobile Learning Environments in Primary School Science: A Mixed-Method Study/Poučavanje okolišnih tema u nastavi prirodoslovlja u osnovnoj školi u okružju mobilnoga učenja podržanoga QR kodovima: istraživanje mješovitom metodom
description: Abstract The study examined the effect of teaching primary school science in QR code-supported mobile learning environments on students’ academic achievement, knowledge retention and their views on mobile learning. The research was conducted using a mixed-methods design with an experimental group (27 students) and a control group (20 students) attending a public primary school in Istanbul. Quantitative data were collected through an achievement test, while qualitative data were obtained via semi-structured interviews and student journals. The findings revealed significantly higher academic achievement of students in the experimental group compared to those in the control group, and that students from the experimental group developed positive perceptions of mobile learning practices. Additionally, students’ interest and motivation toward science increased, and improvements were observed in several learning-related skills. These results indicate that QR code-supported mobile learning environments can be an effective instructional approach for teaching environmental topics in primary school science education. Key words: environmental education; mobile learning; primary education; QR codes; science teaching --- Sažetak Ovo istraživanje ispitivalo je učinak poučavanja nastavne cjeline „Živa bića” u nastavi prirodoslovlja u osnovnoj školi primjenom mobilnoga učenja podržanoga QR kodovima na učenička postignuća, zadržavanje znanja i stavove učenika. Istraživanje je provedeno primjenom dizajna mješovitih metoda, uz eksperimentalnu skupinu (27 učenika) i kontrolnu skupinu (20 učenika) iz jedne javne osnovne škole u Istanbulu. Kvantitativni podatci prikupljeni su testom akademskoga postignuća, dok su kvalitativni podatci dobiveni polustrukturiranim intervjuima i učeničkim dnevnicima. Rezultati su pokazali da su učenici u eksperimentalnoj skupini postigli statistički značajno viša postignuća u odnosu na kontrolnu skupinu te razvili pozitivne percepcije o primjeni mobilnoga uče…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: environmental education
  topic: keywords
subject: mobile learning
  topic: keywords
subject: primary education
  topic: keywords
subject: QR codes
  topic: keywords
subject: science teaching
  topic: keywords
creator: Perihan Köse
creator: Nur Ütkür GÜLLÜHAN
rights: Copyright (c) 2026 Perihan Köse, Dr. Nur Ütkür GÜLLÜHAN (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.42103

https://ojs.srce.hr/cje/article/view/41630
type: item
title: Socio-Scientific Issues-Driven STEM Project-Based Learning: Synergistic Development of Scientific Argumentation Skills and Cross-Cultural Scientific Literacy/Projektno učenje u STEM područjima temeljeno na socioznanstvenim temama: sinergijski razvoj vještina znanstvene argumentacije i međukulturalne znanstvene pismenosti
description: Abstract This study explores a Socioscientific Issues (SSI)-driven Project-Based Learning (PBL) model to bridge the gap between scientific and humanistic-social literacy in STEM education. Using a quasi-experimental design, twelve STEM classes were divided into the experimental (SSI-PBL) and the control (traditional instruction) group. The results show that the experimental group significantly improved in scientific argumentation (ES = 1.32 for structured expression; ES = 0.87 for evidence use) and cross-cultural scientific literacy (e.g., +2.15 in multicultural perspectives, +1.83 in ethical sensitivity). Discourse analysis revealed an increase of 41% in cross-cultural references, with 82.6% of participants integrating diverse scientific viewpoints. The study proposes the Culturally Responsive Scientific Argumentation (CRSA) model, advocating for SSI integration in STEM curricula to foster scientific reasoning, cultural inclusivity, and global responsibility. Key words: Ethical Sensitivity; Culturally Responsive Pedagogy; Quasi-experimental Design; Integration Competence; Global Responsibility --- Sažetak U ovome se istraživanju istražuje model projektnoga učenja (PBL) temeljen na socioznanstvenim temama kako bi se premostio jaz između znanstvene i humanističko-društvene pismenosti u obrazovanju u STEM područjima. Primjenom kvazieksperimentalnih nacrta istraživanja, dvanaest razreda u kojima se uče teme iz STEM područja podijeljeno je u eksperimentalnu (primjena projektnoga učenja temeljenoga na socioznanstvenim temama) i kontrolnu (tradicionalni oblik nastave) skupinu. Rezultati pokazuju da je eksperimentalna skupina značajno unaprijedila vještine znanstvene argumentacije (ES = 1,32 za strukturirano izražavanje; ES = 0,87 za korištenje dokaza) i međukulturalnu znanstvenu pismenost (npr. +2,15 u multikulturalnim perspektivama, +1,83 u etičkoj osjetljivosti). Analiza diskursa pokazala je povećanje od 41 % u međukulturalnim referencama, s 82,6 % ispitanika koji su in…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: Ethical Sensitivity
  topic: keywords
subject: Culturally Responsive Pedagogy
  topic: keywords
subject: Quasi-experimental Design
  topic: keywords
subject: Integration Competence
  topic: keywords
subject: Global Responsibility
  topic: keywords
creator: Li Wan
rights: Copyright (c) 2026 Li Wan (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.41630

Popular vs Powerful: Can Teachers Be Both?/Popularni naspram moćnih: mogu li učitelji biti oboje?
type: item
description: Abstract This study investigates how teachers shape classroom interaction and student compliance, identifying two primary orientations: popular and powerful. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews and analyzed with inductive thematic analysis. The findings show that popular teachers use interpersonal language, including humor, warm greetings, and affective reinforcement, which fosters closeness and engagement but produces approval-based compliance that is sensitive to emotional fluctuations. In contrast, powerful teachers employ structured instructional language and consistent routines, creating predictable learning environments that support system-based compliance and student self-regulation. Integrating interpersonal warmth with instructional clarity allows teachers to embody both popularity and authority, maintaining engagement while ensuring classroom stability. This study contributes to classroom interaction theory by positioning language as the primary mechanism through which authority, relationships, and compliance are enacted, offering actionable insights for effective classroom teaching. Key words: interaction; popular teacher; powerful teacher; teaching --- Sažetak Ovom studijom istražuje se kako učitelj oblikuje interakciju u učionici i usklađenost učenika, identificirajući dvije glavne orijentacije: popularnu i moćnu. Korištenjem kvalitativnoga dizajna studije slučaja, podatci su prikupljeni promatranjem u učionici i polustrukturiranim intervjuima te analizirani induktivnom tematskom analizom. Nalazi pokazuju da popularni učitelji koriste međuljudski jezik, uključujući humor, tople pozdrave i afektivno pojačavanje, što potiče bliskost i angažman, ali proizvodi odobravanje temeljeno na odobravanju osjetljivo na emocionalne fluktuacije. Nasuprot tome, snažni učitelji koriste strukturirani nastavni jezik i dosljedne rutine, stvarajući predvidljiva okružja za učenje koja podrža…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: interaction
  topic: keywords
subject: popular teacher
  topic: keywords
subject: powerful teacher
  topic: keywords
subject: teaching
  topic: keywords
creator: Hieronimus Canggung Darong
creator: Erna Mena Niman
rights: Copyright (c) 2026 Hieronimus Canggung Darong, Erna Mena Niman (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.41699

https://ojs.srce.hr/cje/article/view/41863
type: item
title: Nurturing the Gifted Scientific Mind: The Role of Enriched Science and Engineering Modules in Developing Science Process Skills/Razvijanje znanstvenoga uma nadarenih učenika: uloga obogaćenoga modula znanosti i inženjerstva u razvoju vještina znanstvenoga procesa
description: Abstract The aim of this study was to examine the effects of an enriched module series prepared for gifted students on their scientific process skills (SPS). In the study, the modules were implemented to the students at science lesson and the effect of the implementation on students' SPS was analysed. Embedded quasi-experimental mixed design, one of the mixed methods designs, was used. According to quantitative results, it was identified that the enriched module series had positive effect on students' SPS. The collected qualitative data show that the implementation especially contributed to identifying the problem, forming a hypothesis, collecting information, creating a list of materials, determining control variables, making a plan for observation, drawing conclusions about the data and repeating the test. The quantitative and qualitative findings of the study show that the application has a significant positive effect on the development of gifted students’ SPS. Key words: differentiation, enrichment, gifted education, science education --- Sažetak Cilj ovoga istraživanja bio je ispitati učinke obogaćenoga niza modula za nadarene učenike na njihove vještine znanstvenoga procesa (SPS). Pripremljeni moduli primijenjeni su na satima znanstvenih predmeta, pri čemu je analiziran njihov učinak na vještine znanstvenoga procesa učenika. Korišten je kvazieksperimentalni miješani dizajn, jedan od dizajna miješanih metoda. Sakupljeni kvantitativni podatci pokazali su da je niz obogaćenih modula imao pozitivan učinak na SPS učenika. Dobiveni kvalitativni podatci pokazali su da je primjena posebno doprinijela identificiranju problema, formiranju hipoteza, sakupljanju informacija, sastavljanju popisa materijala, određivanju kontrolnih varijabli, planiranju promatranja, donošenju zaključaka o podatcima i ponavljanju testa. Kvantitativni i kvalitativni rezultati istraživanja pokazali su da je primjena modela imala značajan pozitivan učinak na razvoj vještina znanstvenoga procesa …
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: differentiation
  topic: keywords
subject: enrichment
  topic: keywords
subject: gifted education
  topic: keywords
subject: science education
  topic: keywords
creator: Nurettin Can Bodur
creator: Cengiz Tuysuz
creator: Ilker Ugulu
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-03
publication date: 2026-06-03
doi: 10.15516/cje.v28i1.41863

https://ojs.srce.hr/cje/article/view/41455
type: item
title: Managing School Crises Through Communication: How Supportive Communication Relates to Protocol Readiness in Croatian Schools/Upravljanje školskim krizama: povezanost podržavajuće komunikacije i spremnosti protokola u hrvatskim školama
description: Abstract The study investigates how supportive, timely and transparent crisis-related communication in schools is associated with protocol readiness and staff preparedness to respond to unexpected events. A quantitative survey was conducted among 201 employees from primary and secondary schools in eastern Croatia. The questionnaire captured four domains: supportive crisis communication; organisation and crisis protocols; employees' self-assessed readiness to act in crisis situations; and the consistency of implementing and monitoring school safety measures. Data were analysed using descriptive statistics and Pearson correlation analysis. Results show positive and statistically significant associations between supportive crisis communication and (1) employees' perceptions of the quality and accessibility of crisis protocols and procedures and (2) employees' self-assessed readiness to respond in crisis situations. Patterns in item-level relationships indicate that clear channels for informing parents and the public, access to training and resources and availability of professional support are linked with stronger perceptions of organisational preparedness. The paper contributes evidence from the Croatian school context and translates employee perceptions into actionable levers for educational management aimed at strengthening school crisis preparedness and organisational resilience. Key words: Crisis communication; Crisis management protocols; Organisational readiness; Teacher preparedness; School safety --- Sažetak Istraživanjem se ispituje kako su podržavajuća, pravovremena i transparentna krizna komunikacija u školama povezana sa spremnošću protokola i spremnošću zaposlenika za odgovor na neočekivane događaje. Kvantitativna anketa provedena je među 201 zaposlenikom osnovnih i srednjih škola u istočnoj Hrvatskoj. Upitnik je obuhvatio četiri dimenzije: podržavajuću kriznu komunikaciju, organizaciju i protokole za krize, samoprocjenjenu spremnost zaposlenika za djelov…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: Crisis communication; Crisis management protocols; Organisational readiness; Teacher preparedness; School safety.
  topic: keywords
creator: Ivana Perkušić
creator: Dominik Hudolin
creator: Ana Globočnik Žunac
rights: Copyright (c) 2026 Ivana Perkušić, Dominik Hudolin, Ana Globočnik Žunac (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.41455

https://ojs.srce.hr/cje/article/view/41783
type: item
title: Digital Storytelling for Educational Equity: Evidence from the DN-DEE Model in Resource-Diverse Chinese Schools/Digitalno pripovijedanje za obrazovnu jednakost: dokazi iz DN-DEE modela u kineskim školama s različitim razinama resursa
description: Abstract This work presents and validates the digital narrative for educational equity double cycle activation model (DN-DEE) aimed at elucidating the function of digital storytelling (DST) in fostering educational equity in resource-disparate environments. The DN-DEE model integrates a macro policy-resource adaptation cycle with a micro learner activation cycle, connecting structural support to individual agency within a dynamic co-evolutionary framework. A quasi-experimental design involving 462 middle school students in central and western China (propensity score matching + difference-in-differences), along with longitudinal assessments, sequential mediation analysis and structural equation modelling (SEM), revealed that DST enhanced learning outcomes. Furthermore, it predominantly helped low-resource students, hence validating the resource compensating effect. The learners' motivational and emotional engagement mitigated the effects of DST. Furthermore, teacher digital literacy mitigated the impact of DST on learning outcomes. The resource compensation quantification matrix (RCQM) has been developed to systematically evaluate resources within the broader context of the DST, especially in a cross-cultural environment. The study's findings enhance theoretical comprehension of digital educational equity, provide a reproducible evaluative methodological tool and offer practical insights for directing policy and instructional strategies for effective digital skills training in low-resource environments. Keywords: digital inequality; DN-DEE double cycle activation model; resource compensation quantification matrix (RCQM); low-resource contexts; learner motivation; cross-cultural adaptation --- Sažetak Ovaj rad predstavlja i empirijski potvrđuje model dvostrukoga ciklusa aktivacije digitalnoga narativa za obrazovnu pravednost (DN-DEE), osmišljen kako bi razjasnio ulogu digitalnoga pripovijedanja (DST) u promicanju obrazovne pravednosti u okružjima s neujednačenim resur…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: Digital Inequality
  topic: keywords
subject: DN-DEE Dual-Cycle Activation Model
  topic: keywords
subject: Resource Compensation Quantification Matrix (RCQM)
  topic: keywords
subject: Low-Resource Contexts
  topic: keywords
subject: Learner Motivation
  topic: keywords
subject: Cross-Cultural Adaptation
  topic: keywords
creator: Ning An
creator: Mazida Ahmad
creator: Huda Ibrahim
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-07-03
publication date: 2026-07-03
doi: 10.15516/cje.v28.i1.41783

https://ojs.srce.hr/cje/article/view/41741
type: item
title: From Trends to Evidence: A Bibliometric and Mini Systematic Review on the Impact of Advance Organizers on Learning Outcomes in Formal Education/Od trendova do dokaza: bibliometrijski i kratki pregled literature o učincima naprednih organizatora na ishode učenja u formalnom obrazovanju
description: Abstract Advance organizers are a learning model introduced by David Ausubel that facilitate meaningful learning by helping learners relate new knowledge to their existing cognitive schemas. As education, technology, and 21st-century learning needs continue to evolve, research on this model continues to develop. This study aims to specifically map research trends and dominant topics over the past two decades. This study employs a bibliometric approach, utilizing article metadata extracted from the SCOPUS database. A total of 82 English-language articles from journal sources were obtained. The results show that the publication trend has been increasing since 2017, with a peak in 2019. The co-occurrence map produced four main clusters. Studies over the past 20 years linking advance organizers to learning outcomes have focused more on university-level education. It was found that male students benefited more from the application of advance organizers. Key words: academic achievement; advance organizer; bibliometric analysis; scopus-indexed literature --- Sažetak Model naprednoga organiziranja, koji je razvio David Ausubel, jest model učenja koji potiče smisleno učenje pomažući učenicima da novo znanje povežu s postojećim kognitivnim shemama. Kako se obrazovanje, tehnologija, i potrebe učenja za 21. stoljeće razvijaju, tako se razvija i istraživanje spomenutoga modela. Cilj ovoga istraživanja jest posebno mapirati istraživačke trendove i dominantne teme u posljednja dva desetljeća. U istraživanju je primijenjen bibliometrijski pristup pri čemu su korišteni metapodatci članaka iz baze SCOPUS. Iz baza časopisa dobivena su ukupno 82 rada na engleskome jeziku. Rezultati pokazuju da je trend objavljivanja u porastu od 2017. godine, s vrhuncem u 2019. godini. Mapa su-pojavljivanja iznjedrila je četiri glavne grupe ili klastera. Tijekom posljednjih 20 godina, istraživanja koja povezuju napredne organizatore s ishodima učenja uglavnom su bila usmjerena na sveučilišnu razinu obr…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: academic achievement; advance organizer; bibliometric analysis; scopus-indexed literature
  topic: keywords
creator: Ulin Nuskhi Muti'ah
creator: Anik Ghufron
creator: Sekar Purbarini Kawuryan
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-07-03
publication date: 2026-07-03
doi: 10.15516/cje.v28.i1.41741

https://ojs.srce.hr/cje/article/view/41289
type: item
title: The Role of Intelligence-Based Teaching Methods in Developing Non-Routine Problem-Solving Skills among Elementary School Students/Uloga metoda poučavanja temeljenih na inteligenciji u razvoju vještina rješavanja nerutinskih problema učenika osnovne škole
description: Abstract The purpose of this study was to investigate the effects of instructional practices based on intelligence games on the non-routine problem-solving skills of fourth-grade elementary school students. The study employed a nested design, one of the mixed-methods research designs. The primary data in the study were obtained from the experimental process (single-group pretest/post-test). The study sample included 22 fourth-grade students (12 girls, 10 boys) attending an elementary school in Rize in Turkey. The students were selected via convenience sampling, one of the purposive sampling methods. The intervention plan, which included intelligence games, was implemented over 40 sessions spanning 10 weeks. It was found that the non-routine problem-solving skills of elementary school students improved after the teaching intervention, based on the post-test scores. Additionally, the students reported that activities based on brain games contributed to their problem-solving skills, their ability to develop alternative solutions, and their strategy-development skills. Based on these results, it is suggested that future studies could be designed to test the role of such activities in developing students’ various skills. Key words: elementary school students; intelligence games; problem solving --- Sažetak Svrha ove studije jest istražiti učinke nastavnih praksi temeljenih na inteligencijskim igrama na vještine nerutinskoga rješavanja problema učenika četvrtoga razreda osnovne škole. Studija je koristila ugniježđeni dizajn, jedan od istraživačkih dizajna mješovite metode. Primarni izvor podataka za studiju čine podatci dobiveni iz eksperimentalnoga procesa (pred-posttest s jednom skupinom). Uzorak istraživanja sastojao se od 22 učenika četvrtoga razreda (12 djevojčica i 10 dječaka) osnovne škole u Rizeu u Turskoj, odabranih primjenom metodičkoga uzorkovanja po praktičnosti, jedne od ciljnih metoda uzorkovanja. Intervencijski plan, koji je uključivao igre za razvoj inteli…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: elementary school students; intelligence games; problem solving
  topic: keywords
creator: ALİ TERZİ
creator: TANER ALTUN
rights: Copyright (c) 2026 Dr. Ali TERZİ, Prof. Dr. Taner ALTUN (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.41289

https://ojs.srce.hr/cje/article/view/41726
type: item
title: Academic Honesty through Teachers' Lenses: Metaphors on Plagiarism Detection Software Across Cultures/Akademska čestitost iz perspektive nastavnika: metafore o softveru za otkrivanje plagijata u različitim kulturama
description: Abstract This research was conducted to obtain and compare teachers' metaphorical perceptions of "plagiarism detecting software - text" chains in both Czech and Turkish educational contexts. 15 Turkish and 19 Czech teachers participated in the study. The participants completed the phrase "A Plagiarism detection software – text is like . . . because . . ." to indicate their conceptualisations of the tools. Data was analysed qualitatively. As a result of the research, participants created 201 metaphors related to the "plagiarism detection software - text" concept chain across 9 conceptual categories. It was concluded that metaphors can be a powerful research tool for understanding teachers' insights into technological and educational phenomena related to sustainability. Keywords: Qualitative; teachers’ perspectives; Czech teachers; text; Turkish; plagiarism detection tools --- Sažetak Ovo istraživanje provedeno je kako bi se dobile i usporedile metaforičke percepcije učitelja o lancima „softver za detekciju plagijata – tekst“ u češkom i turskom obrazovnom kontekstu. U studiji je sudjelovalo 15 turskih i 19 čeških učitelja. Sudionici su dovršili frazu „Softver za detekciju plagijata - tekst je kao... jer..." kako bi naznačili svoje konceptualizacije alata. Podatci su analizirani kvalitativno. Kao rezultat istraživanja, sudionici su stvorili 201 metaforu povezanu s lancima koncepata „softver za detekciju plagijata - tekst" u 9 različitih konceptualnih kategorija. Zaključeno je da se metafore mogu koristiti kao moćan istraživački alat za razumijevanje uvida učitelja o tehnološkim i obrazovnim fenomenima za održivost. Ključne riječi: kvalitativno; oči učitelja; češki učitelji; tekst; turski; alat za detekciju plagijata
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: Qualitative; teachers’ perspectives; Czech teachers; text; Turkish; plagiarism detection tools
  topic: keywords
creator: Abdülkadir Kabadayı
creator: Martin Skuti
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-07-03
publication date: 2026-07-03
doi: 10.15516/cje.v28.i1.41726

https://ojs.srce.hr/cje/article/view/41566
type: item
title: Bodybuilding as a Recreational Strategy: Its Role in Enhancing Student Wellness and Institutional Vitality in Campus Gymnasium and Park Settings/Bodybuilding kao rekreacijska strategija: njegova uloga u poboljšanju dobrobiti studenata i institucionalne vitalnosti u kampuskim teretanama i parkovima
description: Abstract Wellness recreation areas, such as parks, gyms, offer students different ways to engage in muscle strengthening and a plethora of social, physical and psychological benefits. A cross-sectional, correlational study was conducted with 312 undergraduate students on several urban campuses that had a gym and a nearby park utilizing a stratified sampling technique. A questionnaire was recorded which measured (a) engagement (motivation) (frequency, duration, intensity), (b) wellness (social, psychological, physical) and satisfaction with different aspects of a facility (comfort, safety, access and equipment). Analyses included descriptive statistics, Pearson correlations, and linear regression analyses, which tested the relationship between Overall Wellness and Facility Satisfaction, with the standard regression diagnostics. Engagement was not only extensive but was due to intrinsic motivation: 61% of students trained at a high intensity three or more times a week. Students reported moderate levels of well-being in the physical, psychological, and social areas. Engagement had a statistically significant positive relationship with each domain of wellness (r=.47- .59, p < .01). Students expressed greater satisfaction with the quality of gym facilities compared to facilities provided in parks. Gyms were seen to be more positive than parks, at least in part due to the greater amount of equipment, and, consequently, students rated the safety and climate control more highly. Facility Satisfaction was a statistically significant predictive factor in Overall Wellness (R2 = .144, b = .38, p < .001). Barriers for use were overcrowding; few hours of operation; and shaded and well-equipped spaces at park. Although there are gaps to be filled regarding indoor and outdoor spaces, the more gaps that are filled the better the overall health of students will be. Specifically, to reduce the gaps in parks and gyms, students’ overall health will be improved by adding (1) cooling equi…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: bodybuilding participation; campus gymnasium; physical education; recreational infrastructure; student wellness
  topic: keywords
creator: Harold Deo B. Cristobal
creator: Kristine Antonette C. Tengco
creator: Jonathan Alfonso A. Comilang
creator: Joanne Christine N Solon
creator: Johann Albert S. Cabardo
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-07-03
publication date: 2026-07-03
doi: 10.15516/cje.v28.i1.41566

The Efficacy of Inquiry-Based Instruction on Students’ English Proficiency/Učinkovitost istraživački utemeljene nastave u stjecanju znanja engleskoga jezika među studentima
type: item
description: Abstract Proficiency in English is essential for academic achievement globally, particularly for university students, as it allows them to articulate their thoughts effectively and acquire knowledge effortlessly. Consequently, several English teachers aim to enhance student English proficiency through using various innovative teaching approaches. This study aimed to examine the effect of inquiry-based instruction (IBI) on the English proficiency of Turkish university students in both productive and receptive skills. This research was designed as a quasi-experimental study, utilising two intact English courses from the department of English language teaching. One class was the control group and learnt through the traditional teaching method (TTM), while the other class was the experimental group and learnt through inquiry-based instruction (IBI). Pre- and post-English proficiency tests were conducted to evaluate the impact of IBI on students' English performance. The results demonstrated significant improvements in the productive skills of the experimental group; however, the receptive skills, especially listening, revealed no progress, as the functional language (use of English) was not enhanced. The results of this study underscore the necessity of integrating blended IBI with targeted skills instruction and deliberate modifications to enhance receptive skills. Further research is needed to reconceptualise the modified IBI framework when targeting receptive skills. Keywords: English language teaching; innovative teaching approaches; traditional teaching method; productive skills; receptive skills --- Sažetak Poznavanje engleskoga jezika ključno je za akademski uspjeh na globalnoj razini, osobito za studente jer im omogućuje učinkovito izražavanje vlastitih ideja i lakše usvajanje znanja. Stoga brojni nastavnici engleskoga jezika nastoje unaprijediti jezičnu kompetenciju studenata primjenom različitih inovativnih nastavnih pristupa. Cilj ovoga istraživanja bio je is…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: English language teaching; innovative teaching approaches; traditional teaching method; productive skills; receptive skills
  topic: keywords
creator: Eftima Khalil
creator: Mustafa Kurt
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-07-03
publication date: 2026-07-03
doi: 10.15516/cje.v28.i1.41704

https://ojs.srce.hr/cje/article/view/41702
type: item
title: Internet and VR-Based Model for Piano Teaching: Possibilities of Integration into Higher Education/Model poučavanja klavira utemeljen na internetskim tehnologijama i virtualnoj stvarnosti: mogućnosti njegove integracije u visoko obrazovanje
description: Abstract The study of new approaches to piano instruction highlights the potential for integrating modern technologies into music education. The aim of this research was to identify opportunities and prospects for integrating a VR/Internet-based model of piano learning into China's higher education system and to evaluate its effectiveness. Testing, interviews and expert evaluations were employed to achieve this goal. A total of 150 Chinese students participated in the study, and they were divided into two groups: an experimental group (trained using the developed model) and a control group (trained using traditional methods). The results demonstrated that students in the experimental group achieved significant improvements across all key indicators – piano technique, musicality, music theory and sight-reading – compared with the control group. Specifically, the average improvement in piano technique was 6.62 points, compared to 2.92 in the control group; in musicality, 6.15 points, compared to 3.18; in sight-reading, 7.09 points, compared to 4.10; and in music theory, 5.11 points, compared to 2.56. Keywords: innovative learning; instrumental performance; music; piano; virtual reality --- Sažetak Istraživanje novih pristupa poučavanja klavira ističe potencijal integracije modernih tehnologija u glazbeno obrazovanje. Cilj ovoga istraživanja bio je identificirati prilike i izglede za integraciju VR/internetskoga modela učenja klavira u kineski visokoobrazovni sustav te procijeniti njegovu učinkovitost. Za postizanje toga cilja korišteni su testovi, intervjui i stručne procjene. U istraživanju je sudjelovalo ukupno 150 kineskih studenata podijeljenih u dvije skupine: eksperimentalnu skupinu (koja je učila koristeći se razvijenim modelom) i kontrolnu skupinu (koja je učila koristeći se tradicionalnim metodama). Rezultati su pokazali da su studenti u eksperimentalnoj skupini postigli značajna poboljšanja u svim ključnim pokazateljima – klavirskoj tehnici, muzikalnosti, te…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: innovative learning; instrumental performance; music; piano; virtual reality
  topic: keywords
creator: Li Ma
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-07-03
publication date: 2026-07-03
doi: 10.15516/cje.v28.i1.41702

Elements of Digital Literacy in German Language Textbooks/Elementi digitalne pismenosti u udžbenicima za njemački jezik
type: item
description: Abstract Digital literacy is one of the key competences of contemporary education, and textbooks play an important role in its development, particularly in the primary school context. The aim of this paper is to examine the representation of digital literacy elements in German language textbooks and accompanying workbooks used in primary schools in Croatia, Bosnia and Herzegovina, Serbia, and Montenegro. The study encompassed 31 textbooks and 31 workbooks, with a total of 10,433 tasks analyzed. The analysis was based on a comparative approach and the digital literacy model (Belshaw, 2014), which comprises eight elements: cultural, cognitive, constructive, communicative, confident, creative, critical, and civic.The results indicate that the confident element of digital literacy is the most dominant across all educational systems, while the remaining elements are underrepresented. The highest level of integration of digital literacy elements was recorded in Croatian textbooks, whereas the lowest level was identified in textbooks used for teaching German in Bosnia and Herzegovina. In conclusion, the need for a more systematic and balanced integration of digital literacy elements into German language textbooks, as well as foreign language textbooks in general, is emphasized. Keywords: comparative analysis; digital competence; primary education; teaching materials, tasks in textbooks and workbooks --- Sažetak Digitalna pismenost jedna je od ključnih kompetencija suvremenoga obrazovanja, a udžbenici imaju važnu ulogu u njezinu razvoju, osobito u osnovnoškolskom kontekstu. Cilj ovoga rada jest ispitati zastupljenost elemenata digitalne pismenosti u udžbenicima i pripadajućim radnim bilježnicama za njemački jezik koji se koriste u osnovnim školama u Hrvatskoj, Bosni i Hercegovini, Srbiji i Crnoj Gori. Istraživanjem je obuhvaćen 31 udžbenik i 31 radna bilježnica te je ukupno analizirano 10 433 zadataka. Analiza se temeljila na komparativnom pristupu i modelu digitalne pismen…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: comparative analysis; digital competence; primary education; teaching materials, tasks in textbooks and workbooks
  topic: keywords
creator: Emir Avdić
creator: Nataša Košuta
rights: Copyright (c) 2026 Emir Avdić, Nataša Košuta (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.41686

https://ojs.srce.hr/cje/article/view/41609
type: item
title: The Educational Value of Emotional Diversity: A Mediation Mechanism Analysis Based on Task Capability and Academic Achievement among Chinese Primary School Students/Obrazovna vrijednost emocionalne raznolikosti: analiza medijacijskoga mehanizma s obzirom na sposobnosti izvođenja zadataka i akademska postignuća učenika u osnovnim školama u Kini
description: Abstract Emotional diversity, defined as the variety and relative abundance of discrete emotions and individual experiences, is a key component of emotional complexity. Drawing on ecological principles, a richer "emotional ecosystem" is hypothesized to promote greater flexibility and adaptation. In educational settings, this diversity is expected to influence outcomes because different emotions serve distinct functions: positive emotions can broaden cognitive resources and motivate exploration, while negative emotions can sharpen focus and promote perseverance in the face of challenges. Based on OECD-SSES data from Chinese primary school students, this study examines the educational value of emotional diversity by analyzing its impact on task capability and academic achievement. The findings reveal that positive emotional diversity enhances academic performance but may undermine task capability, whereas negative emotional diversity is positively associated with task capability but shows no significant direct effect on academic achievement. Furthermore, task capability mediates the relationship between negative emotional diversity and academic achievement, with the negative impact attenuated when negative emotion levels are low. The study highlights the complex role of emotional diversity in educational contexts and offers evidence-based insights for designing culturally responsive emotional education interventions. Key words: emotional diversity; task capability; academic achievement; mediating effect; educational intervention --- Sažetak Emocionalna raznolikost, koja se definira kao raznolikost i relativno bogatstvo diskretnih emocija i osobnih doživljaja, ključna je sastavnica emocionalne kompleksnosti pojedinca. Ako je usporedimo s ekološkim principima, možemo pretpostaviti da bogatiji „emocionalni ekosustav“ omogućava i veću fleksibilnost i prilagodljivost. U obrazovnom kontekstu smatra se da emocionalna raznolikost utječe na obrazovne ishode jer različite emoci…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: emotional diversity; task capability; academic achievement; mediating effect; educational intervention
  topic: keywords
creator: Wang Xiangyong
creator: Xu Man
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-07-03
publication date: 2026-07-03
doi: 10.15516/cje.v28.i1.41609

Differences in Physical Fitness Between 10- and 14-Year-Old Students/Razlike u tjelesnoj spremnosti između učenika u dobi od 10 i 14 godina
type: item
description: Abstract This study sought to determine the differences in physical fitness between students aged 10 and 14 years, clarify the impact of maturation on physical fitness and examine whether fitness levels decline with age. The cross-sectional study included 117 primary school students (64 fourth-grade and 53 eighth-grade students). The mean age was 12.05 ± 2.03 years. Measurements comprised anthropometric variables (body height and mass, body composition, waist-to-hip ratio [WHR], waist-to-height ratio [WHtR]), motor tests (standing long jump, sit-ups, sit-and-reach, 4 × 10 m shuttle run), and an indirect assessment of maximal oxygen uptake (VO₂max) using the 20 m multistage shuttle run test. ANOVA and Welch tests showed significant between-group differences. Fourteen-year-olds were taller and heavier and performed better in explosive leg power and repetitive trunk strength tests. Ten-year-olds demonstrated better agility, greater flexibility and higher cardiorespiratory endurance. Despite higher BMI in older students, WHtR did not differ significantly, which suggests proportional growth without marked changes in central fat distribution. Biological growth and increased muscle mass during adolescence are not sufficient to maintain cardiorespiratory capacity, flexibility, or speed and agility. The decline in aerobic endurance among older students indicates more sedentary habits and supports the need for targeted physical activity programs within the Physical Education curriculum to preserve cardiorespiratory health and motor competencies. Keywords: adolescenc; cardiorespiratory capacity; motor skills; physical fitness --- Sažetak Cilj istraživanja: Cilj istraživanja jest utvrditi razlike u tjelesnoj spremnosti između učenika u dobi od 10 do 14 godina. Istraživanjem se želi dobiti jasan uvid utjecaja odrastanja na tjelesnu spremnost i smanjuje li se s porastom dobi razina tjelesne spremnosti. Metode: U presječnom istraživanju sudjelovalo je 117 učenika osnovnih škola (6…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: adolescence, cardiorespiratory capacity, motor skills, physical fitness
  topic: keywords
creator: Igor Vrga
creator: Leona Roca Badrić
creator: Marko Badrić
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-07-03
publication date: 2026-07-03
doi: 10.15516/cje.v28.i1.41580

https://ojs.srce.hr/cje/article/view/41347
type: item
title: Adaptive Gamified Wearables in University Physical Education: Effects on Physical Literacy, Motivation, and Well-Being in a Cluster Randomised Controlled Trial/Prilagodljivi igrificirani uređaji za nošenje u sveučilišnom kolegiju Tjelesne i zdravstvene kulture: učinci na tjelesnu pismenost, motivaciju i dobrobit u randomiziranome kontroliranom istraživanju
description: Abstract The present study examined whether an adaptive gamified programme built around fitness trackers improves physical literacy and related psychological outcomes more than standard gamification or tracker-only monitoring at Chinese universities. A semester-long cluster randomised controlled trial was conducted with 248 undergraduate students in six groups allocated to three intervention types: adaptive gamification with personalised, recovery-sensitive goals and reflection, standard gamification with fixed goals, and a control intervention with trackers and reflection only. Physical literacy, motivation, well-being, and activity were assessed at baseline, post-intervention, and follow-up using questionnaires and the data from the used devices. Perceived physical literacy was pre-specified as the primary outcome. Because randomisation occurred at the student group level (six clusters), confirmatory inference relied on linear mixed-effects models with random intercepts for students’ groups and individual students, and cluster-robust standard errors with the correction of degrees of freedom due to a small sample; repeated ANOVA and paired comparisons were reported as descriptive/supporting analyses. Correlation analyses and exploratory mediation models were used to probe potential behavioural pathways, and interviews/reflections were thematically coded. In the cluster-adjusted primary model, the adaptive group showed a larger post-intervention gain in perceived physical literacy than the control group (B = 0.49, robust SE = 0.09, p = .003), and this advantage remained evident at follow-up (B = 0.49, robust SE = 0.10, p = .004). The findings indicate that embedding trackers in a theoretically grounded, adaptive learning design can meaningfully strengthen students’ capacity and willingness to lead active lives, and they offer scalable design principles for university-based health promotion. Key words: digital behaviour change; gamified physical education; self-deter…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: digital behaviour change
  topic: keywords
subject: gamified physical education
  topic: keywords
subject: self-determined motivation
  topic: keywords
subject: university health promotion
  topic: keywords
subject: wearable technology
  topic: keywords
creator: Zhendong Yu
creator: Jianan Dang
rights: Copyright (c) 2026 Zhendong Yu, Jianan Dang (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-25
publication date: 2026-06-25
doi: 10.15516/cje.v28i2.41347

https://ojs.srce.hr/cje/article/view/41074
type: item
title: Constructivist learning, teacher interaction, and self-efficacy as predictors of boredom in elementary school students in Croatia/Konstruktivističko učenje, nastavnička interakcija i samoučinkovitost kao prediktori dosade na nastavi među učenicima osnovne škole u Hrvatskoj
description: Abstract The aim of the study was to examine the characteristics and predictive roles of constructivist learning, teacher interaction, and self-efficacy in relation to student boredom in classes of seventh- and eighth-grade elementary school students (ISCED level 2: lower secondary education) in the Republic of Croatia (N = 1249). The results showed that constructivist learning, teacher interaction, and self-efficacy are significant predictors of classroom boredom. It was shown that classroom boredom is lower when students have higher intrinsic motivation to learn, i.e., when they are interested in what they are learning and believe it is applicable in real life. The results indicate that too much freedom, a lack of clear boundaries, and excessive student independence without teacher guidance can lead to a greater long-term feeling of boredom in the classroom. It has been shown that a higher sense of self-efficacy results in lower boredom, and hierarchical analysis showed that higher social self-efficacy still results in greater boredom, which indicates that students with developed positive relationships with peers and those who fight for their rights, while not violating the rights of others, may experience a greater sense of boredom in class in the long run. Key words: constructivist learning; elementary school; self-efficacy; student boredom; teacher interaction --- Sažetak Cilj istraživanja bio je ispitati obilježja i prediktorsku ulogu konstruktivističkoga učenja, nastavničke interakcije i osjećaja samoučinkovitosti u učeničkoj dosadi na nastavi učenika sedmih i osmih razreda osnovne škole (N = 1249) u Republici Hrvatskoj. Rezultati istraživanja pokazali su kako su konstruktivističko učenje, nastavnička interakcija i samoučinkovitost značajni prediktori dosade na nastavi kao kriterija. Pokazalo se kako će doživljaj dosade na nastavi biti niži ako učenici imaju veću intrinzičnu motivaciju učenja, odnosno ako im je zanimljivo ono što uče i ako smatraju kako je on…
subject: Basic Educational Sciences / Temeljne odgojno obrazovne znanosti
  topic: section
subject: constructivist learning; elementary school; self-efficacy; student boredom; teacher interaction
  topic: keywords
creator: Lidija Rudić
creator: Tomislav Topolovčan
rights: Copyright (c) 2026 Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje https://creativecommons.org/licenses/by-nc/4.0
date: 2026-07-03
publication date: 2026-07-03
doi: 10.15516/cje.v28.i1.41074