Publishing frequency: 4 issues per year Editor-in-Chief: Matjaž Duh The Journal of Elementary Education (JEE) is an international, peer-reviewed, open access journal that publishes scientific articles primarily but not limited to the area of elementary school education. It brings together academics and researchers from different European countries who seek to promote a vigorous dialogue between scholars in various fields both central and related to scientific enquiry in education. JEE accepts articles which promote advances in education also from closely related fields in Slovene, English and German language. Indexed databases: Scopus, DOAJ, Dimensions. Informational directories: AskBisht Journal Directory The Journal of Elementary Education is published with the support of the Slovenian Research and Innovation Agency Licence: CC BY
Univerzitetna založba Univerze v Mariboru
This special issue of the Journal of Elementary Education addresses the topic of healthy lifestyles in the context of sustainable development and lifelong learning. It is based on content developed as part of the Healthy Lifestyle for Sustainable Development and Lifelong Learning project, implemented by the Faculty of Education, University of Maribor (The project is part of the national Recovery and Resilience Plan (NOO) and is co-financed by the European Union’s Recovery and Resilience Facility). The focus is on striving for a holistic approach to understanding the factors under consideration and the relationships between them, contributing to the well-being of individuals and society. In recent years, a healthy lifestyle has become a topic of discussion at the interface between science, policy, and everyday life. The chosen topic goes beyond individual disciplines and signals a shift in understanding healthy lifestyles and well-being as complex and dynamic processes that go beyond physical and motor aspects, holistically treating the individual. It encompasses reflections on physical, mental, and social balance, cultural and environmental aspects of life, the importance of creativity and belonging, and how an individual establishes relationships with the self, others, and their surroundings. Precisely because of its complexity, the topic is relevant from the scientific research perspective and in its quest for answers to practical, systemic, and long-term challenges. The papers in this issue highlight various aspects of a healthy lifestyle and well-being by analysing physical, mental, social, and environmental factors. The authors address issues related to a range of life stages (from early childhood through school years, and higher education to professional development), contexts, and professional foundations. They examine topics related to physical activity, dietary habits, the use of digital technology, nature, art, emotional responses, the sense of safety, and the well-being of both children and adults. The authors Loudová Stralczynská, Lipnicka, and Chytrý examine preschool teachers’ views from the Czech Republic and Slovakia on the criteria for admitting two-year-olds to kindergarten. They highlight the tension between institutional expectations and children’s developmental characteristics and emphasise the importance of child-centred, developmentally appropriate practices that promote children’s well-being. Pölzl-Stefanec and Gutmann analyse the inclusion of children in kindergarten from the parents’ perspective. Using the concept of sense of coherence, they identify both stressors and sources of support in the process of introducing children to preschool and emphasise the importance of cooperation between preschool institutions and families as a basis for the child’s well-being and sustainable integration into institutional settings. Kobler discusses the importance of the natural environment, especially the forest, for developing resilience and well-being in preschool children in today’s often stressful world. She presents the forest as an experiential space that positively impacts children’s emotional stability, physical health, and social connectedness, shaping sustainable attitudes in early childhood. The role of art in preschool education is compared by the authors Štirn Janota and Dýrfjörð, using examples from Slovenia and Iceland. They place art at the centre of the educational process as a factor in creativity, reflection and community that strengthens emotional well-being and lays the foundation for sustainable coexistence. They also recognise that both students and educators need educational programs that integrate health, well-being, and art. Authors Komzáková and Koželuhová pay particular attention to the role of transitional objects and rituals used by primary school teachers to support students’ emotional well-being. Their contribution highlights the importance of a safe, engaging learning environment, along with attention to children’s emotional needs during the transition to compulsory education and in the early school years. Also at the level of early primary education, Jančič Hegediš examines the teaching of social studies outside the classroom. She emphasises the importance of experiential outdoor learning that promotes active student participation, stimulates curiosity, and contributes to forming a sustainable mindset and a sense of well-being as a physical and environmental learning experience. Fošnarič and Dolenc explore a different aspect in the same age group: the influence of digital technology on children’s daily habits related to physical activity, nutrition, sleep, and mental health. They emphasise the need for a balanced approach and cross-sectoral cooperation in creating an environment that supports a healthy lifestyle for children in a digitised everyday world. Matejek and Kukovica examine differences in body composition and lifestyle habits between normal-weight and overweight or obese trainee teachers. Using a combination of questionnaires and body composition measurements, they investigate the interplay between perceived and objective aspects of lifestyle among university students. They conclude that it would be helpful to develop targeted programs to promote a healthy lifestyle at universities, particularly for future teachers, who play a key role in shaping healthy habits among school students. Prskalo and Planinšec, working with the same target group, analyse the relationship between physical activity, sedentary behaviour, and academic success among students. Their paper encourages reflection on the balance between learning, movement, and rest, and calls for a holistic understanding of health and success in the university environment. Also with the same target group, Vršnik Perše and Grafenauer Ekart analyse the relationship between student well-being and factors such as social and mental balance, physical activity, dietary habits, and daily routines. The paper fits into a broader framework of reflection on a holistic approach to a healthy lifestyle among youth. It emphasises the need for sustainable supportive environments that promote psychological, physical, and social well-being among students. Educational professionals are a key factor in raising awareness of a healthy lifestyle. Poche Kargerová, Göbelová, Šimlová and Seberová present the WANDA method as a structured approach to group reflection for educators. The paper highlights the importance of professional support, collegial learning, and concern for staff well-being as the foundation of sustainable and high-quality educational practice. Despite the methodological and content diversity of these contributions, they share a common ground. Health, well-being, and sustainability are not concepts to be addressed in isolation but must be understood as interwoven, interdependent, and embedded in a broader social and cultural context. The scientific papers in this issue make a valuable contribution to understanding complex relationships by placing them within the broader framework of lifelong learning. The international contributions provide an additional scientific contribution to the topic of healthy lifestyle in relation to sustainable development and lifelong learning, offering insights from diverse societal perspectives. We believe this thematic issue will stimulate reflection on the links between research, everyday practice, and systemic design of conditions aimed at a lifelong development of quality, safe, and healthy lives.
Copyright (c) 2025 Tina Vršnik Perše https://creativecommons.org/licenses/by/4.0
The WANDA Reflective Method as a Tool for Improving Teachers’ Well-being
This qualitative research study focuses on teachers’ well-being in the context of the WANDA reflective method. The aim was to explore teachers’ subjective perceptions of the benefits of WANDA on their well-being. Data were collected through a qualitative written interview technique. The research sample consisted of sixteen primary and pre-primary teachers who had completed the WANDA method. Content analysis of the data was conducted using thematic analysis based on the PERMA model. The results showed that WANDA contributes to teachers’ well-being in the areas of Relationship, Meaning, Positive Emotions, and Engagement. The Accomplishments category was the least represented.
WANDA, well-being, teachers’ well-being, PERMA.
Copyright (c) 2025 Jana Poche Kargerová, Taťána Göbelová, Žaneta Šimlová, Alena Seberová https://creativecommons.org/licenses/by/4.0
Predictors of Well-Being in University Students: The Dominant Role of Social and Mental Balance and Physical Exercise over Dietary Habits and Daily Routines
This study examines the relationship between well-being, social and mental balance, physical exercise, dietary habits, and daily routines among university students. Using standardised questionnaires, we obtained results showing that social and mental balance is the strongest predictor of well-being, followed by organised physical exercise. Although dietary habits and daily routines are correlated with well-being, their predictive influence remains limited. The results point to the importance of holistic interventions that integrate social support, structured physical activity, and healthy lifestyle choices in increasing overall well-being. Future research should investigate longitudinal effects and intervention-based approaches to develop sustainable well-being strategies tailored to students' needs.
university students, well-being, social and mental balance, physical exercise, dietary habits, daily routines.
Copyright (c) 2025 Tina Vršnik Perše, Živa Grafenauer Ekart https://creativecommons.org/licenses/by/4.0
University Students' Lifestyle in the Context of Physical Activity, Sedentary Habits, and Academic Achievements
This study aims to explore the relationship between physical activity, sedentary behaviour, and academic achievement among university students. A total of 243 students aged 18 to 24 years participated. Physical activity was assessed using the International Physical Activity Questionnaire – Short Form, while sedentary behaviour was measured with the SIT-Q-7d. Academic achievement was based on self-reported average grades and compared across physical activity levels using one-way ANOVA. Results indicate that higher physical activity is not necessarily linked to better academic performance. Excessive involvement in physical activity may reduce study time, potentially leading to lower academic outcomes.
physical activity, sedentary behaviour, academic achievement, university students, cognitive performance.
Copyright (c) 2025 Ivan Prskalo, Jurij Planinšec https://creativecommons.org/licenses/by/4.0
Lifestyle Characteristics of Students who are Overweight, Obese, or have Normal Body Weight
This study examines the differences in body composition and lifestyle habits between normal-weight (NW) and overweight/obese (OW&O) university students. A sample of fifty-five students aged 21–25 years completed validated questionnaires (HLPCQ, IPAQ-SF, WHO-5) and underwent body composition analysis using the InBody 270 device. Statistical analyses included independent sample t-tests and Cohen’s d effect sizes. OW&O students had significantly higher scores for body fat, fat-free mass, and skeletal muscle mass. While body composition differences were evident, lifestyle habits did not significantly differ between weight groups. Bias in lifestyle and well-being self-assessment calls for the development of more objective assessment tools and further research.
body composition, eating habits, sleeping habits, physical activity, social balance.
Copyright (c) 2025 Črtomir Matejek, David Kukovica https://creativecommons.org/licenses/by/4.0
From Digital Technology to Healthy Habits: Interdisciplinary Foundations for Developing Training Programs for a Healthy Lifestyle Among Children
This article explores the impact of digital technology on children’s development, focussing on the physical, cognitive, and emotional domains. The introduction emphasises the benefits of digital tools for education and language acquisition, but also points out the associated risks such as physical inactivity, sleep disturbances and mental health problems. A rigorous methodological approach ensures the inclusion of high-quality data, while subsequent sections explore key themes, including the interplay between screen time, physical activity, and diet. The conclusion emphasises interdisciplinary interventions, including the ZŽS project framework, which integrates technology, health, and environmental responsibility. This approach aims to promote healthier lifestyle choices.
digital technology, child development, mental health, physical activity.
Copyright (c) 2025 Kosta Dolenc, Samo Fošnarič https://creativecommons.org/licenses/by/4.0
Does teachers’ Interest Affect the Frequency of Teaching and Learning Outside the Classroom in Early Social Studies?
The article presents the findings of a study aimed at determining whether teachers’ personal interests and other factors influence the implementation of teaching and learning outside the classroom in early social studies within primary education. A convergent mixed-method research design was employed. The results indicate that, in practice, teaching and learning outside the classroom in early social studies is implemented less frequently than would be expected based on the didactic guidelines for early social studies instruction. Most teachers conduct such lessons only once a month or less. Teachers’ personal interests emerged as a significant factor influencing the frequency of teaching and learning outside the classroom.
primary Education, Social Studies, Experiential Learning, Teaching and Learning outside the classroom, convergent mixed methods approach.
Copyright (c) 2025 Polona Jančič Hegediš https://creativecommons.org/licenses/by/4.0
Support for and Development of Well-Being Through Transitional Objects and Rituals in Primary Education
Well-being is essential for pupils’ academic and personal growth. Since schools are central to children’s lives, they must provide a safe environment that supports emotional needs. This study explores how primary school teachers use transitional objects and rituals that help children adapt to school and feel secure. Findings reveal that teachers employ these tools intuitively, often without theoretical grounding. Despite their informal use, these practices positively influence pupils’ adaptation and the classroom climate. The study underscores the importance of integrating transitional elements into educational practice and calls for enhanced teacher training focused on emotional well-being and its role in early education.
well-being, primary education, transitional object, transitional ritual; transient object.
Copyright (c) 2025 Martina Komzáková, Eva Koželuhová https://creativecommons.org/licenses/by/4.0
Art for Well-being: Insights into Early Childhood Education in Slovenia and Iceland
In this article, we explore how arts education promotes well-being in preschool education by comparing the views of Slovenian and Icelandic educators and students. In Slovenia, a structured curriculum approach predominates, while in Iceland creativity, learning in nature and finding solutions in an open learning environment are emphasised. Both approaches promote emotional expression, ethical awareness, and sustainable education. We highlight the challenges in teacher training and emphasise the need for training and inclusion of pedagogical practises in the arts in relation to health and well-being, while also demonstrating the importance of the arts experience for the health and well-being of both educators and preschool students.
cultural and arts education, health, preschool education, well-being, preschool teacher education.
Copyright (c) 2025 Petra Štirn Janota, Kristín Dýrfjörð https://creativecommons.org/licenses/by/4.0
The Role of Forest Experiences in Enhancing Child Well-being and Resilience
Given the alarming prevalence of (mental) health problems in children and young people, exacerbated by the pandemic and environmental fears, the question of how we can strengthen children for an increasingly complex world with all that it entails is more topical than ever. This article therefore addresses the importance of resilience, well-being, and experience of nature for children’s development, particularly through time spent in a forest. Experiencing the forest strengthens the immune system, reduces stress, and promotes social and motor skills, and can therefore have a positive influence on children’s well-being and the development of resilience.
child well-being, resilience, forest experiences, forest-based education.
Copyright (c) 2025 Evelyn M. Kobler https://creativecommons.org/licenses/by/4.0
Parents’ Perspectives on Stressors and Resources: Well-being and Social Support During Early Childhood Transitions
The transition from familial to institutional early childhood education and care (ECEC) settings is a critical phase for both children and parents. In this study, we examined the stressors and resources affecting parents during nursery and kindergarten settling-in processes. Using Antonovsky’s concept of coherence as the theoretical framework, we conducted fifteen qualitative semi-structured interviews with parents and analysed the emotional, organisational, and social challenges they perceived as stressors and resources during the transition phase. The findings showed that a resource-oriented approach can reduce stress and support the emotional and social adjustment of both parents and children.
transition from home to ECEC setting, nursery and kindergarten settling-in, parental perspective, stressors and resources, sense of coherence.
Copyright (c) 2025 Eva Pölzl-Stefanec, Nina Gutmann https://creativecommons.org/licenses/by/4.0
Teachers’ Opinions on Kindergarten Admission Standards: Risks to Toddler Well-Being?
The aim of this paper is to present the opinions of teachers on the standards for admitting toddlers to kindergartens in the Czech Republic and Slovakia, and to discuss these standards in relation to the risks to children’s well-being. Opinions were obtained through a quantitative survey among teachers from the Czech Republic (n=574) and Slovakia (n=593) in 2023. Results showed that most teachers do not support the admission of children under three to kindergartens. They conditionally support admission based on self-care skills, hygiene habits, and socio-emotional independence, which do not match typical toddler development, posing pressure on the child and family.
pre-school Teachers, Admission Standards, Toddlers, Kindergarten, Child Well-Being.
Copyright (c) 2025 Barbora Loudová Stralczynská, Milena Lipnicka, Vlastimil Chytrý https://creativecommons.org/licenses/by/4.0
Student Teachers’ Perceptions of Teaching: Looking Back or Moving Forward?
The aim of the study was to compare perceptions about the teaching of the subject “Nature and Society” among preservice primary school teachers at three Croatian universities. The results indicate consistent perceptions among second- and fifth-year students, regardless of their university, with a notable inclination toward teacher-centred teaching. Fifth-year students from all three universities demonstrate a slight shift away from the traditional teaching paradigm compared with second-year students. For a genuine transformation in teaching approaches, in addition to acquired knowledge and developed competences, it is essential to encourage preservice teachers to engage in self-reflection on their teaching practices to become aware of their own beliefs about teaching.
DASTT-C, student-centred teaching, teacher-centred teaching, perception, preservice primary school teachers.
Copyright (c) 2025 Alma Škugor, Suzana Tomaš, Alena Letina https://creativecommons.org/licenses/by/4.0
Enhancing Learning Performance in Primary Education: The Roles of Problem Solving and Creative Thinking Challenges
This study investigated the roles of problem-solving and creative thinking activities in primary science education. Participants included 64 third-grade and 62 fifth-grade students in Southern Vietnam, with half assigned to experimental groups and the others to control groups. The experimental groups, which received structured lessons, outperformed the control groups, which received traditional instruction. Results highlight the positive impact of integrating these activities on academic performance, supporting the effectiveness of structured support in enhancing learning outcomes.
problem-solving, creativity, learning performance, primary education, vietnamese students.
Copyright (c) 2025 Pham Ngoc Thien Nguyen, Khanh-Trinh Tran, Giam Buu Le https://creativecommons.org/licenses/by/4.0
Effectiveness of a Computer Game for Recognizing and Understanding Facial Emotions in Hearing-Impaired Children
The present study evaluates the effectiveness of the EMOFIT computer game on the recognition and understanding of facially expressed emotions in 6-10-year-old hearing-impaired children. This quasi-experimental, pre-test-post-test design study, with control and experimental groups, was conducted with the participation of thirty children. The results showed significant improvement in emotion understanding, especially in adaptation (e.g., η² = 0.84), with slight improvement in naming (e.g., η² = 0.57). Results suggest that games like EMOFIT can effectively improve impaired social skills and emotional development among children.
Computer Game, Facial Emotion Recognition, Facial Emotion Understanding, Hearing Impairments.
Copyright (c) 2025 Mozhgan Ghanat, Esmaeil Zaraii Zavaraki, Fatemeh Jafarkhani, Morteza Bakhtiarvand https://creativecommons.org/licenses/by/4.0
A Comparative Study of Early Childhood Teachers’ Digital Practices During and After COVID-19
This study investigates early childhood teachers’ perceptions and use of digital media during and after the COVID-19 pandemic, addressing the need to understand evolving ICT practices in early education. Employing a longitudinal design, data were collected via structured questionnaires from the same kindergartens in 2020 and 2024. Quantitative analysis revealed stable self-assessed digital competence but changing pedagogical use and attitudes. The findings underscore the need for targeted digital training and systemic support. The study’s novelty lies in its comparative longitudinal approach, offering insight into the sustained impact of a global crisis on digital integration in early childhood education.
COVID-19 pandemic, digital competences, digital media, early childhood, early childhood teachers.
Copyright (c) 2025 Bernarda Tokić, Matilda Karamatić Brčić, Marijana Miočić https://creativecommons.org/licenses/by/4.0
A Study of Classroom Potential Based on Elementary School Students’ Seating Position Preferences
Previous research has shown a link between seating position and student interest in and motivation for learning. This study explores classroom potential based on seating preferences and reasons behind student choices. Teachers rarely allow students to select their own seats, despite the benefits of comfort and engagement. Conducted in 5th and 6th elementary grades, this research used a participatory approach involving students and teachers. The study found that students’ seating preferences were influenced by spatial characteristics, opportunities for social engagement, and academic motivations. Understanding these preferences can help create a more conducive learning environment, enhancing student comfort, participation, and overall academic motivation.
teaching, school, student, learning process, peer feedback.
Copyright (c) 2025 Kukuh Rizki Satriaji, Imam Santosa, Achmad Syarief, Andriyanto Wibisono https://creativecommons.org/licenses/by/4.0
Awareness of Stakeholders about Inclusive Education
This paper examines the level of awareness among stakeholders about inclusive education. The sample comprises thirty school heads, 108 class teachers, forty-four parents, and twenty-eight School Management Committee members. A thirty-item self-constructed awareness questionnaire was administered for data collection, and the data was analysed using descriptive statistics. Findings indicate that stakeholders are highly aware of inclusive education and that parents are the most aware among all categories of stakeholders. In terms of gender, female stakeholders proved to be more aware than their male counterparts. An influence of educational qualifications on awareness level is visible since stakeholders with a higher level of education demonstrated higher levels of awareness.
awareness, Inclusive Education, Stakeholders.
Copyright (c) 2025 Sandeep Berwal, Varuna Tehlan Dahiya https://creativecommons.org/licenses/by/4.0
The Importance of Developing Multiple Intelligences Among Pupils at Inclusive Primary Schools
In this article, we explore the awareness of educational professionals regarding the use of Gardner’s theory of multiple intelligences (MI) in inclusive schools. The research involved 49 educational professionals from selected primary schools. We found that they were generally familiar with Gardner’s MI theory, but most do not use it intentionally in their teaching. They most often develop interpersonal, verbal-linguistic, and mathematical-logical intelligence, while bodily-kinesthetic, spiritual, and musical-rhythmic intelligences remain less frequently stimulated. In an inclusive school, it is crucial for teachers to use Universal Design for Learning, which addresses different types of intelligence and enables more differentiated teaching.
inclusion, multiple intelligences, differentiated learning, formative assessment, universal learning design.
Copyright (c) 2025 Vanja Kiswarday, Andreja Cerovšek https://creativecommons.org/licenses/by/4.0
Collaboration as a Soft Skill in Special Education Teachers: A Systematic Literature Review
This study explores the role of collaboration as a crucial soft skill for special education teachers (SETs), focusing on its impact on their professional development and teaching practices. Through a qualitative review of 15 studies (2012–2024), findings highlight that, while collaboration enhances inclusive education, challenges persist, including heavy workloads, large class sizes, limited training, and negative attitudes. SETs view collaboration with schools, families, and colleagues as vital to improving both teaching effectiveness and student outcomes. The study underscores the need to integrate collaborative practices into teacher preparation programs to foster professional growth and create more inclusive, supportive learning environments.
collaboration, soft skill, special education teachers (SETs), systemic literature review.
Copyright (c) 2025 Assimina Tsibidaki, Aikaterini Vrachna https://creativecommons.org/licenses/by/4.0
New Polystochastic Statistical Inference in Social Sciences - Defining new Rules and Thresholds
The Null Hypothesis Significance Testing (NHST) framework has sparked considerable debate within the scientific community, leading to numerous studies advocating for a re-evaluation of the current system. New polystochastic statistical inference defines methods of statistical inference that integrate rules and thresholds for both rejecting the null hypothesis and confirming the alternative hypothesis. This approach unifies the control of respondents' influence on statistical significance and introduces criteria such as effect size and Bayesian inference for confirming the alternative hypothesis. Unlike NHST, polystochastic statistical inference controls Type I error (p-value) and aims to optimize the confirmation of evidence without increasing the risk of Type II errors.
Bayesian, effect size, NHST, p-value, polystochastic, social science, statistical inference.
Copyright (c) 2025 Sinisa Opic https://creativecommons.org/licenses/by/4.0
Spiritualty of Children in Families and Those in Residential Care
The aim of the study was to investigate the differences in the spirituality of children in residential care and children in families. Applying the method of pairs, children with behavioural problems who are users of residential care and children from families who are equal in terms of sociodemographic variables were selected for the sample. After applying a mixed methodology (Spiritual Sensitivity Scale and Santa Clara questionnaires, and Interpretive phenomenological analysis and thematic analysis of interviews), we obtained results indicating differences in the understanding of spirituality between these two groups. Children from residential care achieved higher results on spirituality questionnaires, and qualitative methodology determined a greater degree of compassion towards close people as well as a deeper relationship with the transcendent.
spirituality, method of pairs, residential care, children, mixed methodology.
Copyright (c) 2025 Goran Kardum, Ante Grčič, Marina Marina https://creativecommons.org/licenses/by/4.0
Preschool Teachers’ Conceptions of Professional Development in Relation to Career Motivation and Job Satisfaction
In this paper, we are interested in preschool teachers’ conceptions of professional development in relation to their motives for choosing the profession and professional satisfaction. Results of a study among 145 Slovenian preschool teachers show that they generally have a positive conception of professional development; nevertheless, recognition of the importance of learning and in-depth reflection on this conception depend on career motivations, while a broader conception of professional development increases the likelihood of thinking about leaving the profession more frequently. The findings justify the need for better recognition of preschool teachers’ needs and obstacles in the workplace.
professional development, conception of professional development, career motivation, job satisfaction, preschool teachers.
Copyright (c) 2025 Mojca Žveglič Mihelič, Milena Valenčič Zuljan, Romina Plešec Gasparič https://creativecommons.org/licenses/by/4.0
The Impact of Implementation Contemporary Art Practices into Art Education on the Artistic Development of Eighth-Grade Students
It is known that several factors can have a positive effect on the artistic development of pupils, but it has not yet been investigated whether such development can also be positively influenced by the contemporary visual arts. Mainly because it is multi-layered and complex to understand, the question here is whether teachers can incorporate contemporary visual arts to the same degree and extent as other visual arts content to exert a positive influence on the development of artistic skills. Therefore, in this paper we present the results of a pedagogical experiment conducted to examine the effects of incorporating contemporary artistic practices on the development of artistic creativity skills in eighth graders (N = 121). Through the study, we were able to demonstrate that the inclusion of contemporary art practices in art lessons does have a positive impact on the development of art design skills among eighth graders.
contemporary visual arts, art instruction, art development, artistic design skills.
Copyright (c) 2025 Katja Kozjek Varl, Jerneja Herzog https://creativecommons.org/licenses/by/4.0
Inclusiveness and Equity in Vocational Education and Training
Two decades ago, the Index for Inclusion was developed. It defines inclusion at three levels (policy, culture and practice) and can be linked to a multidimensional understanding of equity that complements redistribution with recognition, representation, and relationality as presented in the article. The research is based on an analysis of the responses of teachers, counsellors, and principals of vocational education and training (VET) schools. The main question is how inclusion and equity are implemented in VET. Redistributive justice is most frequently being implemented, followed by relationality. Representation and recognition are ranked lower. The findings require reflection on the present inclusiveness and equity of the VET system.
inkluzivnost in pravičnost, prerazporeditev, pripoznanje, zastopanost, soodvisnost.
Copyright (c) 2025 Katj Jeznik, Nina Kristl https://creativecommons.org/licenses/by/4.0
Injury Prevention in Pre-Primary and Primary Education: An Analysis of Teachers´ Perspectives and Expertise
The article presents a study focused on the teaching staff and the impact of their occupational health and safety (OHS) teaching on pupils in pre-primary and primary education. A questionnaire survey was conducted among 227 teachers from eleven pre-primary and primary schools in Prague, Czech Republic in 2021. Pre-primary teachers rated themselves as more competent in OHS than teachers of primary education, although pre-primary children had a higher rate of injuries. More frequent OHS training did not affect teachers’ self-assessment but reduced child injury rates, especially if such training was completed more than once a year.
Children’s Injury Prevention, Injury Incidence, Occupational Health and Safety, Pre-primary and Primary School, Teachers.
Copyright (c) 2025 Barbora Loudová Stralczynská, Kateřina Chroustová, Martin Bílek, Vlastimil Chytrý, Tereza Krčmářová, Jana Krátká https://creativecommons.org/licenses/by/4.0
Art Portfolios in Preschool Teachers’ Initial Education as a Means of Acquiring Professional Competences and Reflective Practice
The study sought to examine the art portfolios of second-year undergraduate students of Early and Preschool Education at the Faculty of Teacher Education in Zagreb and their reflections on their own artwork. The aim was to examine how students experience, reflect on and interpret their creative work process. By reflecting, students acquire deeper understanding of art expression and perfect the ability to plan and evaluate visual art activities for implementation in their future work with children. The results show that students whose reflections on their own artwork through portfolios are more detailed show greater levels of self-awareness, creativity and pedagogical competence.
reflection, visual art education, portfolios, preschool teachers, professional competences.
Copyright (c) 2025 Marijana Županić Benić https://creativecommons.org/licenses/by/4.0
Interdisciplinary Approach in Primary Education: Animated Films as a Tool for Cross-Cultural Awareness
The paper presents results from a study exploring the effectiveness of animated films in primary education for enhancing cross-cultural awareness. The study examined how animated films can broaden young learners’ perspectives on diverse cultural practices, values, and traditions, and identified factors that affect information processing in complex, cross-cultural contexts. Using triangulation, data were gathered and analysed from twenty primary students (ages 8-11). The study employed Tobii Pro Glasses 3 for eye-tracking, supplemented by a questionnaire to support the eye-tracking findings. Analysis revealed that integrating culture-specific concepts from animated films can effectively enhance cross-cultural awareness in interdisciplinary education.
interdisciplinary approach, multimodal education, cross-cultural awareness, animated films, eye-tracking.
Copyright (c) 2025 Loreta Huber https://creativecommons.org/licenses/by/4.0
Gender Differences in Head Teachers’ Work Motivation for Assuming Diverse Job Roles
This paper explores the characteristics of gender differences in work motivation for assuming the diverse job roles of head teachers in their everyday work in Croatia. Grounded in the well-established self-determination theory (SDT), this paper examines not only the intensity of motivation among head teachers, but also its quality, while applying the WRMS – SP questionnaire. The findings have important implications in recognizing the gender-based similarities in motivation types as confirmation that both men and women perceive themselves as effective leaders in a complex job role and present-day challenges in schools.
Copyright (c) 2025 Igor Nikičić, Rahaela Varga https://creativecommons.org/licenses/by/4.0
Development and Preliminary Validation of the Active Citizen Compass Questionnaire: The Dutch–Flemish and Greek Versions
This study aimed to develop a questionnaire for assessing teachers’ practices, teaching knowledge, and school practices related to active citizenship in a cross-national study. The first draft of the Active Citizen Compass (ACC) questionnaire in English was examined by an expert panel. The questionnaire was translated into Dutch and Greek, and tested for ambiguity, clarity, and user friendliness. Thereafter, the Dutch-Flemish and Greek versions were pilot tested on 54 teachers from Flanders and 63 teachers from Greece. Reliability and validity evidence indicates the ACC scales in Dutch and Greek are a reliable and valid measure of active citizenship in schools.
active citizenship; questionnaire; validation; teachers; schools.
Copyright (c) 2025 Vana Chiou, Oliver Holz https://creativecommons.org/licenses/by/4.0