The aim of this research was to examine students’ perceptions of online and face-to-face teaching by combining quantitative and qualitative research approaches. The research was conducted on a sample of 524 students, and the general results confirm that students are more oriented towards face-to-face rather than online classes. Online teaching is recognized as a more flexible form of learning that enables better organization of time, spatial independence, economy and greater availability of teaching content. This form of learning is often accompanied by a lack of motivation, limited social interaction with professors and colleagues, as well as technical and other difficulties that affect the quality of acquired knowledge. On the contrary, face-to-face teaching is perceived as more stimulating for learning, as it provides direct contact, better exchange of information and a higher level of engagement and motivation, although it is less economical and requires more time resources. The obtained results indicate the need to combine the best aspects of both forms of teaching, which include flexibility and digital possibilities of online learning with direct contact and motivational effects of traditional teaching.

Excessive reliance on digital media has raised global concerns about its implications for sleep health, yet limited research has examined how addiction and burnout jointly shape this relationship. Addressing this gap, the current study aims to investigate the dual roles of social media addiction and burnout in the link between digital dependency and sleep deprivation. A quantitative design was employed, drawing on survey data from 557 university students exposed to high levels of social media usage. A moderated mediation model was analyzed to test the direct effect of digital dependency on sleep disorder, the mediating effect of addiction, and the moderating influence of burnout. Results revealed three pivotal findings: first, digital dependency significantly predicts sleep disturbances; second, social media addiction fully mediates the dependency–sleep relationship, indicating that heightened reliance transforms into disordered sleep primarily via addictive patterns; and third, burnout amplifies the impact of dependency on sleep disorder, both directly and through addiction, thus exacerbating negative outcomes for those already experiencing emotional exhaustion. These insights underscore the intricate interplay between psychological states and behavioral tendencies, highlighting that mere dependency does not inevitably trigger poor sleep unless addictive and burnout processes emerge. By clarifying these pathways, this research contributes nuanced evidence to inform policy and practice, emphasizing the need for interventions that curtail compulsive media engagement and manage burnout symptoms. Ultimately, the findings advocate for balanced, self-regulated digital usage to safeguard physical and mental well-being in an increasingly digitized society.

Gender-based violence represents one of the most serious forms of violation of women’s human rights, deeply rooted in gender stereotypes and patriarchal patterns. The aim of this study was to examine the relationships between gender beliefs, authenticity in romantic relationships, and attitudes towards domestic violence against women. The research was conducted on a sample of 201 participants through an online platform. The variables were operationalized using the Domestic Violence Myth Acceptance Scale, the Gender Equality Attitudes Scale and the Serbian adaptation of the Authenticity in Relationships Scale – AIRS-22. The results indicate strong and consistent gender differences: on average, men express greater tolerance towards violence compared to women, while women show stronger support for egalitarian gender roles across all domains. The most stable predictor of attitudes towards the justification of partner violence was egalitarianism in the educational role, pointing to the importance of the educational system as a key space for socialization and value transmission. Furthermore, participants from rural areas displayed greater tolerance towards violence and more traditional attitudes about gender roles compared to participants from urban areas. Contrary to expectations, authenticity in romantic relationships did not make a significant contribution in predicting attitudes towards violence, suggesting that global attitudes are predominantly shaped by cultural and social norms rather than individual characteristics. These findings have important implications for the development of preventive and educational programs that emphasize the strengthening of egalitarian values in educational contexts and society as a whole, with particular attention to differences between urban and rural settings.

Iraq is a country that has not only rich centuries-old history and antique culture, but also the oldest in the world education system combining old and new cultural and ethnic particularities. Islamic traditions and religious syncretism – all of these must be known to those who plan to receive education in this ancient and very important country of the Islamic world. This research is intended to fill a gap in intercultural and interfaith dialogue in the context of international scientific and educational cooperation Although the Iraqi higher education system shows the example of one in the country with an unstable political situation, it is represented not only by national educational institutions, but it is becoming a modern hierarchical structure that meets the needs of modern time, directly related to the growth and development of the nation. The purpose of the research is to analyze the Iraqi higher education management system within the world education market today, and to offer recommendations of how to improve current situation with implemented innovations and managerial decision-making methods. In the article we deal with the threefold methodology: the first part is the Iraqi higher education system analysis with insights into effective and efficient managerial practices to comply with contemporary challenges; the second part is modern managerial decision-making methods, such as the Kepner- Tregoe, consideration to implement in education for future improvement. Analytic Hierarchy Process (AHP) decision-making methods are supposed to significantly improve the Iraqi higher education management effectiveness; the third part is international student and teacher exchange, collaboration with famous Universities in Europe and Asia, joint scientific projects that play a crucial role in enhancing the quality and competitiveness of Iraqi higher education. The results of the research will help educational institutions formulate more effective management strategies, avoid risks, apply optimized organizational strategies and tactics, predict modern educational traits and trends, make use of advantageous measures, formulate cooperation and competition strategies, and improve innovation capabilities. In the conclusion recommendations were made how to boost institutional performance and make the complex academic processes streamlined and impactful for students and institutions.

Social competence is a key aspect of early development, with long-term implications for children’s functioning in educational and social environments. Given its importance, it is essential to have reliable and valid instruments for assessing both social skills and challenging behaviors in early childhood. This study aimed to evaluate the psychometric properties, factorial structure, and measurement invariance across developmental status and age groups of the preschool teacher version of the Social Skills Rating System, which includes the Social Skills Scale and the Problem Behaviors Scale, within the Serbian preschool population. A total of 309 teachers provided evaluations for 450 children aged 3 to 7, including both typically developing children and those with developmental challenges. Confirmatory factor analysis supported the original structure of the Social Skills Rating Scale, with good overall model fit. While the Problem Behaviors Scale was retained in its original form, three items were removed from the Social Skills Scale due to low factor loadings or validity concerns, resulting in a refined 27-item version. Both scales demonstrated high internal consistency, convergent and discriminant validity. The present findings suggests that the instrument holds potential for assessing social skills and behavioral challenges in Serbian preschool children aged 3 to 7 years, including those with and without developmental disabilities, thereby extending its applicability beyond the originally intended age range of 3 to 5 years. Although preliminary psychometric results are promising, further research is needed to more robustly confirm its validity and reliability across broader populations and contexts.

The ongoing advancements in technology and their implications for robotics raise questions regarding high school students’ attitudes toward robotic applications. The formation of teachers’ opinions is identified as a research gap alongside these developments. This research aims to measure the attitudes of students in secondary schools towards robotic applications, in terms of various variables and to evaluate teachers’ opinions. This research was designed as mixed methods research. The sample of the research consisted of 469 students and 25 teachers. The quantitative data of the study were collected with the robotics activity attitudes scale-RAAS, which was adapted to the language of the researchers. Qualitative data was collected with the teacher interview form created by the researchers. Parametric tests, t-tests, and ANOVA were applied to the data set, and weighted average, frequency, and percentage calculations were made. The data obtained from the teacher interview form was transformed into findings using the descriptive analysis method. As a result of the research, it was determined that the students had a high degree of robotic attitude. It was determined that students’ robotic attitudes showed a significant difference in favor of male students according to the gender variable. There was no difference in students’ robotic attitudes depending on the classroom variable, and a majority of teachers have a positive attitude towards the use of robotic applications in education in Kazakh secondary schools. The attitudes and opinions of teachers and students towards robotic applications are positive.

This article explores the formation and development of multimodal competence of preservice teachers in the context of teaching the disciplines Pedagogy of Construction and Technology Activities and Productive Activities in Technical and Technological Education in Kindergarten and in School 1st to 4th year classes. Students’ multimodal competence is seen as a synergistic confluence of knowledge and skills related to different modes of communication - verbal, non-verbal, visual and digital. The focus is on the skills of selecting, combining, adapting and developing multimodal educational content, integration of communication channels and technological combination of different modalities in multimodal modes. The pilot study evaluated the feasibility of designing multimodal resources that respond to students’ ages, levels of competence, learning styles, technological capabilities, and subject matter content, as well as creating learning environments that support students’ cognitive, social, emotional, and personal development. The article emphasizes the need to integrate this knowledge into pedagogical practice, taking into account the ethical principles and value focuses that guide the design of multimodal environment. The results of the study show a significant improvement in students’ skills in creating and adapting multimodal resources, and also highlight the importance of applying new technologies and artificial intelligence in the educational process in order to develop critical thinking, creative expression and personal growth in children and students.

The rapid development of digital technologies and the accessibility of numerous online resources have significantly influenced contemporary education. Among these digital platforms, Wikipedia stands out as a widely visited and influential open-access online encyclopedia. While numerous studies have explored the use of Wikipedia in higher education, its potential in primary education remains underexamined. The purpose of this study is to investigate the opportunities for using Wikipedia in primary school education and to examine students’ attitudes toward its use. The research was conducted on a sample of 364 seventh- and eighth-grade primary school students. A questionnaire was designed to assess students’ opinions on the application of Wikipedia in educational contexts. Students were divided into two groups: one group used Wikipedia for lesson processing, while the other followed a traditional approach. Using the multivariate Kruskal-Wallis test and descriptive statistics, the results revealed that students hold slightly positive views on the use of Wikipedia in education, regardless of gender, grade level, academic performance, or prior classroom use of Wikipedia. Furthermore, the findings indicate that students in higher grades have experience using Wikipedia, though they generally lack formal exposure to it in classroom settings. Despite this, students frequently use Wikipedia for verifying information and completing homework, demonstrating openness to its integration into the educational process. This study highlights the potential for enhancing teaching practices in primary education by incorporating widely used digital information sources like Wikipedia.

The objective of this research was to identify the specific characteristics of humour comprehension that differentiate academically successful students from their less successful counterparts, and to establish the relationship between humour comprehension and other variables within the structure of cognitive resources. A total of 325 students from various higher education institutions, representing a range of academic achievement levels, participated in the study. The research design employed a mixed-methods approach, incorporating both qualitative and quantitative methods for data processing and interpretation. The interrelationship between humour comprehension and cognitive variables was examined using factor analysis, whilst the statistical significance of group differences was assessed via the Kruskal-Wallis H test, Fisher’s φ* angular transformation, and Pearson’s chi-squared (χ²) test. The total variance explained in the factor models (79.64%, 81.02%, and 95%), alongside the significance levels observed (ranging from p ≤ 0.01 to p ≤ 0.05), reflects the reliability and significance of the findings. Factor analysis revealed strong, positive correlations between humour comprehension and cognitive characteristics across all groups; however, the structure of these relationships differed. In high-achieving students, rapid humour comprehension was associated with a reduced speed of idea generation, while a lower reliance on factual information contributed to higher-quality humour comprehension, reflecting a high level of comic recognition. In students with average academic achievement, the factor structure showed partial integration of metacognitive, creative, and intellectual characteristics, with signs of inconsistency; a compensatory mechanism was observed for deficits in humour comprehension. In low-achieving students a discrepancy was found between the potential for humour comprehension and its underutilisation.

The rising integration of artificial intelligence into the process of creating artwork and its deployment in various professional tasks signifies a notable change in how technology is utilized across different domains. AI is rapidly becoming favoured among students to address various learning challenges. A thoughtful selection of how AI is applied in creative assignments can enhance student creativity and improve outcomes when producing diverse visual content. This article reports on an experiment aimed at generating art products using various AI applications, resulting in image creations based on verbal descriptions. The objective of the educational experiment is to motivate students to create artistic works by utilizing AI, guided by descriptive words, and improving their projects by applying them to different AI software. The research employs visual analysis and comparative analysis to assess the educational artworks produced by students, contrasting those stemming from their imagination with those generated through AI based on their descriptions. Survey Analysis of Using AI in Visual Arts Education. Findings reveal that student satisfaction levels correlate with their creativity; more creative students tend to be less satisfied with the outcomes. There are significant distinctions in the artistic and aesthetic effects of images relating to lines, shapes, and techniques. In conclusion, AI-generated images can greatly enrich the creative process by providing artists with new visual interpretations of their concepts. While AI can effectively produce new images in response to artists’ creative briefs, it does not replace human creativity in the artistic process. Instead, the incorporation of AI tools serves as a complementary resource, enhancing the artistic ecosystem in the creative process.