Suchergebnisse

The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education "about" sustainable development – there is a need for the education "for" sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers' perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area.

Education for sustainable development, as an imperative of this day and age, has become an integral part of the curriculum in many education systems. The focus of this paper is education for sustainable development in Montenegro, Croatia and Serbia, with a particular emphasis on the goals and objectives of education for sustainable development. After presenting the specifics of sustainable development at the primary and secondary level of education in these countries, a comparative analysis of learning goals and objectives was conducted between the curriculum of the elective course Education for Sustainable Development in Serbia, interdisciplinary area Education for Sustainable Development in Montenegro and interdisciplinary topic Sustainable Development in Croatia. This comparative analysis established that the goals of education for sustainable development in all three cases are aimed at developing an active and responsible attitude of students towards other people, the environment, taking into account the future perspective, and that the goals and objectives of education for sustainable development in Montenegro and Croatia are more extensive and meaningful compared to the goals and objectives of the elective course Education for Sustainable Development in Serbia. Even though the goals and objectives of the new elective course, interdisciplinary topics and interdisciplinary areas specifically focused on sustainable development represent curriculum innovation in Serbia, Montenegro and Croatia, defining them is only a starting point for activities aimed at educating students to live and work in a modern society that is required to become sustainable.

The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education "about" sustainable development – there is a need for the education "for" sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers' perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area. ; Cilj obrazovanja za održivi razvoj, odnosno razvijanje svesti i odgovornosti prema sredini u kojoj žive, usvajanje vrednosti i načela, kao što su pravda, jednakost, mir, demokratija, te podsticanje učenika na promenu ličnog stila života i pridržavanje principa održivog razvoja u svakodnevnom ponašanju ne može se ostvariti samo kroz obrazovanje "o" održivom razvoju - neophodno je obrazovanje "za" održivi razvoj čiji su glavni nosioci nastavnici savremene škole. S obzirom na to da su nastavnici modeli ponašanja i uzori, izvori informacija i znanja, vaspitači, odnosno neko ko je u neposrednom dodiru sa učenicima, sa ...

The global pandemic crisis caused by the coronavirus has demonstrated the importance of occupational safety of healthcare professionals. Workplace risks are not the same across all categories of healthcare professionals. This research is focused on healthcare professionals in psychiatric institutions. We wanted to explore to what extent healthcare professionals are familiar with their rights and obligations in the field of occupational safety. Empirical research was conducted using the survey method. The research sample consisted of healthcare professionals (medical doctors and nurses/technicians) employed at the Special Hospital for Psychiatric Diseases Gornja Toponica in Niš. The study included 215 respondents. The age of the respondents ranged between 20 and 64 years. Their educational qualifications varied from high school education to completed PhD studies. We concluded that the majority of healthcare professionals included in the sample were familiar with legal regulations in the field of occupational safety and health. This is encouraging if we bear in mind the fact that the knowledge of how to react in specific cases, the need for cooperation with persons in charge of occupational safety, and care for occupational safety are preconditions for reducing occupational risks, improving health and increasing safety.