1. University teachers’ attitudes towards ESP and EMI in Croatian higher education : implications for internationalisation and curriculum developmentAna Penjak, Simon Zupan, 2025, original scientific article Abstract: Following the Bologna Process (2001) and Croatia’s accession to the European Union (2013), English has assumed a more prominent role in Croatian higher education (HE). While Croatian remains the dominant language of instruction, universities are increasingly expected to internationalise their programmes through English for Specific Purposes (ESP) and English-Medium Instruction (EMI) courses. This study analyses the attitudes of content-area (non-language) university teachers at the Faculty of Kinesiology, University of Split, Croatia, towards the use of English in their teaching, focusing particularly on ESP and EMI. The aim is to examine how these attitudes contribute to the internationalisation of HE and support students’ academic and professional development through discipline-specific English instruction. The results obtained from the data collected using an online questionnaire indicate strong support for ESP course integration, with most teachers recognising its value in enhancing students’ employability and domain-specific language proficiency. While EMI was not addressed directly, several items suggest teachers are aware of EMI-related demands and express positive attitudes towards its benefits. Notably, teachers with Erasmus experience showed greater confidence in English and more openness to EMI. These findings highlight the need to expand ESP offerings, strengthen EMI-related training, and develop institutional language policies aligned with internationalisation goals.
Keywords: English for specific purposes, Croatia, higher education, university teachers, sports science
Published in DKUM: 02.09.2025; Views: 0; Downloads: 2
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2. Differences in personal innovativeness in the domain of information technology among university students and teachersAndrej Šorgo, Mateja Ploj Virtič, Kosta Dolenc, 2021, original scientific article Abstract: Two online surveys among 1105 university students and 656 employees were conducted with the inclusion of the construct Personal Innovativeness in the domain of Information Technologies (PIIT). After calculating descriptive statistics, statistically significant differences between personal innovativeness of university students and teachers were sought by the application of one-way ANOVA. The first and most important finding was that average perceived PIIT of teachers and students falls around the middle of the seven-point scale, which cannot be regarded as a plausible predictor of upgrading the University as an Innovative Ecosystem. The second was that university teachers scored higher than their students, a situation that could produce an expectancy conflict between those who want to work in an innovative way and those who would prefer study by the book. Teaching assistants, who should belong to the generation of digital natives, are only slightly more innovative than university teachers, who can be regarded as digital immigrants. Assuming that innovativeness can be upgraded by learning, means that efforts should be made by University Management to encourage and support Personal Innovativeness (and other creativities, as well) as a preferred teaching practice.
Keywords: personal innovativeness, information technologies, university students, university teachers, online education
Published in DKUM: 10.12.2024; Views: 0; Downloads: 4
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3. The views and perceived experiences of prospective primary and subject teachers on forced remote education during the second COVID-19 lockdownKosta Dolenc, Mateja Ploj Virtič, Andrej Šorgo, 2023, independent scientific component part or a chapter in a monograph Abstract: Amidst the COVID-19 pandemic, university students and teachers had to adapt to distance learning during the closures. To better understand the student experience during the second closure, a study was conducted at the University of Maribor, Slovenia. The study aimed to analyze the views and experiences of 244 prospective primary and secondary teachers from three faculties. The study found that students had a higher workload during the closure, resulting in a preference for synchronous forms of online education over asynchronous ones. Despite this, students generally had positive experiences with their teachers, except for lack of spontaneous discussions. They also missed the social interactions with their classmates, which highlights the importance of the social dimension of education. Additionally, students were expected to participate in domestic activities, which could have mixed impacts on their educational outcomes. In summary, the student experiences with online distance learning were mixed, positively impacting quality of life but not necessarily on the quality of schooling. The findings can serve as a guide for organizing study programs or courses for prospective teachers in online distance education.
Keywords: forced online distance education, prospective teachers, teacher education, university closure
Published in DKUM: 08.05.2024; Views: 185; Downloads: 5
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