Issue 1, March 2026
- Editorial Senka Žižanović and Katja Jeznik
- Teacher educators navigating barriers and facilitators in teaching research-informed practice in Poland, Portugal and Hungary: Insights from focus group discussions Marta Kowalczuk-Walędziak, Rita Tavares de Sousa and Amélia Lopes and Erika Kopp
- Using research to improve education practice: The case for methodological pluralism and professional collectivism Peter Kelly
- Developing the three-dimensional integrative model of teacher competencies (TRI-model) through a systematic review of teacher competencies for twenty-first century education Marija Sablić and Renata Jukić
- Artificial intelligence in higher education teaching: Usage, attitudes and trust among Croatian educators Daliborka Luketić and Marina Diković
- Teacher knowledge between theory and practice: An epistemological reflection Blanka Runtić and Matilda Karamatić Brčić
- Conceptualising the unity of theory and practice in pedagogy based on Aristotle’s ideas of theoria and praxis Zvonimir Komar
- The question of pedagogical purpose and aims in contemporary consumer society Sara Kakuk Fridl and Nemanja Spasenovski
- Between market and mission: Early childhood education and care in the context of commodification and market practices Petra Bučević and Ida Somolanji Tokić
- The role of sociodemographic factors in children’s media preferences and their connection to violent content and physically aggressive behaviour Karlo Bojčić
- Transformative pedagogy for »education for sustainable development« competencies: The role of teachers’ professional growth and personality Dunja Anđić and Renata Čepić and Sanja Tatalović Vorkapić
- Promoting multilingualism and interculturality: The Slovify application for learning the Slovenian language Maggie Martina Kodba and Melita Zemljak Jontes and Andreja Kozmus
- Some aspects of teacher training for the effective support for immigrant students in the Primorska and Zasavje regions Sara Brezigar and Kaja Strgaršek