Center for Educational Policy Studies Journal https://www.cepsj.si/index.php/cepsj <p>The Center for Educational Policy Studies Journal is an open-access, peer-reviewed journal devoted to publishing research papers in different fields of education, including scientific.</p> en-US <p>Authors who publish with this journal agree to the following terms:</p> <ol> <li class="show">Authors are confirming that they are the authors of the submitted article, which will be published online in the <strong>Ce</strong><strong>nter for Educational Policy Studies </strong><strong>Journal (for short: CEPS Journal)</strong>&nbsp;by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. 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In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.</li> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under&nbsp;<a href="https://creativecommons.org/licenses/by/4.0/deed.en">https://creativecommons.org/licenses/by/4.0/deed.en</a>&nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ol> editors@cepsj.si (CEPS Journal) editors@cepsj.si (Tina Matić) Fri, 27 Mar 2026 14:27:08 +0100 OJS 3.1.2.1 http://blogs.law.harvard.edu/tech/rss 60 Editorial: Evidence-Informed Inclusive Education: Enablers, Barriers, and Innovations https://www.cepsj.si/index.php/cepsj/article/view/2476 Georgeta Ion, Chris Brown Copyright (c) 2026 Georgeta Ion, Chris Brown https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/2476 Fri, 27 Mar 2026 00:00:00 +0100 Is There a Skills Gap? Information Literacy and Primary School Teachers’ Attitudes Towards Research https://www.cepsj.si/index.php/cepsj/article/view/2191 <p>In recent decades, national and international initiatives have encouraged teachers to integrate research evidence into their teaching practice. In order for teachers to implement evidence-informed practices, they must hold positive attitudes towards research. While much of the existing research focuses on higher education and teacher training, relatively little is known about the factors shaping primary school teachers’ engagement with research. The present study addresses this gap by examining associations between primary school teachers’ attitudes towards research and their individual characteristics and competencies, specifically their age, years of teaching experience, prior education and information literacy skills. Survey data were collected from 120 primary school teachers. Analyses progressed from bivariate correlations and group comparisons to multiple regression modelling. Although bivariate analyses suggested that older and more experienced teachers reported more negative attitudes towards research, these demographic associations were no longer significant once information literacy skills were included in the regression model. Instead, information literacy skills emerged as the only significant predictor of teachers’ attitudes towards research, while prior education showed no effect. By identifying information literacy skills as a malleable competency, the study highlights the opportunity for targeted professional development to facilitate the sustainable integration of research evidence into primary education.</p> María Rodríguez Alcolea, Despoina Georgiou Copyright (c) 2026 María Rodríguez Alcolea, Despoina Georgiou https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/2191 Fri, 27 Mar 2026 00:00:00 +0100 Affirmative Re-Action: Attitudes Towards Roma Students in Serbia https://www.cepsj.si/index.php/cepsj/article/view/2096 <p>The education system in Serbia has been facing the issue of underrepresentation of sensitive social groups in (higher) education. Although Roma people are estimated to make up around 2% of Serbia’s population, they account for only 0.2% of active students (according to the Republic Institute of Statistics, 2022). One measure for correcting long-term discrimination and ultimately equalising minority groups with the majority is affirmative action. Affirmative action has been implemented sporadically in Serbia’s education system since 2003 but became official in 2009 through a quota system. Since then, certain progress has been made in increasing the inclusion of students from vulnerable groups at all levels of education. However, it is still necessary to work on activities that not only concern the provision of opportunities for participation in education but also provide social inclusion. Therefore, the main goal of this paper is to examine the perceptions and attitudes of majority students towards affirmative measures for Roma students. This is investigated via an originally constructed questionnaire, completed by a total of 190 students of the Faculty of Philosophy in Novi Sad. The results show that the majority of students support affirmative action, although male respondents demonstrate more negative attitudes towards it. The findings also indicate a correlation between ill-informed students and those with greater social distance towards Roma people. In order to increase the number of Roma students, the authors suggest increasing awareness about affirmative action among both majority and minority groups, and creating diversity courses and networking programmes in higher education institutions.</p> Simona Bekić, Dragica Pavlović Babić Copyright (c) 2026 Simona Bekić, Dragica Pavlović Babić https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/2096 Fri, 27 Mar 2026 00:00:00 +0100 Evidence-Based Strategies for Promoting Student Inclusion in Urban and Rural Schools in Kosovo https://www.cepsj.si/index.php/cepsj/article/view/2177 <p>Ensuring the inclusion of students from diverse socioeconomic and geographical backgrounds, particularly with regard to the differences between urban and rural schools, remains a persistent challenge in Kosovo’s education system. Rather than evaluating specific interventions, the present study examines teachers’ and students’ perceptions of evidence-based strategies that support inclusion. Using a mixed-methods design, the research integrates quantitative and qualitative data to explore how practices such as differentiated instruction, formative assessment, collaborative planning and family engagement are understood and implemented in contrasting school contexts. The sample consists of 100 teachers and school leaders and 100 students aged 10–12 from both urban and rural areas. Semi-structured interviews with educators provide insights into their experiences with inclusive practices, while survey data from teachers and students capture their perceptions of inclusion, classroom climate, and the frequency and perceived usefulness of specific strategies. Thematic analysis was used for the qualitative data, while quantitative analyses, including correlations, regression and ANOVA, were undertaken to compare patterns across school settings. The findings highlight notable differences in how inclusion-supportive practices are implemented across urban and rural contexts, and reveal that professional development, school leadership support and collaborative planning are central factors shaping perceived inclusion. The study offers context-sensitive recommendations for strengthening inclusive education and promoting greater equity across Kosovo’s schools.</p> Mirlinda Bunjaku-Isufi Copyright (c) 2026 Mirlinda Bunjaku-Isufi https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/2177 Fri, 27 Mar 2026 00:00:00 +0100 Teachers’ Perceptions of Evidence-Informed Practice: An Analysis According to School Complexity Level in Catalonia https://www.cepsj.si/index.php/cepsj/article/view/2196 <p>The research-informed approach is attracting increasing interest in European and national education policy, as well as in local education policy in Catalonia (Spain). Previous studies have revealed that it is associated with multiple benefits for improving equity and inclusion. This is particularly relevant in the case of vulnerable children: teachers’ use of research can facilitate more inclusive practices, benefiting the learning outcomes of such children. In the present paper, we analyse teachers’ perceptions of the importance of evidence-informed practices according to the level of complexity of the schools where they work. In doing so, we applied an ad-hoc survey to 314 early childhood, primary and secondary teachers working in high-, medium- and low-complexity schools in Catalonia. The measure of school complexity, as defined by the Catalan administration, classifies schools and distributes resources according to socioeconomic and administrative complexity indicators. Descriptive and comparative analyses were conducted. The findings revealed that although teachers acknowledge the value of educational research, its use is shaped by organisational conditions and the broader school context. Low-complexity schools provide more favourable environments for the systematic use of evidence, highlighting both an opportunity and a challenge to enhance these conditions in more complex settings. Nevertheless, differences across schools by complexity level are generally subtle, with only a few statistically significant variations. Time for training and regular practice evaluation emerge as key factors for implementing teachers’ evidence-informed practice across all school types.</p> Cecilia-Inés Suárez-Rivarola, Saida López-Crespo, Anna Díaz-Vicario Copyright (c) 2026 Cecilia-Inés Suárez-Rivarola, Saida López-Crespo, Anna Díaz-Vicario https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/2196 Fri, 27 Mar 2026 00:00:00 +0100 Creation of Didactic Materials at an Art Academy for Children with Developmental Disabilities Involved in Equine-Assisted Learning Interventions https://www.cepsj.si/index.php/cepsj/article/view/2207 <p>This paper presents a practice-based exploratory project focused on the codesign and evaluation of didactic materials for children with developmental disabilities participating in equine-assisted learning interventions. The project was conducted during the 2022/2023 and 2023/2024 academic years through a collaboration between the Art Education Department of the Academy of Fine Arts in Zagreb, the Don Kihot Association and partner organisations. Ten graduate students participated as part of their coursework in the subjects Pedagogy, and Methodology of Fine Arts. The primary aim of the project was to integrate theoretical instruction with artistic practice through project-based learning and gamification, while preparing future teachers to design inclusive didactic materials adapted to the needs of children with developmental disabilities. A secondary aim was to explore how such codesigned materials function in practice during equine-assisted learning sessions. The study adopted a qualitative, practice-oriented approach. Data were collected through student portfolios, teachers’ and collaborators’ reflective notes, and structured evaluation forms completed by practitioners during the application of the didactic materials with three child participants. The project resulted in ten original didactic toys and games. The findings indicate that student engagement and intrinsic motivation increased through real-world, socially relevant design tasks. Practitioner evaluations suggest that the usability and acceptance of didactic toys depend strongly on the child’s specific type of developmental difficulty as well as on task complexity, thus highlighting the importance of adaptability and individualisation. The study contributes to practice-based research in inclusive art education and equine-assisted learning by offering empirically grounded reflections on the design and use of didactic materials.</p> Renata Burai, Sonja Vuk, Antonio Kutleša Copyright (c) 2026 Renata Burai, Sonja Vuk, Antonio Kutleša https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/2207 Fri, 27 Mar 2026 00:00:00 +0100 Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom https://www.cepsj.si/index.php/cepsj/article/view/1598 <p class="abstract" style="margin: 6.0pt -.4pt .0001pt 0in;">This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students’ perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students’ perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students’ satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience.&nbsp;</p> Evelyn Mei Ling Wong, Ann Rosnida Md Deni Copyright (c) 2026 Evelyn Mei Ling Wong, Ann Rosnida Md Deni https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/1598 Fri, 27 Mar 2026 00:00:00 +0100 Videoconferencing and Sleep Quality in Slovenian University Students: Is There a Mediating Role of Zoom Fatigue? https://www.cepsj.si/index.php/cepsj/article/view/1697 <p>Given the expanding utilisation of technology in educational settings, online learning has become a common teaching method. It prevailed during the Covid-19 pandemic, but the effects of attending videoconferences with active participation on psychological functioning have not yet been studied in detail. This article aimed to evaluate the relationship between videoconferencing and sleep quality – one of the crucial mechanisms promoting physical and mental well-being. Additionally, we were interested in the potential mediating role of videoconferencing fatigue in this relationship. The survey took place during the Covid-19 epidemic (in Spring 2021). Our results show a negative relationship between videoconferencing/screen device use and sleep quality and that this relationship is mediated by videoconferencing fatigue. Results of the further analysis revealed that perceived study suitability plays a significant role in determining to what extent the duration of videoconferences relates to feelings of videoconferencing fatigue. Our findings aid in understanding the relationships between videoconferencing, Zoom fatigue, and sleep better. They may be helpful in optimising remote learning today, as they remain frequently used in higher education worldwide.</p> Vita Vuk, Marina Horvat, Vesna Vrečko Pizzulin, Vita Štukovnik Copyright (c) 2026 Vita Vuk, Marina Horvat, Vesna Vrečko Pizzulin, Vita Štukovnik https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/1697 Fri, 27 Mar 2026 00:00:00 +0100 The Study of Light as an Experimental Factor in Observing the Development of Children’s Artistic Abilities in Kindergarten https://www.cepsj.si/index.php/cepsj/article/view/1746 <p>Playing with light and shadow is an inexhaustible stimulus for preschool children to develop divergent thinking and artistic expression. Creativity develops through artistic expression, and the experience enriches and matures thematically through the more conscious use of artistic language. The aim of the experimental study was to measure the level of artistic development in children aged five and six years. The level of creative, optical-thematic and artistic development was observed. In the study, two different programmes with implemented activities (experimental factors) were planned and compared with a control group. The first programme (experimental factor EP1) was described as modern and adapted to the children’s interests and incentives, while the second programme (experimental factor EP2) was prepared in advance and called traditional. A total of 161 children aged five and six years took part in the study. In order to measure the level of general artistic development, test drawings were made at the beginning and end of the experiment. These were analysed by a team of experts according to the aforementioned developmental aspects. The results of the experimental group with the traditional approach showed a statistically significantly higher performance in monitoring creative development than the control group. Within the two experimental programmes, the children in the EP1 programme achieved statistically better results in the aspect of creative development than the children in the EP2 programme. The results show that a well-designed programme for playing with light and shadow can have a positive effect on children’s artistic development.</p> Urianni Merlin, Matjaž Duh Copyright (c) 2026 Urianni Merlin, Matjaž Duh https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/1746 Fri, 27 Mar 2026 00:00:00 +0100 Perceived Change in Job Demands and Resources and Teacher Well-Being During the Pandemic https://www.cepsj.si/index.php/cepsj/article/view/1782 <p>This study explores the role of perceived change in job demands and resources and socio-demographic characteristics in teacher well-being during the Covid-19 pandemic. We used data from over three thousand Croatian school teachers with at least three years of service. We performed path analysis to test the proposed relationships of socio-demographics (gender, school level and years of service) and perceived change in job demands and resources (work demands, the frequency of student difficulties and the quality of professional cooperation) with teacher well-being (job satisfaction, stress and work-life balance). The effects of the socio-demographic variables on the measures of well-being varied from non-existent to small. The model fitted the data well. However, the parameter values indicated a modest contribution of socio-demographics and perceived change in job demands and resources in explaining teacher well-being during the Covid-19 pandemic. Teachers reported relatively high job satisfaction, low levels of stress, and medium levels of work-life balance. In addition, their experiences of stress and work-life balance were not considerably affected by the perceived increases in job demands. Our results suggest that teachers demonstrated resilience in adapting to challenging circumstances. This capacity should be continuously nurtured in their professional development programmes.&nbsp;</p> Iris Marušić, Josip Šabić, Jelena Matić Bojić Copyright (c) 2026 Iris Marušić, Josip Šabić, Jelena Matić Bojić https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/1782 Fri, 27 Mar 2026 00:00:00 +0100 Teachers’ Metaphors and Beliefs About Teaching and Their Relationship With Job Satisfaction https://www.cepsj.si/index.php/cepsj/article/view/1768 <p>This research focuses on Estonian teachers’ beliefs about teaching, the metaphors of their knowledge base, and the emotions connected with being a teacher. The relationships between these aspects and teacher job satisfaction were explored. In total, 658 mathematics, English language, biology, and class teachers participated in the research. The research applied a mostly quantitative design involving a mixed methods approach. The results highlight the complexity of teachers’ understanding of their role. Statistically significant differences were found between the teacher groups participating in the study. The results showed that the affective connotations of metaphors teachers attach to their work are related to teachers’ job satisfaction. However, there were no significant differences between teacher groups based on the nature of their metaphor and their beliefs about teaching. However, the results indicate that teachers expressing student-centred beliefs were more satisfied with their job environment than those with teacher-centred beliefs. The study suggests the importance of considering beliefs, knowledge base, and emotions in understanding job satisfaction.</p> Erika Löfström, Katrin Poom-Valickis, Kirsti Rumma Copyright (c) 2026 Erika Löfström, Katrin Poom-Valickis, Kirsti Rumma https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/1768 Fri, 27 Mar 2026 00:00:00 +0100 Teachers’ Attitudes Towards Classroom Observations https://www.cepsj.si/index.php/cepsj/article/view/1752 <p>Classroom observations enable professional growth and are integral to upholding the academic excellence of the school. Prioritising them must become imperative. In this study, geared towards exploring teachers’ attitudes towards peer and supervisory observations, we focused on teachers’ experiences, perceptions, and expectations of observations, the pivotal criteria for effective observation, the concrete changes made in teaching practice after receiving feedback, and the evolution of teachers’ attitudes towards observations throughout their professional careers. The study involved 73 teachers from three primary and one secondary school. A questionnaire was used to collect data. Through qualitative data, employing a coding technique, we gained valuable insights into teachers’ interpretations and the development of their attitudes towards them, while quantitative data provided robust support to our descriptive findings. The study revealed a prevalent positive disposition among teachers towards observations. Their expectations focused on receiving constructive feedback, further empowering them with ideas for future work, and facilitating the process of self-reflection. Most of the changes implemented in teaching practices after receiving feedback predominantly revolve around classroom management and changes in teaching methods. However, observations are also related to supervision, bureaucracy, pressure, and stress. Despite these challenges, teachers’ attitudes towards observations tend to improve over the course of their teaching careers. While both peer and supervisory observations pose challenges, peer observations emerge as more useful, notwithstanding concerns regarding subjective biases when observing colleagues.</p> Melita Lemut Bajec Copyright (c) 2026 Melita Lemut Bajec https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/1752 Fri, 27 Mar 2026 00:00:00 +0100 Mark Rickinson, Lucas Walsh, Joanne Gleeson, Blake Cutler et al., How to Use Research Evidence Well in Education: A Guide for Educators and Leaders (1st ed.), Routledge, 2025; 214 pp.: ISBN 978-100-337-584-5 https://www.cepsj.si/index.php/cepsj/article/view/2475 Georgeta Ion, Chris Brown Copyright (c) 2026 Georgeta Ion, Chris Brown https://creativecommons.org/licenses/by/4.0/ https://www.cepsj.si/index.php/cepsj/article/view/2475 Fri, 27 Mar 2026 14:03:56 +0100