@article {1648,
	title = {EXPLORING CURRENT TRENDS IN EDUCATION: A REVIEW OF RESEARCH TOPICS IN THE PROBLEMS OF EDUCATION IN THE 21ST CENTURY JOURNAL},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {258-268},
	abstract = {Scientific journals play a critical role in disseminating knowledge, and staying up to date with research findings in a particular field can be challenging given the vast number of journals and research topics available. Therefore, there is a need for researchers to occasionally summarize the main research topics in order to help fellow researchers navigate the contents more effectively. In this context, this article aims to review the research topics published in the Problems of Education in the 21st Century journal between 2018 and 2022. A total of 285 abstracts were retrieved from the Web of Science database and analyzed to identify the most common research topics and the contributing countries. The top 10 research topics identified were self-efficacy, distance education, professional development, critical thinking, foreign language, thinking skills, Covid-19, academic achievement, emotional intelligence, and special education. The authors of the papers came from 62 countries, with most of the papers coming from T{\"u}rkiye, South Africa, Indonesia, Brazil, Slovakia, Czech Republic, Malaysia, Sweden, Lithuania, and Serbia. In conclusion, this study highlights the relevance and diversity of research topics in the Problems of Education in the 21st Century journal, underscoring the need for a nuanced, context-specific approach to education research. The findings of this study have important implications for researchers, policymakers, and educators seeking to address the key challenges and opportunities facing education in the 21st century.},
	keywords = {content analysis, Problems of Education in the 21st Century, research topics, scientific journals},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.258},
	url = {https://oaji.net/articles/2023/457-1683097746.pdf},
	author = {Haris Memisevic and Inga Biscevic and Selmir Hadzic and Azur Kuduzovic}
}
@article {1196,
	title = {COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {156-164},
	abstract = {Transition period from preschool years to school years is a time of rapid changes in children{\textquoteright}s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. },
	keywords = {children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.156},
	url = {http://oaji.net/articles/2019/457-1550425490.pdf},
	author = {Marija Slavkovic and Haris Memisevic}
}
@article {1104,
	title = {THE EFFECTS OF EXECUTIVE FUNCTIONS AND THEORY OF MIND ON SEMANTIC FLUENCY IN PRESCHOOL CHILDREN},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {21-28},
	abstract = {Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a predictor of later school success. This research examined the effects of executive functions (EF) and theory of mind (TOM) on semantic fluency in preschool children. Dimensional Card Sorting test was used as an instrument of executive functions and the Sally-Anne test was used as a measure of theory of mind. The sample for this research comprised 116 preschool children, 60 boys, 56 girls, aged 38-72 months. The results of this research revealed a statistically significant effect of EF on SF (p=.03). The effect of TOM on SF was statistically non-significant, although approaching statistical significance (p=.06). There were no interaction effects of EF and TOM on SF. Findings of this research strongly suggest the need for EF training activities in preschool children. Preschool institutions of 21st century need to have curricula aimed at fostering EF skills. },
	keywords = {executive functions, preschool children, semantic fluency, theory of mind},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.21},
	url = {http://oaji.net/articles/2017/457-1519987908.pdf},
	author = {Inga Biscevic and Arnela Pasalic and Haris Memisevic}
}
