Pedagogical context of learning and teaching

1. Pedagogical context of learning and teaching - introduction

Upbringing and education are fundamental processes in the shaping of both the individual and society, and within the higher education context they acquire particular significance. Upbringing primarily focuses on the development of values, attitudes, and habits, while education aims at the acquisition of knowledge, abilities, and skills. Their unity forms the foundation of comprehensive personality development and constitutes a prerequisite for successful participation in a knowledge-based society. The pedagogical context of higher education is characterized by specific challenges: the teacher is no longer merely a transmitter of knowledge, but also a mentor who fosters critical thinking, dialogue, and collaborative relationships. Social change, digitalization, and globalization further influence educational goals and teaching methods, requiring flexibility, reflection, and continuous adaptation on the part of teachers.

2. Upbringing and education

Education is one of the fundamental concepts of pedagogy. It is a process of meaningful interpersonal relationships shaped by various conditions and influencing factors. In this context, education can be understood as a process primarily focused on the affective development of the individual—that is, on the formation of values, attitudes, habits, and patterns of behavior. Education is not the passive acquisition or imitation of predefined values, norms, attitudes, or motives, nor mere adaptation to them; rather, it emerges from the totality of the learner’s lived experience and active engagement. Education therefore has both individual and social dimensions.

The concept of upbringing is closely connected with the concept of education, and the two are often discussed together as a unified educational process. While upbringing primarily influences the affective development of the individual, education mainly contributes to cognitive development - knowledge and intellectual abilities - as well as psychomotor development, which includes practical skills.

Education may be defined “the organized learning of knowledge and psychomotor skills that occurs through cognitive psychological processes (perception, thinking and memory). For this reason, education is described as organized cognitive learning” (Pastuović, 2004). The purpose of education is to provide young people and adults with conditions that enable them to understand the traditions and ideas shaping the society in which they live, to comprehend their own and other cultures as well as natural laws, and to acquire linguistic and other skills that form the foundation for learning, personal development, creativity and communication” (Stammers & John, 1980).

Upbringing and education are realized through an integrated process and cannot exist independently of one another. Without their unity, the development of a well-rounded personality is not possible. With regard to modes of implementation, education may be institutional or individual and can take place in formal, non-formal, or informal contexts.

1. Formal education is conducted within educational institutions that implement curricula approved by state authorities and operate in accordance with legal regulations. Upon completion of such programs, participants attain a defined level of education and formal qualifications. This form of education includes regular schooling at various levels, from primary education to university studies.
2. Non-formal education also involves organized learning but usually takes place outside the formal education system, most commonly in the form of courses, workshops, or seminars.
3. Informal education lacks externally organized instruction and is based primarily on the individual’s independent activity. It often occurs incidentally, spontaneously, and unintentionally through everyday experiences, social interactions, and practical engagement, leading to the acquisition of knowledge, skills, and attitudes.

3. The specificity of the higher education pedagogical context and the impact of social changes on education

The modern university fulfills a multifaceted role within society. Its primary mission is to educate students by developing the knowledge, skills, and competencies required for both professional practice and personal development. In addition, the university serves as a center of scientific research, the creation of new knowledge, and the transfer of that knowledge into social and economic practice. Its social role—encompassing the promotion of critical thinking, the encouragement of innovation, the cultivation of democratic values, and the strengthening of social responsibility—is increasingly emphasized. In the digital age, the university is also evolving into a hub of lifelong learning, offering opportunities for continuous professional development and adaptation to rapid changes in the labor market and society.

The pedagogical context of higher education is characterized by several specific features that distinguish it from lower levels of the educational system. These features are reflected in the design of teaching strategies, the nature of teacher–student relationships, and the formulation of educational goals. Understanding these specificities is essential for higher education teachers, as it enables the implementation of effective and purposeful teaching approaches aligned with the characteristics of the student population, academic standards, and institutional requirements.

The impact of social changes on education

Education, and higher education in particular, does not develop in isolation but through continuous interaction with social, political, and economic contexts. Social change influences the organization of work, technological development, communication patterns, and the expectations placed on higher education institutions. Universities are not merely sites of knowledge transmission; they are active participants in society and local communities, as well as spaces for innovation and critical reflection. For this reason, it is essential that higher education teachers understand the nature and dynamics of these changes in order to critically examine their own pedagogical practice and develop appropriate teaching strategies.

The traditional image of the teacher as an authority and sole bearer of knowledge is increasingly being replaced by the role of mentor, facilitator, and partner in the learning process. At the same time, students are expected to participate more actively and responsibly, to exercise critical judgment, take initiative, and be prepared for lifelong learning. This shift calls for a redefinition of educational goals and didactic approaches. For further insight into the social context of education, see the article of the same name by Ivan Cifrić (2017).

Digital society and social responsibility of higher education

A significant aspect of contemporary social change is the digitalization and widespread use of information and communication technologies. The digital environment is transforming how knowledge is accessed, the structure of teaching, and the nature of interaction between teachers and students. Higher education teachers are therefore confronted with the challenge of maintaining content relevance while ensuring academic rigor and integrity in a context characterized by rapid information exchange and ongoing concerns about reliability and verifiability.

Understanding the impact of social change on education is a prerequisite for effective and meaningful teaching in higher education. Teachers who reflect on their role within the broader social framework act not only as transmitters of knowledge, but also as active contributors to the shaping of education that responds to the real needs of the community and the historical moment in which it occurs.

4. Roles and relationships between teachers and students

The role of teachers in encouraging critical thinking

In the context of higher education, the teacher is no longer the exclusive source of knowledge but assumes the role of a learning facilitator, mentor, and interpreter of complex conceptual structures. The teacher’s task is to design and implement the teaching process in ways that promote analytical thinking, critical reflection on arguments, and the development of independent positions among students. Within this framework, the teacher creates opportunities for academic discussion, fosters a dialogic learning environment, and encourages the critical examination of established knowledge and practices. Given the dynamic and evolving nature of scientific knowledge, teaching increasingly relies on modeling scientific modes of thinking and systematically developing students’ research competencies.

Partnership between teacher and student

One of the defining characteristics of the contemporary pedagogical environment, including higher education, is the gradual shift away from traditional hierarchical teacher–student relationships toward a partnership-based and collaborative model. This relationship is grounded in mutual respect, open communication, and transparency. Students are no longer viewed as passive recipients of knowledge but as active and equal participants in the educational process, whose perspectives, prior experiences, and contributions are recognized and valued. In such an environment, the teacher not only facilitates learning and transmits knowledge but also uses student feedback as a resource for ongoing professional development. This paradigmatic shift places demands on teachers that extend beyond disciplinary expertise, requiring a high level of pedagogical maturity, reflective practice, and readiness to adapt to diverse educational needs and the challenges of the modern academic environment.

5. Special pedagogical competencies

They relate to higher education pedagogy and the competencies of teachers who have completed non-teaching studies. Knowledge of higher education pedagogy concerns the laws governing education and upbringing in work with full-time students. The pedagogical competencies of higher education teachers are associated with carrying out educational tasks with full-time students enrolled in university and professional study programs, while andragogical competencies relate to educational work with adults or part-time students who pursue their studies alongside employment or in accordance with personal needs (Petričević et al. 2017). According to Vukasović (1990), higher education pedagogy is a scientific and pedagogical discipline that examines the laws of educational work under the specific conditions of higher education. More precisely, it studies the laws of educational processes in higher education and the key participants in those processes: higher education teachers and full-time students.

6. Conclusion

In higher education, pedagogy, didactics and teaching methods form an inseparable framework that enables the development of students into independent, critical and responsible individuals. Pedagogy provides the theoretical foundations and social dimensions of education, didactics directs the teaching process towards active learning, and teaching methods connect general principles with the practical specificities of individual disciplines. The role of the teacher changes from a traditional transmitter of knowledge to a mentor and partner, while the student becomes an equal participant who actively contributes to his or her own development. Such a relationship encourages not only the acquisition of professional and academic competences, but also the development of personal values, collaborative skills and lifelong learning abilities. In this way, higher education fulfils its role in shaping the individual, but also in the development of a community capable of critical thinking, creativity and social responsibility.

The discussion so far has focused on a general understanding of education as the foundation of traditional and modern educational systems. However, the contemporary context of education cannot be fully understood without including the digital dimension, which strongly influences the ways of teaching and learning. Digital pedagogy, as a relatively new and dynamic pedagogical approach, implies the deliberate use of digital technologies for the purpose of improving teaching methods, didactic strategies and forms of communication between teachers and students. In higher education, it goes beyond the mere technical mediation of content and involves a change in the teaching paradigm from the traditional transfer of knowledge towards the creation of interactive, collaborative and personalized learning environments. The role of digital pedagogy is to enable the creation of integrated educational practices that encourage active student participation, the development of digital competencies and critical reflection on information in an environment characterized by rapid flow and change.

7. Bibliography

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