Pedagogical context of learning and teaching

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.