Pub Date : 2019-01-01DOI: 10.1080/23265507.2018.1558104
D. Jokūbonis, V. Adomaitienė, A. Leleikiene, Laura Baltaityte, E. Diržius, C. D. De Jong
ABSTRACT The high rates of comorbidity with substance use disorders in general psychiatry patients demand enhanced competences from psychiatry residents in addiction medicine. The aim of this article is to improve knowledge, skills and attitudes in psychiatric residents in treating patients with comorbid substance-related disorders (SUD). Four seminars with all residents on relevant and actual knowledge on substance-related disorders and a small group experience of five sessions on improving skills and attitudes in dealing with patients are described and evaluated quantitatively and qualitatively. Both quantitative evaluations show that seminars and small group experiences are highly appreciated. Concerning the seminar, residents appreciated, in particular, to study and present selected up-to-date literature and the positive learning environment. The small group experience resulted in sharing feelings and thoughts about patients with SUD and mutual support. The results show that the goals of these two methods of education have been met. This means that these two methods can be integrated in the training of residents in psychiatry to increase knowledge, skills and attitudes concerning addiction.
{"title":"How to integrate addiction medicine in psychiatry training: results of an experiment with two educational methods","authors":"D. Jokūbonis, V. Adomaitienė, A. Leleikiene, Laura Baltaityte, E. Diržius, C. D. De Jong","doi":"10.1080/23265507.2018.1558104","DOIUrl":"https://doi.org/10.1080/23265507.2018.1558104","url":null,"abstract":"ABSTRACT The high rates of comorbidity with substance use disorders in general psychiatry patients demand enhanced competences from psychiatry residents in addiction medicine. The aim of this article is to improve knowledge, skills and attitudes in psychiatric residents in treating patients with comorbid substance-related disorders (SUD). Four seminars with all residents on relevant and actual knowledge on substance-related disorders and a small group experience of five sessions on improving skills and attitudes in dealing with patients are described and evaluated quantitatively and qualitatively. Both quantitative evaluations show that seminars and small group experiences are highly appreciated. Concerning the seminar, residents appreciated, in particular, to study and present selected up-to-date literature and the positive learning environment. The small group experience resulted in sharing feelings and thoughts about patients with SUD and mutual support. The results show that the goals of these two methods of education have been met. This means that these two methods can be integrated in the training of residents in psychiatry to increase knowledge, skills and attitudes concerning addiction.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2018.1558104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49647091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23265507.2018.1562364
M. Leith, L. Boyle, D. Sim, Arno van der Zwet, Graham Scott, A. Jimoyiannis, P. Jandrić, J. Hauge, Nadera Sultana Tany, Hans G. K. Hummel
ABSTRACT This article focuses on the early stages of an international project on gamifying national identity. It examines the production of the content required for developing a sophisticated and engaging approach to pedagogical innovation in education, through game-based learning. This will encourage individuals to think about both European and national identity, specifically within the context of the European Union (EU). At a time when the EU faces significant challenges, a better understanding and appreciation of the role of national and supra-national identity and belonging in Europe is clear. RU EU? – an Erasmus+ funded project – aims to develop an innovative online game to help students and others enhance their understanding of their own national and European identities and challenge attitudes and prejudices. The content development of the game has brought together experts with socio-political knowledge, pedagogical understanding and technical expertise. This article discusses the early stages in the content development process, during which we amassed material from literature reviews, academic interviews and student focus groups and surveys. We sought to ensure that the content of the game reflected the issues raised within the game development lifecycle and our article describes our engagement with this material and its integration into game content.
{"title":"What’s In a game? A game-based approach to exploring 21st-century European identity and values","authors":"M. Leith, L. Boyle, D. Sim, Arno van der Zwet, Graham Scott, A. Jimoyiannis, P. Jandrić, J. Hauge, Nadera Sultana Tany, Hans G. K. Hummel","doi":"10.1080/23265507.2018.1562364","DOIUrl":"https://doi.org/10.1080/23265507.2018.1562364","url":null,"abstract":"ABSTRACT This article focuses on the early stages of an international project on gamifying national identity. It examines the production of the content required for developing a sophisticated and engaging approach to pedagogical innovation in education, through game-based learning. This will encourage individuals to think about both European and national identity, specifically within the context of the European Union (EU). At a time when the EU faces significant challenges, a better understanding and appreciation of the role of national and supra-national identity and belonging in Europe is clear. RU EU? – an Erasmus+ funded project – aims to develop an innovative online game to help students and others enhance their understanding of their own national and European identities and challenge attitudes and prejudices. The content development of the game has brought together experts with socio-political knowledge, pedagogical understanding and technical expertise. This article discusses the early stages in the content development process, during which we amassed material from literature reviews, academic interviews and student focus groups and surveys. We sought to ensure that the content of the game reflected the issues raised within the game development lifecycle and our article describes our engagement with this material and its integration into game content.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2018.1562364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44447576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23265507.2018.1557072
M. Peters, Tina Besley, S. Arndt
ABSTRACT Following involvement in several academic collectively written articles, the authors question traditional notions of the ‘lone’ individualist author model as the expected standard in the humanities as opposed to large research teams in physical sciences. They use Barthes and Foucault to question the function and the concept of the author and assumed notions of subjectivity. Recent collective writing as a form of peer production and publishing is an attempt to reinvent the concepts of authorship, the author subject and author subjectivity. These bring to the fore the processes of peer review, questions of ownership (for example, of what remains in a revision, whose contribution becomes revised and by whom), and blurr the boundaries around author/collective voice and are discussed in this paper. Its transversality is proving as complex as the term suggests, in terms of developing new ways of connecting, thinking, examining and working, in ways that have not been the norm at least in the field of philosophy of education. Contemporary questions of the potential social, philosophical, legal, epistemological and ethical implications for and of authorship and subjectivity have barely been touched on to date, but this article begins to broach this gap.
{"title":"Experimenting with academic subjectivity: collective writing, peer production and collective intelligence","authors":"M. Peters, Tina Besley, S. Arndt","doi":"10.1080/23265507.2018.1557072","DOIUrl":"https://doi.org/10.1080/23265507.2018.1557072","url":null,"abstract":"ABSTRACT Following involvement in several academic collectively written articles, the authors question traditional notions of the ‘lone’ individualist author model as the expected standard in the humanities as opposed to large research teams in physical sciences. They use Barthes and Foucault to question the function and the concept of the author and assumed notions of subjectivity. Recent collective writing as a form of peer production and publishing is an attempt to reinvent the concepts of authorship, the author subject and author subjectivity. These bring to the fore the processes of peer review, questions of ownership (for example, of what remains in a revision, whose contribution becomes revised and by whom), and blurr the boundaries around author/collective voice and are discussed in this paper. Its transversality is proving as complex as the term suggests, in terms of developing new ways of connecting, thinking, examining and working, in ways that have not been the norm at least in the field of philosophy of education. Contemporary questions of the potential social, philosophical, legal, epistemological and ethical implications for and of authorship and subjectivity have barely been touched on to date, but this article begins to broach this gap.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2018.1557072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42141922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23265507.2018.1461025
A. Gibbons, M. Tesar, Sarah Steiner, Samantha Chan
ABSTRACT This paper reports on the importance of the stories and perspectives of early childhood education Associate Teachers (ATs) at a time when there is considerable flux being experienced in the Aotearoa New Zealand early childhood sector, due in particular to the ongoing impact of changes in government funding policy, ongoing debates about pathways into the teaching profession, and an updated curriculum framework. The paper developed out of a research project that asked Associate Teachers (AT) about their views on the impact of recent national education policy changes. The views of ATs provide an influential voice for the sector, and particularly for teacher education providers through the student teacher practicum experience. Evidence and analysis of AT views provides insight into how the triadic of student, lecturer and practitioner can work together to support student teachers with their practicum experience in relation to the recent policy changes. A very small return rate for online questionnaires left the research team with the challenge of talking about the meaning of such silence, while at the same time acknowledging and valuing the views of those who did complete the questions. The paper presents a shift in the researchers’ perspectives on the subject of their research, and raises awareness of the problem of working with, and being committed to, the silent voices. The paper concludes with foundations for future research, focusing on ATs as active participants in teacher education policymaking and involving them both as researchers and participants.
{"title":"Silent policymakers in Aotearoa New Zealand: reflections on research of early childhood teacher views on policy, practicum and partnership","authors":"A. Gibbons, M. Tesar, Sarah Steiner, Samantha Chan","doi":"10.1080/23265507.2018.1461025","DOIUrl":"https://doi.org/10.1080/23265507.2018.1461025","url":null,"abstract":"ABSTRACT This paper reports on the importance of the stories and perspectives of early childhood education Associate Teachers (ATs) at a time when there is considerable flux being experienced in the Aotearoa New Zealand early childhood sector, due in particular to the ongoing impact of changes in government funding policy, ongoing debates about pathways into the teaching profession, and an updated curriculum framework. The paper developed out of a research project that asked Associate Teachers (AT) about their views on the impact of recent national education policy changes. The views of ATs provide an influential voice for the sector, and particularly for teacher education providers through the student teacher practicum experience. Evidence and analysis of AT views provides insight into how the triadic of student, lecturer and practitioner can work together to support student teachers with their practicum experience in relation to the recent policy changes. A very small return rate for online questionnaires left the research team with the challenge of talking about the meaning of such silence, while at the same time acknowledging and valuing the views of those who did complete the questions. The paper presents a shift in the researchers’ perspectives on the subject of their research, and raises awareness of the problem of working with, and being committed to, the silent voices. The paper concludes with foundations for future research, focusing on ATs as active participants in teacher education policymaking and involving them both as researchers and participants.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2018.1461025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44401290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23265507.2017.1404434
P. Roberts
ABSTRACT Fyodor Dostoevsky's final novel, The Brothers Karamazov, is one of the most influential works of the nineteenth century. To date, however, the potential value of the book for educationists has been largely ignored. This article addresses a key pedagogical theme in The Brothers Karamazov, namely, the notion that ‘love is a teacher’. Love as Dostoevsky understands it is active and difficult; it focuses not on the abstract idea of loving humankind but on the messy particulars of everyday life. Active love, it will be argued, has much in common with Iris Murdoch's concept of attention. The first part of the article examines several passages in The Brothers Karamazov that address the theme of active love. The second section analyses these examples from the text in the light of Murdoch's ideas and explores some of their broader educational implications.
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Pub Date : 2018-01-01DOI: 10.1080/23265507.2018.1547943
P. Jandrić
In 2014 President Obama promised to open a US embassy in Havana. Leaked private emails between Hollywood actors about the film which depicts the assassination of Kim Jong Un forced media giant Sony to apologise for promoting terrorism. Robotic lander the Philae was the first human artefact which landed on the comet. Steven Hawking warned that Artificial Intelligence could end human life on Earth. Worldwide prices of oil crashed to peanuts. Malaysia Airlines Flight 370 took off and mysteriously disappeared. A deadly outbreak of Ebola, coupled with police brutality in the US and international conflicts in Ukraine, Crimea, Israel, and other places, have dominated everyday news. A new understanding of media has started to take off, and concepts such as fake news and post-truth have started to receive more prominence. As I write these words in November 2018, this arbitrary selection of ‘most important events’ in 2014 compiled from ABC News (Keneally, 2014) and Mashable (2014) is outdated: Cuba is more open than ever, Steven Hawking has unfortunately passed away, and oil is again expensive. Yet, my selection still tells a lot about our contemporary moment: Artificial Intelligence has continued to take over more and more jobs previously performed by humans, police brutality and armed international conflicts continue, post-truth has entered mainstream discourse and has significantly contributed to the election of the current US president Donald Trump (see Peters, Rider, Hyvönen, & Besley, 2018). Five years is a long time for media outlets that publish news on an hourly basis. Nevertheless, some news from my little blast from the past are obsolete, while others are as relevant as ever. Writing this text in November 2018, it is trivial to say which 2014 news are relevant today. But who could predict, back in 2014, which news will be relevant in November 2018? In ancient Rome, haruspices read the future from intestines of sacrificed animals; in today’s academic journals, editors read the future from reading, researching, talking to people, and intuition. These talents are unexplainable and unevenly distributed: hard work makes many solid researchers and editors, but the glory of reaching the pantheon of scientific revolutionaries (Kuhn, 1962) is reserved for the few. However, even the lousiest academic researcher and editor has a double role: we need to cor(respond) to current events, and we need to develop human thought by new ideas and their applications. Fruits of our work will probably never reach Plato’s ideal of complete timelessness, yet they should serve us at least a bit longer than a few days – if for no other purpose, then as stepping stones for researchers to come. In Research Methods 101, this usually amounts to definitions of ‘scientific contribution’ and to muddy differences between ‘pure’ and ‘applied’ research; in editing business, this distinction often serves as a dividing line between ‘high theory’ and ‘low theory’ (Jandrić, 2017, p. 107
{"title":"Postdigital openness","authors":"P. Jandrić","doi":"10.1080/23265507.2018.1547943","DOIUrl":"https://doi.org/10.1080/23265507.2018.1547943","url":null,"abstract":"In 2014 President Obama promised to open a US embassy in Havana. Leaked private emails between Hollywood actors about the film which depicts the assassination of Kim Jong Un forced media giant Sony to apologise for promoting terrorism. Robotic lander the Philae was the first human artefact which landed on the comet. Steven Hawking warned that Artificial Intelligence could end human life on Earth. Worldwide prices of oil crashed to peanuts. Malaysia Airlines Flight 370 took off and mysteriously disappeared. A deadly outbreak of Ebola, coupled with police brutality in the US and international conflicts in Ukraine, Crimea, Israel, and other places, have dominated everyday news. A new understanding of media has started to take off, and concepts such as fake news and post-truth have started to receive more prominence. As I write these words in November 2018, this arbitrary selection of ‘most important events’ in 2014 compiled from ABC News (Keneally, 2014) and Mashable (2014) is outdated: Cuba is more open than ever, Steven Hawking has unfortunately passed away, and oil is again expensive. Yet, my selection still tells a lot about our contemporary moment: Artificial Intelligence has continued to take over more and more jobs previously performed by humans, police brutality and armed international conflicts continue, post-truth has entered mainstream discourse and has significantly contributed to the election of the current US president Donald Trump (see Peters, Rider, Hyvönen, & Besley, 2018). Five years is a long time for media outlets that publish news on an hourly basis. Nevertheless, some news from my little blast from the past are obsolete, while others are as relevant as ever. Writing this text in November 2018, it is trivial to say which 2014 news are relevant today. But who could predict, back in 2014, which news will be relevant in November 2018? In ancient Rome, haruspices read the future from intestines of sacrificed animals; in today’s academic journals, editors read the future from reading, researching, talking to people, and intuition. These talents are unexplainable and unevenly distributed: hard work makes many solid researchers and editors, but the glory of reaching the pantheon of scientific revolutionaries (Kuhn, 1962) is reserved for the few. However, even the lousiest academic researcher and editor has a double role: we need to cor(respond) to current events, and we need to develop human thought by new ideas and their applications. Fruits of our work will probably never reach Plato’s ideal of complete timelessness, yet they should serve us at least a bit longer than a few days – if for no other purpose, then as stepping stones for researchers to come. In Research Methods 101, this usually amounts to definitions of ‘scientific contribution’ and to muddy differences between ‘pure’ and ‘applied’ research; in editing business, this distinction often serves as a dividing line between ‘high theory’ and ‘low theory’ (Jandrić, 2017, p. 107","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2018.1547943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45383389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23265507.2017.1419439
E. Johnson
ABSTRACT Over the past few decades, the number of people enrolled in doctoral study has increased dramatically across the world. In practical terms, this has meant that universities now receive increasingly diverse students with regard to ethnicity, age, language, culture, and background preparedness for higher degree study. Students can, and often do, begin their doctorates with scant understanding of the precise expectations and rigorous demands of thesis writing. Yet, regardless of academic discipline, successful completion of a doctorate requires a written thesis. To help students master thesis writing requirements, a proliferation of self-help writing books, blogs, specific writing techniques, and programmes have emerged. This paper describes an approach developed at a New Zealand university where a generic doctoral writing programme, the Doctoral Writing Conversation, has evolved to make explicit to students the implicit language understanding that accomplished academic writers use to produce text. Utilising the idea of language as a tool to mediate understanding, the paper will explore how the programme is structured and functions but will also describe some of the insights I have gained along the way.
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Pub Date : 2018-01-01DOI: 10.1080/23265507.2018.1555487
M. Peters, P. Jandrić
ABSTRACT This paper explores the central metaphors of curriculum as ‘text’ and ‘discourse’ that are adopted as the organizing metaphors for William Pinar’s 2006 book Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. Using the works of Michel Foucault, the paper explores relationships between discourse and curriculum as procedures of exclusion. Moving on to genre as a literary form, the paper analyses the pedagogical form of the essay and the rise of the article as one of the most pervasive forms that underlie academic culture. In our postdigital age, however, both the article and journal have significantly changed. This paper shows that a historicizing of the curriculum, understood as an approach to curriculum studies, is a process of denaturalization of commonly accepted assumptions about the curriculum. Therefore, problematizing the concepts of ‘discourse’, ‘genre’, and ‘text’ enables us to understand the historical and constructed notion of the curriculum and to examine its contemporary postdigital forms.
{"title":"Discourse, genre and curriculum","authors":"M. Peters, P. Jandrić","doi":"10.1080/23265507.2018.1555487","DOIUrl":"https://doi.org/10.1080/23265507.2018.1555487","url":null,"abstract":"ABSTRACT This paper explores the central metaphors of curriculum as ‘text’ and ‘discourse’ that are adopted as the organizing metaphors for William Pinar’s 2006 book Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. Using the works of Michel Foucault, the paper explores relationships between discourse and curriculum as procedures of exclusion. Moving on to genre as a literary form, the paper analyses the pedagogical form of the essay and the rise of the article as one of the most pervasive forms that underlie academic culture. In our postdigital age, however, both the article and journal have significantly changed. This paper shows that a historicizing of the curriculum, understood as an approach to curriculum studies, is a process of denaturalization of commonly accepted assumptions about the curriculum. Therefore, problematizing the concepts of ‘discourse’, ‘genre’, and ‘text’ enables us to understand the historical and constructed notion of the curriculum and to examine its contemporary postdigital forms.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2018.1555487","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44298766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23265507.2018.1470768
M. Peters, E. J. White, E. Grierson, G. Stewart, Nesta Devine, J. Craw, A. Gibbons, P. Jandrić, Rene Novak, Richard Heraud, Kirsten Locke
To cite this article: Michael A. Peters, E. Jayne White, Elizabeth Grierson, Georgina Stewart, Georgina Stewart, Nesta Devine, Janita Craw, Andrew Gibbons, Petar Jandrić, Michael A. Peters, Rene Novak, E. Jayne White, Richard Heraud & K. Locke (2018) Ten theses on the the shift from (static) text to (moving) image, Open Review of Educational Research, 5:1, 56-94, DOI: 10.1080/23265507.2018.1470768 To link to this article: https://doi.org/10.1080/23265507.2018.1470768
引用本文:Michael A. Peters, E. Jayne White, Elizabeth Grierson, Georgina Stewart, Georgina Stewart, Nesta Devine, Janita Craw, Andrew Gibbons, Petar jandrike, Michael A. Peters, Rene Novak, E. Jayne White, Richard Heraud & K. Locke(2018)关于从(静态)文本到(移动)图像转变的十篇论文，教育研究开放评论，5:1,56-94,DOI: 10.1080/23265507.2018.1470768链接到本文:https://doi.org/10.1080/23265507.2018.1470768
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Pub Date : 2018-01-01DOI: 10.1080/23265507.2018.1547950
G. Asher
Dialogue is the encounter between men [beings], mediated by the world, in order to name the world. (Freire, 1972, p. 88) We live in the epoch of digital reason, which has significantly altered the traditional order of things. In our epoch, yesterday’s institutions will either become slaves to corporate capitalism, or they will significantly transform in order to maintain an active role in the co-creation of the present and future. Political, social and economic pressures strongly favour the first option. (Peters & Jandrić, 2018, p. 5)
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