U radu se razmatra pitanje zastupljenosti i primjene pojedinih oblika nastavnog rada u pripremanju studenata za realizaciju nastave islamske vjeronauke. Oblici nastavnog rada predstavljaju osnovnu didaktičko-metodičku determinantu organizacije nastavnog časa islamske vjeronauke. Istraživanje je longitudinalnog karaktera. Istraživanje je trajalo 5 godina za vrijeme realizacije pedagoške i metodičke prakse studenata u osnovnoj i srednjoj školi. U radu je korištena je analitičko-deskriptivna metoda i metoda analize sadržaja, kao i protokol za snimanje i opservaciju nastavnog časa islamske vjeronauke. Rezultati istraživanja pokazuju da se pored dominantnog izbora frontalnog oblika nastavnog rada u nastavi islamske vjeronauke, studenti koriste i grupnim oblikom nastavnog rada u pripremanju didaktičko-metodičke organizacije nastave islamske vjeronauke. Za unapređenje kvalitete nastave islamske vjeronauke, neophodno je obezbijediti kontinuiranu podršku kroz razvijanje pedagoških i didaktičko-metodičkih kompetencija kod vjeroučitelja, a kod studenata islamske vjeronauke više podsticati interaktivne i kreativne metode učenja tokom visokoškolskog obrazovanja.

In the teaching process, the relationship between students and university teachers is an important determinant of the quality learning and teaching process. The concepts of didactic theories provide a different approach to the didactic - methodical determination of teaching, and the position of students in the scientific - teaching process in relation to the concept of the old school and the traditional pedagogical paradigm of teaching. The student is observed and experienced as a collaborator, learning partner, authoritarian teaching styles are abandoned, democratically oriented communication and interaction are developed, with mutual respect, tolerance and respect for all participants in the teaching process. The analytical - descriptive method, comparative analysis and content analysis were used. The relationship and position of students and university teachers in the teaching process through the prism of didactic theories advocated by Christina Moller and Felix von Cube are presented. The issues of selectivity, cooperation and competitiveness as a starting point for defining the position of students in teaching, purposes and goals of learning, based on the modern pedagogical paradigmatic orientation of the “learning society”, and the analysis of the position and position of students and university teachers through the prism of cyber-information didactic theories and curriculum theories.

The total excellence of university teaching largely depends on pedagogical and didactical­methodical competencies of university professors. The development and promotion of academic teaching is enabled by the modernization of the teaching process which does not encompass only modernization of curriculum but the entire didactical­methodical organization of teaching. Pleasure and requirements of students are to be accentuated accordingly, as well as competencies of teachers and expectations of labor market. The purpose of this paper is to establish which element of didactical­methodical organization of university teaching is the most important dimension of excellence of teaching as well as in what way university professors perform self­evaluation of the excellence of didactical­methodical organization of teaching at the University of Tuzla. The analytical­descriptive survey method was used as a variant of analytical­descriptive method as well as procedures of analysis of contents and polling. It is supposed that there is statistically significant difference in self­evaluation of the importance of elements of excellence in didactical­methodical organization of teaching at the University of Tuzla and that self­evaluations of the importance of individual elements of excellence of university teaching differ with regard to age, sex, teaching/academic title, years of experience in academic institutions and scientific field the faculty belongs to. The results of this research show that the excellence of planning and preparation and excellence in choice of teaching methods are the most important elements of excellence in the organization of university teaching, and that 90% of teaching personnel evaluates that the classes they organize are at very high level of excellence.

Ukupna izvrsnost sveučilišne nastave najviše ovisi o pedagoškim i didaktičko­metodičkim kompetencijama sveučilišnih nastavnika. Za razvoj i unaprjeđenje sveučilišne nastave važno je osuvremenjivanje nastavnog procesa koje ne podrazumijeva samo osuvremenjivanje kurikula, nego cjelokupnoga didaktičko­metodičkog organiziranja nastavnoga rada. Pritom je potrebno naglasiti zadovoljstvo i potrebe studenata, kompetencije visokoškolskih nastavnika i očekivanja radnog tržišta. Cilj ovoga rada bio je ustvrditi koja je sastavnica didaktičko­metodičkog organiziranja sveučilišne nastave najvažniji čimbenik izvrsnosti nastavnog rada te kako sveučilišni nastavnici Univerziteta u Tuzli vrjednuju vlastitu izvrsnost didaktičko­metodičkog organiziranja nastavnog rada. Koristilo se analitičko­deskriptivnim upitnikom kao inačicom analitičko­deskriptivne metode, postupcima analize sadržaja i anketiranjem. Pretpostavljeno je kako postoji statistički značajna razlika u samovrjednovanju važnosti čimbenika izvrsnosti didaktičko­metodičke organizacije nastavnog rada visokoškolskih nastavnika Univerziteta u Tuzli te da se samovrjednovanja važnosti pojedinih čimbenika izvrsnosti sveučilišne nastave razlikuju s obzirom na dob, spol, znanstveno­nastavno/umjetničko zvanje, godine radnog iskustva u visokoškolskim ustanovama te znanstveno područje kojemu Fakultet pripada. Rezultati istraživanja pokazali su kako su izvrsnost planiranja i pripremanja te izvrsnost izbora nastavnih metoda najvažniji čimbenici ukupne izvrsnosti organiziranja sveučilišne nastave, a 90 % nastavnog osoblja ocjenjuje kako je nastava koju organiziraju visoke razine izvrsnosti.

UDK 378.1:28]:004.783  616.98:578.8 Pandemija Covid-19 i mjere koje se poduzimaju da bi se sprijecilo sirenje virusa, mnogo su ogranicile prilike za mobilnost studenata i nastavnog osoblja u cijelom svijetu. Posljedice pandemije uocavaju se u svim segmentima drustva, narocito obrazovnog, u koji je ukljucena populacija najvažnija za buducnost svake države. Istraživanje provedeno za potrebe ovog rada transferzalnog je karaktera a koristena je analiticko-deskriptivna metoda i elektronsko anketiranje. Analiziran je rad visokoskolskih ustanova Islamske zajednice u Bosni i Hercegovini (FIN-a Sarajevo, IPF-a Zenica i IPF-a Bihac). Na temelju dobivenih rezultata, može se reci da su visokoskolske ustanove Islamske zajednice u Bosni i Hercegovini odgovorile izazovima u novonastalim okolnostima i na najbolji moguci nacin realizirale obrazovne ciljeve postavljene kroz reorganizaciju i uspostavljanje elektronskog obrazovanja tamo gdje je ono bilo neophodno. Elektronsko obrazovanje i ucenje na daljinu dovelo je do transformacija pedagoskog i metodickog pristupa, cime su osnažene nove uloge i kompetencije univerzitetskih nastavnika ali i studenata, a sto može biti polazna osnova za planiranje nekih buducih reformi utemeljenih na iskustvima stecenim tokom pandemije Covid-19. Summary Covid 19 pandemic and the measures taken to control its spread have, to a great extent, limited circumstances and mobility of students and teaching staff throughout the world. Consequences of this pandemic are felt in all the segments of society, especially in educational segment which involves the most important part of the population of every state. The research carried out for the purposes of this article is of cross-sectional character and analytical descriptive method was used along with electronic survey. The work of high education institutions of the Islamic Community of Bosnia and Herzegovina (FIN/Faculty of Islamc Studies-Sarajevo, IPF/Faculty of Islamic Pedagogy-Zenica and IPF/Faculty of Islamic Pedagogy- Bihac) was analysed. On the bases of the results of this analysis we may say that the high education institutions of the Islamic Community of Bosnia and Herzegovina answered this challenge successfully and achieved the goals of education through reorganisation and through establishing electronic education wherever it was necessary. Electronic education and distance learning brought about a transformation of pedagogical and methodological approach, resulting in enhancement in competencies of both, university teachers and their students. This experience gained during the Covid-19 pandemic can be used as bases for planning some reforms in the future.