Detecting phishing attacks is not straightforward, since there are many obstacles that derive from language complexity and technical aspects. Studying phishing attacks and other related issues heavily relies on computer datasets, i.e. digital corpora that reflect these linguistic and technical intricacies. Diverse studies using phishing datasets have been performed, but mainly for the English language. Research for other languages is scarce, and especially for not widely spoken languages. For the Croatian language there is an evident lack of corpora that are essential for diverse analyses and for constructing models that are capable of recognizing phishing attacks and protecting users. These datasets are necessary for natural language processing and building machine learning workflows, where results largely depend on corpora that must be specifically crafted for this purpose. Therefore, creating high-quality domain-specific corpora is of great importance in the domain of information security. Such corpora can be employed for teaching purposes in various courses in higher education, and could be analyzed in numerous ways in order to understand the underlying principles of phishing attack strategies. The aim of this paper is to demonstrate the entire process of data acquisition and corpus creation for the phishing detection domain. In addition, an analysis of the corpus is presented with regard to different aspects, such as descriptive attributes, terminology characteristics, metadata and language.

Due to the SARS-CoV-2 pandemic, the faculties have been met with the task of modifying the traditional teaching environment to remote teaching. During two semesters of remote teaching, the students of the Department of Psychology from the Faculty of Humanities and Social Sciences of University of Mostar have been assessing their skills of using technologies, their motivation for class attendance and assignment completion, as well as their time management skills; they have evaluated the teaching process, reported on technical difficulties and assessed the general satisfaction with the remote teaching process. The results of this research show that students have shown a greater assessment of skills of using technology during the second semester of the remote teaching process, while no difference was established in the level of motivation for class attendance and assignment completion, and no difference was found in time management skills between the two semesters. As far as the satisfaction with remote teaching is concerned, the students marked the teaching process with an average grade of “very good” in both semesters, although the mark “excellent” was given more frequently in the second semester than expected per case. The average grade of satisfaction with the teaching process offers insight into the efficacy of adaption to remote teaching, and also opens up space for further improvement.

In early 2020, the world faced a pandemic of the COVID-19 disease that suddenly changed the way we learn, live and work. It was necessary to ensure the continuity of teaching and learning literally overnight. The university management, teachers and academic staff, students and all administrative services had to adapt to the new situation.Although the impact of the pandemic on higher education institutions was stressful and in most cases there was no contingency plan, higher education systems ensured continuity of the educational process. The system required the reorganization of teaching and learning, significant teacher involvement and additional time, advanced organization and continuous training of teachers.The lessons learned so far should serve as a guide for the future development of education as a whole and through the analysis and application of good solutions to put in the forefront a recovery program and increase investment in education. At the same time, digital transformation is becoming one of the strategic goals of the development strategy of most universities. Paper will present what necessary steps should be taken to achieve digital transformation in education, why continuous teacher training is important and what are the trends and further steps of development.

With the arrival of COVID-19 pandemic in March of 2020 the first lock-down and closing of schools and faculties occurred. Educational institutions had to find a solution overnight. To ensure the continuity of schooling was a great challenge, the strategy of the faculties has only indicated digital transformation, and a small number of faculty staff was ready to face this new situation (according to the research had already been carried out). Teachers that had already used digital technologies and e-learning found it easier to form their classes in online environment that they were already familiar with. But those teachers that have never done so, found themselves facing a great challenge. Faced with the inability to hold classes in a traditional classroom way, they were challenged to quickly transition to online environment and ensure the completion of the academic year. With the arrival of the new academic year, the return to the classic way of classes was expected, but this did not completely occur. The pandemic did not cease and again higher education institutions face closing and classes are more and more held remotely. Levels of preparation and experience of teachers and students at the University of Mostar differ greatly. This paper has a goal of presenting experiences and needs of the teachers of the Faculty of Humanities and Social Sciences and ascertaining how these experiences can be, and how much they have been used relating to the situation we find ourselves in again.