KRIZA I INTEGRACIJA PEDAGOGIJE U DOBA OBRAZOVNIH TRANSFORMACIJA
CRISIS AND INTEGRATION OF PEDAGOGY IN THE ERA OF EDUCATIONAL TRANSFORMATIONS

Summary/Abstract: Pedagogy as a social science today increasingly faces processes of disintegration alongside simultaneous attempts to reaffirm its integrative function. Dynamic social, technological, and educational changes raise questions about the identity of pedagogy as a fundamental science of education. On the other hand, the growing expansion of digitalization is transforming the ways in which knowledge is acquired, transmitted, and evaluated, raising new questions about the identity and methodology of pedagogy as a science. Instead of traditional educational paradigms, concepts such as distance learning, personalized digital curricula, and algorithmic evaluation are increasingly being affirmed. This process carries the potential to enhance the accessibility of education but also poses the risk of dehumanizing learning if pedagogical principles are reduced to mere technical data management. For this reason, pedagogy, as the fundamental science of education, is best positioned to develop a critical framework that puts digitalization at the service of human development rather than the market-driven instrumentalization of education. The aim and purpose of this paper is to theoretically and analytically examine the processes that contribute to the marginalization of pedagogy, as well as those that create opportunities for its empowerment and redefinition in the contemporary educational context. Methodologically, the study is based on analytical–synthetic, critical–interpretative, and comparative analysis of relevant literature in the fields of pedagogy, philosophy of education, educational technologies, and educational policy. Special attention is given to contemporary challenges of educational digitalization, neoliberal knowledge policies, lifelong learning, and sustainable development. In this context, the necessity of preserving the integrity of pedagogy is emphasized so that it can confirm its scientific, social, and emancipatory function in an era of global educational transformations.

• Details
• Contents