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563

Bujišić, Lj., Miščević, G., Mandić, D. & Kostadinović, I. (2025). The Impact of an Informatics-Developmental Teaching Approach

in the Subject Nature and Society on Students’ Motivation, International Journal of Cognitive Research in Science, Engineering

and Education (IJCRSEE), 13(3), 563-571.

Original scientific paper

Received: August 15, 2025.

Revised: October 26, 2025.

Accepted: November 02, 2025.

UDC:

37.091.3:3/5]:004

37.091.3:005.591.6

10.23947/2334-8496-2025-13-3-563-571

Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Corresponding author: danimir.mandic@uf.bg.ac.rs

Abstract: In this study, we examined the extent to which implementing an informatics-developmental teaching approach

with e-learning in the Nature and Society course influences student motivation. The motivation level of ten-year-old students

was assessed before and after implementing this instructional approach, comparing an experimental group (innovative instruc-

tion) to a control group (traditional approach). The research was conducted using a parallel-groups experimental design on a

sample of 189 fourth-grade primary school students. In the experimental group, the subject was taught following an informatics-

developmental model using digital technologies (tablets, multimedia content, gamification elements), while the control group

was taught using a traditional approach. Student motivation was measured with an adapted Likert scale before and after the

intervention. Data were analyzed with descriptive statistics, independent and paired-samples t-tests. Before the experiment,

no significant difference in motivation was found between the two groups. At the final measurement, the experimental group

had a statistically significantly higher level of motivation than the control group. The findings confirm that innovative, digitally

supported instruction can enhance students’ learning motivation compared to traditional methods. The contemporary approach

fostered greater student engagement and interest, which was reflected in a rise in their motivation. It is recommended to

more broadly implement digitally enriched instructional strategies in primary schools to stimulate student motivation. It is

also necessary to provide continuous professional development for teachers for effective integration of ICT in instruction.

Future research should consider the long-term effects of such innovations and their impact on various educational outcomes.

Keywords: informatics-developmental teaching, student motivation, digital technologies in education, Nature and

Society, primary school, artificial intelligence.

Ljiljana Bujišić

,Gordana Miščević

, Danimir Mandić

, Ivan Kostadinović

University of Belgrade - Faculty of Education, Belgrade, Serbia,

e-mail: ljiljana.bojanic@uf.bg.ac.rs, gordana.miscevic@uf.bg.ac.rs, danimir.mandic@uf.bg.ac.rs

MB University - Faculty of Business and Law, Belgrade, Serbia,

e-mail: ivan.kostadinovic@konstantinveliki.edu.rs

The Impact of an Informatics-Developmental Teaching Approach in the

Subject Nature and Society on Students’ Motivation

Introduction

Traditional elementary school teaching, which is lecture-based and identical for all students regard-

less of their individual needs and capacities, is increasingly showing significant shortcomings relative to

the modern demands of education. Criticisms of this approach include the uniform pace of instruction and

content that are not adapted to the diverse speeds, interests, and learning styles of all students. Instead

of deep understanding, students often study for grades, which leads to insufficiently developed competen-

cies that they will need in their future. In simple terms, the traditional education system does not provide

an adequate foundation for developing the competencies required by contemporary students, which is

why fundamental changes are necessary.

From the earliest childhood, through exploration and discovery of the world, a child builds their

own understanding of the environment, and starting school represents a significant turning point in that

process—not only for the child but also for the family—since the teacher and peers enter the educational

context as new actors. Contemporary educational trends, which are rapidly changing, necessitate

innova-

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Bujišić, Lj., Miščević, G., Mandić, D. & Kostadinović, I. (2025). The Impact of an Informatics-Developmental Teaching Approach

in the Subject Nature and Society on Students’ Motivation, International Journal of Cognitive Research in Science, Engineering

and Education (IJCRSEE), 13(3), 563-571.

tive approaches in teaching, especially in subjects such as Nature and Society, which provide a broad scope

for applying information and communication technologies to encourage student development and under-

standing of the world. Among students entering secondary education, a tendency of declining motivation has

been observed (Chouinard, Roy, Archambault, and Smith, 2017; De Bruijn, Ehren, Meeter, and Kortekaas-

Rijlaarsdam, 2025). Therefore, researchers highlight the necessity to examine the causes of this issue within

the context of earlier schooling, particularly the manner in which instructional activities are conducted in

primary school. Developing interest and motivation at that stage provides the basis for an individual’s later

personal and professional development. An individual’s active participation and engagement in society will

play a crucial role in a future increasingly characterized by scientific and technological advancement.

Theoretical Framework

Informatics-Developmental Teaching and the Zone of Proximal Development

A. Diesterweg, a 19th-century German pedagogue, laid the groundwork for developmental learn-

ing by emphasizing the importance of independent student work in the teaching and educational process.

L. S. Vygotsky formulated the theoretical basis of developmental instruction through his interpretation of

the relationship between learning and development, which became the foundation for further research

by his followers. D. B. Elkonin developed a strategy in which he stressed the significance of instructional

content as a driver of students’ intellectual development, building on Vygotsky’s model. L. V. Zankov

contributed to the development of teaching practice by introducing dynamic changes in working meth-

ods, focusing on the comprehensive development of students. V. V. Davidov, in contrast to the empirical

orientation of Zankov’s team, argued that knowledge develops through classification, comparison, and

abstract thinking (Davidov, 1995; Elkonjin, 1990; Bujišić, 2023). In that context, contemporary instruction

strives to transcend the patterns of the traditional approach, not by discarding its valuable elements but

by reinterpreting them toward fostering student development through exploration, sensory experience,

and rational thinking. Existing literature indicates a wide spectrum of information on traditional teaching

and its limitations, while empirical evidence on the informatics-developmental model is limited. Traditional

teaching is positioned as a model based on “ready-made” knowledge that teachers transmit, expecting

students to reproduce it — the lowest level of cognitive skills. Modern authors advocate a competency-

based educational system that values understanding, application, and reasoning, and develops digital

and algorithmic literacy, along with inclusiveness and personalization in learning. In contrast to traditional,

passive instruction, contemporary authors stress that students should actively engage in constructing

knowledge rather than merely memorize it (Nikolić, 2019; Bujišić, 2023; Mandić, Miščević, Babić, and

Matović, 2024). In informatics-developmental instruction, tools and a supportive environment are used to

place the student in the role of a researcher, which in turn increases motivation to learn because the learn-

ing is carried out in a modern way and influences other aspects of the student’s personality (Bujišić, 2023).

One possible solution that can overcome the observed shortcomings of traditionally conceived instruction

is the informatics-developmental approach. It integrates digital competencies as part of a comprehen-

sive educational process. Informatics-developmental instruction is a modern teaching model grounded

in a heuristic approach and the use of information and communication technologies. This model enables

students to construct knowledge independently, progress at their own ability level and pace, and develop

their personal potential. Through an individualized and interactive approach, it also improves the quality

of learning and collaboration in the educational environment (Bujišić, 2023). In Serbia, the subject Digital

World has been introduced in the first and second grades of primary school, and digital competencies

are included in the current Years of Ascent Preschool Curriculum Framework (Matović and Ristić, 2024;

Years of Ascent Preschool Curriculum Framework Serbia, 2019). The Strategy for the Development of

Artificial Intelligence in the Republic of Serbia for 2025–2030 outlines plans to advance primary, second-

ary, and higher education in Serbia in the field of artificial intelligence. Moreover, student digital literacy—

developed within formal education as a cross-curricular competency and within informatics education as

a subject-specific competency—is mandated by strategic and program documents (Mandić, 2023; The

Strategy for the Development of Artificial Intelligence in the Republic of Serbia for 2025–2030, 2025;

Strategy for the Development of Digital Skills in the Republic of Serbia for the period 2020 to 2024, 2020).

Modern educational technology, based on artificial intelligence (AI), is changing teaching methods and

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Bujišić, Lj., Miščević, G., Mandić, D. & Kostadinović, I. (2025). The Impact of an Informatics-Developmental Teaching Approach

in the Subject Nature and Society on Students’ Motivation, International Journal of Cognitive Research in Science, Engineering

and Education (IJCRSEE), 13(3), 563-571.

organisation toward heuristic learning and active students participation. Teachers are not delivering final

knowledge so students are using several didactical resources, including AI, to develop their own con-

cepts. Developmental teaching approach increases critical thinking, reflection and self-reflection in new

concept of educational technology.

Considering a social-constructivist approach, it is important to highlight L. Vygotsky’s theory of the

zone of proximal development (ZPD), in which students, through social interaction, take on and internalize

ways of thinking and methods that they will later use independently, with tasks that are challenging enough

to spur progress but not so difficult as to demotivate the learner. In collaboration with others, a child can

achieve more than they can alone – but only up to the limits allowed by their developmental maturity and

intellectual abilities (Vygotsky, 1978). In Vygotsky’s theory, the competent person who actively helps the

learner can be a teacher or a more advanced peer, actively stimulating interest, providing structured help

by demonstrating effective strategies and reducing task complexity, thereby preventing cognitive over-

load. Over time, the student progresses and becomes increasingly independent, and support is gradually

withdrawn. Research on integrating AI tools into higher education using the ZPD framework found that

AI tools enable students to self-assess their progress, increase motivation and engagement, and build

knowledge collaboratively—resulting in better academic performance and personal development (Cai,

Msafiri, and Kangwa, 2025). Although modern educational technology is not literally an “advanced” peer

or adult, in Vygotsky’s sense it has the potential to significantly support students within their ZPD. Through

adaptive personalization, dynamic support, and timely feedback, technology enables learning tailored to

individual student needs. It facilitates collaborative and peer learning activities via various digital tools

and platforms. Even relatively simple, expert AI systems can perform certain scaffolding functions (Sætra,

2025). They allow the application of various forms of scaffolding—conceptual, procedural, strategic, and

metacognitive—thus supporting the development of meaningful schemata of understanding. Artificial in-

telligence and learning analytics function as cognitive tools which, together with the teacher as designer,

ensure creative, adaptive, and goal-driven development of technology-enhanced learning scenarios with-

in the ZPD (Rigopouli, Kotsifakos, and Psaromiligkos, 2025). In addition, technological tools adjust the

learning pace and gradually redirect students towards greater autonomy, promoting the development of

self-regulation and critical thinking. With such an approach, the student, through gradual self-reliance,

becomes more competent in managing their own learning process, while technology—although not a

substitute for social interaction with an adult—serves as a cooperative ally in learning.

Importance of Motivation for Learning

Motivation is examined in behaviorist, humanistic, cognitive, and other theoretical frameworks; be-

haviorism highlights the role of external reinforcements, cognitivism focuses on internal mental processes

and personal goal evaluations, and social factors significantly affect the development of self-assessment

and the shaping of students’ learning motivation. It is a psychological process that initiates, directs, and

maintains our activities toward achieving a specific goal, and it is permeated by enthusiasm and determi-

nation to reach that goal through the initiation and maintenance of proactive behavior (Bandhu et al., 2024;

Pekrun, 2024). Motivation can originate internally—from the desire for enjoyment, personal development

or accomplishment—or externally, through rewards, recognition, or external expectations. Students who

study because something genuinely interests them or because they want to succeed achieve better re-

sults than those who learn only due to external rewards or pressures (Šafranj, Bulatović, and Gak, 2024).

Artificial intelligence can become a powerful motivational accelerator and a source of competency-based

achievements for students, not by replacing the teacher but by supporting them so that each child pro-

gresses more independently, with greater interest and confidence in their own abilities (Mandić, Miščević,

and Bujišić, 2024; Mandić, Miščević, and Ristić, 2025; Miščević, Starijaš, and Petrović, 2025). Thus,

when the opportunities offered by the use of AI are employed with careful design, it can lead to fulfilling

students’ psychological needs. Effective models need to incorporate the following components: adaptive

systems pre-adjusted to the students’ ability level; opportunities for students to participate in the choice

of learning activities; a visually rich and comprehensible interface adapted to the students’ age; real-time

constructive feedback. All of the above should be implemented with teacher support, in an inclusive and

ethically responsible manner. When AI capabilities are combined with careful pedagogical design, models

can include adaptive systems tailored to student ability, allow students some choice in activities, offer age-

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Bujišić, Lj., Miščević, G., Mandić, D. & Kostadinović, I. (2025). The Impact of an Informatics-Developmental Teaching Approach

in the Subject Nature and Society on Students’ Motivation, International Journal of Cognitive Research in Science, Engineering

and Education (IJCRSEE), 13(3), 563-571.

appropriate visual interfaces, and provide real-time constructive feedback—all under teacher guidance to

ensure inclusivity and ethical use.

Materials and Methods

The aim of this research is to determine how the implementation of electronic learning in informat-

ics-developmental instruction of Nature and Society classes affects student motivation by comparing their

motivation before and after an experimental program in the experimental and control groups. The task

is to examine the level of motivation for learning about nature and society among students in the experi-

mental and control groups during Nature and Society classes before and after the implementation of the

experimental program. The hypothesis states that students in the experimental group, after the applica-

tion of informatics-developmental instruction, will exhibit a significantly higher level of motivation for learn-

ing Nature and Society compared to students in the control group who have used a traditional approach.

The independent variable is the teaching method: the experimental group was taught Nature and

Society using an informatics-developmental approach supported by e-learning (encompassing comput-

erization, interactivity, constructivism, heuristic methods, self-evaluation, and appropriate technical equip-

ment), whereas the control group was taught using a traditional approach. The dependent variable is

students’ motivation for learning about nature and society, measured as a summative score on a five-point

Likert scale before and after the intervention.

We employed a parallel-groups experimental design to investigate the effect of informatics-devel-

opmental instruction on student motivation. The measurement instrument was a motivation scale con-

structed for this purpose, administered before and after the intervention. The instrument demonstrated

high objectivity (Pearson r = .99 for agreement between two independent raters) and an acceptable level

of reliability, with Cronbach’s α ranging from .69 to .72 for the experimental and control groups at the initial

and final measurements. The study was conducted over four months within regular classes, during which

motivation was measured at the beginning and at the end.

The sample of participants consisted of four control classes and four experimental classes of students

from Belgrade (Serbia), totaling 189 fourth-grade students. The sample of instructional content covered the

teaching topic “Natural and Social Features of Serbia” from the fourth-grade Nature and Society curriculum.

The experimental and control groups were equated based on two variables: approximately the same

number of students and the classes’ average grade in Nature and Society at the end of the previous school

year. The groups did not differ statistically significantly, as evidenced by a t-test, t(189) = –0.67, p > .53.8

Data were processed using the SPSS statistical package (version 23.0). We used the following

statistical analyses:

• Descriptive statistics – including arithmetic mean, standard deviation, minimum and maximum score,

skewness, and kurtosis.

• Cronbach’s alpha coefficient – to assess the reliability of the motivation scale instrument.

• Independent-samples t-test – to measure differences in motivation for learning Nature and Society

between the experimental and control groups.

Results

Table 1. Descriptive statistics and differences between experimental and control groups on the initial motivation

test (independent-samples t-test)

Group Min Max M SD S K t df p

EG (Experimental) 5 23 14.14 5.24 –0.02 –1.29

1.74 187 0.084

KG (Control) 5 25 15.45 5.08 –0.11 –1.08

Note. EG = experimental group; KG = control group; M = mean (arithmetic mean); SD = standard deviation; S = skewness; K

= kurtosis; t = t-test; df = degrees of freedom; p = signicance level

After introducing the experimental factor—the informatics-developmental teaching approach in Na-

ture and Society classes—the next step was to measure the differences between the experimental and

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Bujišić, Lj., Miščević, G., Mandić, D. & Kostadinović, I. (2025). The Impact of an Informatics-Developmental Teaching Approach

in the Subject Nature and Society on Students’ Motivation, International Journal of Cognitive Research in Science, Engineering

and Education (IJCRSEE), 13(3), 563-571.

control groups at the final measurement of motivation, as presented in the following table.

Table 2. Descriptive statistics and differences between experimental and control groups on the final motivation

test (independent-samples t-test)

Group Min Max M SD S K t df p

EG (Experimental) 5 25 16.13 5.30 –0.22 –0.80

–2.83 187 .005

KG (Control) 5 25 14.03 4.90 0.12 –0.63

Note. EG = experimental group; KG = control group; M = mean; SD = standard deviation; S = skewness; K = kurtosis; t =

t-test; df = degrees of freedom; p = signicance level.

Table 3. Differences between the experimental and control group on the initial and final motivation tests (indepen-

dent-samples t-test)

Group Measurement M SD t df p1 r p2

EG (Experimental) Initial test 14.14 5.24

–2.95 90 .004 .25 .015

EG (Experimental) Final test 16.13 5.30

KG (Control) Initial test 15.45 5.08

2.16 97 .034 .15 .144

KG (Control) Final test 14.03 4.90

Note. EG = experimental group; KG = control group; M = mean; SD = standard deviation; t = t-test; df = degrees of freedom;

p1 =signicance level of the t-test for that group’s pre–post difference; r = Pearson correlation coefcient between values

from the rst and second measurement; p2=signicance level of the Pearson correlation coefcient.

Discussion

Based on the data from Table 1, the students in the experimental group obtained slightly lower

scores on the initial motivation test compared to the students in the control group. The score range in the

experimental group was from Min = 5 to Max = 23, while in the control group the range was somewhat

broader—from Min = 5 to Max = 25. The average score of the experimental-group students (M = 14.14,

SD = 5.24) was lower than the average score achieved in the control group (M = 15.45, SD = 5.08). An

independent-samples t-test showed that the difference in mean motivation scores between students in

the experimental and control groups was not statistically significant, t(187) = 1.74, p > .05. Therefore,

prior to the introduction of the experimental factor, the level of motivation for learning Nature and Society

was similar in both groups. In the experimental group, skewness (S = –0.02) did not indicate any signifi-

cant departure from a normal distribution, whereas the kurtosis (K = –1.29) suggests a platykurtic (flat-

tened) distribution, consistent with normality. A similar observation applies to the control group: skewness

(S = –0.11) did not indicate any significant horizontal deviation, while kurtosis (K = –1.08) appeared to

reflect a somewhat uniform distribution of scores (a leptokurtic profile). Based on these results, it can be

concluded that the experimental and control group students demonstrated an equivalent level of motiva-

tion for learning Nature and Society on the initial test.

How this motivation develops further depends on teacher competencies, numerous variables in

the student’s environment, and the student’s personal characteristics. We note here Davis’s Technology

Acceptance Model (TAM), which emphasizes that perceived usefulness and perceived ease of use deci-

sively determine the acceptance of technology, as they shape the user’s attitude and motivation toward

actual use (Davis, 1989). In an educational context, students are more motivated to adopt modern infor-

mation technologies when they perceive that these technologies will help them learn and are intuitive to

use. Motivation, in the form of technological self-efficacy, has been identified as one of the key external

variables that significantly contribute to user satisfaction, thereby expanding TAM’s explanatory power

(Latif, Saputro, and Barkah, 2025). Huang and Yang (2025) likewise recognize motivation as a subtle

yet crucial element that complements the classic determinants such as perceived usefulness and ease

of use, reinforcing the educational acceptability of information technologies by guiding students toward

intention and actual application.

The results presented in Table 2 indicate that students in the experimental group achieved signifi-

cantly higher average motivation scores compared to students in the control group. Specifically, the average

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Bujišić, Lj., Miščević, G., Mandić, D. & Kostadinović, I. (2025). The Impact of an Informatics-Developmental Teaching Approach

in the Subject Nature and Society on Students’ Motivation, International Journal of Cognitive Research in Science, Engineering

and Education (IJCRSEE), 13(3), 563-571.

score of the experimental group was M = 16.13 (SD = 5.30), whereas the average score of the control group

was M = 14.03 (SD = 4.90). An independent-samples t-test confirmed that the difference between the mean

motivation scores of the experimental and control groups was statistically significant. In the experimental

group, skewness was not statistically significant (S = –0.22), further confirming the normal distribution of

results; similarly, the kurtosis (K = –0.80) was not significant, which also suggests a normal distribution. The

control group shows similar tendencies – neither skewness (S = 0.12) nor kurtosis (K = –0.63) indicates any

deviation from normality. Babić and Matović (2025) emphasize that reliably integrating AI into education,

with an optimal balance between teacher control and automation, requires proactive educational measures

that can indirectly strengthen student motivation by providing a safer and more supportive technological

environment. On the other hand, Stoković (2025) notes that incorporating educational robots into teaching

develops algorithmic thinking and motivates students through practical problem solving, where the process

of discovery and correcting mistakes becomes a key pedagogical incentive.

The data from Table 3 indicate that the control group experienced a decline in the average motiva-

tion score. On the final test, the control group’s students (M = 14.03, SD = 4.90) scored lower than they

did on the initial test (M = 15.45, SD = 5.08), and the difference between the initial and final measure-

ments, with t(97)= 2.16, was not statistically significant at the p < .05 level. In the experimental group,

by contrast, a significant increase in motivation scores was observed. On the final test, the experimen-

tal group’s students (M = 16.13, SD = 5.30) achieved higher scores than on the initial test (M = 14.14,

SD = 5.24). The difference between the initial and final measurements, with t(90)= –2.95, was statistically

significant at the p < .05 level. For successful student motivation through ICT integration, it is necessary

to devote equal attention to the school context (especially students’ perceived usefulness of technology

and teacher support) and to a stimulating home environment that fosters self-confidence and motivation

(Huang, Gao, Kim, and Ohno, 2025).

In the final consideration of our hypothesis, it can be concluded that introducing informatics-de-

velopmental instruction has a positive impact on student motivation. Namely, the students in the ex-

perimental group, after the implementation of the given instructional method, demonstrated a statistically

significantly higher level of motivation for learning the subject Nature and Society in comparison to the

students in the control group, whose teachers relied on a traditional approach. The didactic-methodical

component encompassed the application of information technology tools in accordance with the learning

objectives and outcomes, as well as the use of ICT for active, problem-based, and project-based learn-

ing, and the individualization of instruction through the adaptation of pace and complexity to the learner’s

needs. Furthermore, it emphasized the affirmation of the teacher’s role as a facilitator and mentor rather

than a traditional lecturer, the encouragement of problem-solving and creative idea generation through

technology, the promotion of collaborative learning via digital tools, and the monitoring of student progress

through digital assessment instruments.

Conclusions

The results of this research unequivocally show that the implementation of informatics-develop-

mental instruction — which integrates digital tools and contemporary pedagogical methods — has a

significantly positive impact on student motivation. A detailed interpretation suggests that the rise in moti-

vation in the experimental group was a direct result of the well-designed pedagogical approach: students

were provided with interactive and multimedia content appropriate to their age, along with the use of tablet

computers and gamification elements (points, badges) that were carefully implemented. Such content

made the material more interesting and accessible than in traditional teaching, which encouraged greater

student engagement.

At the same time, the teachers organized learning within the students’ zone of proximal develop-

ment (ZPD) — each student was assigned tasks slightly above their current abilities, but these tasks

were made achievable with initial support from a more capable partner (the teacher, a peer, or AI), and

subsequently the student became able to solve them independently with the aid of technology and inter-

active guidance. This gradual transition from guided to independent activity increased the students’ self-

confidence and sense of accomplishment, which strongly contributed to the rise in motivation.

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Bujišić, Lj., Miščević, G., Mandić, D. & Kostadinović, I. (2025). The Impact of an Informatics-Developmental Teaching Approach

in the Subject Nature and Society on Students’ Motivation, International Journal of Cognitive Research in Science, Engineering

and Education (IJCRSEE), 13(3), 563-571.

Implications for educational practice include:

• Pedagogy over devices: The mere availability of digital devices is not sufficient — the teacher’s

pedagogical creativity and competence in designing ICT-supported activities are crucial for success.

• Teacher as mentor: In the digital classroom, the teacher’s role shifts from lecturer to mentor. The

teacher should select appropriate digital tools, design interactive learning tasks, and guide students so

that technology is used to achieve educational goals rather than serve as mere entertainment.

• Teacher competencies: A teacher’s digital literacy and willingness to innovate directly influence the

creation of a motivating classroom atmosphere.

• Professional development: It is essential to invest in continuous professional development for teach-

ers to effectively implement modern instructional models and educational technologies.

In the broader context of digital education, these results provide empirical support for efforts to

transform traditional teaching through thoughtful use of technology. The increased student motivation

observed in this study corresponds to theoretical models of technology acceptance in education, which

highlight that the usefulness and interactivity of educational technologies lead to more positive student

motivation to learn. A practical consequence is that schools that strategically introduce digital platforms

and resources—accompanied by adequate pedagogical support—can expect to have students who are

more engaged and more ready for active learning. These results are also consistent with national strate-

gies for the digitalization of education – they show that the integration of ICT, when accompanied by

thoughtful pedagogy, can improve teaching quality and increase student motivation, which is important for

developing the digital competencies of younger generations.

Finally, it is important to emphasize that this research is only a beginning in understanding the

complex relationship between technology, pedagogy, and motivation. We recommend that future studies

investigate the long-term effect of informatics-developmental instruction on sustaining student motivation

over extended periods, as well as its impact on other educational outcomes such as academic achieve-

ment, critical thinking, and the development of 21st-century skills. It would also be beneficial to analyze

how different factors—for example, the level of parental support or students’ prior experience with tech-

nology—might modify the effect of such interventions. By further expanding research to different age

groups, subject areas, and inclusive educational settings, we can gain a more complete picture of how

digitally enriched teaching can contribute to improving educational processes. In this endeavor, teachers

will continue to have a key role as agents of change; empowered with digital competencies and didactic

knowledge, they can shape the future of education in accordance with the needs of contemporary society.

Conflict of interests

The authors declare no conflict of interest.

Author Contributions

Conceptualization, LJ.B.; methodology, LJ.B.; software, D.M.; formal analysis, G.M. and LJ.B.;

writing—original draft preparation, LJ.B.; writing—review and editing, LJ.B, G.M., D.M.; Data curation LJ.B.;

Formal analysis G.M. and LJ.B.; Funding acquisition LJ.B. and D.M.; Investigation LJ.B. and G.M.; Project adminis-

tration LJ.B. and G.M.; Resources LJ.B; Supervision D.M., G.M and I.K.; Validation LJ.B.; Visualization I.K.

All authors have read and agreed to the published version of the manuscript.

Funding

This research recived no external funding.

Data Availability Statement

The data supporting the findings of this study are available from the corresponding author upon

reasonable request.

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570

Bujišić, Lj., Miščević, G., Mandić, D. & Kostadinović, I. (2025). The Impact of an Informatics-Developmental Teaching Approach

in the Subject Nature and Society on Students’ Motivation, International Journal of Cognitive Research in Science, Engineering

and Education (IJCRSEE), 13(3), 563-571.

Institutional Review Board Statement

This study was conducted according to the ethical standards of the University of Belgrade-Faculty

of Education.

Acknowledgements

Part of the content is taken from the unpublished doctoral dissertation of Ljiljana G. Bujisić, de-

fended at the University of Belgrade- Faculty of Education on July 10, 2023, entitled The Influence of

Informatics-Developmental Teaching of Nature and Society on Student Achievement.

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