o:38007 The In-Learning Paradigm Of Contemporary Education IN-learning paradigma učenja u savremenom obrazovanju en Challenging conventional ways of thinking and doing at the time of global changes is particularly tangible in the world of education. Instead of mere recip- ients of information, students are perceived as reflective co-creators of learning. Since their individual knowledge, needs and abilities represent the essence of their learning potential, promoting students’ INdependent study and INvestiga- tive spirit makes the first half of the altered educational paradigm. Its other half is derived from the teaching side of the process. Coupled with shared experiences in flipped classrooms, students’ potentials are better honed through INteractive tasks and INtegrative learning experiences. Relying on the fundamental aspects of the Constructivist, Humanistic and Connectivism learning theories, this paper aims to present alternative approach- es to academic foreign language use within an INterdisciplinary curriculum. It demonstrates how some of the most effective modern approaches to language and content teaching (Communicative Language Teaching, Language for Specific Purposes, Project-Based Learning, English Medium Instruction, etc.) are applied at the Faculty of Education in Belgrade to provide students with a bilingual edu- cational setting supportive of their talents and strengths. A descriptive method is used to present a selection of activities within these English-based courses, while excerpts from an empirical study will provide feedback on the benefits and challenges of the presented IN-learning educational paradigm. Rezime: Izazovi sa kojima se suočavamo u načinu razmišljanja i delovanja u ovo vreme globalnih promena posebno su osetni u oblasti obrazovanja. Učenici više nisu puki primaoci informacija, već aktivni stvaraoci u procesu saznanja. S obzirom da znanje, potrebe i sposobnosti pojedinaca čine osnov njihovog daljeg razvoja, podsticanje samostalnog (eng. independent) učenja i istraživačkog (eng. investigative) duha predstavlja prvu polovinu alternativnog pristupa učenju. Dru- gu polovinu čine pedagoški pristupi nastavi. Kroz zajednička iskustva stečena radeći po principu obrnute učionice, potencijali učenika mogu daleko kvalitetnije da se oblikuju u okviru interaktivnih (eng. interactive) zadataka i integrativnih (eng. integrative) pristupa nastavi. Oslanjajući se na osnovne postulate konstruktivizma, konektivizma i hu- manističke teorije učenja, ovaj rad ima za cilj da predstavi alternativne pristupe akademskoj primeni stranog jezika. On prikazuje i kako se najefikasniji savremeni pristupi nastavi jezika (poput komunikativnog pristupa, projektnog učenja, upo- trebe engleskog kao jezika nastave, itd.) primenjuju na Fakultetu za obrazovanje učitelja i vaspitača u Beogradu radi pružanja bilingvalnog okruženja koje podrža- va razvoj njihovih talenata i veština. Deskriptivna metoda je korišćena da se pri- kažu neke od aktivnosti u sklopu ovog Modula engleskog jezika. Dati su i izvodi iz jedne empirijske studije u vezi sa prednostima i izazovima predstavljene para- digme učenja (eng. IN-learning educational paradigm). Keywords: independent, investigative, interactive and integrative learning, interdisciplinary curriculum, English language, contemporary education, educa- tional paradigm. Ključne reči: samostalno, istraživačko, interaktivno i integrativno učenje, interdisciplinarni kurikulum, engleski jezik, savremeno obrazovanje, obrazovna paradigma. 1552100 978-86-6095-133-7 2026-02-27T13:14:35.625Z 44 yes 46 Nataša Janković Univerzitet u Beogradu, Fakultet za obrazovanje učitelja i vaspitača, Srbija 0000-0002-9975-1685 application/pdf 893108 https://phaidrabg.bg.ac.rs/o:38007 no yes 1 70 1556235 11A42 Алтернатива и образовање 199 213 Сомбор : Педагошки факултет 2024 http:// www.pef.uns.ac.rs/index.php/2022-02-25-09-23-09/2022-02-28-10-52-13/179- 2024-03-15-09-47-08