Page 472 - Vseživljenjsko učenje kot temelj trajnostne družbe

Sanja Partalo, Nevena Vučen Papić, Dragana Malivuk Gak, and Dino Hasanagić

lection method as they allow for open-ended responses and promote a more
natural and dynamic exchange of ideas among participants. Unlike question-
naires or other more structured instruments, focus groups provide a flexi-
ble environment in which participants feel more comfortable elaborating on
their thoughts and engaging in deeper reflection. In addition to core ques-
tions, follow-up prompts were used within the focus groups to encourage
further exploration of participants’ views and experiences.

Participants
The study included five focus groups (labelled FG1 to FG5), comprising a total
of 25 participants (N = 25), all of whom were student teachers enrolled at the
University of Banja Luka. The sample was selected using purposive sampling,
with the intention of ensuring disciplinary diversity and relevance of partici-
pants’ studyprogrammes inrelationto the potential implementation of the
STEAM approach in future teaching practice.
Focus group sessions were conducted on university premises with partici-
pants’ informed consent. Each session lasted between 45 and 60 minutes and
was moderated using a Focus Group Protocol, which included pre-defined
thematic units: awareness of STEAM, perceived benefits and challenges, ap-
plicability in teaching, training during studies, and support needs.
The research intentionally focused exclusively on students enrolled in
teacher education programmes, rather than those following general aca-
demic tracks, as the aim was to explore perceptions of those who are being
directly prepared for future roles in education. Particular attention was given
to students from disciplines where the integration of STEAM principles is
both feasible and pedagogically relevant-such as science, technology, and
the arts-given their potential to apply transdisciplinary and innovative ap-
proaches in their future classrooms.

Data Analysis
Athematicanalysisofresponsesprovidedbyparticipantsinfivefocusgroups
was performed, focusing on their knowledge, attitudes, perceived chal-
lenges, and possibilities for implementing the STEAM approach in education.
The statements are organised according to key thematic categories and illus-
trated with representative quotations, accompanied by synthesised findings
for each area. The labels FG1–FG5 refer to the following focus groups: FG1 –
second-year students of the Pedagogy Study Programme, Faculty of Philos-
ophy; FG2 – fourth-year students of the Physics Study Programme, Faculty of
Natural Sciences and Mathematics; FG3 – third-year students of the Chem-

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