This paper describes a developed semi-automatic software platform for the harmonization of the informatics curricula at all levels of education. The applied algorithms for matching ontologies are described in detail, as well as the principle of mapping informatics curricula to ontological models. The model of the selected informatics teacher education curriculum from the Republic of Serbia was created and compared to the model of the reference informatics teacher education curriculum using a software platform. The analysis of the results includes a comparison with the data obtained for other possible pairs of the created input ontological models (the secondary school ACM K12 model and the reference model, the secondary school model and the model of the selected curriculum). The research presented in this paper indicates that it is necessary to consider the improvement of teacher education curriculum as well as the application of new matching techniques.

The paper presents research and preliminary findings aimed at improving curricula so that digital competencies are aligned with the required Artificial Intelligence (AI) literacy. The research was conducted at the Faculty of Technical Sciences in Čačak, University of Kragujevac (Serbia). The participants in the research were future computer science teachers and IT engineering students. The research tool for self-evaluation of AI literacy was a questionnaire based on the Serbian version of the AILS (Artificial Intelligence Literacy Scale), while digital competencies, based on the DigComp framework, were determined by objective testing. The research took into account the socioeconomic status of the students, demographic characteristics, and English language proficiency. Preliminary results indicated the persistence of significant relationships between certain digital competencies (such as programming, digital signal processing, and creative thinking) and all four constructs of AI literacy. The research findings highlight the impact of AI literacy on data analysis performance and problem solving.

Kurepa’s hypothesis for the left factorial has been an unsolved problem for more than 50 years. In this paper, we have proposed new equivalents for Kurepa’s hypothesis for the left factorial. The connection between the left factorial and the continued fractions is given. The new equivalent based on the properties of the integer part of real numbers is proven. Moreover, a new equivalent based on the properties of two well-known sequences is given. A new representation of the left factorial is listed. Since derangement numbers are closely related to Kurepa’s hypothesis, we made some notes about the derangement numbers and defined a new sequence of natural numbers based on the derangement numbers. In this paper, we indicate a possible direction for further research through solving quadratic equations.

We are witnesses of the time when technology is developing fast and finds its way in all spheres of life. The use of computers at school has many advantages and can be used in many ways in teaching. Some of the possibilities are application for practice, motivation of children for new areas of learning, research work, making various multimedia presentations to show their independent work, etc. There are also negative attitudes related to this topic. Through the research in this paper, we want to check whether the presence of technology in our schools is an advantage or not. By applying educational computer games, greater interest can be achieved in children, but on the other hand, we have teaching staff who are afraid of unfamiliarity and changes in the teaching process. As for the subject of this research we can ask the following question: Whether and how often teachers use educational computer games in teaching, as well as what are their views on the application of educational computer games and whether they have enough knowledge to create an educational computer game. The theoretical goal of this research is to increase knowledge about the application of educational computer games in teaching in primary schools. The practical aim is to determine, on the basis of the textbook, the opinions and attitudes of teachers on the use of educational computer games in teaching. The results of the research show that teachers still have negative attitudes towards the use of computers and educational computer games in teaching, while the other part thinks that they would like computers to be used more in teaching but that is not possible because schools are not technically equipped. During the research and analysis, we come to the conclusion that teachers have great aversion towards technology and its application in teaching, although some schools have organized the training of their staff to use some programming languages, they are still very poorly used in teaching.