Background/Objectives: The COVID-19 pandemic imposed immense stress on healthcare systems worldwide, significantly affecting the mental well-being of healthcare workers (HCWs). This study examined the sociodemographic, occupational, and COVID-19-related predictors of burnout syndrome among Serbian HCWs. Methods: A cross-sectional survey of 400 doctors and nurses utilized the Maslach Burnout Inventory to assess emotional exhaustion, depersonalization, and personal accomplishment. Sociodemographic, work-related, and COVID-19-related data were collected via a questionnaire. Results: Key predictors of emotional exhaustion included female gender, inadequate rest, sleep disturbances, and frontline COVID-19 work. Depersonalization was associated with fewer children, temporary employment, and COVID-19 frontline duties. Conversely, older age, religiosity, larger households, and a higher socioeconomic status positively correlated with personal accomplishment. Conclusions: These findings emphasize the urgent need for targeted interventions, including improved working conditions and mental health support, to reduce burnout and enhance HCWs’ well-being during medical crises.

Customers, their needs, wishes and expectations have to be in the focus of each market-oriented enterprise, whose aim is to survive and develop in the conditions of continuous changes of environment and pronounced degree of competence. The aim of this paper is to emphasise the importance of customer satisfaction linked to service quality using theoretical survey and empirical research, point to factors that influence its level and present the measurement models in order to provide adequate reaction of the enterprise. Special attention is paid to the examination of relationship between the customer satisfaction, expectations, loyalty and service quality. The establishment and maintenance of long-term relationships based on high level of satisfaction through delivery of superior service quality leads to customer loyalty, whereby loyalty is a precondition for repurchase and realisation of business success of an enterprise. Since banking sector is extremely turbulent and characterised by strong competition, the empirical research conducted by the author using SERVQUAL model is aimed at examination of the satisfaction level of bank service customers and consequently making relevant recommendations and conclusions.

Aware of the fact that they can ensure their survival on the educational scene only if they follow modern trends and requirements that come from today’s highly changed and turbulent educational environment, national bodies that are in charge of defining educational policies, quality assurance systems and their successful implementation and control, together with universities in Serbia are trying to respond to the challenges they face in the best possible way, and use them as an opportunity to improve the quality of education and acquire competitive advantages. The implementation of the quality system, continuous improvement and upgrading of the quality in all aspects of work of higher education institutions has become a necessity, in view of the fact that education process is a service, the quality of which is assessed both by national bodies in charge of accreditation and the evaluation of achieved results, and by students. When a suitable climate and culture is created to promote quality as a common goal of all participants involved in the educational process, and when the focus is on the quality of the teaching process, scientific and research work, administration, equipment, ambience, i.e. the environment where the educational service process takes place, only then can we expect the learning outcomes to achieve outstanding results to the satisfaction of the students. One of the elements of the quality assessment, as an integral part of the accreditation process is the self-evaluation report, which includes the presentation of the achieved results and the degree of fulfilment of the defined standards. In the process of self-evaluation, a special place and importance belongs to students, therefore, this paper will pay special attention to the Standard 13, which refers to the involvement of students in the process of self-evaluation of higher education institutions in Serbia.

This study presents the development and psychometric validation of a Career Identity Questionnaire for vocational school students aged 15–19 years. Career identity was conceptualized as comprising career exploration and career commitment, based on theories of identity development and career guidance. Two studies were conducted. In Study 1 (N = 188), principal component analysis (PCA) was used to determine the final structure of the questionnaire. From an initial pool of 20 items, 14 items were retained: 8 items for career exploration and 6 items for career commitment. The two scales were positively correlated (r = 0.48, p < 0.01), with Cronbach’s alpha coefficients of 0.78 and 0.88, respectively. In Study 2 (N = 293), convergent and structural validity were examined using correlation analysis, canonical correlation, ANOVA, and confirmatory factor analysis (CFA). The CFA supported a three-factor structure consisting of exploration within the educational profile, exploration outside the educational profile, and career commitment. Career exploration correlated with school satisfaction (r = 0.31), subjective well-being (r = 0.26), and school success (r = 0.14), while career commitment showed stronger associations with the same variables (r = 0.56, 0.27, and 0.15, all p < 0.01). Canonical correlation analysis indicated significant relationships between career identity dimensions and mental health, with the strongest weights observed for career commitment (r_s = −0.96) and career exploration (r_s = −0.60), explaining 14% of the variance in mental health, while mental health explained 23% of the variance in career identity. Students with below-average values of commitment and exploration reported lower school success, satisfaction, and well-being. The findings provide evidence for the reliability and validity of the questionnaire, supporting its use in both research and practice in educational settings.