Obviousness in geography teaching is of great importance for the development of geographical thinking and reasoning. Excursions provide a good opportunity to apply the principle of obviousness by enabling experiential learning, development of critical thinking, social skills, personality, motivation, more engagement and better performance. The purpose of the study is to investigate whether pupils recognize the educational role of excursions. The results were obtained through statistical data analysis collected using a survey technique among pupils in the SPSS 26.0 program. A suitable sample consists of fifth to eighth grade pupils from a school in Niš and an elementary school in a rural settlement near Niš. Pupils perceive the educational role of excursions, but the full benefit that excursions can provide as a type of educational activity has not been realized due to the way they are conducted.

The dynamic growth of tourism in Serbia has significantly reshaped the spatial structure of destinations, raising important issues related to sustainable development and spatial management. This study aims to examine the perceived effectiveness of spatial planning in tourism, based on tourists’ assessments of plan implementation and its visible implications for sustainable development. The research was conducted in Serbia in 2025 using a mixed-method approach, combining quantitative and qualitative analysis based on a survey of 208 valid respondents. The quantitative analysis included Spearman’s rank correlation and Z-test to examine relationships between variables and differences in attitudes, while qualitative insights were derived from open-ended responses. The results indicate a statistically significant positive correlation between the perceived implementation of spatial plans and the level of tourism development (Rs = 0.283, p < 0.001). However, the findings also reveal that 41.3% of respondents believe that tourism is only slightly considered in spatial plans, while 45.19% express negative attitudes toward the integration of tourism into planning processes. The study identifies key challenges, including weak cross-sector coordination, insufficient integration of tourism into spatial plans, and limited involvement of local communities. These findings highlight a critical gap between formal planning frameworks and their practical implementation. The main contribution of this research lies in providing empirical evidence from the perspective of tourists, a stakeholder group often overlooked in spatial planning studies, thereby addressing a gap in the literature on tourism–planning integration in Serbia. The results suggest that improving institutional coordination, strengthening participatory planning, and enhancing monitoring mechanisms are essential for achieving sustainable tourism development. The study offers targeted policy implications for aligning spatial planning with tourism development goals while preserving natural and cultural resources.

This study examines how Generation Z’s digital practices on TikTok and Instagram shape their music festival experiences, focusing on event perception, engagement, and the development of collective identity. The aim is to identify key factors connecting online and offline aspects of festival participation. The research adopts a quantitative approach based on an online survey of 248 respondents born between 1995 and 2010 from various regions of Serbia. Data were analyzed in SPSS 26.0 using Spearman correlation, quantile regression, and the Mann–Whitney test. Given the exploratory nature of the study, the findings should be interpreted accordingly. Findings show that frequent social media use has a positive but limited effect on how important these platforms are perceived for the festival experience. However, user-generated content created by attendees plays a more significant role in shaping engagement and attitudes than influencer content. Influencer credibility also influences how festivals are interpreted digitally. The interplay between online interaction and offline participation motivates content sharing and reinforces a sense of community. Overall, the study concludes that social media and digital narratives are central to Generation Z’s festival experience. Authentic, attendee-created content strongly contributes to collective identity, helping bridge digital and physical dimensions—insights valuable for festival organizers, influencers, and cultural tourism.

Non-immersive virtual reality has found its place in teaching at all levels of education, while immersive virtual reality is still on its way to being implemented in teaching practice. Issues such as the development of tools for the independent creation of immersive virtual reality content for the classroom, the selection of teaching content suitable for processing using virtual reality, the readiness and training of teachers to use this technology, its impact on student achievements, etc. are increasingly attracting the attention of educational researchers. Due to the specificity of its subject of study, geography as a school subject is constantly looking for new teaching tools that allow students to study the qualitative and quantitative characteristics of space in a vivid way, which could lead to greater motivation and better student achievements. This paper presents the results of an empirical study investigating whether the use of virtual reality in geography lessons has a positive effect on the development of students' motivation. The sample consists of two groups of students, one of which is experimental and the other a control group. The same teaching unit is worked on by the experimental group using immersive virtual reality and by the control group using PowerPoint presentation, which is a widely accepted teaching tool in geography lessons due to the possibility of combining multimedia content. The motivation of the students after the lessons is examined using a questionnaire containing a motivation scale that measures the motivation for learning geography using a five-point Likert scale. The statistical processing of the data from the questionnaire in SPSS will analyze whether there is a difference between the students of the experimental and the control group in the level of motivation and whether there is a correlation between the level of motivation of the students and the use of virtual reality in geography lessons.

This study examines how Generation Z’s digital practices on TikTok and Instagram shape their music festival experiences, focusing on event perception, engagement, and the development of collective identity. The aim is to identify key factors connecting online and offline aspects of festival participation. The research adopts a quantitative approach based on an online survey of 248 respondents born between 1995 and 2010 from various regions of Serbia. Data were analysed in SPSS 26.0 using Spearman correlation, quantile regression, and the Mann–Whitney test. Findings show that frequent social media use has a positive but limited effect on how important these platforms are perceived for the festival experience. However, user-generated content created by attendees plays a more significant role in shaping engagement and attitudes than influencer content. Influencer credibility also influences how festivals are interpreted digitally. The interplay between online interaction and offline participation motivates content sharing and reinforces a sense of community. Overall, the study concludes that social media and digital narratives are central to Generation Z’s festival experience. Authentic, attendee-created content strongly contributes to collective identity, helping bridge digital and physical dimensions – insights valuable for festival organisers, influencers, and cultural tourism.

In addition to its educational objectives, geography as a school subject also plays an important pedagogical role. One of pedagogical objectives of geography is to raise students’ awareness of the need to preserve our natural and cultural heritage. This task is becoming increasingly important as the time students spend in the natural environment is replaced by activities in digital environments. Researchers in the fields of didactics and methodology are constantly looking for innovative approaches to improve the teaching process and achieve better learning outcomes by increasing student engagement. The generation of „digital natives“ currently in classrooms has triggered a growing number of studies on the use of ICT tools and VR technologies in the classroom. The aim of this study is to find out whether the use of immersive virtual reality in geography lessons influences students’ attitudes towards natural and cultural heritage. Two groups of students participated in the study: an experimental group that used VR headsets to explore a geography lesson about Serbia’s natural and cultural heritage, and a control group that completed the same lesson without VR technology. After the lesson, the students’ attitudes towards cultural heritage and their motivation to learn geography were measured using questionnaires. The results, which were analyzed using SPSS 26.0, show that the experimental group developed a significantly more positive attitude towards the preservation of cultural heritage and showed a higher motivation to learn geography compared to the control group. These statistically significant differences underline the potential of immersive virtual reality in geography education.