Contemporary environmental challenges necessitate the adoption of active learning methods within educational frameworks, particularly those that foster the development of environmental awareness among young people. The 2030 Agenda underscores the importance of project-based learning as a strategy for building the competencies required to achieve sustainable development goals. In this context, the attitudes and behavior of young people towards the environment serve as critical indicators of future social transformations within the sphere of sustainable development. The aim of this research was to determine whether project-based learning in geography, as opposed to traditional teaching methods, exerts a more pronounced influence on the formation of environmental values, attitudes, and pro-environmental behavior among students in their final year of primary school. The research was conducted using a convenience sample (n = 255) and employed pedagogical experimental surveys with parallel group designs. In the experimental group, project-based learning was implemented, whereas the control group continued with traditional teaching approaches. To assess environmental values and attitudes, the research employed a scale grounded in the EAATE framework, and pro-environmental behavior was evaluated using a measurement scale derived from the PEB and GEB scales. The obtained results are attributed to the influence of project-based learning. Although they cannot be generalized to the entire population, they indicate the potential of project-based learning as a more effective strategy in environmental education. Furthermore, these findings provide opportunities for further professional and scientific research in this area.

The aim of this research was to identify trends in the representation of ecological content in geography textbooks for primary school. A comparative analysis was conducted on geography textbooks for grades 5 to 8, published by the Institute for Textbooks and Teaching Aids (ZUNS), approved in 2007 and 2021. Within this context, the study examined: the number of textbook units addressing environmental protection content at autonomous and integrative levels; the presence of anthropocentric versus ecocentric environmental protection information; and the thematic structure of ecological information within the text-books. The comparative analysis revealed the following: the representation of ecological information at the autonomous level has increased, whereas it has decreased at the integrative level; anthropocentric perspectives continue to dominate the ecological content; a factual approach remains the primary method of presenting information; and the existing textbook content structure does not encompass all sustainable development topics. The findings of this study can serve as guidelines for authors to improve the implementation of ecological content in geography textbooks in the future.

The development of science and technology has facilitated human life, but it has also enabled an increasing pressure on the environment. Intensified anthropogenic impact predominantly exerts negative effects on the natural environment, resulting in an ecological crisis. Current demographic and economic processes, such as demographic booms in economically underdeveloped countries, excessive resource exploitation, and others, further aggravate the existing crisis. Consequently, addressing this issue is considered one of the priorities of contemporary humanity. A change in human attitudes toward nature emerges as a key solution to the problem, with adequate environmental education being of paramount importance in this regard. Geography, as an interdisciplinary "bridge science," provides valuable insight into the interdependence of humans and nature. Owing to its contribution to the development of students' environmental awareness, geography occupies a prominent place in the environmental education of young people. Given the importance of fostering ecological awareness among students, this research focused on identifying the possibilities for implementing environmental content in geography education. For this purpose, teachers' attitudes were examined with respect to the relevance and representation of existing environmental content, ecological goals and tasks within curricula, syllabi, and textbooks, as well as their views on the importance of environmental education itself. A questionnaire employing a five-point Likert scale was completed by 100 geography teachers in Serbia. The results were analyzed using statistical, descriptive, and causal methods. The findings revealed that: most teachers are dissatisfied with the extent to which environmental content is represented in geography curricula; a majority of teachers expressed satisfaction or neutrality concerning the quality of ecological goals and tasks present in existing geography teaching programs; most teachers are dissatisfied with the quality of geography textbooks regarding their contribution to achieving the aims and tasks of environmental education; and most teachers lack an adequate level of awareness of the significance of environmental education for students. Finally, the identified teacher attitudes served as the basis for formulating concrete measures aimed at improving the implementation of environmental content in geography education and fostering the development of ecological awareness essential for addressing the ecological crisis of the 21st century.

Višedecenijski centralistički način upravlja u Republici Srbiji doprineo je neravnomernom ekonomskom razvoju na svim nivoima administrativno-teritorijalne podele, odnosno na sva tri NUTS nivoa. Polarizovan ekonomski razvoj povlači sa sobom niz problema. Zato je u interesu Srbije da teži njegovom uravnoteživanju i to prvenstveno na regionalnom nivou radi uspostavljanja održivog privrednog rasta. Kako regionalni nivo vlast ne postoji u Srbiji, pitanjima ekonomskog razvoja bave se centralni organi vlasti i jedinice lokalne samouprave. Država donosi generalizovane nacionalne planove ekonomskog razvoja ne vodeći računa o specifičnostima pojedinačnih regiona, a jedinice lokalne samouprave kreiraju sopstvene planove ekonomskog razvoja ne uzimajući u obzir ekonomske odlike svog neposrednog okruženja. Time potencijali većine regiona u Srbiji uglavnom ostaju neiskorišćeni. Zbog toga se međuopštinska saradnja i privredno povezivanje opština trenutno doživljavaju kao dobro rešenje pomenutom problemu dok se ne uvede regionalni nivo vlasti. Izmenom Zakona o lokalnoj samopravi 2018. godine, pravno je omogućena saradnja gradova i opština kroz udruživanje njihovih resursa sa ciljem unapređenja privrede u lokalnim zajednicama. Ipak, mogućnosti privredne međuopštinske saradnje u najvećem delu Srbije i dalje ostaju neiskorišćeni. Cilj ovog rada je da utvrdi mogućnosti privrednog međuopštinskog povezivanja u Kolubarskoj oblasti i da pruži konkretna rešenja koja bi mogla doprineti privrednom osnaživanju ove oblasti. Na osnovu analize strategija razvoja Grada Valjeva i opština Osečina, Ub, Mionica, Lajkovac i Ljig, ali i analize privrednih pokazatelja koje pruža Privredna komora Srbije, izvedena je SWOT analiza privrede Kolubarske oblasti. Zaključeno je da poljoprivredni potencijal ovog tradiocionlano voćarskog kraja treba iskoristiti u budućnosti za formiranje biodistrikta u kojem bi centralno mesto imala prerađivačka industrija, dok bi turizam imao dopunsku funkciju.

A program of general, vocational and artistic education is being implemented in secondary schools in Serbia. The Law on Secondary Education provides for an environmental protection program that includes activities aimed at developing and strengthening awareness of environmental protection, sustainable development and conservation of natural resources. Since 2018, Education for sustainable development has been included as an optional program in the curriculum and learning plan for secondary schools. It belongs to the group of interdisciplinary programs and enables the implementation of general educational objectives and the development of key and interdisciplinary skills. It is also important because it contributes to building skills for sustainable development in line with UNESCO's 2030 recommendations. These skills are developed through questioning attitudes, experiential learning, critical analysis of phenomena and processes at local and global level. Changing existing behavioral habits and participating in various activities in the local environment aimed at preserving and improving the environment are achieved through the cross-curricular linking of content. The paper analyzes topics in four high school classes that are aligned with the principles of sustainable development in their concept and content. This program aims to form habits of environmental protection in students when carrying out daily life activities. The aim of the elective program Education for Sustainable Development is for the student to develop a critical, active and responsible attitude towards himself and the environment in which he lives, and to see the present through the perspective of the future, based on research on the interdependence of human activities and the immediate environment.

Contemporary approaches to spatial planning highlight citizens participation as one of the key prerequisites for making high-quality, sustainable, and socially acceptable decisions. The normative framework in the Republic of Serbia recognizes citizens as important actors within the system of spatial planning and decision-making. However, practice indicates a significant limitation and formalization of the role of citizens in this context. The aim of this paper is to examine the attitudes of the citizens of the City of Valjevo regarding their own position in planning processes, the level of their awareness of the opportunities for participation in spatial planning, and the extent to which they believe they can actually influence decisions regulating the urban space in which they live. For this purpose, a study based on a survey of residents of the City of Valjevo was conducted. The survey is anonymous and integrates four questions related to the general characteristics of the respondents and eleven questions organized into four thematic blocks examining: 1) the level of citizens' awareness of the spatial planning system, 2) citizens' previous experiences with participation in spatial planning at the local level, 3) citizens' perceptions of the significance of their own influence, and 4) citizens' attitudes regarding the importance of education for improving their participation in spatial planning. The results of the research indicate: 1) the need for systematic improvement of citizens' information and education in the context of spatial planning, and 2) a pronounced gap between the formally defined role of citizens and the actual level of their involvement in planning processes. The conclusion of the paper focuses on examining the potential of education as an instrument for strengthening citizens' participatory practices in local planning.