The flipped classroom is a blended learning model that combines metacognitive activities in classrooms with the independent exploration of low cognitive levels outside of school using digital platforms such as videos, slides, articles, and class notes. The subject of research includes the study of the innovative approach of the flipped classroom model in the teaching of geography. The goal of this research is a deeper understanding and evaluation of the effectiveness of the flipped classroom model in the teaching of geography to Year seven elementary school students in the Republic of Serbia in the context of scholarly success. The study used an experimental design, with random assignment across six classes. A total of 192 students participated in the research in both schools. For the purposes of research, a post-knowledge acquisition test was given to students. The results of the research showed that there is a difference in average grades using the flipped classroom. Approximately 8.33% of students in the experimental group received the highest grade of 5, compared to just 3.65% in the control group. Namely, it was shown that male students achieved slightly better results compared with female students but with no statistically significant difference. Suggestions for future research are that geography teachers can record more lessons over a longer period with more teaching activities.

This study seeks to examine what traits, "myths" and skills pupils will attribute to good geography teachers, and whether their assessments are influenced by gender, age, grade and satisfaction with a teacher. The sample consists of 150 high school pupils in Serbia. The survey consisted of four parts: socio-demographic characteristics, Big Five Inventory, good teacher myths, and good geography teacher skills. The results showed that pupils believe that good geography teachers have to be impartial, friendly and conscientious in the first place. Also, 13 high school teachers were also interviewed. The data are somewhat in line with previous research, but also indicate pupils' specific expectations of their geography teachers and teachers' awareness that they are not just ordinary teachers.

The integration of school-based practice remains central to preparing pre-service geography teachers (PSTs) for the classroom. This study examines how PSTs at the University of Niš (Serbia) applied teaching methods and classroom organization formats over a nine-year period, using the same evaluation instrument and research procedure with successive generations of PSTs, while also considering the role of university and school-based mentors within the teaching practicum. Based on university evaluators’ assessments, the findings indicate an overall intermediate level of methodological competence, with variation across individual components of teaching practice. The lowest scores were observed for the expository teaching method and the application of functional tasks, whereas higher scores were recorded for communication with students and the use of teaching resources. School-based mentors also played an important role in the teaching practicum by supervising PSTs’ school-based activities and providing feedback on their teaching. These findings highlight the need to further strengthen PSTs’ methodological competencies, particularly in more demanding areas of teaching practice, while also emphasizing the importance of structured mentoring and closer collaboration between university and school-based mentors.