Assessing the environmental quality of coastal systems is important not only for the management and protection of such areas, but also for improving the quality of water resources. Since sediment itself can often be a source of certain toxic elements, in addition to information on the distribution of metals in the water column and in the sediment itself, it is useful to determine the bioavailable forms of individual elements, particularly toxic ones. In this study, water and sediment geochemical data were supplemented with oxyanion mobility in sediments estimated by diffusion gradients in thin film (DGTs). The data obtained indicate that the chemical composition of the water in the Raša River estuary primarily reflects the high input of suspended sediment from the catchment, the mixing of freshwater and seawater, and to a lesser extent the effects of anthropogenic activities. Although sediment composition is primarily determined by geological and hydrodynamic conditions in the catchment, it also indicates moderate enrichment in Co, Cr, Mo and Ni. In contrast, the distribution of oxyanions in sediment pore water indicates the influence of sediment as a source of some elements in the bottom water; e.g., sediment contributes to 40% of the arsenic bottom water budget. The obtained depth profiles of the oxyanion distribution in the sediment pore water indicate an early onset of suboxic to anoxic conditions in Raša Bay, which is prone to rapid sedimentation. All this demonstrates the need to consider the bioavailable forms of elements when assessing environmental quality, as the lack of such information can lead to an incomplete assessment, especially in dynamic coastal systems such as estuaries.

Teachers holding positive professional attitudes towards science is a key prerequisite for high-quality teaching and consequently for the sustainability of ongoing science education reform, which is being implemented in Croatia for the first time. Therefore, this cross-sectional study examined the attitudes, views, and self-reported behaviour of primary school teachers in the context of science teaching. The sample included 950 teachers during the 2024/2025 school year. Data were collected using the DAS questionnaire and analyzed using descriptive and inferential statistical methods. Most teachers expressed positive professional attitudes toward science teaching and held, broadly defined, a contemporary view of science. However, the frequency of implementing science-specific teaching activities remained relatively low. Correlational analyses revealed a moderate positive association between attitudes and behaviour (r = 0.396, p < 0.001), and a weak but statistically significant association between attitudes and views of science (ρ = 0.081, p = 0.012). The results indicate the need for systematic support in teacher education and professional development, particularly in strengthening teachers’ competencies required for conducting science-related activities. This study contributes to a deeper understanding of teachers’ professional orientations within the context of Croatia’s current educational reform and provides a foundation for aligning national practice with European evidence-based educational policies.

Science process skills (SPS) are a vital component of science education and a prerequisite for engaging in scientific inquiry in the classroom. This study aimed to examine the level of SPS among primary school teachers and to explore possible differences compared with physics teachers as subject specialists. Additionally, the study investigated whether differences in SPS exist among primary school teachers in relation to years of teaching experience. The research was conducted as a quantitative cross-sectional study on a sample of 222 teachers in Croatia (160 primary school teachers and 62 physics teachers). The results indicate that the level of SPS among primary school teachers varies across different domains. Lower levels of achievement were observed in tasks involving the identification of variables, the selection of measuring instruments, and the interpretation of graphical and tabular data. Comparison with physics teachers revealed statistically significant differences in most examined domains, with subject specialists achieving higher levels of performance. However, years of teaching experience did not systematically explain differences in SPS levels. The findings highlight the need for a more systematic development of inquiry-related competencies among primary school teachers within both initial teacher education and professional development programmes.