This paper applies a hybrid multi-criteria decision-making (MCDM) model that integrates the Analytic Hierarchy Process (AHP) for structured weighting of evaluation criteria with the Net Worth Analysis (NWA) method for value-based aggregation of scores. The proposed framework was employed to evaluate Learning Management Systems (LMS) in higher education, involving two independent expert panels representing management and IT perspectives. Results of the AHP analysis show that cost (28%), security (22%), and usability (17%) are the most influential criteria in the decision-making process, reflecting institutional priorities for financial efficiency, safety and ease of use. Based on the combined AHP-NWA model, Moodle 4.3 emerged as the most sustainable choice (0.586), followed by Atutor 2.2.1 (0.541) and Blackboard (SaaS edition) (0.490). The inclusion of sensitivity and scenario analyses confirmed the robustness of the model, demonstrating that the ranking of alternatives remains stable under variations in weighting factors and different strategic priorities. By framing LMS evaluation within the context of sustainable digital transformation, the study emphasizes how transparent and systematic decision-making supports long-term institutional resilience and aligns with the principles of Education for Sustainable Development (ESD). In addition, the framework contributes to the achievement of Sustainable Development Goal 4 (Quality Education), by guiding higher education institutions toward inclusive, resilient and cost-effective digital solutions.

Contemporary higher education is developing on the basis of Bologna declaration and the concept of „lifelong learning“. Characteristics of the previously mentioned are visible in the joint efforts of all the participants involved (teaching staff and students) to improve quality of education and create content adequate for the needs of the market. Burgeoning usage of technology in day-to-day life increased demand for Information Technology (IT) engineers, which resulted in many universities accrediting IT study programs. Versatile usage of technology initiated the development of multidisciplinary programs so that engineers could apply their field of studies to any area, moreover, they become competitive experts in the labor market. Provided numerous directions of business and diverse needs and aspirations of students, universities introduced elective courses. Not only do they enable students to further specialize in desired fields, but to acquire new skills from different branches of business as well. IT engineers should, beside their primary knowledge, acquire managing and organizational skills, learn basics of economy, law or other fields in regard to particular kind of job they do. Key question being asked when discussing students’ preference and elective classes is whether classes are being chosen based on the desired job specialization or there are other factors which influence final decision making. This paper analyzes elective courses of the Department of Applied Information Technology at the Faculty for Management, Economics and Finance, Belgrade, followed by the results obtained from survey taken by students in regard to their preference when choosing elective courses. Study shows that, besides personal interests for certain course, teachers also play an important role, as well as, passing rate of the very course, other students’ experience and if the course is centered around currently popular topics. Elective classes are of great importance for students, however, they are frequently being chosen based on other factors rather than personal interests. Through discussion with students and by taking their opinions and suggestions into account we could render such elective classes which students would be more interested in and significantly more motivated to take, whereas choice would be more often made on the grounds of very desires of the students rather than on their sympathy for the teachers or higher passing rate.

In the modern higher education environment of the field of Information Technology (IT), the application of modern technological tools is more and more oriented toward the integration of the existing gap between theoretical and applied knowledge. One of the major problems in the development of IT courses is the process of introductory programming, often associated with high levels of cognitive load and varied levels of student performance. This paper aims to investigate the pedagogical potential and operational application of the integration of AI-based tools of virtual agents in the process of programming education. This is based on the theoretical background of the constructivist approach and the self-regulated learning (SRL) model. The empirical part of the research, carried out among IT students, examines their views concerning the usefulness of virtual assistants in overcoming syntax barriers and improving problem-solving fluency. The research findings suggest that although AI tools greatly alleviate cognitive load and motivate learners, it is necessary to apply a didactic approach in order to develop genuine computational thinking. The research findings contribute to the discussion aimed at improving the quality of IT study programs and making them compatible with the changing needs of the global labor market.