TY  - CHAP
AU  - Srbinovski, Mile
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/674
AB  - The purpose of the chapter Students’ environmental literacy in the Republic
of North Macedonia by Mile Srbinovski is to collect and analyse the research on
environmental literacy for elementary and secondary schools in the Republic of North Macedonia, published over the years 2000-2020. Environmental literacy
was measured from three aspects: environmental knowledge, environmental
attitudes. and environmental (conative) behaviour. A content analysis method
was utilized both for designing the study and for the review and analysis of the
selected studies. The mean environmental literacy scores indicate the Macedonian
students have a low (environmental knowledge) to moderate level (environmental
attitudes and conative component) of environmental literacy. Schools appear
to have a modest effect on environmental literacy among Macedonian children.
Having in mind the overall situation in the field of environmental education in our
country, there is a need for developing a model for environmental education, an
environmental literacy plan, and a National strategy on education for environmental
education and/or education for sustainable development.
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - Students’ environmental literacy in the Republic of North Macedonia
EP  - 373
SP  - 352
UR  - https://hdl.handle.net/21.15107/rcub_ipir_674
ER  - 

@inbook{
author = "Srbinovski, Mile",
year = "2021",
abstract = "The purpose of the chapter Students’ environmental literacy in the Republic
of North Macedonia by Mile Srbinovski is to collect and analyse the research on
environmental literacy for elementary and secondary schools in the Republic of North Macedonia, published over the years 2000-2020. Environmental literacy
was measured from three aspects: environmental knowledge, environmental
attitudes. and environmental (conative) behaviour. A content analysis method
was utilized both for designing the study and for the review and analysis of the
selected studies. The mean environmental literacy scores indicate the Macedonian
students have a low (environmental knowledge) to moderate level (environmental
attitudes and conative component) of environmental literacy. Schools appear
to have a modest effect on environmental literacy among Macedonian children.
Having in mind the overall situation in the field of environmental education in our
country, there is a need for developing a model for environmental education, an
environmental literacy plan, and a National strategy on education for environmental
education and/or education for sustainable development.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "Students’ environmental literacy in the Republic of North Macedonia",
pages = "373-352",
url = "https://hdl.handle.net/21.15107/rcub_ipir_674"
}

Srbinovski, M.. (2021). Students’ environmental literacy in the Republic of North Macedonia. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 352-373.
https://hdl.handle.net/21.15107/rcub_ipir_674

Srbinovski M. Students’ environmental literacy in the Republic of North Macedonia. in Problems and perspectives of contemporary education. 2021;:352-373.
https://hdl.handle.net/21.15107/rcub_ipir_674 .

Srbinovski, Mile, "Students’ environmental literacy in the Republic of North Macedonia" in Problems and perspectives of contemporary education (2021):352-373,
https://hdl.handle.net/21.15107/rcub_ipir_674 .

TY  - CONF
AU  - Srbinovski, Mile
AU  - Milenkova, Liljana
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/494
AB  - Razvoj teorija motivacije je relativno nova pojava jer potiče iz dvadesetog veka. Motivacija za učenje
istraživana je u okviru različitih teorija motivacije.U ovom istraživanju motivacija za učenjeje definisana
kao želja za učenjem koja kod studenta postoji kada započinje studije medicine. Strategije učenja
određuju pristup postizanju ciljeva učenja. Neke od tehnika upravljanja vremenom, čitanja, pravljenja
beležaka i pisanja zadataka predstavljaju teorijski pristup strategijama učenja u ovom istraživanju.
Cilj ove studije bio je da se ispita odnos motivacije, strategije učenja i akademskog postignuća kod
studenata medicine. Instrument tipa da-nedizajniran je za prikupljanje podataka. Intenzitet motivacije
određen je subjektivnom procenom studenata na dva nivoa. Broj stavki za potkategoriju koja se
odnosi na strategije učenja je 17 (Cronbachova alfa: 0,60). Ocena o intenzitetu motivacije i strategijama
učenja izračunata je na osnovu ukupnih bodova za svaku stavku. Akademski uspeh izračunat je
u vidu proseka ocena. Studija je sprovedena na uzorku od 224 studenta (169 devojaka, 55 mladića)
sa Medicinskog fakulteta Univerziteta Sv. Kiril i Metodije u Skoplju, Republika Severna Makedonija.
Ispitanici su na pitanja odgovarali elektronskim putem (u februaru 2020. godine). Istraživanje je bilo
anonimno i dobrovoljno. Oko 60% studenata motivisano je za studije medicinskih nauka. Gotovo svi
ispitanici primenjuju strategije učenja na srednjem nivou (69,64%). Otkrili smo umerenu povezanost
motivacije i akademskog postignuća učenika (r = ,35), strategije učenja i akademskog postignuća
učenika (r = ,33), motivacije i strategija učenja učenika (r = ,32). Rezultati ovog istraživanja ukazuju na
to da je potrebno uvesti procedure u nastavnu praksu na studijama medicine, kako bi se razvio veći
stepen motivacije za učenje kod studenata i efikasnije strategije učenja.
AB  - The development of theories of motivation is a fairly recent phenomenon dating back only to the
twentieth century. Motivation to learn has been explored within different theories of motivation. In
this research motivation to learn is defined as “desire to learn which a student takes with themselves to
the studies of medicine”. Learning strategies determine the approach for achieving learning objectives.
Some of the techniques for managing time, reading, making notes, and writing assignments are
theoretical approach to learning strategies in this research. The objective of this study was to examine
relationship between motivation, learning strategy and academic achievement among medical
students. A “yes-no” type instrument was designed for data collection. The intensity of motivation is
determined by a subjective assessment of students at two levels. The number of items for subscale
for learning strategies is 17 (Cronbach’s alpha, 0.60). The score on motivation intensity and learning
strategies is calculated by total points for each item. Academic performance was calculated in the
form of grade point average. The study was conducted on a sample of 224 students (169 females,
55 male) from the Faculty of Medicine at Ss. Cyril and Methodius University in Skopje, Republic of
North Macedonia. Respondents answered the questions electronically in February, 2020. The survey
was anonymous and voluntary. About 60% of students are motivated to study medical sciences.
Almost all respondents practice effective learning at the middle-level (69.64%). We found moderate
correlation between motivation and students’ academic achievement (r=.35), learning strategies and
academic achievement (r=.33), and motivation and learning strategies (r=.32). The results of this
research indicate the need for introducing procedures in teaching practice of medical studies in order
to develop a greater degree of students’ motivation to learn and more effective learning strategies.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Motivacija u obrazovanju između teorije i prakse
T1  - Povezanost motivacije, strategija učenja i akademskog postignuća studenata
T1  - Relationship between motivation, learning strategies and students’ academic achievement
EP  - 37
SP  - 36
UR  - https://hdl.handle.net/21.15107/rcub_ipir_494
ER  - 

@conference{
author = "Srbinovski, Mile and Milenkova, Liljana",
year = "2020",
abstract = "Razvoj teorija motivacije je relativno nova pojava jer potiče iz dvadesetog veka. Motivacija za učenje
istraživana je u okviru različitih teorija motivacije.U ovom istraživanju motivacija za učenjeje definisana
kao želja za učenjem koja kod studenta postoji kada započinje studije medicine. Strategije učenja
određuju pristup postizanju ciljeva učenja. Neke od tehnika upravljanja vremenom, čitanja, pravljenja
beležaka i pisanja zadataka predstavljaju teorijski pristup strategijama učenja u ovom istraživanju.
Cilj ove studije bio je da se ispita odnos motivacije, strategije učenja i akademskog postignuća kod
studenata medicine. Instrument tipa da-nedizajniran je za prikupljanje podataka. Intenzitet motivacije
određen je subjektivnom procenom studenata na dva nivoa. Broj stavki za potkategoriju koja se
odnosi na strategije učenja je 17 (Cronbachova alfa: 0,60). Ocena o intenzitetu motivacije i strategijama
učenja izračunata je na osnovu ukupnih bodova za svaku stavku. Akademski uspeh izračunat je
u vidu proseka ocena. Studija je sprovedena na uzorku od 224 studenta (169 devojaka, 55 mladića)
sa Medicinskog fakulteta Univerziteta Sv. Kiril i Metodije u Skoplju, Republika Severna Makedonija.
Ispitanici su na pitanja odgovarali elektronskim putem (u februaru 2020. godine). Istraživanje je bilo
anonimno i dobrovoljno. Oko 60% studenata motivisano je za studije medicinskih nauka. Gotovo svi
ispitanici primenjuju strategije učenja na srednjem nivou (69,64%). Otkrili smo umerenu povezanost
motivacije i akademskog postignuća učenika (r = ,35), strategije učenja i akademskog postignuća
učenika (r = ,33), motivacije i strategija učenja učenika (r = ,32). Rezultati ovog istraživanja ukazuju na
to da je potrebno uvesti procedure u nastavnu praksu na studijama medicine, kako bi se razvio veći
stepen motivacije za učenje kod studenata i efikasnije strategije učenja., The development of theories of motivation is a fairly recent phenomenon dating back only to the
twentieth century. Motivation to learn has been explored within different theories of motivation. In
this research motivation to learn is defined as “desire to learn which a student takes with themselves to
the studies of medicine”. Learning strategies determine the approach for achieving learning objectives.
Some of the techniques for managing time, reading, making notes, and writing assignments are
theoretical approach to learning strategies in this research. The objective of this study was to examine
relationship between motivation, learning strategy and academic achievement among medical
students. A “yes-no” type instrument was designed for data collection. The intensity of motivation is
determined by a subjective assessment of students at two levels. The number of items for subscale
for learning strategies is 17 (Cronbach’s alpha, 0.60). The score on motivation intensity and learning
strategies is calculated by total points for each item. Academic performance was calculated in the
form of grade point average. The study was conducted on a sample of 224 students (169 females,
55 male) from the Faculty of Medicine at Ss. Cyril and Methodius University in Skopje, Republic of
North Macedonia. Respondents answered the questions electronically in February, 2020. The survey
was anonymous and voluntary. About 60% of students are motivated to study medical sciences.
Almost all respondents practice effective learning at the middle-level (69.64%). We found moderate
correlation between motivation and students’ academic achievement (r=.35), learning strategies and
academic achievement (r=.33), and motivation and learning strategies (r=.32). The results of this
research indicate the need for introducing procedures in teaching practice of medical studies in order
to develop a greater degree of students’ motivation to learn and more effective learning strategies.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Povezanost motivacije, strategija učenja i akademskog postignuća studenata, Relationship between motivation, learning strategies and students’ academic achievement",
pages = "37-36",
url = "https://hdl.handle.net/21.15107/rcub_ipir_494"
}

Srbinovski, M.,& Milenkova, L.. (2020). Povezanost motivacije, strategija učenja i akademskog postignuća studenata. in Motivacija u obrazovanju između teorije i prakse
Beograd : Institut za pedagoška istraživanja., 36-37.
https://hdl.handle.net/21.15107/rcub_ipir_494

Srbinovski M, Milenkova L. Povezanost motivacije, strategija učenja i akademskog postignuća studenata. in Motivacija u obrazovanju između teorije i prakse. 2020;:36-37.
https://hdl.handle.net/21.15107/rcub_ipir_494 .

Srbinovski, Mile, Milenkova, Liljana, "Povezanost motivacije, strategija učenja i akademskog postignuća studenata" in Motivacija u obrazovanju između teorije i prakse (2020):36-37,
https://hdl.handle.net/21.15107/rcub_ipir_494 .

TY  - JOUR
AU  - Srbinovski, Mile
AU  - Stanišić, Jelena
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/319
AB  - The objectives of this study were to assess the dimensionality of the revised New Environmental Paradigm (NEP) Scale in Serbian and Macedonian culture, and to use it to explore the environmental worldviews of young people in Serbia and the Republic of North Macedonia. A total of 850 pupils aged between 13 and 15 from 11 schools (5 elementary schools and 6 secondary schools) took part in this research. The dataset obtained from the scale was analysed via the principal component analysis factor extraction method, and a varimax rotation was applied. This study found all items load on four dimensions: Balance of Nature, Humans over Nature, Limits to Growth and Environmental Philosophy. Differences between subgroups occur in three out of four dimensions. The students' environmental worldviews were determined by providing the frequency distribution of their responses. Both subgroups in the Republic of North Macedonia and Serbia are (slightly) environmentally conscious, with an ecological view of the environment. Macedonian school students have a slightly higher NEP score than their peers in Serbia, indicating more environmentally protective attitudes among them. The participants did not see the two paradigms as mutually exclusive, as do members of some industrialised societies. The rejection of the Dominant Social Paradigm (DSP) by the NEP is a phenomenon that could well only be present in Western societies, whereas in less industrialised societies, the NEP and DSP could coexist in a comprehensive environmental view. With minor alterations such as word substitutions to facilitate easy comprehension of items by the respondents, the revised NEP scale will show more universal applicability outside developed communities.
PB  - Cambridge Univ Press, Cambridge
T2  - Australian Journal of Environmental Education
T1  - Environmental worldviews of Serbian and Macedonian school students
EP  - 43
IS  - 1
SP  - 20
VL  - 36
DO  - 10.1017/aee.2020.1
ER  - 

@article{
author = "Srbinovski, Mile and Stanišić, Jelena",
year = "2020",
abstract = "The objectives of this study were to assess the dimensionality of the revised New Environmental Paradigm (NEP) Scale in Serbian and Macedonian culture, and to use it to explore the environmental worldviews of young people in Serbia and the Republic of North Macedonia. A total of 850 pupils aged between 13 and 15 from 11 schools (5 elementary schools and 6 secondary schools) took part in this research. The dataset obtained from the scale was analysed via the principal component analysis factor extraction method, and a varimax rotation was applied. This study found all items load on four dimensions: Balance of Nature, Humans over Nature, Limits to Growth and Environmental Philosophy. Differences between subgroups occur in three out of four dimensions. The students' environmental worldviews were determined by providing the frequency distribution of their responses. Both subgroups in the Republic of North Macedonia and Serbia are (slightly) environmentally conscious, with an ecological view of the environment. Macedonian school students have a slightly higher NEP score than their peers in Serbia, indicating more environmentally protective attitudes among them. The participants did not see the two paradigms as mutually exclusive, as do members of some industrialised societies. The rejection of the Dominant Social Paradigm (DSP) by the NEP is a phenomenon that could well only be present in Western societies, whereas in less industrialised societies, the NEP and DSP could coexist in a comprehensive environmental view. With minor alterations such as word substitutions to facilitate easy comprehension of items by the respondents, the revised NEP scale will show more universal applicability outside developed communities.",
publisher = "Cambridge Univ Press, Cambridge",
journal = "Australian Journal of Environmental Education",
title = "Environmental worldviews of Serbian and Macedonian school students",
pages = "43-20",
number = "1",
volume = "36",
doi = "10.1017/aee.2020.1"
}

Srbinovski, M.,& Stanišić, J.. (2020). Environmental worldviews of Serbian and Macedonian school students. in Australian Journal of Environmental Education
Cambridge Univ Press, Cambridge., 36(1), 20-43.
https://doi.org/10.1017/aee.2020.1

Srbinovski M, Stanišić J. Environmental worldviews of Serbian and Macedonian school students. in Australian Journal of Environmental Education. 2020;36(1):20-43.
doi:10.1017/aee.2020.1 .

Srbinovski, Mile, Stanišić, Jelena, "Environmental worldviews of Serbian and Macedonian school students" in Australian Journal of Environmental Education, 36, no. 1 (2020):20-43,
https://doi.org/10.1017/aee.2020.1 . .

TY  - CONF
AU  - Srbinovski, Mile
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/566
AB  - Na osnovu kvalitativne i kvantitativne analize 36 dokumenata koji se odnose na ekološko obrazovanje,
Srbinovski M. (2004) je definisao pojam ekološkog obrazovanja na sledeći način: „Ekološko
obrazovanje je proces razvoja aktivnog učenja u kome pojedinci i grupe stiču potrebna znanja,
razumevanje, stavove i veštine za odlučno, motivisano, odgovorno i, pre svega, zajedničko delanje
u smeru postizanja i održavanja dinamičke ravnoteže u životnoj sredini”. Ova definicija uključuje
sve bitne komponente (stavove, razumevanje, znanje, veštine i delanje) ekološke pismenosti kao
krajnjeg cilja ekološkog obrazovanja. Cilj istraživanja je da se ispita nivo ekološkog obrazovanja
učenika iz Republike Severne Makedonije. Procena se vršila kroz sledeće parametre: ekološko znanje,
stepen ekološke informisanosti učenika, stavovi, konativna komponenta i zadovoljstvo učenika
životnom sredinom. U istraživanju je korišćeno nekoliko instrumenata sa relativno dobrim metričkim
karakteristikama: test ekološkog znanja, test ekološke informisanosti učenika, skala ekološke
vrednosti, skala zadovoljstva učenika životnom sredinom i skala spremnosti učenika na akciju kada
je životna sredina ugrožena. U istraživanju su korišćene osnovne statističke metode: metoda uzorka
i metoda srednjih vrednosti. Uzorak se sastojao od 1003 učenika iz 38 škola iz Republike Severne
Makedonije. Na osnovu dobijenih rezultata može se zaključiti da su učenici iz ovih škola osvojili oko
60% poena, što govori o srednjem nivou ekološkog obrazovanja. Najbolje razvijene komponente kod
učenika su ekološka orijentacija i konativna komponenta. Rezultati mogu poslužiti za prepoznavanje
aktivnosti koje bi doprinele unapređivanju ekološkog obrazovanja i vaspitanja u Republici Severnoj
Makedoniji. Preciznije, oni ukazuju na različitu percepciju učenika i nastavnika u procesu vaspitanja i
obrazovanja koje se odnosi na zaštitu i unapređivanje životne sredine.
AB  - Based on the qualitative and quantitative analysis of 36 documents related to environmental
education, M. Srbinovski (2004) defined the term “environmental education” in the following way:
“Environmental education is a developing process of active learning in which individuals and groups
acquire the necessary knowledge, understanding, attitudes and skills for a determined, motivated,
responsible, and above all, joint action towards obtaining and maintaining a dynamic balance in the
environment”. This definition includes all essential components (attitudes, awareness, knowledge,
skills and action) of environmental literacy as the ultimate goal of environmental education. The aim
of the research is to examine the level of environmental education of students from the Republic of
Northern Macedonia. The assessment was carried out through the following parameters: ecological
knowledge, students’ level of ecological awareness, attitudes, conative component and students’
satisfaction with the environment. This was done using several instruments with relatively good
metric characteristics: Environmental knowledge test; Test of the students’ level of environmental
awareness; Scale of environmental values among the students; Scale of the students’ satisfaction
with some elements of environment and Scale of the students’ readiness to take action to protect
environment. The basic statistical methods were used in the research: method of the sample and
methods of the mean values. 1003 students from 38 schools from the Republic of North Macedonia
took part in the research. Based on the results obtained, it can be concluded that students from these
schools earned about 60% of the points, or have intermediate level of environmental education.
The best developed students’ components are ecological orientation and conative component. The
results can help identify the activities for improving environmental education and upbringing in our
country. More specifically, they point to different positions of students and teachers in the process of
upbringing and education regarding the protection and improvement of environment.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Nivo ekološkog obrazovanja učenika u Republici Severnoj Makedoniji
T1  - Students’ level of environmental education in the Republic of North Macedonia
EP  - 81
SP  - 80
UR  - https://hdl.handle.net/21.15107/rcub_ipir_566
ER  - 

@conference{
author = "Srbinovski, Mile",
year = "2019",
abstract = "Na osnovu kvalitativne i kvantitativne analize 36 dokumenata koji se odnose na ekološko obrazovanje,
Srbinovski M. (2004) je definisao pojam ekološkog obrazovanja na sledeći način: „Ekološko
obrazovanje je proces razvoja aktivnog učenja u kome pojedinci i grupe stiču potrebna znanja,
razumevanje, stavove i veštine za odlučno, motivisano, odgovorno i, pre svega, zajedničko delanje
u smeru postizanja i održavanja dinamičke ravnoteže u životnoj sredini”. Ova definicija uključuje
sve bitne komponente (stavove, razumevanje, znanje, veštine i delanje) ekološke pismenosti kao
krajnjeg cilja ekološkog obrazovanja. Cilj istraživanja je da se ispita nivo ekološkog obrazovanja
učenika iz Republike Severne Makedonije. Procena se vršila kroz sledeće parametre: ekološko znanje,
stepen ekološke informisanosti učenika, stavovi, konativna komponenta i zadovoljstvo učenika
životnom sredinom. U istraživanju je korišćeno nekoliko instrumenata sa relativno dobrim metričkim
karakteristikama: test ekološkog znanja, test ekološke informisanosti učenika, skala ekološke
vrednosti, skala zadovoljstva učenika životnom sredinom i skala spremnosti učenika na akciju kada
je životna sredina ugrožena. U istraživanju su korišćene osnovne statističke metode: metoda uzorka
i metoda srednjih vrednosti. Uzorak se sastojao od 1003 učenika iz 38 škola iz Republike Severne
Makedonije. Na osnovu dobijenih rezultata može se zaključiti da su učenici iz ovih škola osvojili oko
60% poena, što govori o srednjem nivou ekološkog obrazovanja. Najbolje razvijene komponente kod
učenika su ekološka orijentacija i konativna komponenta. Rezultati mogu poslužiti za prepoznavanje
aktivnosti koje bi doprinele unapređivanju ekološkog obrazovanja i vaspitanja u Republici Severnoj
Makedoniji. Preciznije, oni ukazuju na različitu percepciju učenika i nastavnika u procesu vaspitanja i
obrazovanja koje se odnosi na zaštitu i unapređivanje životne sredine., Based on the qualitative and quantitative analysis of 36 documents related to environmental
education, M. Srbinovski (2004) defined the term “environmental education” in the following way:
“Environmental education is a developing process of active learning in which individuals and groups
acquire the necessary knowledge, understanding, attitudes and skills for a determined, motivated,
responsible, and above all, joint action towards obtaining and maintaining a dynamic balance in the
environment”. This definition includes all essential components (attitudes, awareness, knowledge,
skills and action) of environmental literacy as the ultimate goal of environmental education. The aim
of the research is to examine the level of environmental education of students from the Republic of
Northern Macedonia. The assessment was carried out through the following parameters: ecological
knowledge, students’ level of ecological awareness, attitudes, conative component and students’
satisfaction with the environment. This was done using several instruments with relatively good
metric characteristics: Environmental knowledge test; Test of the students’ level of environmental
awareness; Scale of environmental values among the students; Scale of the students’ satisfaction
with some elements of environment and Scale of the students’ readiness to take action to protect
environment. The basic statistical methods were used in the research: method of the sample and
methods of the mean values. 1003 students from 38 schools from the Republic of North Macedonia
took part in the research. Based on the results obtained, it can be concluded that students from these
schools earned about 60% of the points, or have intermediate level of environmental education.
The best developed students’ components are ecological orientation and conative component. The
results can help identify the activities for improving environmental education and upbringing in our
country. More specifically, they point to different positions of students and teachers in the process of
upbringing and education regarding the protection and improvement of environment.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Nivo ekološkog obrazovanja učenika u Republici Severnoj Makedoniji, Students’ level of environmental education in the Republic of North Macedonia",
pages = "81-80",
url = "https://hdl.handle.net/21.15107/rcub_ipir_566"
}

Srbinovski, M.. (2019). Nivo ekološkog obrazovanja učenika u Republici Severnoj Makedoniji. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 80-81.
https://hdl.handle.net/21.15107/rcub_ipir_566

Srbinovski M. Nivo ekološkog obrazovanja učenika u Republici Severnoj Makedoniji. in Obrazovanje u funkciji modernizacije društva. 2019;:80-81.
https://hdl.handle.net/21.15107/rcub_ipir_566 .

Srbinovski, Mile, "Nivo ekološkog obrazovanja učenika u Republici Severnoj Makedoniji" in Obrazovanje u funkciji modernizacije društva (2019):80-81,
https://hdl.handle.net/21.15107/rcub_ipir_566 .