| Abstract | Prvi dio diplomskog rada pojašnjava definiciju cjeloživotnog učenja prema konceptima različitih međunarodnih organizacija zaduženih za razvoj obrazovanja poput OECD-a, UNESCO-a i Vijeća Europe. Osim toga, analizom i radom na dokumentaciji opisuju se početci razvoja cjeloživotnog obrazovanja te se objašnjavaju pojmovi poput: formalnog, neformalnog i informalnog obrazovanja. Pojam cjeloživotnog obrazovanja i pojam cjeloživotnog učenja postali su poznati 1970.godine te iako djeluju kao istoznačnice, važno je naglasiti razliku između ta dva pojma. Cjeloživotno obrazovanje podrazumijeva organizirane oblike učenja unutar obrazovnih institucija dok se cjeloživotno učenje odnosi na svaki nenamjeran oblik učenja u čovjekovoj svakodnevici. U radu se stavlja naglasak na informalni oblik učenja odnosno na nenamjerne oblike učenja i spontanog stjecanja znanja u slobodnom vremenu pojedinca, izvannastavnim aktivnostima, hobijima i slično. Teorijski dio rada završava prikazom početaka razvoja studentske mobilnosti i najpoznatijih programa za razmjenu studenata poput Ceepusa i Erasmus + programa. Drugi dio rada sadrži metodologiju istraživanja te interpretaciju i analizu rezultata. Cilj istraživanja bio je istražiti na koji način je informalno učenje prisutno kod učenja stranog jezika tijekom studentske mobilnosti te kako informalna okruženja na studentskoj mobilnost utječu na informalno učenje stranog jezika kod studenata. Polustrukturiranim intervjuom deset ispitanika dobiveni su rezultati iz kojih se zaključuje kako se tijekom studentske mobilnosti u informalnim okruženjima najviše razvijaju lingvističke vještine govora i slušanja, obogaćivanje vokabulara te tečnost govora stranog jezika. Ispitanici na studentskoj mobilnosti bili su u stalnom kontaktu sa stranim jezikom te su se morali služiti istim prilikom obavljanja svakodnevnih aktivnosti poput odlaska u trgovinu i rješavanja administracije. Ispitanici su istaknuli kako je studentska mobilnost najviše utjecala na razvoj samostalnosti, odgovornosti i kritičkog razmišljanja te vjeruju kako će im studijski boravak u inozemstvu povećati šanse za budućim zaposlenjem. Što se tiče same studentske mobilnosti, navode kako ima više prednosti nego nedostataka te bi svakome preporučili odlazak na istu. Zaključilo se kako je studentska mobilnost jedan od najboljih načina stjecanja znanja o stranom jeziku te su uglavnom zadovoljni kako su iskoristili informalno okruženje za učenje stranog jezika. |
| Abstract (english) | The first part of the master's thesis clarifies the definition of lifelong learning according to the concepts of various international organisations in charge of the development of education such as the OECD, UNESCO, and the Council of Europe. Besides, through analysis and work on the documentation, the beginnings of the development of lifelong learning are described, and terms such as formal, non-formal, and informal education are explained. The notions of lifelong education and lifelong learning became known in 1970, and although they act as synonyms, it is important to emphasise the difference between the two terms.Lifelong education implies organised ways of learning within educational institutions, while lifelong learning refers to any unintentional way of learning in a person's everyday life. The thesis emphasises the informal way of learning, i.e., unintentional learning and spontaneous acquisition of knowledge in an individual's free time, extracurricular activities, hobbies, and the like. The theoretical part of the thesis ends with a presentation of the beginnings of the development of student mobility and best-known student exchange programs such as Ceepus and Erasmus + programmes. The second part of the thesis contains the research methodology and the interpretation and analysis of the results. The research aimed to investigate how informal learning is present in foreign language learning during student mobility and how informal environments during student mobility affect informal foreign language learning in students. From results obtained through a semi-structured interview of ten respondents, it can be concluded that during student mobility in informal environments, most developed are linguistic skills of speaking and listening, vocabulary enrichment, and fluency in a foreign language. Respondents on student mobility were in constant contact with a foreign language and had to use it when performing daily activities such as going to the store and handling the paperwork. Respondents pointed out that student mobility had the greatest impact on the development of independence, responsibility, and critical thinking, and they believe that studying abroad will increase their chances of future employment. As for the student mobility itself, they state that it has more advantages than disadvantages and would recommend everyone to try it. The conclusion is that student mobility is one of the best ways to acquire knowledge of a foreign language, and the students are generally satisfied with how they utilised the informal environment to learn a foreign language. |
