Navigating Educational Transformations: The Student Voice

In an effort to comprehend the alterations in the educational process incurred during the pandemic, this paper presents two studies derived from qualitative research. We explored the experiences of students (N=100) concerning online and blended (online and face-to-face, within the classroom) instruction in the Republic of Serbia throughout the pandemic period. Data were gathered through narrative forms and subjected to thematic analysis of the students’ responses. The findings reveal that, alongside certain benefits, there are considerable drawbacks associated with instruction under modified conditions. A majority of the surveyed students exhibited a preference for face-to-face instruction, that is, classroom teaching, as opposed to online and blended models (online and face-to-face, in the classroom). Insights from both studies aid in enhancing understanding of this issue and in the development of specific recommendations designed to organize more effective and suitable teaching in altered educational environments. To grasp the challenges faced by students, it is imperative to address the issue of teaching under modified conditions from their perspective, namely, by heeding their voices.