Marjan Ninčević

graduate

• Correlation Practicum in the Methodology of Teaching (201262) - Lecturer in charge
• Didactics (96487) - Lecturer in charge
• Practical Exercises in the Methodology of Teaching [Philosophy] (144734) - Lecturer in charge

Dr. Marjan Ninčević, PhD (Associate Professor), was born on 22 February 1974 in Zadar, Croatia. He completed primary school in Gorica near Zadar and attended the Classical Gymnasium at the Archdiocesan Seminary “Zmajević” in Zadar, graduating in the 1991/1992 school year. After secondary education, he enrolled in Philosophy at the Jesuit Faculty of Philosophy in Zagreb, graduating in 1994. In the same year, he enrolled in Theology at the Jesuit Faculty of Theology, affiliated with the Pontifical Gregorian University in Rome, and graduated in 1998. He obtained an MSc in Theology from the Catholic Faculty of Theology, University of Zagreb.

He earned his PhD in 2012 at the Department of Pedagogy, Faculty of Humanities and Social Sciences, University of Zagreb. His doctoral dissertation, Self-Assessment of Pedagogical Competences of Secondary-School Religious Education Teachers, was supervised by Prof. Dubravka Maleš, PhD, and defended before a committee consisting of Prof. Ana Sekulić-Majurec, PhD, Prof. Dubravka Maleš, PhD, and Prof. Ivica Pažin, PhD. In the same year, he was elected to the research rank of Research Associate in the field of Social Sciences, subfield Pedagogy.

In 2013, at the Faculty of Croatian Studies, University of Zagreb, he was elected to the academic rank of Assistant Professor. At the same institution, he served as Vice-Dean for Teaching and Students (equivalent position) and as Head of the Department of Educational Sciences and Teacher Education. He was elected to the research rank of Senior Research Associate on 4 October 2017. On 23 February 2026, he was elected to the academic position of Associate Professor at the Faculty of Croatian Studies, University of Zagreb.

His research interests focus primarily on general pedagogy, school pedagogy, and didactics, with a particular emphasis on the quality of educational processes in contemporary schooling and higher education. A central place in his work is occupied by the competence-based approach: investigating and conceptualising the competence profile of the contemporary teacher (social and communication competences, professional identity and motivation, self-regulation and self-efficacy, and competences for inclusive and intercultural practice), alongside analyses of teacher professionalisation and models of professional development. Within didactics, he is especially concerned with curriculum planning and learning outcomes, teaching and assessment methods, instructional design in hybrid learning environments, and the evaluation of key components of initial teacher education—particularly teaching practice and its contribution to professional socialisation and quality assurance in study programmes.

He also systematically examines transformations of learning and teaching in digitally mediated environments: Generation Z learning, digital habits and risks, digital well-being, and the pedagogical and ethical dilemmas associated with introducing technology and artificial intelligence into education. Within this framework, for several years he has pursued research on “education for the future” under conditions of accelerated technological development, arguing that digital transformation must be didactically grounded and values-based, supported by teacher empowerment, the development of media and information literacy, the protection of learners’ well-being, and transparent governance of data and algorithmic processes. As an interdisciplinary theoretical and methodological framework, he develops and promotes cognitive cybernetics as an approach to understanding learning, self-regulation, motivation, and the design of educational environments in the context of intelligent technologies.

A distinct line of his research addresses intercultural education and the education of migrant children in Croatia, linking intercultural values with real conditions of implementation in schools (institutional support, language integration, the competences of teachers and professional staff, and curriculum adaptation) through both empirical and theoretical work. His scholarship also includes religious education pedagogy, which he approaches as an interdisciplinary field at the intersection of theology and pedagogy/educational sciences—particularly in the areas of values education, education for responsibility, education for social justice, and the education of marginalised groups—consistently connecting it with general pedagogical and didactic concepts (competences, curriculum, teacher professional development, inclusion, dialogue, and critical pedagogy).

Marjan Ninčević - croris

‪‪Marjan Ninčević - ‪Google znalac