THE OBSTACLES AND LIMITATIONS IN REALISING EDUCATIONAL EXCURSIONS IN MODERN-DAY EDUCATION

The modern approach to teaching is based around stimulating a student’s activities as well as developing their subjective position in the teaching process. With their engagement and independence a student gains longer lasting knowledge for which they feel greater emotional and experiential attachment, which significantly increases its functional value. Frequent patterning and uniformity create an inadequate atmosphere for complete achievement of high-quality educational assignments, this is why it is necessary to suppress teaching monotony, thus inspiring more innovative concepts which create a positive teaching climate. An innovative concept, as well as a modern teaching form are precisely educational excursions. Considering the role they play in the educational process, the main purpose of this paper is to identify hurdles in realising educational excursions, and to explore suggestions for their traversal. During 2024. research has been conducted using a mixed-method approach in the Republic of Serbia using a sample of 224 teachers. Financial troubles were named as the biggest obstacle by the teachers, which confirms previous research in the same field. Besides that, low motivation for their realisation, as well as a neutral view of the teachers for additional training in this area has been determined. Their suggestions for improving educational excursions were explored using qualitative analysis in hopes of gaining a complete picture of the current state. It was established that a need for change and improvements is much needed. The examinees see potential improvement in: mutual cooperation, better relationships between teachers, students and parents, aligned goals of schools and travel agencies, financial support for both teachers and parents, a greater offer of destinations, therefore gaining a better connection between educational content with the contents of the destination itself, more substantial student activity in preparation and systematisation phases, sharing experiences and better feedback about the achieved goals and outcomes.