by Klara Bilić Meštrić, CARNET, Croatia. It is a warm June day and despite exam time, the atmosphere around the Faculty of Veterinary Medicine of the University of Zagreb is relaxed. Students…
by Klara Bilić Meštrić, CARNET, Croatia.
It is a warm June day and despite exam time, the atmosphere around the Faculty of Veterinary Medicine of the University of Zagreb is relaxed. Students, gathered in small and large groups across the campus, chat casually – relaxed and cheerful. Given the positive atmosphere, it feels more like people are talking about the big party that would be thrown the next day, rather than about the exams. The language that emerges from these groups is often English, but you also hear French as well as others that you don’t quite recognse at first.
In agreement with the head of the Histology and General Embryology course, Professor Snježana Kužir, I arrived at the Faculty shortly before 10 a.m. to interview undergraduate and graduate students of Veterinary Medicine in English. These students had agreed to work on an initiative funded through the CARNET e-University project to use multimedia equipment to record contemporary teaching video materials. These materials were to be used in a very specific context: recording video lessons/podcasts to describe histological slides using images on Instagram.
Editor’s note: Heads up – this is a long one! Feel free to use the table of contents below to jump to sections that interest you.
For those who don’t know, it’s worth mentioning that CARNET has been implementing the e-University project since 2022, with the aim of digitally transforming higher education in the Republic of Croatia by improving the digital teaching infrastructure, introducing digital teaching tools, and boosting teachers’ digital competencies for teaching in a digital environment.
As part of the project, a pilot study (2023 – 2024) was conducted in cooperation with the University Computing Center SRCE and 21 higher education institutions from the Republic of Croatia. While the pilot research placed greater emphasis on monitoring the use of digital technologies, the use of technology in teaching, and testing the provided equipment; the pilot continued in 2025 through the action research project Application of Multimedia in Higher Education, with the additional aim of empowering students and encouraging their active engagement in the use of technology in the teaching process. This is because, research, but also experience, shows that the greatest change in educational processes occurs when students themselves take an active role in their education.
Institutions that offered teaching courses during the pilot phase, such as the University of Slavonski Brod and the Faculty of Humanities and Social Sciences at the University of Split, as well as those that involved individual students such as the School of Medicine, University of Zagreb, showed a high level of student involvement in working with the equipment. However most participants believed that active student involvement could encounter obstacles and that additional support was needed to overcome such obstacles.
And that is why Professor Kužir’s invitation a few weeks previousely had brought a lot of joy and is the reason why I wrote this report.
The professor called to tell me that she had invited second-year veterinary medicine students to record teaching units and describe histological slides. The big news was that foreign students had already started creating content for future generations of both international and domestic students at the Faculty of Veterinary Medicine.
In the premises of the E-Learning Office, where the recording studio is located, I was greeted by Professor Dr. Sc. Snježana Kužir from the Department of Anatomy, Histology and Embryology; Marko Poletto, MD, vet., head of the Office for E-Learning and head of the Central Library of the Faculty; Jovana Ivanić; and six second-year international students from the Faculty of Veterinary Medicine — Mia, Olivia, Finley, Erik, Jad, and Maja.
We spoke for a little over an hour and covered three basic topics: first, I was interested to hear who the students were and what brought them to study in Croatia; then, we compared the education systems they came from with the Croatian education system; and in the third part of the interview, we discussed the use of technology in teaching – specifically, the use of equipment provided through the e-University project.
At the beginning, the students shared their specific reasons for enrolling at the Faculty of Veterinary Medicine in Zagreb. Mia (Japan/Australia) explained that her father grew up in Australia, where his parents had immigrated from Croatia; however, she herself grew up in Japan. She had been looking for English language programmes around the world, came across Croatia, applied, and was accepted. She particularly likes intensive, small group classes, which allow for an individual approach by professors. In this course, 32 second-year students are divided into three groups of about ten students each.
Olivia is originally from the USA but grew up in England. She described her arrival in Croatia as “accidental” and “without any special story”, but she really enjoys her studies. Drawing on Professor Kužir’s argument, she herself also pointed out that it was very important for the Faculty of Veterinary Medicine to be a member of The European Association of Establishments for Veterinary Education, as well as the fact that it is easier to enrol in Croatia than elsewhere – with the possibility of working anywhere after graduation. She is surprised that in Croatia students can address professors by name (I am surprised too!) and by the general level of informality in communication, especially compared to the private education system in England.
Finley, who comes from the same education system, shared that his A-level scores initially didn’t meet the criteria for entry into English universities. So, he decided to retake the state graduation exam (the so-called A-levels in England) and, in the meantime, began considering European universities – hesitating between Budapest and Zagreb. Thanks to a friend from school who had moved to Zagreb earlier, he visited the city and liked it so much that he decided to study in Zagreb too, despite being accepted to a university in England in the meantime.
After Finley, I spoke to Erik, who comes from Germany. His decision to come to Zagreb happened quickly, because he didn’t worry too much about university applications while taking his high school graduation. When the exams passed, most of the deadlines for applying to European universities were closed, so his options were either Budapest or Zagreb. Budapest offered a German-language programme for the first two years, after which he could transfer to Germany. However, Erik’s desire was to step out of the “comfort zone” of his native language and enrol in the Veterinary Faculty in Zagreb.
Jad tells us about the Lebanese education system. As Lebanon is a former colony, the system is similar to the French one, and it is very difficult to enrol in university studies. Preparations last two years, and the entrance exams are rigorous. As with most of his colleagues, his reasons were also personal and human – his cousin had already graduated from the Faculty of Veterinary Medicine in Zagreb, and that’s how he learned about the University of Zagreb and decided to apply. She is now doing her MA in Belgium, which further motivated him to look for a university in Europe. Like Finley, he appreciates the relaxed and friendly atmosphere in Croatia.
Finally, I meet Maja from Canada. She cites her parents’ Croatian origin as the main reason for coming to Croatia. She found the veterinary medicine programme online, and it was the only university she applied to. She emphasised that it is easier to enrol in Croatia than in Canada where foreign students are often preferred due to the higher tuition fees they pay. She also noted that studying in Croatia is significantly more affordable than anywhere in North America – one year of study in Canada, she says, costs as much as six years in Croatia. She adds that her parents were very happy with her decision, as it helps preserve and pass on the Croatian language and culture.
After getting to know them better, I asked the students to compare the educational systems and teaching methods in their home countries with those in Croatia. When I uploaded the transcript of our interview to Google Notebook and asked it to identify patterns, it quickly recognised the key topics on which students focused.
A topic that came up early in the conversation was the relationship between professors and students. Mia who was educated in a private English-language school in Japan, is aware that she received an excellent education with access to many technological and material resources. However, she points out that at the Faculty of Veterinary Medicine in Croatia, the relationship between professors and students is much more “friendly” and less hierarchical than in Japan, where a strict hierarchy exists and a special form of language is used when speaking to superiors. She believes that this closeness has a very positive impact, especially on international students. Olivia added that she also came from a private education system and was equally surprised by the possibility of addressing professors by their first name and by the overall relaxed tone of communication – something she said that would be unimaginable in a private school in England. Erik, concluded that despite the education systems being very similar, in Croatia professors tend to “guide” students through their studies, whereas in Germany, students are largely left to themselves.
Finley was the first to mention the challenging nature of mandatory attendance at all lectures in Croatia (often starting at 7 or 8 a.m.), which he finds both positive and problematic. On the one hand, he appreciates being required to attend and follow the lectures; on the other hand, he considers the system too rigid. Olivia also advocated for greater inclusion of online classes, which were available in the UK and, in her view, would be particularly helpful in cases of illness or family emergencies – especially for international students. In this regard, they feel there is a lack of flexibility and understanding for the specific needs of foreign students.
Professor Kužir explained that hybrid teaching is still not officially regulated in Croatia, but now, with the new equipment and the hybrid lecture hall provided through the e-University project, lectures will be recorded as additional material. This means that students will have access to content if they miss a class.
Mia followed up on this topic, highlighting that the recordings of the lectures with scanned slides would make it easier for all generations of students to study, which is actually the goal that Professor Kužir set for herself.
Finley felt the need to talk about the lack of connection and integration between the faculties within the University of Zagreb, which creates the impression that the Faculty of Veterinary Medicine is “its own separate university” and that the only people they spend time with and get to know are other students from the Faculty of Veterinary Medicine.
Professor Kužir responded by highlighting two opportunities for connection: the university’s first student magazine, Veterinarian, which also serves as a networking platform, and the option of horizontal mobility – taking elective courses at other faculties to earn additional ECTS credits and meet students from different disciplines. Although I didn’t get the impression that the students felt lonely or lacked a social life, they all echoed Finley’s comment to some degree. It does seem that there is a shared concern about living in a kind of isolated bubble within the Faculty of Veterinary Medicine. When I mentioned the existence of Erasmus student associations, they pointed out that Erasmus students are only in Croatia on a temporary basis, while they themselves are here for the full duration of their studies.
Erik is surprised by the advanced technology at the Faculty of Veterinary Medicine in Zagreb, in comparison to Germany, where private faculties and private clinics often have better equipment and therefore have an advantage over state-funded institutions. For example, he described how students of state faculties in Berlin do not have access to night emergency cases precisely because of the lack of such resources. In contrast, the Faculty of Veterinary Medicine in Croatia is a state institution, yet it is also the leading veterinary institution in the country. Jad also believes that Croatia is much more technologically advanced compared to Lebanon.
Experiences related to the quality of teaching vary significantly. Jad believes that the teaching methods in Lebanon are somewhat better in terms of of explanation and the demanding nature of the education system, as well as the fact that everyone speaks three languages. Olivia and Mia commented on the differences in quality within the faculty itself, which other students echoed and highly praised courses such as Histology, Anatomy, Chemistry and Biochemistry, and Physiology. These courses are praised for their excellent (genuinely incredible) lectures, good organisation and the professors’ willingness to answer student questions. Finley noted that the courses carrying the most ECTS credits are often the most interesting. However, the group agreed that some other departments lack the same level of organisation, and they find it difficult to see the value in seminar classes for courses they consider less important – where they feel they spend too much time on passive reading and preparing presentations.
At the end of the comparisons, Maja pointed out that oral exams are a major difference compared to Canada, where there are no exams at all. Although she considers them extremely stressful, she admits that they are useful because they mean that learning material is retained better.
In the third part of the interview, we talked to the students about their experience using the studio for recording podcasts.
It is interesting how the students invited each other to the recording to reduce discomfort and overcome fear. Mia told us how she felt at first because of the very idea of recording in the studio – “scary idea… no one’s really done that before” and that she asked Olivia to join her to make it easier for her. In the end, they were both happy that they did the recording and that it felt like “talking to a friend in a small, cozy room” (it’s a Studio in a Box – a chamber for recording podcasts, lectures, video lessons, etc.). Jad, who was invited by Finley, also shared that he wasn’t particularly keen on the idea at first, especially if the recording was going to end up online. Finley, on the other hand, said the initial invitation to participate – extended by Olivia – sounded like it would involve a lot of work, which further discouraged him. However, the key moment for everyone was a conversation with Professor Kužir, who encouraged them with a simple “You can do this” and helped change their minds. Realising that it was mostly an audio recording and not a video of themselves further eased their initial fears and helped them gain a new educational experience.
In addition to enjoying the process, they also recognised the educational benefits of this kind of work. Jad saw recording as a new approach to learning and self-expression, while Mia believes that teaching is one of the best ways to learn, as it helps to reorganise thoughts and deepen understanding through explanation. She cheerfully noted that she learns by teaching her cat and boyfriend in online meetings.
Maja confirmed that through preparation and recording, she learned the material so well that she can now reproduce it in the exam without any difficulty: “Now I recognise that exact scanned slide. If I get it on the exam, I’ll know everything about it.” She added that she wished such an option had existed earlier, because then she would have learned even more by recording the slide descriptions from each lecture.
However, it is not a one-shot process. After each recording, the professor had corrections through which the students also learned. While the process was fun and full of laughter, the final content had to be professional and error-free. Olivia concluded that they not only had a great time, but also did something meaningful – for both themselves and the academic community.
The recording process also included scriptwriting, which, as Olivia explains, was made much easier thanks to the help of artificial intelligence, especially since the recording was at the end of the semester, just before the stressful period of exams. It was interesting to see that the students were aware of the technical and time demands of pre-production and post-production of creating digital educational content, so they were relieved when they realised that the professor had IT support and that her colleague Marko Poletto, head of the E-Learning Office, would lead the process and edit all the material. As before, during the pilot study, it was again shown that the creation of digital educational content is a process that requires time and teamwork.
Maja emphasised that, although it is technically possible to record with a mobile phone, a professional studio still provides significant advantages – especially the possibility of visually displaying the scanned slides, which she considers extremely useful for all generations of students. Scans are stored on the Vrančić platform, marked with a CC licence, and they are accessed via a link on the official website of the Department of Anatomy, Histology and Embryology, with a prior agreement that they will be available free of charge for the purpose of promotion and education.
Students also pointed out certain infrastructural challenges, such as the lack of English-language books in the library. The head of the library, Prof. Jovana Ivić, explained that the main reason for this is the limited budget. However, both she and Professor Kužir directed the students to a variety of freely available online resources. In response to this issue, there are plans to develop a digital repository of library materials – n initiative inspired by the practices of modern universities that rely entirely on digital educational content. Professor Kužir cited the digital library of the Faculty of Veterinary Medicine in Ghent as an example.
Professor Kužir shared her future plans for the digitisation of materials, which will allow students to learn from home or abroad, as the content will be open and licensed for free use. Although the process is time-consuming – she estimates it will take up to five years to process all the scans – future generations are expected to benefit from an increasing amount of audio and video content. There are also plans to record practical classes, which will be combined with scanned slides to support hybrid learning. This approach will be further enhanced by the new equipment provided through the e-University project, expected to arrive after the New Year.
At the end of the interview, we invited students to join us at The CARNET Users Conference – THECUC, which, as presented to them by the professor, is a venue for professors who push the boundaries of teaching. Both the professor and I thanked the students – and they, in turn, thanked the professor for giving them the opportunity to be part of this initiative.
I leave the Faculty of Veterinary Medicine infected with the same spirit that I found when I arrived – warm and cheerful. I believe the key role in this story belongs to Professor Kužir, Marko, and Jovana, who recognised the potential of their students and chose to give them the opportunity to be not just passive recipients of knowledge, but active creators of content. With trust and openness, they have created an environment in which students simultaneously develop professional, digital, communication and presentation skills, and above all, develop a sense of belonging and security. The studio at the Faculty of Veterinary Medicine is not just a recording space – it is a place of meeting, cooperation and joint creation of knowledge. Not only do students learn the course content, but they also gain the experience of participating in a contemporary form of education – one that recognises their perspectives and hears their voices.
I’m reminded of Professor Kužir’s remark about the professors who come to THECUC, how it is enthusiasm and expertise that connect people into strong teams, enabling them to create practices that go beyond traditional teaching frameworks. And a little more broadly, like many of CARNET’s stories so far, how the e-University project shows that digital transformation in education is not just a question of infrastructure, but a deeply pedagogical process in which people and their interconnectedness have a central place.
Klara Bilić Meštrić, Head of Research Unit at the Department of Research on Digital Technologies in Education, Education Support Sector at the Croatian Academic and Research Network – CARNET.