Milovanović Aleksandar
Aleksandar Milovanović is a PhD student at the Department of Psychology, Faculty of Philosophy, University of Belgrade, where he previously completed both his bachelor’s and master’s studies. His broader areas of interest include developmental psychology, youth psychology, and educational psychology. His doctoral dissertation, entitled “Empathy in Education: A Qualitative Socio-Cultural Study of Empathic Practices in Schools,” focuses on intersubjectivity in education, the influence of the school as an institution on students’ socio-affective development, the developmental-psychological perspective on empathy, and the application of empathy in educational contexts. He is a member of the Laboratory for Developmental Psychology at the Faculty of Philosophy. Since September 2023, he has been an active trainee in the advanced course in constructivist psychotherapy organized by the PLK Center, where he also works as a psychotherapist under supervision. After working in various educational institutions (Institute for Education Quality and Evaluation, the Third Belgrade Gymnasium, and the “Kralj Aleksandar I” Primary School), as well as being engaged at the Faculty of Philosophy through projects, mentoring activities and volunteer work, he decided to formalize his scientific and research engagement at the Institute for Philosophy and Social Theory. He is engaged in the Laboratory of Educational Theories (EduLab) and the Laboratory for Active Citizenship and Democratic Innovations (ActiveLab).
Latest publications
- Milovanović, A. (2025). Empathy as a Cultural Process: A Critical Analysis of the Phenomenon of Empathy Through Socio-Cultural Psychology. Culture & Psychology, 32(2), 267-291. https://doi.org/10.1177/1354067X251411891
- Milovanović, A., Bjelogrlić, A., & Jovičić, A. (2024). SHAALA-22: Construction and Validation of the New Academic Self-Handicapping Scale. Inovacije u nastavi, 37(2), 1-18. https://doi.org/10.5937/inovacije2402001M
- Karalić, E., Čaprić, G., Ranđelović, B., & Milovanović, A. (2024). Kvalitet nastave i postignuća učenika u domenu čitalačke pismenosti. U N. Gutvajn, B. Ranđelović, & M. Radulović (Ur.), PIRLS 2021 u Srbiji: Rezultati međunarodnog istraživanja razvoja čitalačke pismenosti u četvrtom razredu osnovne škole (pp. 109-124). Institut za pedagoška istraživanja. https://www.ipisr.org.rs/images/publikacije/Pirls-2021-u-Srbiji.pdf