www.ijcrsee.com

Pantović, D., Vasović N., & Paraušić V. (2026). Feedback from Students on Career Opportunities in Tourism: A Cognitive

Research Approach, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1),

65-75.

Original scientific paper

Received: October 15, 2025.

Revised: November 20, 2025.

Accepted: November 28, 2025.

UDC:

005.412:338.48(497.11)

378.147::338.48(497.11)

10.23947/2334-8496-2026-14-1-065-075

Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Corresponding author: danijela.durkalic@kg.ac.rs

Abstract: In order to learn different techniques of tourism, students acquire different knowledge and skills, but also

develop critical opinions, seek more and more information and knowledge from different perspectives. The demands of the

labor market, together with the competences acquired during studies, foster students’ critical thinking. Through providing

feedback, students’ opinions can serve as confirmation of the effectiveness of acquiring empirical and practical knowledge in

higher education institutions. The aim of this study is to investigate opinions and expectations of students of Faculty of Hotel

Management and Tourism about employment opportunities in the tourism industry, after completing their formal education. The

authors conducted a quantitative study analyzing the responses of two groups of students (first-year students and fourth-year

students) of the University of Kragujevac, Faculty of Hotel Management and Tourism in Vrnjačka Banja, Serbia. The results

indicate that students primarily value employment opportunities in tourism when they involve managerial or leadership posi-

tions. Furthermore, while some students express readiness to accept any tourism-related job after graduation, they also advise

prospective students to carefully reconsider pursuing higher education in tourism. The results will be very useful for universities

(deans, administrators, and other) and future creators of the educational policy of the subject research, but also of wider scope.

Keywords: Tourism labor market, Students’ attitudes, Higher education, Employment, Cognitive perspective.

Danijela Pantović

, Nevena Vasović

, Vesna Paraušić

Faculty of Hotel Management and Tourism Vrnjacka Banja, University of Kragujevac, Vrnjacka Banja, Serbia,

e-mail: danijela.durkalic@kg.ac.rs, nevena.vasovic@kg.ac.rs

Institute of Agricultural Economics, Belgrade, Serbia, e-mail: vesna_pa@iep.bg.ac.rs

Feedback from Students on Career Opportunities in Tourism:

A Cognitive Research Approach

Introduction

Higher education and the social relationships of teaching and administrative staff with students

can be understood as „calculated instrumental exchanges, whereby, in exchange for the fee they pay,

students expect to receive an education designed to ensure they have the knowledge, skills and innova-

tive capabilities required by businesses and the economy in the competitive global market place” (Leach,

2019, p. 155). The key concept of higher education is certainly the creation of employment opportunities

and employment is the main expectation that students have from university education (Cheng at al.,

2022; Gorgodze et al., 2020; Khan and Hemsley-Brown, 2024). Also, the perception of employment op-

portunities after graduation is one of the key factors influencing students’ satisfaction during their studies,

as well as the likelihood that they will recommend their higher education institution to others (Khan and

Hemsley-Brown, 2024). Despite all the above, the authors of this study share the opinion of Leach (2019)

that higher education is “more than the instrumental ‘value for money’ meeting of the needs of business

and the economy “, as well as that one of its most valuable characteristics is giving purpose and meaning

to people “to envisage, plan and manage their career journeys in a complex world of work and contested

employment relationships” (Leach, 2019).

The responsibility for ensuring efficient and fair employment after graduation should be shared

among key stakeholders—including higher education institutions, students, governments, and employ-

ers—and should not be placed solely on the education institution, as is the case in some countries (Cheng

at al., 2022). At the same time, understanding the expectations of students by their universities is ex-

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Pantović, D., Vasović N., & Paraušić V. (2026). Feedback from Students on Career Opportunities in Tourism: A Cognitive

Research Approach, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1),

65-75.

tremely important, especially if higher education institutions want to attract young people and if they strive

to create teaching programs in accordance with the demands and expectations of young people and

trends in the labor market (Gorgodze et al., 2020). In modern higher education, receiving feedback from

students is standard practice for teachers around the world and this feedback can effectively contribute

to the design of higher education and teaching policies (Flodén, 2017; Wijesundara, 2015). Many higher

education institutions prepare reports on the quality and self-evaluation of the institution (Zou et al., 2012).

Such reviews are created as an implication for quality assessment within the activity and focus on stu-

dents’ learning experiences, their achievements and feedback. Therefore, university teachers have the

task of balancing all the factors that affect the teaching process, in order to achieve inviting feedback, all

with the aim of effective and quality education system.

This paper focuses on feedback from students of the University of Kragujevac, Faculty of Hotel

Management and Tourism in Vrnjačka Banja. The Faculty of Hotel Management and Tourism consists

of 2 study programs of undergraduate academic studies: study program Hospitality and Tourism and

study program Gastronomic Management. The faculty has 724 active students who attend studies in the

Serbian language. Furthermore, undergraduate, master’s and doctoral academic studies are available

to students. The Faculty of Hotel Management and Tourism in Vrnjačka Banja is part of the University of

Kragujevac, which is the fourth largest state university in the Republic of Serbia. The reason for choosing

the subject institution for the analysis is because it is the only state faculty for tourism in the Republic of

Serbia (Faculty of Hotel Management and Tourism in Vrnjačka Banja, 2025). The opinions of first-year

students were defined as the experimental group, while the control group was the opinion of 4th-year

students. The findings of the research relate to general questions about quality and future employment in

tourism, and those related to accepting jobs after graduation and advice to younger generations regarding

choosing tourism as a future career are the most important.

The paper is composed of several chapters that follow. First, the study begins with the introduc-

tory part of the paper, followed by the theoretical framework of previous findings in the field of cognitive

research of students, especially focusing on tourism students. Subsequently, the applied methodology is

outlined. The results obtained after an extensive analysis were presented and analyzed through a discus-

sion and a conclusion at the end of the paper.

Theoretical background

Career opportunities in Tourism

Tourism remains one of the world’s most important industries and a significant source of employ-

ment. In 2024, the travel and tourism sector supported an estimated 357 million jobs, representing ap-

proximately 10% of total global employment, or approximately one in ten jobs worldwide (World Travel

and Tourism Council, 2024). This number is expected to increase to approximately 449 million jobs by

2034, indicating continued strong growth in the sector and its increasing importance to the global econo-

my (World Travel and Tourism Council, 2024).

The tourism industry is considered one of the main sectors in which human resources and highly

qualified professionals with advanced skills play a very important role (Nakipova et al., 2021; Stacey,

2015; Tfaily, 2018; Ganie and Dar, 2020). As a labor-intensive sector, tourism relies heavily on human

capital, which makes aspects such as job quality, education, and skills particularly significant (Grobelna

and Dolot, 2018). These factors are primarily addressed through education and training, which play a key

role in preparing future professionals to meet the dynamic requirements of the industry. Therefore, profes-

sional education is highly important for employment process and future career opportunities, in particular

taking into account the significant expression of internationalization in this industry (Ladkin, 2006; Chinasa

and Ozgit, 2024; Hjalager and Andersen, 2001). In this regard, the employment process in tourism indus-

try begins during higher education, and even earlier (Baum and Szivas 2008).

At the global level, there is a wide range of hospitality and tourism programs that contribute both to

graduates’ professional development and to the tourism industry as a whole. Ideally, each student is ex-

pected to acquire sufficient knowledge and skills to successfully enter the labor market. However, previous

research has shown that the reality is often different, with graduates facing significant employment-related

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Pantović, D., Vasović N., & Paraušić V. (2026). Feedback from Students on Career Opportunities in Tourism: A Cognitive

Research Approach, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1),

65-75.

challenges (Chuang and Dellmann-Jenkins, 2010). Given that students and recent graduates are at simi-

lar life stages, earlier studies have examined their attitudes from the perspective of career advancement

expectations, academic adjustment, and professional growth (Schoffstall et al., 2017). Through practical

training and direct exposure to real-world job settings, students have developed a variety of impressions

about the hospitality and tourism industry—ranging from the potential satisfaction they expect such work

to bring, to how they perceive interpersonal relations within these sectors—which in turn influences their

motivation to pursue employment in these fields after graduation (Liu et al., 2022).

This makes it particularly relevant to compare the views of students at the beginning of their studies

with those in their final years, when they are closer to entering the job market. Earlier research indicates

that students tend to be more interested in managerial positions within the tourism industry (Ross, 1993),

yet they also tend to remain in the industry only in the short term. This creates a challenge for tourism

employers, as the industry faces a persistent problem of knowledge leakage (Bednarska and Olszewski,

2013). Such findings underscore the importance of investigating students’ perceptions of their future

employment in the tourism sector.

Including Generation Z in the Feedback Process in the Tourism Industry

Involving Generation Z students in providing feedback to high education institutions about their

educational experiences and perceptions of the employment and industry can offer valuable insights for

aligning academic programs with labor market needs and students’ requirements for acquiring knowledge

and career advancement (Gormally et al., 2014; Morris et al., 2021; Matejić and Milenković, 2025). This is

particularly significant in the Republic of Serbia, where the education system has experienced consider-

able turbulence in 2025 (Cvetković et al., 2025). For feedback to be truly useful and to help educators

improve their teaching, it is essential that those providing feedback possess a certain level of subject

knowledge and content understanding. Equally important is the willingness of instructors and institutions

to actively seek, interpret, and apply such feedback to better align curricula with industry expectations and

enhance students’ career readiness (Gormally et al., 2014). Greater attention should also be devoted to

providing written feedback, which students perceive as the most useful and valuable part of the learning

process (Hyland, 2013).

Exploring the attitudes of Generation Z toward employment in this labor-intensive sector is of grow-

ing interest, given that this generation is characterized by high levels of digital literacy and frequent tech-

nology use (Grobelna et al., 2023). Based on systematic literature review, Barhate and Dirani (2022)

found that intrinsic (careers based on Gen Z’s attitudes, self-perception, relationships and motivations)

and extrinsic factors (Gen Z’s closest environment, family and organizations) determine Gen Z’s career

aspirations. Also, the authors concluded that Gen Z has “well-defined career expectations and career

development plans” (Barhate and Dirani, p. 139). A group of authors (Belle et al., 2022) indicates that the

positive mental attitude and development of the individual, i.e. graduating college students, which can be

further increased through student practice, prevents the emergence of anxiety related to employment.

Leach (2019) makes a controversial contribution to this research field, emphasizing “the flawed assump-

tions about student expectations, engagement and satisfaction, which fail to acknowledge the positive

life-changing impact the higher education experience can have on students and in their work”. Addition-

ally, he points out that the processes of understanding students’ careers and employment are cognitive

and emotional, and that only with the building of a sense of professional identity, employment in the cur-

rent value system can bring a sense of well-being for the individual (Leach, 2019).

Numerous researches on this topic were also carried out in the tourism sector. Research indicates

that Generation Z tends to view the tourism industry through a lens of multiple negative factors, includ-

ing social constraints, lack of work-life balance, long hours, and heavy workloads. Employment is often

described as stressful, exhausting, and seasonal, with low wages that do not ensure a satisfactory stand-

ard of living and limited opportunities for career advancement and professional development (Goh and

Baum, 2021). At the same time, other studies show that Generation Z students still perceive tourism as an

exciting industry that offers opportunities for travel, despite challenges such as dealing with people, long

working hours, and potential health and safety issues (Goh and Lee, 2018).

A review of research in China of hospitality and tourism students’ career goals and expectations

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Pantović, D., Vasović N., & Paraušić V. (2026). Feedback from Students on Career Opportunities in Tourism: A Cognitive

Research Approach, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1),

65-75.

reveals several recurring themes. These include general perceptions of future career success, expecta-

tions related to the nature of work, long-term professional objectives, as well as the knowledge and skills

that students have—or have not—acquired during their studies (Lu and Adler, 2009).

Many authors examined hospitality and tourism students’ perceptions related to employment op-

portunities before and after completing their studies. Findings vary, but a notable trend suggests that grad-

uates often express more negative attitudes toward employment in the tourism sector than students at

the beginning of their studies. For example, Barron and Maxwell (1993) found that first-year students had

more positive attitudes toward employment compared to senior undergraduates. Extensive research was

presented by Kusluvan and Kusluvan (2000), who explored employment attitudes toward tourism among

three groups: high school students in tourism and hospitality, current industry employees, and university

students majoring in tourism and hospitality. Building on this, Moyo and Özgit (2022) highlighted differ-

ences between students who are early in their studies and those nearing graduation or already employed.

Their findings suggest that first-year students tend to be well-informed, highly motivated, and optimistic

about working in the tourism industry, whereas final-year students express greater concern about their

ability to adapt to real-world challenges. Following this approach, the present study also compares these

two groups—those just beginning their tourism education and those completing their studies and actively

seeking employment—to better understand how attitudes shift throughout the academic journey.

While existing studies have provided valuable insights into students’ attitudes toward careers in

tourism, there remains a need for more context-specific research that explores how perceptions evolve

during the course of academic study—especially in regions undergoing educational and labor market

transitions, such as Serbia. This paper seeks to address this gap by comparing the attitudes and percep-

tions of first-year and final-year tourism students by applying a cognitive research approach.

Materials and Methods

Sample and Participants

The study involved a total of 137 undergraduate students enrolled at the Department of Hotel Man-

agement and Tourism, Faculty of Hotel Management and Tourism in Vrnjačka Banja, Serbia. The sample

consisted of 79 first-year students and 58 fourth-year students. Data were collected across two academic

years: 2023/2024 (n = 79) and 2024/2025 (n = 58). All first-year participants were enrolled in the course

Principles of Tourism and Hospitality, while fourth-year participants attended the Cultural Tourism course.

In addition, all students had completed at least one mandatory internship during the academic year in

which they participated in the study, ensuring that respondents had some level of practical exposure to

the tourism and hospitality industry.

able 1. The structure of tourism/hospitality education at Faculty of Hotel Management and Tourism in Vrnjačka Banja

Level Study program

Number of stu-

dents (2024/2025)

Duration Outcome

Undergraduate

level

Hospitality and

tourism

451 4 years Bachelor’s Degree

Gastronomic

management

116 4 years Bachelor’s Degree

Health Tourism 44 4 years Bachelor’s Degree

Postgraduate

level

Management in

tourism

38 1 years M.sc. Degree

Management in

the Hospitality

hotel industry

30 1 years M.sc. Degree

Health Tourism 24 1 years M.sc. Degree

Hospitality and

tourism

21 3 years Ph.D. Degree

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Pantović, D., Vasović N., & Paraušić V. (2026). Feedback from Students on Career Opportunities in Tourism: A Cognitive

Research Approach, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1),

65-75.

Data Collection Procedure

During the 2023/2024 academic year, 79 first-year students participated in the study. At the final

class of the Principles of Tourism and Hospitality course, students were provided with practical information

about the study and informed about the expectations for participation. They were given a period of seven

days to complete and return the questionnaire. In the 2024/2025 academic year, 58 fourth-year students

participated in the study during the summer semester. These students had completed the majority of their

courses, undertaken three internships, or were in the process of completing their final thesis. Similarly,

they were given seven days to submit the completed questionnaire. All responses were collected anony-

mously to ensure confidentiality and encourage honest feedback.

Study Description

For data collection, the authors employed a survey research method, which Goodfellow (2023)

describes as significant in the social sciences because “surveys can provide evidence for good practice,

knowledge, behaviors, and attitudes.” To this end, a semi-structured questionnaire was developed. Al-

though the questionnaire included a large number of items, only a specific subset was used in this study

(Paraušić et al., 2025). The questions were adapted and refined based on findings from previous research

(Kusluvan and Kusluvan, 2000; El-Houshy, 2014; Sadikoglu and Oktay, 2017). The final version of the

questionnaire was created after correcting unclear or ambiguous items. Data were collected by distribut-

ing the questionnaire to participants, who were asked to complete it. To facilitate easier collection and

processing of responses, the questionnaire was also administered online via Google Forms. The online

survey was conducted from November 2023 to May 2025, resulting in a final sample size of 137 students.

Research Question

The central research question of this study is: “Are there differences in perceptions of future em-

ployment in tourism sector between two groups of students: experimental (first year students) and control

group (fourth year students)“. It is anticipated that students during studies will gain deeper insights into

career opportunities in tourism, develop more critical and reflective attitudes toward future employment,

and better understand both the challenges and advantages of working in the tourism sector.

Variables

To address the research question, two groups of participants were included in the study. The opin-

ions of first-year students were defined as the experimental group, while the fourth-year students served

as the control group. A Likert scale was used for assessing respondents’ perceptions, with scores ranging

from 1 to 5 (1 = strongly disagree; 5 = strongly agree). In addition to the Likert-scale variables, categorical

variables were included to examine various factors related to employment and directly assess students’

attitudes toward careers in the tourism industry. These variables were selected based on a comprehen-

sive review of the literature, ensuring that they capture relevant aspects of students’ expectations, career

motivations, and perceptions of industry realities.

Results and Discussions

We used 5 criteria for the research (Table 2) and for each criteria the scale of the number of points

was created for each level within each criterion (a typical five-level Likert item, with marks 1-Strongly

disagree, 2-Disagree, 3- Neither agree nor disagree, 4-Agree, 5-Strongly agree). Based on all those five

criteria, the total number of points for this student research was calculated. Since the total number of

points scored by the students for the five criteria mentioned, did not have a normal distribution, the non-

parametric Mann-Whitney test was used to compare the results of the experimental (first year students)

and control groups (forth year students).

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Pantović, D., Vasović N., & Paraušić V. (2026). Feedback from Students on Career Opportunities in Tourism: A Cognitive

Research Approach, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1),

65-75.

Table 2. Student results for every criterion in research

Criteria

Testing group Students,

No.

Medians Mean

rank

Sum of ranks Mann-Whitney U Test

Z P (2-tailed)

I believe that the draw-

backs of working in tour-

ism outweigh the benefits

Experimental

Control

79 3.00 67.19 5308,00 -0.658 0.512

58 3.00 71.47 4145,00

I would do any work in the

tourism sector

Experimental

Control

79 4.00 74.82 5911,00

-2.060 0.039

58 3.00 61.07 3542,00

I would do jobs outside

the tourism sector

Experimental

Control

79 2.00 70.79 5592,00 -0.665 0.506

58 1.00 66.56

3860,00

I would only take on

managerial roles in the

tourism sector

Experimental

Control

79 3.00 78.29 6185,00 -3.306 0.010

58 2.00 56.34 3268,00

Recommendation for

studies in the field of

tourism

Experimental

Control

79 2.00 62.66 4950.50 -2.279 0.023

58 2.00 77.63 4502.50

The first aspect of the research that was evaluated was “I believe that the drawbacks of working

in tourism outweigh the benefits”. Looking at Table 1, as the medians of the given characteristics for both

groups are equal to 3.00, we can conclude that more than half of the students in both groups had the

maximum number of evaluations. Anyway the number evaluation “I believe that the drawbacks of working

in tourism outweigh the benefits” is not statistically significantly different for the students of the experimen-

tal group and the control group.

Figure 1. Researh marks evaluation

Another aspect that was valued in research was related to “I would do any work in the tourism

sector”. With the appropriate statistical analysis, it was established that there statistically significant differ-

ences in the answers of students in the control and experimental groups in the case “I would do any work

in the tourism sector“ (W=-2.060, p=0.039) (see Fig 1. And Table 1.).

There are no significant differences in the students’ results regarding the third criterion “I would do

jobs outside the tourism sector”, (Z=-0.665, p=0.506).

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Pantović, D., Vasović N., & Paraušić V. (2026). Feedback from Students on Career Opportunities in Tourism: A Cognitive

Research Approach, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1),

65-75.

Figure 2. Researh marks evaluation

The next criterion considered during this student research was related to the “I would only take on

managerial roles in the tourism sector“. The results of the statistical analysis, i.e., the Mann-Whitney test,

support the fact that the distribution of the number of evaluations of students in the experimental group

and the number of points of students in the control group is statistically significantly different (Z=-3.306,

p=0.01) (see Fig 2. and Table 1.). The box-plot (Fig. 2) illustrates differences between the experimental

and the control regarding this statement. The median value for first-year students is around 3 (Neither

agree nor disagree), while for fourth-year students it is 2 (Disagree). This suggests that younger students

tend to be more neutral or moderately agree that managerial positions are imperative (only acceptable

options) in the tourism sector, whereas older students are more skeptical of this statement. Moreover, the

wider interquartile range in the first-year group indicates greater variability in their responses, while the

fourth-year students show a more consistent pattern of disagreement.

Figure 3. Researh marks evaluation

The last criterion is “Recommendation for studies in the field of tourism“. These differences were

confirmed with the Mann-Whitney test, so we can conclude that the differences in students’ future recom-

mendation is statistically significant (Z=-2.279, p=0.023) in favor of the experimental group (Table1 and

Fig 3.). The results, presented in the boxplot, indicate a difference in attitudes between the two groups

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Pantović, D., Vasović N., & Paraušić V. (2026). Feedback from Students on Career Opportunities in Tourism: A Cognitive

Research Approach, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1),

65-75.

regarding the statement: “I would strongly recommend studies in the field of tourism.” First-year students

showed a median response of 4 (neutral), with a wider spread of answers, while fourth-year students had

a median of 3 (agree), suggesting a more favorable attitude toward recommending tourism studies. This

may imply that with more years of study, students develop a more positive perception of the field. If con-

firmed by statistical significance, these results point to the importance of academic experience in shaping

students’ views about the value of tourism education. The difference between the groups was statistically

significant (p < 0.05), indicating that study level has a measurable influence on students’ attitudes.

Figure 4. Recommendation for studies in the field of tourism

The distribution of grades in percentages for the variable “Recommendation for studies in the field of

tourism” for the control and experimental groups are given in the Figure 4. In addition to the boxplot analy-

sis, a detailed comparison of frequencies for each response level on the Likert scale (Figure 4) provides

further insight into differences between first-year (experimental group) and fourth-year students (control

group). The data show that 44.8% of fourth-year students stated they would strongly recommend tourism

studies, compared to 35.4% of first-year students. Furthermore, 22.4% of fourth-year students selected

likely to recommend, whereas only 8.9% of first-year students chose this option. On the other hand, first-

year students showed higher percentages in the negative categories: 13.9% were unlikely to recommend

and 12.7% would not recommend at all, compared to only 5.2% in both categories among fourth-year

students. These findings suggest a clear trend: students with more academic experience in tourism (fourth-

year students) are generally more inclined to recommend tourism studies to others, whereas first-year stu-

dents show more hesitation or uncertainty. This shift may reflect increased familiarity with the field, better

understanding of career opportunities, or greater confidence in the quality and relevance of the program.

Conclusions

The Mann–Whitney U test results indicated significant differences between the experimental (first-

year) and control (fourth-year) groups regarding students’ perceptions of work in tourism. The most pro-

nounced difference was observed for the criterion “Only managerial jobs” (Z = –3.306, p = 0.01), where

first-year students (median = 3) expressed higher agreement compared to fourth-year students (median =

2). This result suggests that as students advance through their studies, they develop a more critical and re-

alistic view of managerial opportunities in the tourism sector. Overall, the findings highlight a transition from

more idealistic perceptions among freshmen to a more pragmatic understanding among senior students.

Also, fourth-year students have a more favorable attitude toward recommending tourism studies in relation

to the group of first-year students (the difference between the groups was statistically significant, p < 0.05).

This may imply that with more years of study, students develop a more positive perception of the field.

The study was conducted on a relatively limited sample of students from a single higher education

institution, which may restrict the generalizability of the results. Future studies should include a larger and

more diverse sample, encompassing students from different universities and countries, to enable cross-

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Pantović, D., Vasović N., & Paraušić V. (2026). Feedback from Students on Career Opportunities in Tourism: A Cognitive

Research Approach, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1),

65-75.

cultural comparisons.

The results underline the importance of aligning tourism education with labor market realities.

Strengthening cooperation between universities and the tourism industry, as well as integrating more

experiential learning components, could help bridge the gap between academic expectations and profes-

sional realities.

Acknowledgements

This research is supported by the Ministry of Science, Technological Development and Innovation

of the Republic of Serbia by the Decision on the scientific research funding for teaching staff at the ac-

credited higher education institutions in 2026 (No. 451-03-34/2026-03/200375 of February 5, 2026)

Funding

This research did not receive any specific grant from funding agencies in the public, commercial,

or not-for-profit sectors.

Conflict of interests

The authors declare no conflict of interest.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material,

further inquiries can be directed to the corresponding author/s.

Institutional Review Board Statement

Not applicable.

Author Contributions

Conceptualization, D.P. N.V. and V.P.; methodology, D.P. N.V. software, D.P.; formal analysis, D.P.

N.V. and T.E.C.; writing—original draft preparation, D.P. and N.V..; writing—review and editing, D.P. N.V..

and V.P. All authors have read and agreed to the published version of the manuscript.

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