This year, EPALE's focuses take us from developing basic skills—literacy, numeracy, and digital literacy, long considered essential elements for personal and professional success, to artificial intelligence which we primarily see as a tool for more personalized and accessible learning formats, especially blended learning. The focuses also address the planning of lifelong learning agendas for a volatile future labor market that emphasizes micro-credentials and collaboration.

We spoke with Ana Jovanović, co-founder of Krojač and Krojačeva Škola, author of the “Souvenirs of Serbia” project and the children’s story series “Mom’s Tales”, member of the EU Mentorship Network, official mentor for women’s entrepreneurship in Serbia, expert consultant for the Dutch development agency, and recipient of many awards in the field of business—Businesswoman of Serbia, Plaque of the Serbian IT Society, and many others.

The EPALE Serbia team met Ana when, as part of the Inspira Group, which had become the majority owner of Krojačeva Škola, she attended our Annual National Conference. She spoke about essential skills for success in a world dominated by modern technologies. 

We are pleased that Ana found time to continue the conversation with us and share her views on the challenges of digital learning, building online communities, and education as a mission, not just a profession.

• You are the co-founder of Krojač and Krojačeva Škola. Could you tell us more about both organizations and your role, with a special focus on the launch of Krojačeva Škola? What motivated you to start this educational venture—perhaps even to “educate your future competition,” as your website says—and what are the results after 15 years of work?

Krojač appeared on the IT scene in 2003, and even then we knew where we wanted to be in three, five, and ten years. Still, no matter how much you plan, life—especially entrepreneurial life in Serbia—has its own agenda. We soon became one of the most prominent regional companies for web development, with over 300 projects completed for both domestic and international clients.

Fifteen years ago, as is still the case today, it was a challenge to hire good IT professionals. We thought it would be great to change that—so we founded Krojačeva Škola for web design. It was a pioneering concept at the time, and we are very proud of the realization of our vision. The training was thorough and intense, and involved working on real projects. Only one door separated the students from our development team. Anyone could immediately experience what it’s like to work on real projects, negotiate with clients, send proposals, understand copyright, and position themselves in the market. More than 500 students have passed through our classrooms; many of them became our colleagues, some even instructors, and most importantly, 92% of students found employment in relevant positions after completing the course.

A few years later, in 2016, we realized we needed to expand our capacity. Instead of opening new school buildings, we decided to build our own LMS platform, that is an online school. It only seemed easy—over time, it turned out that building a platform aligned with our vision was one of the most challenging things we had undertaken. And of course, that challenge gave us the energy to push harder and go further.

That same year, Infostud became a minority co-owner of Krojačeva Škola, recognizing our sincere commitment to education and the potential we had built over the years. That partnership put the wind in our sails and we continued developing the platform and expanding educational content.

Then in 2024, a major milestone occurred—Krojačeva Škola became part of Infostud and the Inspira Group, now with majority ownership. For us, this wasn’t just a business success—it was confirmation that what we had been building with love, integrity, and courage was recognized as valuable and enduring. Becoming part of Inspira’s community felt like a continuation of our journey, now with greater resources, responsibility, and the ability to influence adult education across the region.

• What has been the biggest challenge from the perspective of those working in adult education?

The biggest challenge was ensuring a quality transfer of knowledge equivalent to that in a classroom—even when we couldn’t see our students’ eyes, so to speak. How do you build trust, inspire motivation, and maintain attention without face-to-face contact? How do you convey the group’s energy, the feeling of support, and the rigor of real learning using digital tools?

We sought answers by combining technology with psychology of learning. We introduced micro-goals, clear structure, action-driven video content, authentic projects, and warm, concrete feedback from instructors. We worked hard to make online learners feel they weren’t alone—that someone was truly following their progress and believing in them. And we ourselves learned how to transfer knowledge without live contact but with the same level of dedication.

Today, with over 25,000 participants on our online platform and instructors, clients, and partners across the region who share our vision, we know we made the right choice. But we also know it’s not the end—education is always evolving, and we have chosen to remain learners, even when others call us teachers.

• To what extent were Krojačeva Škola’s programs based on digital technologies in the beginning, and what about now? How widespread is e-learning in Serbia, and is it an essential part of today’s digital transition which is being promoted across all sectors?

In the beginning, everything was in-person—in small groups, in our own company. But we quickly realized that digital learning is not just a trend—it’s a necessity. Today, all our courses are available online; we have our own studio, methodology, and platform.

E-learning is gaining momentum in Serbia, but there is still room for better understanding of its potential. It’s not just about remote learning—it’s a key part of digital transformation, which also implies a cultural shift in how we learn.

Online learning gained real appreciation during the pandemic, when it became the primary option. During that time, Krojačeva Škola offered free access to our platform to support the community.

• Do you think the future of adult education—especially in terms of reskilling and upskilling, particularly in non-formal education—inevitably involves digital formats? Is the traditional classroom losing ground to hybrid and blended learning models?

I believe the future lies in blended learning. Adults often struggle to start learning unless the process is flexible; they can learn when the kids are asleep, after work, or whenever life gives them a moment to breathe and say: “Now I’ll focus on myself.” That doesn’t mean they want to be alone in that process. They need structure, a sense of purpose, clear guidance through the content, and confirmation that what they are learning truly matters.

The traditional classroom hasn’t disappeared—it has simply transformed into new formats. Today, it is often more personal, closer, and hybrid. At Krojačeva Škola, we have aimed to combine the best of both worlds: learners can study when it suits them, but the content is crafted with great care and expertise. Our instructors are top professionals, and each topic is chosen to directly respond to real market needs.

Digital formats are not just substitutes for in-person classes—they are an opportunity to make learning part of everyday life. And that is what interested us most—how to make learning not something you have to do, but something that is accessible, natural, and personal.

• Do you see a need for systemic solutions in training educators and trainers to create online courses and trainings?

Absolutely. Many excellent instructors and experts struggle to express themselves in an online format. It requires not just technological awareness but also an understanding of what I call the new dramaturgy of learning. Systemic solutions that support educators through this transition are crucial if we want high-quality e-learning.

What does that mean in practice?

For example, a 7-minute video lesson is equivalent to a traditional 45-minute classroom session. We didn’t believe that at first—until we started recording and realized that everything we usually explain in a full class can fit in seven minutes. I’m referring, of course, to the theoretical part. The practical part can be presented through 20-minute videos.

Why is this important in online courses?

Because after seven minutes, attention drops. Thoughts begin to wander. At that moment, every interruption is welcome—not to lose focus, but to redirect it.

Besides video length, sound and image quality are crucial, as well as avoiding unnecessary distractions like over-the-top animations, music, or visual effects. An online course is not a TV show. It follows a clear methodology and has just one goal—to ensure the student learns.

Practical exercises are essential for mastering skills and knowledge. They should be offered in various formats: video, audio, text—depending on the type of content and the learning style.

And finally—evaluation. Our tests are designed as another opportunity for learning: we provide correct answers and explanations that encourage understanding, not just memorization.

When you know what you want the learning outcome to be—everything becomes easier, whether it’s live or online learning.

You can find the second part of the interview with Ana Jovanović on this EPALE page.