Faculty of Computer Science and Engineering
Permanent URI for this communityhttps://repository.ukim.mk/handle/20.500.12188/5
The Faculty of Computer Science and Engineering (FCSE) within UKIM is the largest and most prestigious faculty in the field of computer science and technologies in Macedonia, and among the largest
faculties in that field in the region.
The FCSE teaching staff consists of 50 professors and 30 associates. These include many “best in field” personnel, such as the most referenced scientists in Macedonia and the most influential professors in the ICT industry in the Republic of Macedonia.
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Item type:Publication, Prime Alert Design - AI Supported Telemedicine System in High-Risk Environments(IEEE, 2026-09) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Exploring Workforce-Informed Competency Pathways in Computing Education(ACM, 2026-07-09); Barr, Matthew - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Observable and Reproducible Sandbox Environment for Cybersecurity Research(IEEE, 2026-07); ; The availability of controlled sandbox environments from which relevant network traces and system logs can be obtained is a prerequisite for studying network attacks. Such data is also essential for the development of novel security tools as well as for evaluating the effectiveness of various incident response strategies. A persistent challenge faced by security researchers is how to set up these environments in a consistent manner, guaranteeing the integrity of the underlying infrastructure while still providing meaningful data. In this paper we present the design of a secure, reproducible, and observable sandbox in which purposefully vulnerable applications are deployed and exploited. Every interaction is monitored in real time using strategically placed network probes, performance monitoring agents, and log shippers. The use of modern configuration management tools eliminates configuration drift and entropy, guaranteeing reproducibility of the deployed scenarios. We describe practical approaches for implementing the sandbox, detailing the tools and methods required for real-world deployment. Using a recent sandbox instantiation as an example, we demonstrate how the acquired network data can be used to identify attack patterns, analyze defense strategies, and assess overall incident response effectiveness. The obtained dataset is open-sourced and can be reused to support further research. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, MetriKG: Profiling Static and Evolving Knowledge Graphs(ACM, 2026-05-28); Hose, KatjaKnowledge graphs (KGs) are a foundational technology for representing and integrating information across heterogeneous domains. As some KGs evolve, understanding how their structural and semantic properties change over time is crucial for ensuring quality, consistency, and interpretability. Existing methods for KG evaluation often focus on static graphs or analyze evolution solely at the data level, leaving schema-level dynamics underexplored. To address this gap, we introduce MetriKG, a web-based application that computes a comprehensive set of metrics for both static and evolving KGs. MetriKG enables users to evaluate KGs provided as RDF files or through SPARQL endpoints, allowing for multi-dimensional analysis of aspects such as cohesion, connectivity, and inheritance depth. By supporting metric computation at both data and schema levels, MetriKG allows for systematic profiling, classification, and temporal monitoring of KGs. MetriKG is open-source and publicly available. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, MetriKG: Profiling Static and Evolving Knowledge Graphs(ACM, 2026-05-28); Hose, Katja - Some of the metrics are blocked by yourconsent settings
Item type:Publication, VulnerSec: A Flexible, Automated and Open-Source Cybersecurity Framework(Faculty of Computer Science and Engineering, 2025) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Engaging Students with Personalized and Remotely Orchestrated Cybersecurity Training Exercises(Faculty of Computer Science and Engineering, 2021) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Empowering Academic Excellence: A Case Study of Student-Faculty Collaboration in Developing and Maintaining IT Solutions at FCSE(2024-04-20); Bidikov, VladislavThe Faculty of Computer Science and Engineer ing (FCSE) at Ss. Cyril and Methodius University in North Macedonia has adopted an innovative approach to develop and maintain IT solutions through student-faculty collaboration. This paper presents a case study of this collaboration, focusing on projects undertaken within the Web Programming course. Through the integration of students into the development and management of services, FCSE addresses operational challenges while providing students with valuable learning experiences. The paper outlines the implementation strategy, emphasizing the use of a centralized database and multiple web applications aligned with course content. Furthermore, it discusses the increasing student enrollment in the course, indicating growing interest and participation in collaborative projects. Overall, this paper highlights the benefits of this collaborative approach in preparing students for future endeavors in web development and fostering continuous improvement within FCSE. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, INTERACTION IN DISTANCE EDUCATION(IATED, 2017-03)The first part of this paper discusses about following questions related to interaction in distance education: defining and valuing interaction; goals of interaction, different classifications of interaction, and relation between interaction and communication. There are authors that define interaction in different context, as instructional exchange, computer-mediated communication, or social/psychological connections. What is the difference between interaction and interactivity? Moore and Kearsley (1996) described three forms of interaction in distance education: interaction between students and teachers, interaction between students, and the interaction of students with content. Anderson and Garrison (1998) have expanded the discussion on interaction to include three other forms of interaction: teacher-teacher, teacher-content, and content-content, while Hillman et al. (1994) described the learner-interface interaction. Many authors have emphasized interaction and communication as central to any concept of distance education. Among them, Baath, who is particularly associated with an emphasis on two-way communication, and Holmberg with his theory of interaction and communication, also known as theory of guided didactic conversation. The next part is dealing with interaction dependence of many factors, including: technology, time, number of people, and location (distance); degrees of interactivity etc. Different technologies allow various degrees of interaction. Interaction can be synchronous or asynchronous—at the same time, or at different times. The author is trying to find out what types and amounts of interaction would be more effective in different forms of distance education. The other important thing is how to facilitate different types of interaction. Moreover, how to make different types of interaction to be stimulating, engaging and enjoyable for both students and teachers. Later, the author proposes answers to the following questions: How we can compare interaction in traditional (face-to-face) education and interaction in distance education? How new technologies can improve the quality of different types of interaction? How we can combine different types of interaction in a proper way? What are the main benefits of interaction? etc. The final part of this paper includes some conclusions and recommendation related with interaction in distance education. Interaction is foundational to effective learning both in traditional education and in distance education. It is important learners to be able to interact with each other, with resources of instruction, and with their teachers. Interaction should be available, appropriate and relevant. Distance education organizations need to design and organize courses to ensure that there is each type of interaction and that they provide the type of interaction that is most suitable for the various teaching tasks for different subject areas for learners at different stages of development. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, THE ROLE AND IMPORTANCE OF COMPUTER GAMES IN EDUCATION(IATED, 2017-03)The first part is dealing with definitions of computer games. Are they some forms of simulations, sub-category of simulations, distinct from simulations, or simply an extension of traditional games? Follows list of categories and genres of computer games and their main characteristics. What are similarities and differences between computer games, educational games, video games, digital games, traditional games and other forms of games?. The next part is adressing the following questions: why, how and where we use computer games in the educational process? According many scientific investigations computer games had significant educational value and could be extremely useful if they become part of the school curriculum. There are various computer games that create context in which students can develop important skills. The use of computer games in educational contexts encourages active, critical, autonomous and participated learning processes, engaging students in active forms of acquiring knowledge and skills. The main purpose of computer games in not only entertainment; they can combine the playful factor with pedagogical advantages, promoting changes in terms of cognitive, behavioral and psychomotor skills in its users. Follows explanations about the main benefits of using computer games as learning tools, related with problem solving, 21st- century skills, integration of learning and assessment, collaborativeness and interactivity, addressing cognitive as well as affective learning issues, and motivation for learning. The author elaborates how computer games are linked to acquisition of computer literacy, improvement of cognitive and attention skills, and development of positive attitudes toward technology. The limitation of introducing games in education and their disadvantages are also pointed out. The last part is dealing with recommendations about proper use of computer games in various learning technologies, including traditional didactic classroom and different forms of distance education.