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An increasing aging population and an increasing number of people suffering from musculoskeletal disorders have increased the demand for wearable robots. Comfortable, wearable robots that can be worn like clothing are currently being investigated. However, the embedded components may be displaced owing to the flexibility of the fabrics, which can lower the sensing accuracy and limit natural body movements. This study aims to develop clothing-type wearable platforms to minimize the displacement of embedded components such as sensors and actuators while maintaining comfort.

Four designs were developed using materials with different seam lines, that can serve as anchoring details, and flatlock stitches considering body movements and musculoskeletal structures. The wear evaluation experiment was filmed using a speed camera and analyzed using the TimeViewer software and SPSS 26.0. Based on these results, four clothing-type wearable platform designs were developed.

The variation in the location of a point in the armhole among the designs was marginal. Participants were satisfied with the functionality, practicality, wearability, efficiency and ease of use of the developed designs. A final clothing-type wearable platform was developed by applying a design with the least change in location, a suitable design for each area and wear comfort.

The results of this study contribute to the development of wearable robots by establishing clothing design data to minimize changes in sensor and actuator movements.

This chapter compares the historical development and current state of comparative pedagogy (CP) in four Slavonic South East European Countries – Bulgaria, Croatia, Serbia, and Slovenia. The authors also aim to put the historical background and contemporary developments of CP as a science and academic discipline in their countries on the worldwide comparative education (CE) map.

The chapter starts with a short definition of the two streams of CP development: the practical problem-solving nature of comparative studies; and the development of academic CP as a separate branch of the science of pedagogy. The history of CP in the four countries is divided into four historical periods: (1) 19th century until World War I (1918); (2) interwar years (1919–1941); (3) from 1945 until 1989; (4) from 1989 to the present. The development of CP during each period is examined in both national and comparative aspects and is analyzed within the appropriate political, social, and economic context. Some scientific-pedagogical factors are also discussed, with the goal of providing a better understanding of the specific features of CP in the individual countries and in the region as a whole. On the one hand, the analysis shows common characteristics in CP development, mostly influenced by the fact that the historical development of the science of pedagogy (accompanied by the teacher training tradition and the education system structure) was strongly influenced by German theoretical and practical pedagogy in all SSEE countries. On the other hand, the comparison reveals some differences, especially between Bulgaria and the former Yugoslavia.

The authors of this chapter focus on the development of comparative education in 10 countries of Eastern and Central Europe. A historical approach is applied to the study of the main characteristics of comparative education. The first part of the chapter is devoted to the origin of comparative education studies in this region from the fifteenth to seventeenth centuries till the end of the nineteenth century. The second part of the chapter examines the process of establishment of comparative education as a science and the appearance of the first lecture courses on comparative education in some countries of this region from the beginning of the twentieth century till the end of World War II. The third part presents the state of comparative education during the years of socialism – from the end of World War II to the fall of the Berlin Wall. The fourth part surveys the modern development of comparative education in Eastern and Central Europe from the beginning of democratic changes in 1989 to the present day. While presenting comparative education in each historical period, the authors first show the most prominent comparativists, then emphasize on comparative education as a university discipline, and finally synthesize the main characteristics of the development of comparative education during the period of view. The chapter concludes with some generalizations on the four periods.