20.500.12556/RUP-22319 Pedagoški temelji uporabe generativne umetne inteligence v izobraževanju Pedagogical foundations for the use of generative artificial intelligence in education Razvoja kompetenc 21. stoletja pri šolajočih predstavlja enega izmed pomembnih ciljev sodobnega izobraževanja. Kako ta cilj doseči s pomočjo smiselne rabe sodobne digitalne tehnologije, še posebej generativne umetne inteligence (GUI), je za raziskovalce in izobraževalce velik izziv. Tako kot pri vseh večjih tehnično-tehnoloških izumih in industrijskih revolucijah tudi pri razvoju GUI pričakujemo velike spremembe v družbi ter posledično v šoli (trg dela, ekonomija, etični izzivi itn.). Enostavna dostopnost tovrstne tehnologije izrazito vpliva na spremembe v celotni družbi in posledično tudi v šoli, kot smo to lahko opazili pri razvoju družbenih omrežij. Uporaba GUI in ostalih sodobnih digitalnih tehnologij v sodobni šoli mora biti zato pedagoško osmišljena. Potreben je premislek o filozofskih in pedagoško-psiholoških temeljih uvajanja tovrstnih tehnologij v proces poučevanja in učenja, da bo uporaba pedagoško osmišljena in da bo tehnologija v podporo didaktičnim pristopom poučevanja. Generativna umetna inteligenca v šoli ne predstavlja zgolj tehnološkega orodja, temveč transformativni dejavnik, ki lahko izboljša kakovost poučevanja in učenja. V članku so predstavljeni temeljni premisleki za uvajanje tovrstne tehnologije v šolski prostor. Developing 21st-century competences in learners represents one major goal of modern education. How to achieve this goal through meaningful use of modern digital technology, particularly generative artificial intelligence (GUI), is a major challenge for researchers and educators. As with all major techno-technological inventions and industrial revolutions, the development of GUI is expected to bring about major changes in society and, by extension, in schools (labour market, economy, ethical challenges, etc.). The ease of access to this type of technology has a marked impact on changes in society as a whole and, consequently, in schools, as we have seen with the development of social networks. Therefore, the use of GUI and other modern digital technologies in contemporary schools needs to be pedagogically sound. A reflection on the philosophical and pedagogical-psychological foundations of introducing such technologies into the teaching and learning process is needed to ensure that the use is pedagogically sound and that the technology supports didactical approaches to teaching. Generative artificial intelligence in schools is not merely a technological tool, but a transformative factor that can improve the quality of teaching and learning. This article presents fundamental considerations for the introduction of this type of technology in the school environment. generativna umetna inteligenca digitalna pismenost didaktične strategije učne paradigme inovativna pedagogika generative artificial intelligence digital literacy didactic strategies learning paradigms innovative pedagogy true false false Slovenski jezik Angleški jezik Neznano 2025-12-23 08:08:50 2025-12-23 08:08:54 2025-12-29 03:03:13 0000-00-00 00:00:00 2025 0 0 Str. 27-67 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.018.8:004.8 237356291 10.26493/978-961-293-431-6.1 246396675 ZUP_Flogie_Andrej_2025.pdf ZUP_Flogie_Andrej_2025.pdf 1 DF67DB0BE9AB08B000E9817122EA96DD fb2fb48c6f2561ed30257e0c4c58d6e661f400a0e70e18c3e034776dc05b673f c29a2ddb-dfce-11f0-8f0b-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=32416 Založba Univerze na Primorskem 0 0 0