20.500.12556/RUP-23381 Uporaba umetne inteligence med osnovnošolskimi učitelji Use of artificial intelligence among primary school teachers Umetna inteligenca vse bolj zaznamuje sodobno izobraževanje, saj se uveljavlja kot orodje z velikim potencialom za izboljšanje pedagoške prakse. Kljub temu rezultati naše raziskave kažejo, da jo učitelji v osnovnošolskem prostoru uporabljajo le v omejenem obsegu. V prispevku analiziramo pogostost in kontekste uporabe umetne inteligence ter pogostnost uporabe orodij umetne inteligence med osnovnošolskimi učitelji v Sloveniji, pri čemer so nas zanimale razlike v uporabi umetne inteligence glede na predmetno področje učitelja. Rezultati kažejo, da osnovnošolski učitelji umetno inteligenco najpogosteje uporabljajo za profesionalni razvoj in zasebno življenje, redkeje pa pri pouku in ocenjevanju znanja. Uporaba je izraziteje prisotna pri učiteljih računalništva, najmanj pa pri učiteljih razrednega pouka. Najpogosteje uporabljena orodja so generativni klepetalniki, medtem ko so druga orodja manj razširjena. Ugotovitve nakazujejo potrebo po nadaljnjem ozaveščanju in podpori učiteljev pri učinkoviti ter smiselni rabi umetne inteligence v osnovnošolskem prostoru. Artificial intelligence is increasingly shaping contemporary education, emerging as a tool with strong potential to enhance pedagogical practice. However, our findings indicate that its integration into primary schools remains limited. This study examines the frequency and contexts of artificial intelligence use, as well as the use of specific tools among primary school teachers in Slovenia, with attention to subject-related differences. Results show that teachers most often use artificial intelligence for professional development and personal purposes, while its application in teaching and assessment is less frequent. Use is more pronounced among computer science teachers and least common among primary school teachers. Generative chatbots are the most widely used tools, whereas others are less widely adopted. The findings highlight the need for further awareness-raising and support to help teachers employ artificial intelligence more effectively and meaningfully in primary education. digitalne kompetence umetna inteligenca izobraževanje učitelji osnovna šola digital competences artificial intelligence education teachers primary school true false false Založba Univerze na Primorskem Slovenski jezik Angleški jezik Neznano 2026-07-29 10:33:56 2026-07-29 10:33:56 2026-07-30 03:08:12 0000-00-00 00:00:00 2026 0 Koper 0 Str. 151-170 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.011.3-051:004.8 278627587 10.26493/978-961-293-568-9.9 281755395 ZUP_Mithans_Monika_2026.pdf ZUP_Mithans_Monika_2026.pdf 1 BBF61C818389E6B64476F8291E0E717D 6f9234c8f80123937e59068149a68290610f2b0c4f38032e35b7806ada5309ce 2b1ed3ff-8b28-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=34231 https://www.hippocampus.si/ISBN/978-961-293-568-9/9.pdf 0 258a30da-8b28-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=34230 Založba Univerze na Primorskem 0 0 0