20.500.12556/RUP-22977 Vloga generativne umetne inteligence pri razvoju spretnosti samoregulacije učenja the case of Slovenia’s DC pensions The role of generative artificial intelligence in supporting self-regulated learning V prispevku naslavljamo vlogo generativne umetne inteligence (Gen-UI) pri učenju in poučevanju, s katero lahko podpremo individualizirano in diferencirano učenje in vklju čimo analizo napredka pri učenju ter prilagajamo učne strategije posamezniku. Osrednji proces učenja, ki ga z Gen-UI lahko podpremo, je samoregulacija učenja (SRU). V pri spevku obravnavamo najpogosteje navedena modela SRU, ki poudarjata medsebojno povezanost in cikličnost faz načrtovanja, izvedbe in samorefleksije učenja, pri čemer v vsaki fazi nakažemo, kako lahko vključevanje Gen-UI podpre vsako izmed njih. Nada lje izpostavljamo, kako lahko orodja Gen-UI vključujemo v različne komponente SRU: na kognitivni ravni s spodbujanjem strategij ponavljanja, elaboracije in organizacije z omogočanjem sinteze znanja, iskanja analogij ter oblikovanja konceptualnih povezav; na metakognitivni ravni podpira načrtovanje (npr. določanje SMART ciljev), spremljanje razumevanja in refleksirano vrednotenje; na motivacijsko-čustveni ravni prispeva k večji samoučinkovitosti, notranji motivaciji ter zmanjševanju testne anksioznosti. V prispev ku izpostavljamo tudi nove modele vključevanja Gen-UI v učenje in poučevanje, kot sta HHAIR (Hybrid Human-AI Regulation) in ISAR (Inversion, Substitution, Augmentation, Redefinition), ki poudarjata postopno prenosljivost samoregulacijskih spretnosti z UI na učenca ter redefinicijo učnih procesov kot najvišje ravni podpore učenju in poučevanju z vključevanjem Gen-UI. Kljub številnim prednostim rabe Gen-UI opozarjamo tudi na tve ganja, kot so čezmerno zanašanje na tehnologijo, zmanjšanje kritičnega mišljenja, meta kognitivna pasivnost, kognitivna lenoba in pristranost. Zato je učinkovitost rabe Gen-UI za spodbujanje SRU odvisna od smiselne, ozaveščene in reflektirane uporabe, ki lahko podpre poglobljeno in odgovorno samoregulacijo učenja. This paper examines the role of generative artificial intelligence (Gen-AI) as a contem porary technological paradigm that enables the creation of new content and has the potential to transform pedagogical processes. In teaching and learning, Gen-AI can faci litate personalized, differentiated, and individualized instruction by analyzing learners’ progress and adapting learning strategies to their specific needs. The central learning process that Gen-AI can enhance is self-regulated learning (SRL). The paper discusses the most frequently cited SRL models, which emphasize the interrelated and cyclical nature of the phases of planning, performance, and self-reflection. For each phase, we indicate how Gen-AI can provide meaningful support. Furthermore, we outline how Gen-AI tools can be incorporated into various SRL components: at the cognitive level, by fostering strategies of rehearsal, elaboration, and organization through knowledge synthesis, analogy construction, and the development of conceptual connections; at the metacognitive level, by supporting planning (e.g., setting SMART goals), monitoring un derstanding, and engaging in reflective evaluation; and at the motivational–emotional level, by enhancing self-efficacy, intrinsic motivation, and reducing test anxiety. In additi on, the paper highlights emerging models for integrating Gen-AI, such as HHAIR (Hybrid Human–AI Regulation) and ISAR (Inversion, Substitution, Augmentation, Redefinition), which emphasize the gradual transfer of self-regulatory skills from AI to the learner and the redefinition of learning processes as the highest level of AI-supported learning. De spite the numerous benefits of Gen-AI use, we also draw attention to potential risks, in cluding overreliance on technology, diminished critical thinking, metacognitive passivity, cognitive complacency, and bias. Therefore, the effectiveness of Gen-AI in promoting SRL depends on its purposeful, informed, and reflective use, which can foster deep, re sponsible, and autonomous learning. generativna umetna inteligenca v izobraževanju samoregulacija učenja kritično mišljenje model HHRI model ISAR generative artificial intelligence in education self-regulated learning critical thinking effort regulation test anxiety true false true Slovenski jezik Angleški jezik Neznano 2026-04-22 10:01:54 2026-04-22 10:02:02 2026-04-23 03:07:46 0000-00-00 00:00:00 2026 0 0 str. 67-102 0000-00-00 Zaloznikova NiDoloceno NiDoloceno 0000-00-00 0000-00-00 2026-04-16 004.8:37.091.3 274039555 276052483 https://ebooks.uni-lj.si/ZalozbaUL/catalog/book/911/chapter/4747 1 7bb25cb8-3e21-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=33578 RAZ_Polanec_Alja_2026.pdf RAZ_Polanec_Alja_2026.pdf 1 A50429A6501F42631440D0443C7F5B82 b9f3d4dad1d2f5132ba68b06d063a348d17188c3d7bb6659456b4e851dd9f37a 903ccfb2-3e21-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=33579 Pedagoška fakulteta 0 0 0