1. Generative AI and the Croatian Educational SystemSaša Mladenović, 2025, independent scientific component part or a chapter in a monograph Abstract: This chapter explores the transformative potential of Generative AI (GEN-AI) in education, focusing on its integration into the Croatian educational system. It examines the historical evolution of AI, the rapid emergence of GEN-AI tools, and their implications for teaching and learning. GEN-AI’s multimodal capabilities offer opportunities to enhance creativity, problem-solving, and personalised learning. However, challenges such as overreliance, transparency, and ethical considerations require special attention. Croatia has made significant efforts in addressing these challenges through initiatives like the BrAIn project, CARNET’s AI curriculum, and the Digital Croatia Strategy 2032, which emphasise AI literacy, teacher empowerment, and equitable access. Pedagogical approaches for teaching with and about GEN-AI are discussed, emphasising active learning, ethical awareness, and the importance of maintaining human oversight. This chapter advocates for a balanced, human-centric approach to integrating GEN-AI, ensuring its use aligns with educational values of creativity and intellectual growth while addressing the evolving demands of a digital future.
Keywords: Croatian education, AI in education, AI curriculum, AI ethics, digital transformation, AI literacy
Published in RUP: 23.12.2025; Views: 173; Downloads: 0
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2. ForewordAndreja Klančar, Tina Štemberger, Mirko Prosen, Sabina Ličen, 2025, preface, editorial, afterword Keywords: digital education, education technology, higher education, forewords
Published in RUP: 22.12.2025; Views: 195; Downloads: 2
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3. Digital technology in healthcare : enhancing education and patient careMateja Lorber, Lucija Gosak, Gregor Štiglic, Adrijana Svenšek, 2025, independent scientific component part or a chapter in a monograph Abstract: The implementation of digital tools, systems, and technologies in healthcare improves education, lowers the risk of errors, and enables the provision of comprehensive, high-quality care to patients. Our study analyzed healthcare students’ comprehension and viewpoints on the use of digital technologies in their education and practice. We aim to investigate how healthcare students are educated about digital technology’s potential applications during their studies and in clinical practice. Healthcare students provided several practical illustrations of digital technology employment, including e-health records, documentation access, diagnoses, electronic medical records, and mobile health. These examples effectively demonstrate improved communication between healthcare professionals, streamlined data analysis and management, and better patient monitoring. Although digital technology brings significant benefits to healthcare education, students remain mindful of the challenges it poses. We assert that digital technology is essential for improving the quality of healthcare education and providing comprehensive, evidence-based patient care.
Keywords: digital technologies, education, healthcare, teaching effectively
Published in RUP: 22.12.2025; Views: 179; Downloads: 1
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4. Culturally Sensitive and Congruent Digital Learning Initiatives for Health Professions across Europe : Towards an Inclusive European Professional MobilityManuel Lillo-Crespo, 2025, independent scientific component part or a chapter in a monograph Abstract: The importance of digital education seems to have gained momentum since Covid-19 pandemic especially in the field of health professions. Since then more innovative options, new terms, frameworks and uses, introduced in this chapter, have emerged with the aim to assure at least the same quality as the face-to-face traditional educational approaches and recently by including the culturally competent perspective. This progress may contribute positively by avoiding high expenses for organizations and promoting values in digital education such as equity, inclusion and diversity recognition, even when mobility restrictions happen for any reason. The chapter presents the routing guide to developing culturally sensitive and congruent digital learning initiatives for health professionals, according to international organizations and experts, that could be applied worldwide, by outlining the experiential learning and good practices from projects conducted across Europe.
Keywords: Digital health, Cultural Competency, Europe, Education, [Diversity, Equity, Inclusion]
Published in RUP: 22.12.2025; Views: 180; Downloads: 0
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5. Digital competencies of future teachersMilena Ivanuš-Grmek, Sabina Ograjšek, Monika Mithans, 2025, independent scientific component part or a chapter in a monograph Abstract: The present article deals with the importance of digital competencies of future teachers, highlighting the role of ICT in education. The research was conducted on a convenience sample of 328 students of the Faculty of Education, University of Maribor, in the academic year 2023/2024. The data was obtained through an online questionnaire. The results show that students feel most confident performing basic digital tasks such as searching for information on social media and using digital calendars. However, they feel less confident performing advanced tasks such as web design and using licences. Overall, students of elementary education feel more competent than students of preschool education. The findings of the research highlight the necessity of enhancing digital literacy by providing further education and training for future teachers across all levels and disciplines. Only through such initiatives can the full potential of contemporary technology in education be achieved.
Keywords: digital competencies, ICT in education
Published in RUP: 22.12.2025; Views: 178; Downloads: 0
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6. Effective Teaching and Learning in Digital Education for Czech Students with Diverse NeedsBarbora Bazalová, Dana Zámečníková, Veronika Včelíková, Pavla Pitnerová, 2025, independent scientific component part or a chapter in a monograph Abstract: The authors describe different aspects of using information and communication technologies to promote effective teaching and learning for students with diverse needs in inclusive schools. The review of current research in each described area follows the theoretical concepts, as well as the description of hardware, software and other special aids that can be used at schools. A wide range of digital tools, suitable for children with special educational needs and thus diverse needs in education, can – and should – be used in education to reach each student’s potential and, therefore, enable a maximum degree of inclusion. Technologies also play an essential role in communication. However, the benefits of technology are not limited. Still, they can also be used as a tool for social inclusion and the development of relationships at school since social comfort is one of the critical aspects of school success.
Keywords: information and communication technologies, special educational needs, inclusive education, digital education, students with diverse needs
Published in RUP: 22.12.2025; Views: 164; Downloads: 0
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7. Digital standard for the design of inclusive and effective online courses in higher education : an integrative literature reviewSabina Ličen, Mirko Prosen, 2025, independent scientific component part or a chapter in a monograph Abstract: This integrative literature review examines models and frameworks for digital education in higher education, synthesizing their key strengths and limitations. By analysing nine existing frameworks covering different aspects of digital education, including pedagogical approaches, technological solutions and assessment mechanisms, the study identifies gaps in the current literature. The findings show that while the individual models provide valuable insights, none of them independently offer a complete approach to the design, implementation and assessment of digital education. Therefore, this study proposes the development of an integrated digital standard that combines theoretical and practical perspectives to promote inclusive and effective online learning. Such a standard could increase the adaptability to students' needs, improve assessment mechanisms and increase the flexibility of digital learning environments. This study contributes to the development of sustainable and adaptable solutions for the future of digital education.
Keywords: innovative teaching methods, e-learning, sustainable education, effectiveness of online teaching, digital education
Published in RUP: 22.12.2025; Views: 168; Downloads: 2
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8. The Panorama of Digital Education in the XXI CenturyPedro Tadeu, Carlos Brigas, 2025, independent scientific component part or a chapter in a monograph Abstract: This chapter aims to analyse digital education in the twenty-first century, a complicated topic with tremendous advancements and challenges. We analyse digital education from different angles and like this we want to analyse his substantial significance in the modern education framework. This approach highlights several benefits, such as extensive educational opportunities, engaging and dynamic learning opportunities, and tailored training that meets each learner's needs. However, we also discuss the inherent challenges that the digital education brings to us nowadays, they include the availability and fairness, the technology limitations, and the absence of in-person social interaction. Another important aspect to analyse is the significant impact of the digital education on the pedagogical approaches and how the digital education could affect globalisation, specifically how it might help people engage across cultural boundaries and overcome specific constraints. To conclude, we also analyse new trends like gamification, virtual and augmented reality, and artificial intelligence to find possible future directions for digital education. The chapter ends by stating that to fully realise the potential of digital education and create an inclusive and successful learning environment for the future, these opportunities and challenges must be continuously explored.
Keywords: digital education, artificial intelligence, ict tools, challenges, opportunities
Published in RUP: 19.12.2025; Views: 224; Downloads: 2
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9. Psychological factors and mechanisms of digital learningMaša Černelič Bizjak, Sabina Ličen, 2025, independent scientific component part or a chapter in a monograph Abstract: The digital environment is different from natural and social environments. Technologies are evolving to support new methods of collaborative learning and interaction. A key challenge is to ensure that technology-enhanced education is effective and creates a supportive environment for students. This requires considering adaptive motivations, emotions, and psychological factors such as intrinsic motivation, cognitive load and self-regulation, all which influence student engagement and success in digital learning. This chapter provides an overview of literature on psychological processes important in digital learning. Factors such as motivation, cognitive management, and self-regulation shape student performance in these environments. The psychology of digital learning explores the cognitive, emotional, and social dimensions of education in the digital age. Research aims to optimize these environments for better learning outcomes. Understanding these psychological elements is essential for educators to create more effective, engaging, and enjoyable digital learning experiences, though the field is still developing, and many aspects remain to be explored.
Keywords: digital learning, intrinsic motivation, cognitive load, self-regulation, technology-enhanced education
Published in RUP: 19.12.2025; Views: 203; Downloads: 3
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10. Promoting sustainable medical education through digital competence : a cross-sectional pilot studySabina Ličen, Mirko Prosen, 2025, original scientific article Abstract: The increasing digitalisation of medical education requires teachers to have a broad range of competences that go beyond basic technical knowledge. This pilot cross-sectional study assessed the self-perceived digital competence of medical faculty members and examined differences by professional role, experience and gender. Of 298 eligible staff, 48 participated (response rate 16.1%), including 19 women (39.6%) and 29 men (60.4%). The data was collected via an online survey using the validated Digital Competence Scale for University Teachers, which comprises four subscales: digital literacy, digital skills, digital interaction and technology integration. The overall median score indicated a generally high level of self-perceived digital competence, with 95% bootstrap confidence intervals confirming this pattern. Assistant professors achieved higher scores in all subscales than associate and full professors. Self-perceived digital competence was positively correlated with participation in structured training, higher interest and frequency of use of digital tools, while age and teaching experience were negatively correlated. The findings suggest unequal levels of self-perceived digital competence across the academic status and highlight the positive association of self-perceived digital competence with participation in targeted, practical and inclusive training programmes.
Keywords: sustainable education, medical education, university teachers, faculty development, digital teaching
Published in RUP: 28.09.2025; Views: 509; Downloads: 14
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