1. Farm tourism in Slovenia - perspectives and development challengesSimon Kerma, 2025, original scientific article Abstract: Farm tourism in Slovenia represents an important complement to the agricultural sector, enabling farmers to more easily market their own produce and products, provide partial or full employment for household members, and generate additional income. It also promotes more efficient use of available farm resources, contributes to the vitality of agricultural holdings and rural communities, helps preserve the cultural landscape and rural settlement, and adds value to agricultural products and services. All of this is crucial for the sustainable development of rural areas. Moreover, it fosters closer intersectoral cooperation and strengthens trust and relationships between farms and consumers. Farm tourism establishments also serve as custodians of Slovenia’s culinary heritage and culture. This paper presents the selected results of an extensive and rather complex study conducted from early 2021 to early 2023. Its purpose was to identify the main characteristics of tourist farms, analysing their offerings and determining their needs in relation to integration into broader tourism programmes and services. We conducted the survey among the holders of supplementary activities or their immediate family members; in many cases, several family members participated in the discussion, particularly when responding to open-ended questions and providing final comments. Direct, onsite surveying proved to be an invaluable source of information, enriched by personal interaction and on-location observation of the tourist farms. We also conducted a survey among visitors to tourist farms in Slovenia, which provided us with some important insights into expectations and motivations in relation to what tourist farms have to offer.
Keywords: farm tourism, rural areas, sustainable development, Slovenia
Published in RUP: 05.02.2026; Views: 109; Downloads: 4
 Full text (348,01 KB)
This document has more files! More... |
2. STEAM Education for an Innovative Approach to Sustainability : Perspectives of Future Preschool Educators and TeachersSanja Partalo, Nevena Vučen Papić, Dragana Malivuk Gak, Dino Hasanagić, 2025, independent scientific component part or a chapter in a monograph Abstract: Modern education is increasingly viewed through the lens of sustainable development, with a focus on pedagogical practices that foster competent, creative, and socially responsible individuals. The STEAM approach integrates science, technology, engineering, the arts, and mathematics to foster creativity, critical thinking, and transdisciplinary problem-solving among learners. This approach directly contributes to education for sustainable development by enhancing the quality of education, gender equality, and innovation. The paper explores teacher education students’ awareness of STEAM, their attitudes toward its use, and their readiness to apply it in future teaching. A qualitative study was conducted through focus groups with students from various teacher education programmes (natural sciences, social sciences, and arts). Students’ attitudes were analysed, and the perceived benefits, obstacles, and needs for additional support in the implementation of STEAM were identified. The results reveal limited formal education about STEAM, but also a strong motivation among students to apply this approach, particularly in contexts that foster innovation, inclusion, and the connection of theoretical knowledge with real-life situations. Identified challenges include a lack of practical training, insufficient institutional support, and limited resources. Participants highlighted the need for greater integration of STEAM-related content in university curricula. In conclusion, the findings underline the necessity of systemic integration of STEAM education in teacher and preschool educator training programmes, as a key factor in developing sustainable educational practices. Supporting future teachers and educators in acquiring competencies for transdisciplinary learning and innovative teaching may be crucial for advancing education for sustainable development.
Keywords: STEAM education, education for sustainable development, innovative educational practices, creativity, critical thinking, transdisciplinary
Published in RUP: 26.01.2026; Views: 258; Downloads: 0
Full text (121,10 KB) |
3. Predictors of Preschool Teachers’ Environmental Activities in Kindergarten : A Path to a Sustainable FutureMarina Semiz, 2025, independent scientific component part or a chapter in a monograph Abstract: In line with the priorities of the United Nations 2030 Agenda and the growing emphasis on competencies for sustainable development in education, early childhood and preschool education are increasingly recognized as critical stages for fostering environmental awareness and designing sustainable curricula. As key educational agents, preschool teachers play a central role in implementing environmental initiatives in kindergartens and nurturing environmentally responsible attitudes and behaviours in young children. This paper presents findings from a study examining the predictors of preschool teachers’ engagement in environmental activities, with a focus on selected personal and sociodemographic variables: years of service, education level, teaching group, and the development of environmental competencies. The study involved a sample of 101 preschool teachers from four administrative districts in Serbia. Data were collected using two instruments: one measuring the development of environmental competencies and another assessing the frequency of environmental activities implemented in kindergartens. The results indicate that teachers’ environmental competencies have a direct and moderately positive influence on their engagement in environmental practices. Strengthening these competencies increases the likelihood of preschool teachers’ involvement in environmentally sustainable practices. Other examined variables did not emerge as significant predictors of participation in environmental initiatives. The multiple regression analysis accounted for approximately 31% of the variance in the frequency of environmental activities, highlighting the need for future research to explore additional predictive factors. Based on the findings, the development and implementation of targeted training and professional development programmes are recommended to further enhance preschool teachers’ environmental competencies.
Keywords: sustainable development, environmental education, environmental well-being, environmental skills, preschool teachers
Published in RUP: 26.01.2026; Views: 190; Downloads: 0
Full text (131,64 KB) |
4. Predictors of sustainable development outcomes in learning spaces of early childhood : Slovenian teachers' perspectivesJurka Lepičnik-Vodopivec, Adrijana Višnjić-Jevtić, Aleksandra Šindić, 2026, original scientific article Abstract: This research examined factors associated with sustainable development outcomes (O-SD) in early childhood learning settings, as perceived by preschool teachers, considering environmental, social, and economic aspects along with contextual elements (child age, eco-program affiliation, teacher experience). Data were gathered through an online survey targeting 114 Slovenian preschool teachers in 2024. The reliability of the instrument was high (α = .942), and principal component analysis confirmed its validity. Correlation and stepwise regression analyses identified the key predictors of O-SD. Education focused on economic sustainability and child age emerged as the primary predictors, accounting for approximately 55% of the variance. While social sustainability was frequently observed in practice, it did not prove to be a significant predictor. The findings highlight the importance of developmentally appropriate and age-sensitive strategies, alongside the intentional inclusion of economic considerations. Limitations include a convenience sample and reliance on self-reported data. Future research should aim to replicate these results in diverse settings and consider mixed-method approaches that incorporate children’s perspectives.
Keywords: quality education, early childhood education for sustainability, sustainable development outcomes, early childhood learning settings
Published in RUP: 07.01.2026; Views: 212; Downloads: 2
Full text (365,89 KB)
This document has more files! More... |
5. |
6. Bridging the individual and the system : preschool teachers’ agency in implementation for sustainable development in early childhood settings in south-eastern EuropeAleksandra Šindić, Adrijana Višnjić-Jevtić, Jurka Lepičnik-Vodopivec, 2025, original scientific article Abstract: Although the importance of Education for Sustainable Development in Early Childhood (ECEfS) is widely acknowledged, its implementation varies across different national, institutional, and individual contexts. This quantitative study involved 398 ECE teachers from Bosnia and Herzegovina, Croatia, and Slovenia. The aim of the research was to identify differences in the implementation of specific dimensions of ECEfS and in the achieved sustainability outcomes among children, with respect to three levels of ECE teachers’ professional context: national, institutional, and individual. Data were collected via an online survey and analyzed using descriptive statistics, ANOVA, and t-tests. While the study was limited by reliance on self-assessment and purposive sampling, it provided valuable insights into how professional context shapes early sustainability practices and outcomes and raised questions for future research. Findings indicate the existence of differences among respondents from different countries in the level of implementation of certain aspects of early childhood education for sustainable development, as well as in children’s sustainability outcomes. Similar differences were identified between ECE teachers working in eco and non-eco kindergartens, and between those familiar and unfamiliar with the activities of the ECE Academy. The results highlight the importance of institutional context and professional development in supporting sustainability practices in early childhood education settings.
Keywords: early childhood education for sustainable development, eco-program, ECE Academy, Bosnia and Herzegovina, Croatia, Slovenia
Published in RUP: 22.12.2025; Views: 236; Downloads: 3
Full text (293,03 KB)
This document has more files! More... |
7. AI in higher education : analysis of relevant practices and their potential for green transitionVesna Ferk Savec, Sanja Jedrinović, 2025, independent scientific component part or a chapter in a monograph Abstract: Artificial Intelligence (AI) has the potential to significantly impact the entire spectrum of sustainable development by targeting the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development. In the present study, we analysed reports from university teachers on 26 practises of AI implementation in pedagogical processes at nine faculties of the University of Ljubljana that responded to a call for participation in the Artificial Intelligence in Education project at the University of Ljubljana (2023–2024). We found that various AI tools were mainly used to facilitate the achievement of the sustainable development pillars Economy (SDG9, SDG12) and Society (SDG4) in different areas of KLASIUS-P educational activities, other SDGs were addressed to a lesser extent. Based on the results, we can conclude that the integration of AI into the pedagogical process has great potential but needs to be supported by regulatory insights and monitoring of AI-based technologies to enable sustainable development.
Keywords: sustainable development goals (SDGs), artificial intelligence in education (AIEd), higher education (HE)
Published in RUP: 19.12.2025; Views: 364; Downloads: 7
Full text (291,33 KB) |
8. Is the Environmental Kuznets Curve Still Relevant in the Modern Context? – Insights From Air Pollutants in Chinese CitiesJun Wang, Shinah Park, Gulsah Akar, 2025, original scientific article Abstract:
This study investigated the presence of EKC-like relationships between various socioeconomic variables and air pollution indicators across 151 Chinese cities, analysed by quadratic regression models and geographic weighted regression (GWR) analysis. The results present critical insights into the applicability and limitations of the EKC. Only Air Quality Index, Nitrogen Dioxide (NO2), and Fine Particulate Matter (PM2.5) show statistically significant correlations with one socioeconomic variable, respectively, in an EKC-like pattern which is meaningful in reality. GWR coefficients serve as a diagnostic tool to identify those burdened cities where stricter emissions standards, greener industrial practices, or economic restructuring should be prioritized. The spatial dependencies challengethe EKC’s assumption of isolated environmental-economic dynamics. Stricter environmental regulations in developed areas often lead to the displacement of polluting activities to regions with laxer standards. Policy efforts in tackling air pollution should focus on directly reducing emissions through localized, technology-based interventions rather than relying on economic growth to eventually improve air quality. Spatially targeted policies informed by city-specific patterns are essential, as pollution outcomes are shaped by regional industrial structures, population density, and cross-boundary spillover effects.
Keywords: Air pollution, City development, Industrialization, Sustainable development, Carbon Neutral
Published in RUP: 18.12.2025; Views: 175; Downloads: 0
Full text (808,13 KB)
This document has more files! More... |
9. 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: 512; Downloads: 14
Full text (238,18 KB)
This document has more files! More... |
10. Different approaches to early childhood education for sustainability from the preschool teacher’s perspectiveAleksandra Šindić, Adrijana Višnjić-Jevtić, Jurka Lepičnik-Vodopivec, 2025, original scientific article Keywords: education for sustainable development, early childhood education, social sustainability, preschool teachers, macro-level approach, micro-level approach
Published in RUP: 11.09.2025; Views: 538; Downloads: 2
Full text (1,31 MB)
This document has more files! More... |
