1. 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: 332; Downloads: 13
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2. 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: 247; Downloads: 2
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3. Perceptions, ethical challenges and sustainable integration of generative AI in health science education : a cross-sectional studyMirko Prosen, Sabina Ličen, 2025, original scientific article Abstract: first_pagesettingsOrder Article Reprints Open AccessArticle Perceptions, Ethical Challenges and Sustainable Integration of Generative AI in Health Science Education: A Cross-Sectional Study by Mirko ProsenORCID andSabina Ličen *ORCID Faculty of Health Sciences, University of Primorska, Polje 42, 6310 Izola, Slovenia * Author to whom correspondence should be addressed. Sustainability 2025, 17(14), 6546; https://doi.org/10.3390/su17146546 Submission received: 30 May 2025 / Revised: 15 July 2025 / Accepted: 17 July 2025 / Published: 17 July 2025 (This article belongs to the Special Issue E-Learning and Educational Technologies for Sustainable Transformation of Education) Downloadkeyboard_arrow_down Versions Notes Abstract Generative artificial intelligence (AI) is changing higher education. Understanding students’ perceptions, usage behaviour and ethical concerns is crucial for the responsible and sustainable use of AI in the academic environment. The aim of this study was to explore the perceptions, experiences and challenges of health sciences students in relation to the use of generative AI in their academic learning. A descriptive cross-sectional survey was conducted with 397 students enrolled in four undergraduate health-related degree programmes in Slovenia, including nursing, physiotherapy, dietetics and applied kinesiology. The data was collected using a validated 27-point scale. Students were generally favourable towards AI, especially in terms of its perceived usefulness, integration into their daily study routine and ethical considerations. Regression analyses revealed that frequency of AI use, duration of use, self-reported skill level and confidence in using AI significantly predicted perceived usefulness. Gender differences were found, with male students reporting higher perceived usefulness and fewer concerns. Students recognised the potential of generative AI but emphasised the importance of ethical guidance, digital literacy and equal access. Institutions should prioritise structured training and inclusive strategies to ensure meaningful, sustainable and responsible integration of AI into health education.
Keywords: higher education, student perceptions, digital literacy, AI integration, sustainable education, equity, ethics
Published in RUP: 21.07.2025; Views: 460; Downloads: 2
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4. Contextually enriched competence model in the field of sustainable manufacturing for simulation style technology enhanced learning environmentsGregor Cerinšek, Sobah Abbas Petersen, Tuija Heikura, 2011, original scientific article Abstract: In order to remain competitive, engineers need to acquire competences necessary to attain the sustainability objectives that are emerging in the manufacturing industry. The training of current and future engineers needs to achieve two criteria: the learners need to be able to apply the learning into complex, life-like situations and the learning outcomes need to be achieved rapidly. Competence-based and technology-enhanced learning (TEL) in general and serious games and simulations in particular have recently attracted a great deal of attention as they have the potential to deliver on both accounts. Designing learning content for simulation style competence-based TEL environments places special demands on competence modelling. Competences are traditionally defined and modelled using internal-to-individual factors such as knowledge, skills and attitudes. However, designing simulation style competence-based TEL environments, such as serious games, cannot be based solely on these factors. In work situations competences are performed neither in solitude nor isolation. Contextual factors such as organization processes, laws and norms, the market and available technologies significantly influence competence performance. As the simulations in question need to be life-like constructions ofwork situations the role of contextual factors is heightened. In addition, the content area of sustainable manufacturing is novel, which adds to the challenge. The two main innovative contributions that are presented in this paper are: (1) an enhanced competence modelling methodology which aids in identifying and structuring relevant contextual factors that have an impact on the performance of the competences in question, and (2) the output of applying this methodology, i.e. a contextually enriched competence model in the field of sustainable manufacturing that can be used to facilitate the design of the TEL content for serious games and simulations. The work presented in the paper is a part of the European Seventh Framework Programme Integrated Project TARGET, the main aim of which is to develop a new genre of TEL environments that can be effectively used in engineering education to support future engineersʼ rapid competence development in the field of sustainable manufacturing.
Keywords: sustainable manufacturing, engineering education, technology enhanced learning, serious games, TARGET, contextually enruched competence model, systems/holistic thinking
Published in RUP: 15.10.2013; Views: 4740; Downloads: 109
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