1. Edge criticality in signed graphs admitting a Roman dominating functionJames Joseph, Mayamma Joseph, 2026, izvirni znanstveni članek Opis: A Roman dominating function (RDF) on a signed graph S = (G, σ) is a function f: V(S) → {0, 1, 2} such that f(N[v]) ≥ 1 for every vertex v ∈ V(S) and any vertex v with f(v) = 0 has a neighbour u ∈ N⁺(v) having f(u) = 2, where f(N[v]) = f(v) + ∑u ∈ N(v) σ(uv)f(u). The weight of an RDF is ω(f) = ∑v ∈ V f(v) and the minimum weight among all the RDFs on S is called the Roman domination number, γ_R(S). In this article we explore the concept of edge criticality in signed graphs admitting an RDF by examining the signed graphs S such that γ_R(S + uv) < γ_R(S), for any pair of non-adjacent vertices u and v of S, such that the edge uv is positive.
Ključne besede: signed graphs, roman dominating function, roman domination number, roman domination edge critical graphs
Objavljeno v RUP: 16.09.2026; Ogledov: 310; Prenosov: 12
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3. On criticality and additivity of the pseudoachromatic number under joinJonathan Meddaugh, Mark R. Sepanski, Yegnanarayanan Venkataraman, 2026, izvirni znanstveni članek Opis: A vertex coloring of a graph is said to be pseudocomplete if, for any two distinct colors, there exists at least one edge with those two colors as its end vertices. The pseudoachromatic number of a graph is the greatest number of colors possible used in a pseudocomplete coloring. This paper studies properties relating to additivity of the pseudoachromatic number under the join. Errors from the literature are corrected and the notion of weakly critical is introduced in order to study the problem.
Ključne besede: pseudocomplete, pseudoachromatic number, critical, weakly critical, join
Objavljeno v RUP: 11.08.2026; Ogledov: 325; Prenosov: 14
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4. The Journey of Success in Finnish Defence Projects : A Longitudinal StudyIlkka Ikonen, Henrik Juhol, 2025, objavljeni znanstveni prispevek na konferenci Opis: This study investigates the critical success factors influencing the success of defence equipment projects within the Finnish Defence Forces over a three-decade period from 2006 to 2025. Utilizing a longitudinal research design, the study captures changes in success factors in response to evolving organizational and environmental contexts. The research is grounded in a literature review on project success and success factors, with particular focus on defence industry. The main research question of this study is: How have the critical success factors of Finnish defense equipment projects changed from 2006 to 2025? By comparing empirical data from three case studies conducted in 2006, 2018 and 2025, the study offers insights into the constancy and transformation of critical success factors over time. This study contributes to the literature by providing a nuanced understanding of success factors in defence procurement projects, differentiating them from industry delivery projects. It highlights the unique challenges faced by procurement-focused projects and provides actionable insights for practitioners aiming to optimize project performance in the defence sector. The research calls for enhanced project management education and training within the Finnish Defence Forces to address the dual challenges of increasing demands and rising equipment costs.
Ključne besede: management, defence project, success factors, critical success factors, project success
Objavljeno v RUP: 04.03.2026; Ogledov: 580; Prenosov: 37
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6. 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, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: 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.
Ključne besede: STEAM education, education for sustainable development, innovative educational practices, creativity, critical thinking, transdisciplinary
Objavljeno v RUP: 26.01.2026; Ogledov: 942; Prenosov: 2
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8. In-domatic number and some operations in digraphsGermán Benítez-Bobadilla, Laura Pastrana-Ramírez, 2026, izvirni znanstveni članek Opis: Let D be a digraph, a subset S of V(D) is called in-dominating set in D if for each vertex x ∈ V(D) \ S there is a vertex w ∈ S such that (x, w) ∈ A(D). An in-domatic partition of D is a partition of V(D) where all parts are in-dominating sets in D. The maximum number of parts of an in-domatic partition of D is the in-domatic number of D and it is denoted by d⁻(D). In this work, the in-domatic number for some families of digraphs such as complete digraphs, transitive digraphs, directed cycles and the cartesian product of two cycles, is calculated. Also, in-domatically critical digraphs are characterized. Additionally, the in-domatic partitions of the line digraph and some other operations which reflect the adjacency and incidence relations in digraphs are explored.
Ključne besede: in-domatic number, in-domatically critical digraph, line digraph, in-domatically full digraph, cartesian product
Objavljeno v RUP: 21.12.2025; Ogledov: 1132; Prenosov: 12
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9. Reinforcement learning for graph theory, II. Small Ramsey numbersMohammad Ghebleh, Salem Al-Yakoob, Ali Kanso, Dragan Stevanović, 2025, izvirni znanstveni članek Opis: We describe here how the recent Wagner’s approach for applying reinforcement learning to construct examples in graph theory can be used in the search for critical graphs for small Ramsey numbers. We illustrate this application by providing lower bounds for the small Ramsey numbers R(K_{2, 5}, K_{3, 5}), R(B₃, B₆) and R(B₄, B₅) and by improving the lower known bound for R(W₅, W₇).
Ključne besede: Ramsey number, critical graph, reinforcement learning, cross-entropy method
Objavljeno v RUP: 03.11.2025; Ogledov: 1143; Prenosov: 13
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10. Using inquiry-based learning for developing university students’ digital skillsMojca Žefran, Silva Bratož, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: In recent years, the development of digital skills has been encouraged at all levels of education. For this purpose, innovative pedagogies and approaches aimed at fostering learners’ active participation, critical skills, and autonomy have been proposed. In this paper, we focus on the benefits of using the inquiry-based approach (IBL) for developing education students’ digital skills. A design-based study was conducted with a group of students (n=38) in the primary education study programme with a view to identifying students’ attitudes towards IBL as well as their experiences and challenges encountered in the process. The design-based scenario followed the 5E inquiry-based instructional model (engagement, exploration, explanation, elaboration, and evaluation). Data for this study was gathered through an online survey, a focus group discussion, and through an in-depth analysis of the IBL scenario. The results indicate that students hold positive attitudes towards IBL. The most significant challenge identified was the application of critical thinking skills to locate and evaluate relevant research sources.
Ključne besede: digital skills, inquiry-based learning, pre-service primary school teachers, critical thinking
Objavljeno v RUP: 20.06.2025; Ogledov: 2285; Prenosov: 24
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