1. Understanding the impact of technostress on nurses' well-being and professional functioning : a scoping reviewMelita Peršolja, Anton Grmšek Svetlin, 2026, pregledni znanstveni članek Opis: Background: Rapid digitalization has transformed nursing practice, introducing new technological demands that generate technostress. Although technostress has been widely studied in organizational contexts, its specific impact on nurses' psychological well-being and professional functioning remains underexplored. Aim: This scoping review aimed to examine the evidence regarding the effects of technostress on nurses' well-being and professional outcomes. Materials and Methods: A scoping review was conducted following the PRISMA-ScR guidelines. Electronic databases (CINAHL, MEDLINE, PubMed, JSTOR, Scopus, and IEEE) were searched for studies published between January 2016 and February 2026. After the removal of duplicates and screening for eligibility and relevance according to the PCC framework, 11 studies were included. Results and Conclusion: The included studies were published between 2024 and 2025. The findings were synthesized into four main themes: (1) technostress and psychological well-being; (2) technostress and professional functioning; (3) Mediating mechanisms linking nurses and technostress; and (4) organizational and individual factors influencing the effects of technostress. Technostress was consistently associated with burnout, emotional exhaustion, and reduced well-being. It also negatively affected work performance, job satisfaction, and work engagement. Emotional intelligence, enhanced digital competencies, employer support, and effective system implementation were identified as factors that mitigate these effects.
Ključne besede: digital technology, work stress, nursing, informatics
Objavljeno v RUP: 24.08.2026; Ogledov: 286; Prenosov: 7
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2. Opportunities and challenges in reading literacy development in a digital context : preservice teachersSonja Rutar, Barbara Baloh, 2026, izvirni znanstveni članek Opis: The development of reading literacy in the contemporary context, characterised by the predominance of digital technology, poses a significant pedagogical challenge. In the Slovenian higher education system, future preschool and primary school teachers are educated at the Faculty of Education, which enables developmental continuity in pedagogical approaches from kindergarten to primary school. This article reports the findings of a study involving prospective preschool and primary school teachers who participated in projects designed to cultivate digital literacy to enhance teaching efficacy through the use of digital technology. The study employed a qualitative approach. In the first phase, students reflected on their individual trajectories of reading literacy development. In the second phase, participants considered the advantages and disadvantages of developing reading literacy through digital technology, drawing on their personal experiences of learning to read and of using digital tools in pedagogical contexts.
Ključne besede: literacy, digital technology in education, preschool, primary school
Objavljeno v RUP: 15.05.2026; Ogledov: 501; Prenosov: 9
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3. ForewordAndreja Klančar, Tina Štemberger, Mirko Prosen, Sabina Ličen, 2025, predgovor, uvodnik, spremna beseda Ključne besede: digital education, education technology, higher education, forewords
Objavljeno v RUP: 22.12.2025; Ogledov: 798; Prenosov: 3
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4. Psychological factors and mechanisms of digital learningMaša Černelič Bizjak, Sabina Ličen, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: 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.
Ključne besede: digital learning, intrinsic motivation, cognitive load, self-regulation, technology-enhanced education
Objavljeno v RUP: 19.12.2025; Ogledov: 721; Prenosov: 6
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