1. Psychotherapists’ mindful awareness and self-regulation in the prevention of empathic distressEva Benda, Maša Žvelc, 2025, izvirni znanstveni članek Opis: Objectives The aims of our research were to explore how psychotherapists recognize and experience empathic distress (ED), investigate their self-regulation strategies used within and outside psychotherapy sessions, and explore the role of mindful awareness during sessions in relation to self-regulation and ED. Methods We employed a qualitative, grounded theory methodology. We conducted interviews with eight Slovenian female integrative psychotherapists. Results Therapists reported experiencing intense emotions and physical reactions during empathic distress (ED), including anxiety, irritability, apathy, self-critique, resistance to work, fatigue, and physical pain. Many described prolonged periods of unrecognized ED. We found that mindful body awareness, a decentered perspective, and co-regulating with the client within therapy sessions were significant self-regulation strategies for therapists. Therapists also emphasized the importance of self-regulation before and after sessions and the value of supervision. Mindfulness, other meditation practices, and social- izing were highlighted as significant out-of-session regulation strategies for the prevention of ED. Conclusions This study highlights the critical need for psychotherapists to have tools for the early recognition of empathic distress. It introduces the Empathic Distress Prevention Model for Psychotherapists, emphasizing the role of mindful body awareness and other self-regulation strategies during therapy sessions, along with self-care outside of therapy. By addressing in-session self-regulation, rarely explored in psychotherapy literature, this study contributes novel insights with applications for therapists’ well-being, practice, education, and supervision.
Ključne besede: self regulation, mindfulness, empathic distress, well-being, decentered perspective, psychotherapy
Objavljeno v RUP: 20.01.2026; Ogledov: 411; Prenosov: 5
 Celotno besedilo (817,02 KB)
Gradivo ima več datotek! Več... |
2. Comparative Analysis of AI Regulation in Education Across Western Balkan Countries : Challenges and OpportunitiesLejla Turulja, Amra Kapo, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: This chapter presents a comparative analysis of the regulation of AI in education across the countries of the Western Balkans (WB), examining existing legal frameworks, national strategies and practical implementations in preuniversity and higher education systems. Although AI has gained global importance, the pace of its integration into educational systems varies significantly among the countries of the world, including the countries of the Western Balkans. In Serbia, the government has adopted a proactive approach, launching a national artificial intelligence strategy (2020–2025) that includes the integration of AI content into primary and secondary education. The government also supports AI research through dedicated institutes and higher education programs focused on AI. Despite this, the actual presence of AI-specific legislation in education remains limited, with most references to AI appearing in policy documents rather than enforceable legal texts. In contrast, North Macedonia and Montenegro have taken initial steps towards introducing AI in their education sectors, with AI mentioned in broad digitisation strategies but without specific education regulations. In these countries, AI is often seen in the context of digital skills development rather than as a dedicated subject within educational programs. Meanwhile, Bosnia and Herzegovina faces challenges due to its decentralised education system, where AI and technology integration strategies differ between entities. Although there are references to the modernisation of education with technology, the content and legal framework specific to artificial intelligence are still in an early stage. This chapter contributes to the growing body of research on the regulation of artificial intelligence by providing a comparative analysis of the integration of AI into the educational frameworks of WB countries. It examines how Serbia, North Macedonia, Montenegro and Bosnia and Herzegovina respond to the global call for digitisation and AI education, exploring the extent to which national policies, legal frameworks, and strategic documents address AI in their education systems. The chapter highlights both similarities and differences in each country’s approach to AI in education, analysing how each nation’s legal environment either supports or hinders the integration of AI into curricula at primary, secondary, and tertiary levels. By presenting comparisons, this chapter contributes to ongoing discussions on how the Western Balkans region can leverage AI for education reform and broader social development, serving as a roadmap for policymakers, educators, and researchers interested in managing AI in education.
Ključne besede: artificial intelligence regulation, education, Western Balkans
Objavljeno v RUP: 23.12.2025; Ogledov: 488; Prenosov: 5
Celotno besedilo (208,27 KB) |
3. 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: 449; Prenosov: 5
Celotno besedilo (161,71 KB) |
4. |
5. |
6. Flexible but segmentes labour marketsJanez Šušteršič, Tanja Kosi, Bojan Nastav, 2011, objavljeni znanstveni prispevek na konferenci Opis: The article is the first analysis of student work in Slovenia based on a sample of individual-level data rather than a survey. The first part presents aggregated data on the extent and cost of student work, comparing them to relevant labour market aggregates and considering the competitiveness of students in the labour market. The second part provides statistical tests of the common assumption that working students, due to their preferential tax and regulatory treatment, crowd out some other groups of job seekers from the labour market. It is shown that student work has a statistically significant and quantitatively non-negligible positive impact on the rate of youth unemployment (under the age of 30), especially on the unskilled segment. However, there is no evidence on its impact on the unemployment of young graduates.
Ključne besede: student work, regulation, labor market, youth, unskilled workers, graduates
Objavljeno v RUP: 15.10.2013; Ogledov: 5157; Prenosov: 89
 Povezava na celotno besedilo |
7. |
8. |
