Iskanje po repozitoriju

Opis: Both universities and companies create value and innovation to maintain their position and remain competitive. Different, but still similar, with two goals that are shared. With their collaboration, they can enhance their pursuit of sustainability and as well corporate social responsibility by creating and delivering value and thus contributing to the well-being of society. This paper thus examines the determinants and indicators of successful university–industry collaboration (UIC) in the context of knowledge and technology transfer. The purpose of the research is to identify key factors that drive effective UIC and to establish measurable indicators for evaluating the performance of this collaboration. The paper aimed to understand not only what drives UIC but also how to measure its effectiveness. So, an exploratory, theory-building approach, adopting a systematic literature review is applied. By focusing on the determinants and measurable outputs of UIC, the paper provides insights into the strategic importance of measuring knowledge and technology transfer for a wide range of stakeholders involved in it. UIC for universities is a part of their third mission and their CSR, while with respect for companies, UIC is a result of practicing open innovation and pursuing corporate social responsibility. While consolidating these dimensions, the study also develops a holistic input–output indicator framework that not only clarifies how collaboration is initiated and structured but also how it can be evaluated in practice.
Ključne besede: corporate social responsibility, indicators, innovation policy, knowledge and technology transfer, sustainability, technology transfer office (TTO), university–industry collaboration (UIC)
Objavljeno v RUP: 13.04.2026; Ogledov: 229; Prenosov: 8
Celotno besedilo (1,11 MB)
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Opis: Artificial intelligence transforms human learning and education. Social robots in the elementary classroom enter the human sphere in the critical period of child’s development. Social robotic educational technology, designed for long-term emotional connections and relationships, raises questions in the pedagogic relations and interaction. Research on teacher perceptions and readiness is deficient. This paper reports analyses of aspects of child-social robot interaction are of concern to pre-service teachers from China, Russia and Slovenia. Findings indicate that at the heart of participating pre-service teachers in China, Russia and Slovania concerns are authenticity and humanness. Our findings show their concerns are mainly rooted in the belief that the robot shouldnot acquire the ability to perform authentic interactions nor should undertake a teaching roles. There is a widespread agreement among participants from three cultural contexts that teachers remain essential in educational contexts. In contrast, concerns related to social Interaction indicate notable group differences. The article highlights the teacher’s responsible planning and use of artificial intelligence educational technology.
Ključne besede: pre-service teachers, artificial intelligence, social robot, humanoid robot, anthropomorphic robot, educational technology, concerns scale, China, Russia, Slovenia
Objavljeno v RUP: 16.03.2026; Ogledov: 365; Prenosov: 6
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Opis: Introduction The global increase in the older adult population has amplified interest in supporting aging in place. Age-related physical and cognitive limitations pose significant challenges, for example managing daily tasks such as medication or household activities can become increasingly difficult. This also burdens informal caregivers with emotional stress, time demands and care coordination. Assistive technologies can enhance autonomy, social connection and health management, but their long-term adoption and use remain limited. Methods Within the Pharaon project, the study explored factors influencing technology use among older adults after 12 months of use. The research focused on the Italian pilot while integrating insights from other European sites. Qualitative data from semi-structured interviews were analyzed thematically and validated through reflection meetings and iterative online questionnaires. Recurring factors were consolidated, prioritized and mapped to explore interconnections affecting adoption. Results Initial findings revealed 30 factors, including personal characteristics, motivational aspects, technical design, social dynamics, and environmental context. These were rated by participating teams and 25 were retained for deeper analysis. An interconnection analysis explored how these factors influenced one another. Highly interconnected factors, such as social context, personalized training, ease of use, and cognitive changes, were central to understanding and improving technology adoption. In contrast, aspects like education level, internet access, and technical requirements appeared less interconnected, indicating more isolated effects. Discussion This multi-site, empirical investigation emphasizes the complex and interconnected nature of technology adoption among older adults. Our findings underscore the need for user-centered design, tailored training, and sensitivity to social context. Furthermore, the interactive mapping of interrelated factors provides a practical framework for developers and policymakers to target impactful interventions. To our knowledge, this is the first cross-pilot study to empirically define and score factors affecting older adults’ technology use based on multi-pilot data across Europe, offering valuable insights for long-term, meaningful engagement.
Ključne besede: older adults, technology usage, factors influencing technology use, user experience, assistive technology
Objavljeno v RUP: 05.02.2026; Ogledov: 492; Prenosov: 3
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Opis: In this study, we examined the effects of information and communications technology (ICT) and financial development on mitigating gender inequality in Brazil, using autoregressive distributed lag (ARDL) approaches, between 1991 and 2022. The ARDL bounds test was employed to find the presence of co-integration within the series of data. Both in the short run and the long run, financial development has a significant negative impact on gender disparity; this means that policies aimed at enhancing women’s financial and consumption services should be promoted in the short run. In the long run, we can conclude that ICT developments lead to a decreasein gender inequalities, which may imply the need for strategic, long-term planning to increase ICT infrastructure, especially in deprived areas. This includes subsidising affordable internet, skills training for women in the ICT field, and promoting women’s participation in the technology industry. In addition, the impact of optimal financial development varies over time; hence, there is a need for flexibility and sustainability in financial development. Policy makers should therefore continue to strengthen and enhance financial inclusion initiatives, as well as regularly follow up on the impact of these initiatives on gender equality.
Ključne besede: gender inequality, information and communications technology, financial development, human capital index, agriculture
Objavljeno v RUP: 16.01.2026; Ogledov: 368; Prenosov: 0
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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: 450; Prenosov: 5
Celotno besedilo (161,71 KB)