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Opportunities and challenges in reading literacy development in a digital context : preservice teachers
Sonja 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: 416; Prenosov: 9
Celotno besedilo (940,90 KB)
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Psychological factors and mechanisms of digital learning
Maša 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: 650; Prenosov: 6
Celotno besedilo (161,71 KB)