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Abstract: This research examined factors associated with sustainable development outcomes (O-SD) in early childhood learning settings, as perceived by preschool teachers, considering environmental, social, and economic aspects along with contextual elements (child age, eco-program affiliation, teacher experience). Data were gathered through an online survey targeting 114 Slovenian preschool teachers in 2024. The reliability of the instrument was high (α = .942), and principal component analysis confirmed its validity. Correlation and stepwise regression analyses identified the key predictors of O-SD. Education focused on economic sustainability and child age emerged as the primary predictors, accounting for approximately 55% of the variance. While social sustainability was frequently observed in practice, it did not prove to be a significant predictor. The findings highlight the importance of developmentally appropriate and age-sensitive strategies, alongside the intentional inclusion of economic considerations. Limitations include a convenience sample and reliance on self-reported data. Future research should aim to replicate these results in diverse settings and consider mixed-method approaches that incorporate children’s perspectives.
Keywords: quality education, early childhood education for sustainability, sustainable development outcomes, early childhood learning settings
Published in RUP: 07.01.2026; Views: 164; Downloads: 2
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Abstract: 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.
Keywords: artificial intelligence regulation, education, Western Balkans
Published in RUP: 23.12.2025; Views: 147; Downloads: 1
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Abstract: The evolution of technology in the era of digital transformation has significantly impacted the landscape of healthcare education, ushering in a paradigm shift in the way knowledge is imparted. This shift, accelerated by the imperative for online learning due to disruptions in traditional, in-person education caused by the COVID-19 pandemic, has compelled nursing educators to revamp existing curricula. Amidst these changes, digital educational applications, notably serious games, have gained prominence. Serious games are interactive computer applications designed with the aim of imparting specific learning objectives to players. Featuring challenging goals, engaging design, and scoring systems, serious games are believed to motivate students and aid in goal achievement. While the popularity of serious games in healthcare education is on the rise, their usage in nursing education has generally shown positive outcomes. This review aims to evaluate mobile-based serious games on the clinical competency development of undergraduate nursing students.
Keywords: healthcare education, serious games, clinical competency, nursing, nursing education
Published in RUP: 22.12.2025; Views: 186; Downloads: 0
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Abstract: The importance of digital education seems to have gained momentum since Covid-19 pandemic especially in the field of health professions. Since then more innovative options, new terms, frameworks and uses, introduced in this chapter, have emerged with the aim to assure at least the same quality as the face-to-face traditional educational approaches and recently by including the culturally competent perspective. This progress may contribute positively by avoiding high expenses for organizations and promoting values in digital education such as equity, inclusion and diversity recognition, even when mobility restrictions happen for any reason. The chapter presents the routing guide to developing culturally sensitive and congruent digital learning initiatives for health professionals, according to international organizations and experts, that could be applied worldwide, by outlining the experiential learning and good practices from projects conducted across Europe.
Keywords: Digital health, Cultural Competency, Europe, Education, [Diversity, Equity, Inclusion]
Published in RUP: 22.12.2025; Views: 142; Downloads: 0
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Abstract: The present article deals with the importance of digital competencies of future teachers, highlighting the role of ICT in education. The research was conducted on a convenience sample of 328 students of the Faculty of Education, University of Maribor, in the academic year 2023/2024. The data was obtained through an online questionnaire. The results show that students feel most confident performing basic digital tasks such as searching for information on social media and using digital calendars. However, they feel less confident performing advanced tasks such as web design and using licences. Overall, students of elementary education feel more competent than students of preschool education. The findings of the research highlight the necessity of enhancing digital literacy by providing further education and training for future teachers across all levels and disciplines. Only through such initiatives can the full potential of contemporary technology in education be achieved.
Keywords: digital competencies, ICT in education
Published in RUP: 22.12.2025; Views: 150; Downloads: 0
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