1. Digital teaching and copyright challenges under EU law : insights from Slovenian academic staffNina Krmac, Martina Kovačič, 2026, original scientific article Abstract: In the context of increasingly digitised education, understanding the lawful use of copyrighted material has become essential for academic staff. This study examines university teachers’ awareness of copyright law and its practical application in teaching, particularly in online and distance learning environments. A quantitative survey was conducted among higher education teachers and faculty assistants at a selected Slovenian university using a structured questionnaire. The findings indicate that, although participants generally recognise the importance of copyright law, their practical knowledge—especially in scenario-based teaching situations—varies considerably. More experienced staff reported higher levels of understanding and greater caution in the use of copyrighted material, whereas less experienced staff more frequently reported practices that may fall outside compliant use. Respondents also expressed strong interest in copyright training, yet only a small proportion reported having access to training opportunities within the institution. The study is embedded in the broader legal framework of EU copyright law, in particular Directive (EU) 2019/790, which introduced mandatory exceptions for digital and cross-border teaching. This directive was transposed into Slovenian legislation in 2022. The results underscore the importance of strengthening legal literacy and institutional support mechanisms to facilitate copyright-compliant teaching in digital learning environments.
Keywords: copyright awareness, higher education, teaching materials, copyright law, academic staff training, digital education
Published in RUP: 07.04.2026; Views: 59; Downloads: 4
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2. Universities as Drivers of Social Innovation and Circular Economy : Insights from the University of TriesteRubina Romanello, Salvatore Dore, original scientific article Abstract: Universities are main actors capable of fostering social innovation (SI) and advancing circular economy (CE) practices through education, research, community engagement, and internal governance practices. This article examines the University of Trieste (UNITS) as a case study to explore how universities can promote synergies between SI and CE. By analysing in-depth secondary and primary data, our study maps the activities implemented by the University to spread the two paradigms by specifically organizing them in four fields: teaching and student engagement; research and knowledge transfer; third mission and societal outreach; and sustainability practices. Through this mapping activity, this study identifies five benchmark activities that are considered highly impactful in spreading both SI and CE paradigms: the PhD Program in Circular Economy, the RUS Food Working Group, the AReTS water project, the adaptive reuse of the Ex-Ospedale Militare, and the Innovators Community Lab. Our results provide food for thought for policy makers and practitioners, showing some activities that might be replicable among higher education institutions worldwide.
Keywords: university, social innovation, circular economy, sustainability, higher education
Published in RUP: 11.03.2026; Views: 231; Downloads: 3
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4. ForewordAndreja Klančar, Tina Štemberger, Mirko Prosen, Sabina Ličen, 2025, preface, editorial, afterword Keywords: digital education, education technology, higher education, forewords
Published in RUP: 22.12.2025; Views: 350; Downloads: 2
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5. AI in higher education : analysis of relevant practices and their potential for green transitionVesna Ferk Savec, Sanja Jedrinović, 2025, independent scientific component part or a chapter in a monograph Abstract: Artificial Intelligence (AI) has the potential to significantly impact the entire spectrum of sustainable development by targeting the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development. In the present study, we analysed reports from university teachers on 26 practises of AI implementation in pedagogical processes at nine faculties of the University of Ljubljana that responded to a call for participation in the Artificial Intelligence in Education project at the University of Ljubljana (2023–2024). We found that various AI tools were mainly used to facilitate the achievement of the sustainable development pillars Economy (SDG9, SDG12) and Society (SDG4) in different areas of KLASIUS-P educational activities, other SDGs were addressed to a lesser extent. Based on the results, we can conclude that the integration of AI into the pedagogical process has great potential but needs to be supported by regulatory insights and monitoring of AI-based technologies to enable sustainable development.
Keywords: sustainable development goals (SDGs), artificial intelligence in education (AIEd), higher education (HE)
Published in RUP: 19.12.2025; Views: 582; Downloads: 9
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7. Gender equality barriers in agriculture and life sciences in Central european universitiesVeronika Paksi, Katalin Tardos, Judit Takács, Csilla Judit Suhajda, Jana Mazancová, Štefan Bojnec, Julianna Kobolák, 2025, original scientific article Abstract: The European Union aims to foster research excellence, among others, by increasing gender equality (GE) in the European research area. The mandatory introduction of gender equality plans (GEP) mobilised universities to assess, target, and monitor GE in different fields of science. A wide range of barriers have been explored in STEM fields (science, technology, engineering, and mathematics), characterised by the low participation of women. However, significant obstacles to GE can emerge in relatively more gender‐balanced and, therefore, rarely studied fields, such as agriculture and life sciences (ALS). Experiences can differ in Central and Eastern European countries, characterised by rather traditional gender and family norms. This study explores different stakeholders’ perceptions of the main barriers of GE, with particular attention to ALS. We conducted nine focus groups (82 participants in total) with middle management, academic staff, and students from Czech, Hungarian, and Slovenian universities, aiming to contribute to the revision of their first GEP. Discussions were centred on recruitment, leadership positions, work–life balance, gender‐based violence, sexual harassment, organisational culture, integrating the gender dimension into research and teaching, and institutionalisation of GEPs. Findings revealed that women in ALS face partly similar gender‐based obstacles to their counterparts in less gender‐balanced fields—perceptions of education and career choices, work–life imbalance, and exclusion by recruitment and promotion practices—and also additional ALS‐related challenges of laboratory and fieldwork. Findings highlight the need for institutions to carefully address these areas in their state‐of‐the‐art assessments and develop sector‐specific, tailor‐made GEPs.
Keywords: academia and higher education, agriculture and life sciences, barriers, Central and Eastern Europe, gender equality, gender equality plans, inclusion of women, stakeholders
Published in RUP: 18.08.2025; Views: 592; Downloads: 8
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9. Perceptions, ethical challenges and sustainable integration of generative AI in health science education : a cross-sectional studyMirko Prosen, Sabina Ličen, 2025, original scientific article Abstract: first_pagesettingsOrder Article Reprints Open AccessArticle Perceptions, Ethical Challenges and Sustainable Integration of Generative AI in Health Science Education: A Cross-Sectional Study by Mirko ProsenORCID andSabina Ličen *ORCID Faculty of Health Sciences, University of Primorska, Polje 42, 6310 Izola, Slovenia * Author to whom correspondence should be addressed. Sustainability 2025, 17(14), 6546; https://doi.org/10.3390/su17146546 Submission received: 30 May 2025 / Revised: 15 July 2025 / Accepted: 17 July 2025 / Published: 17 July 2025 (This article belongs to the Special Issue E-Learning and Educational Technologies for Sustainable Transformation of Education) Downloadkeyboard_arrow_down Versions Notes Abstract Generative artificial intelligence (AI) is changing higher education. Understanding students’ perceptions, usage behaviour and ethical concerns is crucial for the responsible and sustainable use of AI in the academic environment. The aim of this study was to explore the perceptions, experiences and challenges of health sciences students in relation to the use of generative AI in their academic learning. A descriptive cross-sectional survey was conducted with 397 students enrolled in four undergraduate health-related degree programmes in Slovenia, including nursing, physiotherapy, dietetics and applied kinesiology. The data was collected using a validated 27-point scale. Students were generally favourable towards AI, especially in terms of its perceived usefulness, integration into their daily study routine and ethical considerations. Regression analyses revealed that frequency of AI use, duration of use, self-reported skill level and confidence in using AI significantly predicted perceived usefulness. Gender differences were found, with male students reporting higher perceived usefulness and fewer concerns. Students recognised the potential of generative AI but emphasised the importance of ethical guidance, digital literacy and equal access. Institutions should prioritise structured training and inclusive strategies to ensure meaningful, sustainable and responsible integration of AI into health education.
Keywords: higher education, student perceptions, digital literacy, AI integration, sustainable education, equity, ethics
Published in RUP: 21.07.2025; Views: 802; Downloads: 3
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10. Innovative teaching methods in higher education : the case of University of PrimorskaTina Štemberger, Andreja Klančar, 2025, independent scientific component part or a chapter in a monograph Abstract: The paper addresses the use of innovative teaching methods in higher education, specifically at the University of Primorska (UP). In the last decades, the use of digital technologies in teaching has undoubtably changed both, teaching and learning process. However, not much research has focused on using innovative teaching methods in higher education settings, so the aims of the study were to (i) determine how frequently higher education professors use different teaching strategies and methods and tools, digital tools and generative AI tools, (ii) what kind of challenges they face in this context and (iii) which competences would they need to better implement innovative teaching methods into their teaching. Data was gathered with questionnaire which was administered in spring 2024. A total of 74 academic staff members of UP participated in the study. The results in general show that higher education professors frequently use as problem-based learning, team-based learning, and scenario-based learning, while gamification, design thinking, and cooperative learning are underutilized. They frequently use Google Drive and YouTube. The major barriers for using more innovative teaching strategies and methods are time constraints, limited access to resources and technology, and lack of pedagogical and digital skills, so they express the need for targeted training in digital tools, AI, and innovative teaching methods, as well as strategies for engaging students and managing large groups.
Keywords: higher education, innovative teaching method, challenges, digital tools
Published in RUP: 30.06.2025; Views: 971; Downloads: 15
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