1. The Digital Competence of Foreign Language Teachers at HEI in Serbia : A Study based on the European framework DigCompEduDanijela Ljubojević, Nikoleta Gutvajn, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: In recent years, considerable literature has grown up around the theme of digital education at higher education institutions. The issue has grown in importance in light of Covid-19 pandemic, which made teachers face rapidly changing demands. However, the question remains what this abrupt change has brought when it comes to the development of digital competences of teachers. This study therefore set out to determine the level of digital competence of foreign language teachers working at HEI in Serbia, as well as to (self-) assess their strengths and identify areas of improvement. In order to carry out this study, a questionnaire of 33 questions was implemented based on the DigCompEdu framework. The European Framework for the Digital Competence of Educators (DigCompEdu) lists 22 competences organised in six areas: Professional engagement, Digital resources, Teaching and learning, Assessment, Empowering learners, Facilitating Learners’ Digital Competence. The findings of this study show that the actual level of digital competences of teachers is A2+/B1. They also outline concrete and feasible national, institutional and interinstitutional policy recommendations to enhance the development of digital competences in higher education.
Ključne besede: foreign language teachers, digital competences, DigCompEdu
Objavljeno v RUP: 22.12.2025; Ogledov: 132; Prenosov: 0
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4. Promoting sustainable medical education through digital competence : a cross-sectional pilot studySabina Ličen, Mirko Prosen, 2025, izvirni znanstveni članek Opis: The increasing digitalisation of medical education requires teachers to have a broad range of competences that go beyond basic technical knowledge. This pilot cross-sectional study assessed the self-perceived digital competence of medical faculty members and examined differences by professional role, experience and gender. Of 298 eligible staff, 48 participated (response rate 16.1%), including 19 women (39.6%) and 29 men (60.4%). The data was collected via an online survey using the validated Digital Competence Scale for University Teachers, which comprises four subscales: digital literacy, digital skills, digital interaction and technology integration. The overall median score indicated a generally high level of self-perceived digital competence, with 95% bootstrap confidence intervals confirming this pattern. Assistant professors achieved higher scores in all subscales than associate and full professors. Self-perceived digital competence was positively correlated with participation in structured training, higher interest and frequency of use of digital tools, while age and teaching experience were negatively correlated. The findings suggest unequal levels of self-perceived digital competence across the academic status and highlight the positive association of self-perceived digital competence with participation in targeted, practical and inclusive training programmes.
Ključne besede: sustainable education, medical education, university teachers, faculty development, digital teaching
Objavljeno v RUP: 28.09.2025; Ogledov: 487; Prenosov: 14
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5. Different approaches to early childhood education for sustainability from the preschool teacher’s perspectiveAleksandra Šindić, Adrijana Višnjić-Jevtić, Jurka Lepičnik-Vodopivec, 2025, izvirni znanstveni članek Ključne besede: education for sustainable development, early childhood education, social sustainability, preschool teachers, macro-level approach, micro-level approach
Objavljeno v RUP: 11.09.2025; Ogledov: 491; Prenosov: 2
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6. Using inquiry-based learning for developing university students’ digital skillsMojca Žefran, Silva Bratož, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: In recent years, the development of digital skills has been encouraged at all levels of education. For this purpose, innovative pedagogies and approaches aimed at fostering learners’ active participation, critical skills, and autonomy have been proposed. In this paper, we focus on the benefits of using the inquiry-based approach (IBL) for developing education students’ digital skills. A design-based study was conducted with a group of students (n=38) in the primary education study programme with a view to identifying students’ attitudes towards IBL as well as their experiences and challenges encountered in the process. The design-based scenario followed the 5E inquiry-based instructional model (engagement, exploration, explanation, elaboration, and evaluation). Data for this study was gathered through an online survey, a focus group discussion, and through an in-depth analysis of the IBL scenario. The results indicate that students hold positive attitudes towards IBL. The most significant challenge identified was the application of critical thinking skills to locate and evaluate relevant research sources.
Ključne besede: digital skills, inquiry-based learning, pre-service primary school teachers, critical thinking
Objavljeno v RUP: 20.06.2025; Ogledov: 965; Prenosov: 12
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7. Higher education mix (four Bs of higher education institutions) : for Boštjan Žekš and, to a lesser extent, followers of E. Jerome McCarthyIgor Rižnar, 2022, strokovni članek Ključne besede: teachers, education systems, policy makers, students, rote learning, understanding
Objavljeno v RUP: 06.11.2023; Ogledov: 1869; Prenosov: 9
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9. Primary school teachers' views on their autonomyJurka Lepičnik-Vodopivec, 2016, izvirni znanstveni članek Opis: In the paper we discuss primary school teachers' views of their own autonomy. In the introduction we present the theoretical premises and the views of different authors. In spite of the different views on understanding teacher's autonomy, it can be summed up it is a complex, multi-layered and important factor of teacher's activities. It appears at different levels and relations in the education process. Here we highlight the significance of decentralisation of school that influences teacher's authority and tasks, as with decentralisation the power and responsibility of decision-making is transferred from the national to the school level, which means the significance of school autonomy-and thus also of teachers' autonomy-is strengthened. In the second part the results of an empirical study carried out on the sample of 104 primary school teachers from 30 randomly selected basic schools in Slovenia are presented. We found primary school teachers estimate they are autonomous in their work. To the largest extent teacher's autonomy is influenced by regulation in education, by the curriculum, and by professional qualifications, and the least by parents. They link their own autonomy to independence in making decisions about choosing the methods of teaching and the selection of teaching resources they use at the performance level of teaching. According to the estimate of surveyed teachers they have less autonomy in selecting textbooks, which can be attributed to enforcing the policy of joint procurement and to the decisions of school authorities regarding the introduction of the latter into school practice.
Ključne besede: avtonomija, vzgojitelji, poučevanje, metode, autonomy, teachers, forms, methods, teaching
Objavljeno v RUP: 08.08.2016; Ogledov: 4770; Prenosov: 385
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10. Pre-service teachers' attitude towards learning and teaching English to young learnersSilva Bratož, 2015, izvirni znanstveni članek Opis: Considerable attention has recently been invested into researching the influence of affective variables, such as attitudes and motivation on foreign language learning and teaching. The topic is timely and relevant especially at the time when English is being introduced as an obligatory subject in the first cycle of primary school in Slovenia. Two key issues are addressed: attitudes towards learning and teaching English as a foreign language and the profile of the young learners' language teacher. The article presents the results of a small-scale research conducted with a group of primary education students on their attitudes towards learning and teaching English. The results suggest that trainee teachers have moderately positive attitudes towards learning English but diverse attitudes towards teaching a foreign language.
Ključne besede: English as a foreign language, pre-service teachers, attitudes, motivation, young language learners
Objavljeno v RUP: 14.10.2015; Ogledov: 5356; Prenosov: 86
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