Kompetence s področja trajnostnega razvoja v družboslovnih učnih pripravah študentov razrednega pouka

Hergan, Irena; Kavka, Nejc

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Title:	Kompetence s področja trajnostnega razvoja v družboslovnih učnih pripravah študentov razrednega pouka
Authors:	ID Hergan, Irena (Author) ID Kavka, Nejc (Author)
Files:	ZUP_Hergan_Irena_2026.pdf (115,15 KB) MD5: 7BB108008A0760983A2A0AC0884CA5C0 https://www.hippocampus.si/ISBN/978-961-293-568-9/11.pdf
Language:	Slovenian
Work type:	Not categorized
Typology:	1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:	ZUP - University of Primorska Press
Abstract:	Trajnostni razvoj postaja eno osrednjih izhodišč sodobnega izobraževanja. Zahteva celostno razumevanje medsebojno prepletenih družbenih, gospodarskih, okoljskih in drugih vidikov delovanja. Učitelji imajo pri tem pomembno vlogo, saj z razvijanjem lastnih kompetenc in s profesionalnim izborom učnih ciljev ter dejavnosti, ki so povezane s trajnostnim razvojem, vplivajo na oblikovanje trajnostnih vrednot in ravnanj učencev. Pri vsakdanjem pedagoškem delu naj bi učitelji prepoznali priložnosti, kjer splošne cilje učnega načrta in teorijo trajnostnega razvoja prenesejo na operativno raven ter kompetence trajnostnega razvoja povežejo z izkušnjami učencev in z lokalnim okoljem. S tem učence pripravljajo na odgovorno delovanje v družbi, ki temelji na razumevanju dolgoročnih posledic družbenih in okoljskih odločitev. V raziskavi s študenti 4. letnika študijskega programa Razredni pouk ene od slovenskih pedagoških fakultet smo ugotavljali, katere kompetence s področja trajnostnega razvoja so v vlogi učiteljev vključili v učne cilje pri nastopih na šolah v okviru študijskega predmeta Didaktika družboslovja in v kolikšni meri so imeli težave pri oblikovanju učnih ciljev s področja trajnostnega razvoja. Kvalitativna analiza 59 družboslovnih učnih priprav je pokazala, da so študenti med učne cilje pri pouku spoznavanja okolja in družbe vključevali različne kompetence trajnostnega razvoja, najpogosteje sistemsko mišljenje in akcijsko oz. strateško delovanje, zelo redko pa so uspeli vključiti samorefleksijo in kompetenco predvidevanja. Pri oblikovanju ciljev so imeli precej težav, saj je bila dobra četrtina operativnih učnih ciljev, ki so jih oblikovali, zapisana neustrezno, kar izobraževalcem nalaga veliko dela.
Keywords:	kompetence trajnostnega razvoja, družboslovje, učne priprave, učni cilji, študenti razrednega pouka
Publication status:	Published
Publication version:	Version of Record
Place of publishing:	Koper
Publisher:	Založba Univerze na Primorskem
Year of publishing:	2026
PID:	20.500.12556/RUP-23390
ISBN:	9789612935689
DOI:	https://doi.org/10.26493/978-961-293-568-9.11
Publication date in RUP:	29.07.2026
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Downloads:	0
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Record is a part of a monograph

Title:	Razvoj kompetenc prihodnosti v pedagoških študijskih programih
Place of publishing:	Koper
Publisher:	Založba Univerze na Primorskem
Year of publishing:	2026
ISBN:	978-961-293-568-9
COBISS.SI-ID:	278627587

Licences

License:	CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International

Link:	http://creativecommons.org/licenses/by-sa/4.0/
Description:	This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:	English
Title:	Sustainable Development Competences in Social Studies Lesson Plans of Primary Education Students
Abstract:	Sustainable development is becoming a central focus in modern education. It requires a comprehensive understanding of the interconnected social, economic, environmental, and other aspects of action. Teachers play an important role, as by developing their own competences and carefully selecting learning objectives and activities related to sustainable development, they influence the formation of sustainable values and behaviours in students. In their daily pedagogical work, teachers should identify opportunities to transfer the general objectives of the curriculum and the theory of sustainable development to the practical level, connecting sustainable development competences with students’ experiences and the local environment. In this way, they prepare students for responsible action in society, based on an understanding of the long-term consequences of social and environmental decisions. In a study involving fourth-year students of the Primary Education study programme at one of the Slovenian pedagogical faculties, it was identified which competences related to sustainable development students in teachers’ roles included in their learning objectives during school presentations as part of the Didactics of Social Studies course, and to what extent students experienced difficulties in formulating learning objectives in the field of sustainable development. A qualitative analysis of 59 social studies teaching materials showed that, in lessons on the environment and society, students included various competencesfrom the field of sustainable development into their learning objectives, most frequently systems thinking and action/strategic competence, but only very rarely self-reflection and anticipatory competence. Students had considerable difficulty in formulating the objectives, as a quarter of the operational learning objectives formulated by the students were written inappropriately, which resulted in significant additional work for educators.
Keywords:	sustainable development competences, social studies, lesson plans, learning objectives, primary education students

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