1. Integrating computer science and informatics education in primary schools : insights from a Slovenian professional development initiativeAndrej Flogie, Alenka Lipovec, Jakob Škrobar, 2025, original scientific article Abstract: In this study, we present a professional development programme for teachers launched to introduce Computer Science and Informatics (CSI) in primary education in Slovenia. The study aims to examine which CSI core concepts teachers most frequently choose to integrate into their lessons when given the freedom to select the topics within the framework, and to explore how students engage with and respond to these activities, as reported in teachers’ reflections. This study is based on reflective feedback from forty-seven teachers from seven primary schools who implemented interdisciplinary lessons that integrate CSI content into existing primary school curricula. Qualitative data from 152 reflections were used to support our research findings. The results show that teachers most frequently introduced the concepts from the content area of algorithms and programming. In contrast, content areas such as computing systems, networks and the internet, data and analysis, and impacts of computing received less attention. Teachers reported that students were motivated and engaged, although some challenges emerged, including difficulties in solving tasks or following instructions. As this pilot study reports on the first year of a two-year initiative, the findings provide preliminary insights into how a structured professional development programme for teachers can support interdisciplinary approaches in CSI education.
Keywords: computer science education, computational thinking, STEM, professional development, engagement, motivation, primary schools
Published in DKUM: 20.10.2025; Views: 0; Downloads: 4
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2. Enhancing student motivation and engagement through the use of a Slovenian-speaking social robot AlphaMiniDaniel Hari, Vesna Skrbinjek, Andrej Flogie, 2025, original scientific article Abstract: The integration of Artificial Intelligence into education is transforming how abstract and complex concepts are delivered, especially through embodied tools like social robots. This study examines the impact of AlphaMini, a Slovenian-speaking social robot supported by model ChatGPT 4o and trained on structured book-based content, on student engagement during knowledge management lessons. A case study approach was used, including student questionnaires, classroom observations, and post-session discussions, with 70 university students from diverse academic fields. Engagement was assessed across behavioral, emotional, and cognitive dimensions, with comparisons based on prior robot experience. Results show AlphaMini significantly enhanced emotional and behavioral engagement, with moderate cognitive gains. Students familiar with social robots demonstrated higher engagement, interacting more naturally and actively. Informal feedback highlighted positive attitudes toward AlphaMini, especially among students who regularly use generative AI tools like ChatGPT or Copilot. Participants appreciated its human-like gestures, Slovenian language use, and emotionally supportive presence. Many suggested its potential use in primary and inclusive education, where emotional safety and playful interaction are crucial. This study contributes to the growing evidence on AI in education, showing that combining generative AI with social robotics can foster motivation, participation, and emotionally rich learning experiences.
Keywords: artificial intelligence, social robot, ChatGPT, student motivation, education
Published in DKUM: 18.09.2025; Views: 0; Downloads: 4
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3. Teacher opinion about using problem-based learning in technology and engineering educationLara Voler, Andrej Flogie, 2024, original scientific article Abstract: A school for the 21st century requires innovative approaches to learning and teaching. The presented research investigates the current state of innovative teaching methods, particularly problem-based learning (PBL), among teachers of the subject Technology and Engineering (TE) in Slovenian lower secondary schools. The main aim of the research was to determine the attitude towards such innovative teaching approaches, how often innovative teaching methods are used, how teachers perceive their importance, and finally, according to the teachers, how they are qualified for this. In the research, an appropriate questionnaire for teachers is developed. Qualitative and quantitative research was conducted using an online survey and statistical data processing. The online survey results showed that teachers positively assess the importance of using PBL, which is perceived as a more challenging method than traditional teaching methods. Despite numerous challenges, teachers express high motivation to improve their teaching practices. Based on the data obtained, it is found that teachers' knowledge is assessed less positively than their competence assessment, which indicates the need for more accurate methods of evaluating knowledge and emphasizes the importance of continuous professional development. The research findings could be important for improving teaching practices and promoting innovations in the educational process. High motivation and readiness of teachers to accept innovative pedagogical approaches can contribute to a better learning environment and the development of a more competent teacher in the future.
Keywords: continuous professional development, innovative teaching methods, problem-based learning, student motivation, teacher competence, technology and engineering
Published in DKUM: 15.09.2025; Views: 0; Downloads: 5
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4. Education strategy for the net generationAndrej Flogie, Boris Aberšek, Igor Pesek, 2025, original scientific article Abstract: This paper addresses the urgent need to redefine education strategies for the Net Generation in the context of rapid technological and societal changes. First, the educational challenge is placed within a broader philosophical and cultural framework, focusing on the fluid and evolving nature of knowledge and human experience. Building on the paradigm shift from Web 2.0 to Web 4.0 and the emergence of Education 5.0, this paper investigates the pedagogical implications of these developments. Through conceptual analysis supported by contemporary educational theory, this paper proposes a model of education that integrates personalized learning, real-time feedback, and collaborative, interdisciplinary environments. A special focus is placed on the role of educators as mentors, rather than mere transmitters of information, and on the ethical, social, and emotional dimensions of digital learning. This article highlights the importance of adjusting educational practices to real-life contexts and future challenges of young learners while ensuring that the humanistic essence of education is not lost.
Keywords: education, generative artificial intelligence, generative pedagogy, educational model
Published in DKUM: 09.09.2025; Views: 0; Downloads: 1
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5. Normativni okvir kombiniranega izobraževanjaVesna Skrbinjek, Andrej Flogie, 2025, independent scientific component part or a chapter in a monograph Abstract: Poglavje analizira normativni okvir, ki opredeljuje pogoje za izvajanje kombiniranega izobraževanja v slovenskem visokošolskem prostoru. Avtorja v imenu celotne skupine raziskovalcev predstavita veljavno zakonodajo, strateške dokumente in podzakonske akte, zlasti v kontekstu Zakona o visokem šolstvu ter Pravilnika o standardih in normativih. Ugotavljata, da trenutna ureditev ne sledi v celoti sodobnim oblikam izobraževanja, kot je kombinirano učenje, ter da primanjkuje jasnih določil o minimalnih standardih, kakovosti izvajanja in digitalni podpori. Izpostavljena je potreba po posodobitvi zakonodaje, ki bi omogočila večjo fleksibilnost, hkrati pa ohranila visoke kakovostne zahteve. Poglavje poudarja pomen celovite sistemske ureditve, ki bo podprla trajnostno in učinkovito vključevanje kombiniranih oblik poučevanja.
Keywords: normativni okvir, visokošolska zakonodaja, kombinirano izobraževanje, kakovost izobraževanja, pravne podlage
Published in DKUM: 28.08.2025; Views: 0; Downloads: 1
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6. Predloga standarda kombiniranega izobraževanjaMateja Brejc, Andrej Flogie, 2025, independent scientific component part or a chapter in a monograph Abstract: Avtorja v poglavju predstavita ključne ugotovitve skupine raziskovalcev v CRP-u v obliki predloga standarda kombiniranega izobraževanja v visokošolskem prostoru, ki temelji na mednarodnih smernicah in nacionalnih dokumentih. Predlog standarda se osredotoča na oblikovanje enotne terminologije, definiranje ključnih področij in določitev kakovostnih meril za izvajanje kombiniranega poučevanja. Standardi so razdeljeni na organizacijske (institucionalni okvir, infrastruktura, podpora učiteljem in študentom, kakovost) in pedagoško-didaktične (načrtovanje programov, izvedba predmetov, ocenjevanje). Poglavje poudarja, da standardi ne predpisujejo togega načina izvedbe, temveč omogočajo prilagodljivost glede na kontekst visokošolskega zavoda. Ključen cilj je zagotoviti primerljivo kakovost učenja ne glede na obliko izvedbe, spodbujati premišljeno rabo tehnologije in podpreti sistematično vključevanje digitalnih orodij v pedagoški proces.
Keywords: standard kakovosti, kombinirano izobraževanje, visokošolski prostor, organizacijski okvir, pedagoško-didaktični pristopi
Published in DKUM: 28.08.2025; Views: 0; Downloads: 2
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7. Visokošolsko izobraževanje v digitalni dobiVesna Ferk Savec, Andrej Flogie, 2025, independent scientific component part or a chapter in a monograph Abstract: Poglavje osvetljuje preobrazbo visokošolskega izobraževanja v kontekstu digitalne dobe, ki jo je dodatno pospešila pandemija covid-19. Avtorja predstavita zgodovinski razvoj izobraževanja na daljavo ter pojasnita ključne pojme, kot so spletno, e- in kombinirano izobraževanje. Prav tako poudarita na razpršenost in neenotnost terminologije, kar povzroča zmedo tako v praksi kot v raziskovanju. V poglavju so tako izpostavljeni glavni izzivi digitalizacije v slovenskem visokem šolstvu: razlike v dostopu do tehnologije, neenakomerna digitalna pismenost ter pomanjkanje pedagoško ustrezno oblikovanih spletnih vsebin. Poglavje temelji na analizi aktualnih nacionalnih in mednarodnih dokumentov, izpostavi dobre prakse ter poudarja pomen sistemskega pristopa pri načrtovanju kakovostnega kombiniranega učenja. Osrednje sporočilo je, da mora digitalna preobrazba v visokem šolstvu preseči tehnične rešitve in vključevati celostno razumevanje pedagoških in organizacijskih implikacij.
Keywords: kombinirano izobraževanje, e-izobraževanje, digitalna preobrazba, visokošolski študij, digitalne tehnologije
Published in DKUM: 28.08.2025; Views: 0; Downloads: 17
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8. Pedagoški temelji uporabe generativne umetne inteligence v izobraževanjuAndrej Flogie, Jakob Škrobar, 2025, independent scientific component part or a chapter in a monograph Abstract: Razvoja kompetenc 21. stoletja pri šolajočih predstavlja enega izmed pomembnih ciljev sodobnega izobraževanja. Kako ta cilj doseči s pomočjo smiselne rabe sodobne digitalne tehnologije, še posebej generativne umetne inteligence (GUI), je za raziskovalce in izobraževalce velik izziv. Tako kot pri vseh večjih tehnično-tehnoloških izumih in industrijskih revolucijah tudi pri razvoju GUI pričakujemo velike spremembe v družbi ter posledično v šoli (trg dela, ekonomija, etični izzivi itn.). Enostavna dostopnost tovrstne tehnologije izrazito vpliva na spremembe v celotni družbi in posledično tudi v šoli, kot smo to lahko opazili pri razvoju družbenih omrežij. Uporaba GUI in ostalih sodobnih digitalnih tehnologij v sodobni šoli mora biti zato pedagoško osmišljena. Potreben je premislek o filozofskih in pedagoško-psiholoških temeljih uvajanja tovrstnih tehnologij v proces poučevanja in učenja, da bo uporaba pedagoško osmišljena in da bo tehnologija v podporo didaktičnim pristopom poučevanja. Generativna umetna inteligenca v šoli ne predstavlja zgolj tehnološkega orodja, temveč transformativni dejavnik, ki lahko izboljša kakovost poučevanja in učenja. V članku so predstavljeni temeljni premisleki za uvajanje tovrstne tehnologije v šolski prostor.
Keywords: didaktične strategije, učne paradigme, inovativna pedagogika
Published in DKUM: 22.08.2025; Views: 0; Downloads: 79
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9. Razvoj standarda kombiniranega poučevanja v Sloveniji2025 Abstract: Monografija »Razvoj standarda kombiniranega izobraževanja v Sloveniji« obravnava sodobne izzive digitalizacije v visokošolskem izobraževanju, zlasti v luči vseživljenjskega učenja in hitrih družbenih sprememb. V prvem poglavju avtorji predstavijo razvoj e-izobraževanja ter razčlenijo terminološke nejasnosti, ki ovirajo njegovo učinkovito implementacijo. V drugem poglavju je oblikovan predlog standarda kombiniranega izobraževanja, ki temelji na mednarodnih priporočilih in vključuje pedagoško-didaktične ter organizacijske vidike. Tretje poglavje je namenjeno implementaciji standarda v prakso, četrto pa oblikovanju normativnega okvira na institucionalni in nacionalni ravni. Skozi vsebino monografije avtorji gradijo na rezultatih projekta CRP V5-2273, ki ponuja sistematično analizo stanja na področju IKT v slovenskem visokošolskem prostoru. Monografija je dragocen prispevek k razumevanju in oblikovanju kakovostnega kombiniranega izobraževanja v Sloveniji.
Keywords: kombinirano izobraževanje, visokošolsko izobraževanje, digitalna preobrazba, izobraževalni standardi, vseživljenjsko učenje
Published in DKUM: 19.08.2025; Views: 0; Downloads: 2
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10. Learning analytics : a case study on exploring social interaction and problem-solving strategiesVladimir Grubelnik, Nataša Rizman Herga, Andrej Flogie, Mihaela Brumen, Marko Marhl, Dejan Dinevski, 2025, original scientific article Abstract: Purpose: The purpose of this study is to preliminarily verify the concept of personalised and collaborative learning and to formatively observe students' knowledge, skills, problem-solving strategies and social dynamics in the classroom. Study design/methodology/approach: The study was conducted with 8th grade students (N=21) using the ClassRoom Analytica (CRA) application as part of a thematic unit on ionic bonds. Students participated in digitally facilitated group problem-solving activities guided by predefined parameters for accessing information. Findings: The use of the CRA application proved highly beneficial in a heterogeneous class as it was responsive to all students and provided the teacher with detailed information about each individual’s role within the class. Originality/value: This study presents CRA as a novel integration of learning analytics and domain-specific visualisations in the science classroom.
Keywords: learning analytics, social interaction, problem-solving
Published in DKUM: 23.07.2025; Views: 0; Downloads: 12
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