1. Inclusion of travel writing, movement and sign languages into university curricula : case study of SloveniaVita Petek, Jasna Potočnik Topler, 2024, independent scientific component part or a chapter in a monograph Abstract: As part of Erasmus+ project: “Active and inclusive teaching of literacy and communication skills for enhanced employment and sustainable economic growth (IN-COMM GUIDE)”, university curricula of Slovenian study programs were analyzed. For purpose of this paper, curricula at Slovenian public and private universities were analyzed. The research focused on the question of which innovative methods were used for teaching communication skills, and whether travel writing, movement, and sign languages are included. Analysis showed that there were no innovative methods included in the curricula. It was shown that among all the curricula, there is none that has as its subject travel writing. In three curricula in total, the subject of sign language was found and six analyzed curricula were related to movement. Being active was found in curricula of Faculties of Education. We can conclude that curricula on communication skills at Slovenian universities still have room for further development, innovation and improvement. This chapter of the monograph also includes interviews that were conducted with representatives from the Association of Deaf and Hard of Hearing Associations of Slovenia and Association of the Deaf and Hard of Hearing of Podravje, Maribor.
Keywords: curriculum, innovative methods, travel writing, movement, sign languages
Published in DKUM: 06.11.2025; Views: 0; Downloads: 1
 Full text (346,48 KB)
This document has many files! More... |
2. Literature in the English Classroom in the Final Three Years of Primary School : master's thesisZala Jug, 2025, master's thesis Abstract: Literature plays an essential role in language learning, since it offers students an engaging and meaningful way to develop their language skills and critical thinking. This Thesis deals with the integration of literature into English language teaching in the final three years of primary school in Slovenia. The theoretical part of the Thesis examines the fundations for integrating literature into English language teaching in Slovene primary school by examining how reading comprehension is addressed in the Curriculum for the final three years of Primary School, as well as the objectives, standards and l themes outlined in the Curriculum. It also investigates the role that literature plays in learning a foreign language, focusing not only on its role in developing students' language skills but also on its importance for rasing students' sociocultural awareness.
The empirical part is divided into two parts: the first one analyses literary texts that are included in the English textbooks currently used in the final three years of primary school to assess their frequency and their pedagogical role. Based on the findings, the second part proposes a list of additional literary texts suitable to be used in the English classroom for their alignment with the Curriculum's objectives, as well as for addressing socially relevant themes that reflect contemporary social issues.
Keywords: primary school, English language teaching, Curriculum, literature, reading
Published in DKUM: 25.09.2025; Views: 0; Downloads: 8
Full text (1,39 MB) |
3. Integrating generative language models in lesson planning : a case studyDaša Berglez, Maja Kerneža, 2024, independent scientific component part or a chapter in a monograph Abstract: The study explores artificial intelligence (AI) as a supportive technology in the lesson planning process of teachers, focusing on generative language models like ChatGPT. It evaluates the impact of AI on teaching strategies by comparing control and experimental groups of pre-service teachers interacting with the ChatGPT model. The aim was to create a lesson in metaphorical creativity and to understand the adaptability and effectiveness in lesson creation. Findings reveal no significant differences in pedagogical outcomes between groups, indicating that while AI offers innovative approaches, it doesn’t fundamentally alter teaching effectiveness. The study It points out the potential and challenges of AI in education, advocating for further exploration to maximize its benefits and address ethical implications. This study contributes to the ongoing discourse on leveraging AI to enrich educational practices and emphasizes the critical role of educators in adapting AI tools for teaching.
Keywords: artificial intelligence, curriculum, educational technology, metaphorical creativity, teacher support
Published in DKUM: 17.09.2025; Views: 0; Downloads: 9
Full text (517,35 KB)
This document has many files! More... |
4. Digital competencies in formal and hidden curriculumMarko Ferjan, Mojca Bernik, 2024, original scientific article Abstract: Background purpose: Research on digital competence has been one of the most important policy goals in the area of education in the European Union for almost two decades. In 2017, two essential documents were published: DigComp 2.1 - The Digital Competence Framework for Citizens with eight proficiency levels (Carretero et al., 2017) and examples of use and the European Framework for the Digital Competence of Educators – DigCompEdu (Redecker, 2017). Despite these documents and all the research in the field of digital competencies, there is still no unified instrument for measuring the digital competencies of citizens. The problem is that digital competencies encompass a wide range of skills, from basic digital literacy to advanced technical proficiency, and they evolve with technological advancements. Researchers and policymakers face several obstacles in creating a one-size-fits-all tool for assessing these competencies. This paper expands existing research in the field of digital competence in formal education in Slovenia. Our research aimed to explore curricular aspects of acquiring digital competencies within the three levels of formal education and the level of achieving digital competencies among citizens (students) in Slovenia. The purpose of our study was to gain a broader understanding of how participants in formal education obtain digital competencies to obtain a publicly recognized qualification within the education system in Slovenia. Design/Methodology/Approach: To examine the field of digital competence in formal and hidden curricula, we first survey students (citizens) to assess their self-perception regarding digital competencies. Then, we interviewed teachers from various faculties to identify elements of the hidden curriculum. Finally, we reviewed publicly available educational content regarding acquiring digital competencies in primary and secondary schools and universities. Results: The extent of formal teaching of content related to digital competencies within the public education system in Slovenia is small. During the average duration of formal education, a Slovenian citizen listens to approximately 2,000 hours of mathematics lessons, around 1,000 hours of art lessons, and 200 hours of computer science and informatics lessons. The research results have shown that, even in subjects unrelated to computer science, informatics, and digital competencies, students acquire digital competencies as part of the hidden curriculum at universities. The arithmetic mean among students’ (citizens’) research of other competencies indicates that respondents can operate independently. The results of the level of digital competencies according to DigiComp 2.1. show that, except for two competencies; all are within are within level 5. This means that the self-assessed level of digital competencies among students (citizens) has mostly stopped at tasks they perform for their own needs. Conclusion: In the future, EU countries will need to standardize the assessment system for digital competencies to determine the level of individuals’ digital competencies. The school system in Slovenia will have to introduce a significant amount of computer science knowledge into the curricula of subjects, with particular attention given to upgrading digital competencies within hidden curricula.
Keywords: formal curriculum, hidden curriculum, digital competence
Published in DKUM: 13.08.2025; Views: 0; Downloads: 4
Full text (611,42 KB)
This document has many files! More... |
5. Lifelong learning through the prism of educatorsKorana Lisjak, Anita Zovko Klapan, 2024, original scientific article Abstract: Continuous professional development and training represent not only choices, but also an obligation and responsibility for every single educator. The aim of the research was to investigate the attitudes of educators working in kindergartens in seven counties of the Republic of Croatia, about the importance of lifelong learning. The research was conducted on a sample of 279 female educators, and a survey questionnaire was used as a measuring instrument. The results of the study indicate that educators are aware of the importance of lifelong learning and professional development. They emphasize that it enables them to develop competences and contributes to the improvement of their educational practice. The largest number of educators participate in professional training several times a year; they choose the form of training most often by the topic in which they are interested, and the form of professional training that best suits the needs of educators is the interactive workshop.
Keywords: cultural heritage education, music curriculum, music teaching, music teacher
Published in DKUM: 30.07.2025; Views: 0; Downloads: 2
Full text (480,54 KB)
This document has many files! More... |
6. |
7. Evidence-based education in discourse around the concept of BildungTomislav Topolovčan, Snježana Dubovicki, 2024 Abstract: The aim of this study lies in the use of theoretically comparative and historically methodological approaches to elaborate, compare, and recapitulate the features, history and the relationship of evidence-based education and the concept of Bildung. The relationship of the continental European didactic and Anglo-American curricular tradition, as well as to the meaning of teacher autonomy and (inter)national external evaluations of student achievements will be given special attention. Evidence-based education degrades teacher autonomy. Constituting the synergy of these two concepts can be considered the contemporary Holy Grail of education, which will probably not be found in the theoretical-methodological differences.
Keywords: didactics, curriculum, education policy, history of education, teacher autonomy
Published in DKUM: 30.07.2025; Views: 0; Downloads: 5
Full text (320,44 KB)
This document has many files! More... |
8. Cultural heritage in music teaching : the experience in CroatiaMia Mucić, Emina Berbić Kolar, 2024, original scientific article Abstract: This study explores music teachers' attitudes toward cultural heritage education and to what extent this subject matter is implemented in music lessons. The study included music teachers (N = 61) employed in Croatian elementary schools. The results show that music teachers have a very positive attitude towards the inclusion of cultural heritage education in music teaching and that music teachers believe such resources should be part of the music curriculum. The findings also show that some dissatisfaction is present among music teachers regarding the way such topics are presented in the music curriculum and their overall representation in music lessons.
Keywords: music curriculum, cultural heritage education, music teaching, music teacher
Published in DKUM: 30.07.2025; Views: 0; Downloads: 2
Full text (415,20 KB)
This document has many files! More... |
9. Approaches to educational activities and construction of an informatics curriculumDarko Etinger, Marina Diković, Hrvoje Alilović, 2024, original scientific article Abstract: The research section of the paper explores elementary school students' satisfaction with informatics. This research was carried out using the American Customer Satisfaction Index (ACSI). Four subscales were used: Expectation, Satisfaction, Quality, and Values. The number of Croatian elementary school pupils investigated (from Brod-Posavina County) is 135 (N). Research results show that pupils have high expectations of informatics, including that it will progressively meet their expectations and help them to receive a quality education. It can also be concluded that the problems once faced by students, such as classroom and equipment quality, are becoming much smaller compared to previous years.
Keywords: American Customer Satisfaction Index, ACSI, computer science curriculum, ICT, informatics, student satisfaction
Published in DKUM: 29.07.2025; Views: 0; Downloads: 6
Full text (487,07 KB)
This document has many files! More... |
10. Digital skills assessment and digital competence self-assessment among students at the University of SplitSuzana Tomaš, Marijana Vrdoljak, Katija Kalebić Jakupčević, 2024, original scientific article Abstract: The aim of the study was to determine the self-assessment of digital competences and assessment of skills among students of professional and university studies at the University of Split (N=466), as well as to check whether there is a significant difference between them in terms of their year of study, gender, and scientific field of study. The results showed that senior students claim a higher level of digital skills, and that first-year students of humanities and social studies achieve better results than senior students on the digital skills test.
Keywords: digital literacy, higher education, national curriculum
Published in DKUM: 29.07.2025; Views: 0; Downloads: 2
Full text (397,67 KB)
This document has many files! More... |
