1. Implementation of computer science unplugged in schools : a narrative review of outcomes, motivations, and pedagogical perspectivesKosta Dolenc, Anže Boh, 2026, original scientific article Abstract: This review examines the implementation of computer science (CS) unplugged activities in K–12 education, focusing on their impact on educational outcomes, student motivation, and teacher perceptions. A total of 32 relevant studies published between 2009 and 2025 were analysed, including journal articles, conference reports, and book chapters. The findings suggest that CS unplugged generally improves computational thinking (CT) skills, particularly among younger learners and those who have not yet experienced programming concepts. Students often report greater engagement and less anxiety about coding, while teachers appreciate the cost-effective and flexible nature of unplugged lessons. However, inconsistencies are evident in the long-term retention of concepts and the degree of transfer to more advanced or “plug-in” programming tasks. The effective integration of CS unplugged activities often depends on sound teacher training and alignment with broader curriculum objectives. These findings highlight the potential of CS unplugged to improve early computer education, but also highlight the need for longitudinal studies, standardised assessments and systematic transitions from unplugged to digital practice. Given the substantial heterogeneity of study designs and outcomes - and, critically, the inconsistent operationalisation of CT alongside non-standardised testing metrics across studies - we did not aggregate effect sizes; consequently, a formal meta-analysis was not methodologically feasible.
Keywords: CS unplugged, K-12 education, computational thinking, student motivation, teacher perspective, narrative review
Published in DKUM: 13.01.2026; Views: 0; Downloads: 0
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2. Gender differences in head teachers’ work motivation for assuming diverse job rolesIgor Nikičić, Rahaela Varga, 2025, original scientific article Abstract: This paper explores the characteristics of gender differences in work motivation for assuming the diverse job roles of head teachers in their everyday work in Croatia. Grounded in the well-established self-determination theory (SDT), this paper examines not only the intensity of motivation among head teachers, but also its quality, while applying the WRMS - SP questionnaire. The findings have important implications in recognizing the gender-based similarities in motivation types as confirmation that both men and women perceive themselves as effective leaders in a complex job role and present-day challenges in schools.
Keywords: gender differences, head teachers, work motivation, job roles, school
Published in DKUM: 06.01.2026; Views: 0; Downloads: 0
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3. 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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4. 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: 6
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5. 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: 10
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6. Das Image des Deutschen als Fremdsprache an zweisprachigen Schulen in Prekmurje (Übermurgebiet): Herausforderungen und Einflussfaktoren : MagisterarbeitMatija Toth, 2025, master's thesis Abstract: In der vorliegenden Magisterarbeit wurde versucht die Herausforderungen und Einflussfaktoren, die das Image des Deutschen als Fremdsprache an zweisprachigen Schulen in Prekmurje (Übermurgebiet) prägen, zu untersuchen. Es wurden Interviews mit DaF-Lehrkräften von allen zweisprachigen Schulen in Prekmurje (Übermurgebiet) gefertigt, anhand dessen der Autor eine Basis erstellen konnte, die zur Bewertung der gestellten Hypothesen der Magisterarbeit benutz wurde. Die aufgestellten Hypothesen beruhen auf theoretischen Grundlagen, die im ersten Teil der Arbeit thematisiert werden. Im zweiten Teil wird die empirische Untersuchung des Autors präsentiert, die auf den gefertigten Interviews, ihrer Analysen und Interpretationen beruht.
Die fünf aufgestellten Hypothesen waren wie folgt: "Das Aufwachsen der Kinder in einer mehrsprachigen Umgebung zeigt sich in einem positiven Image der deutschen Sprache", "Die Befragten sind der Meinung, dass der Deutschunterricht das Image der Sprache bei den Schülern stark prägt", "Die mediale Verbreitung der englischen Sprache hat einen negativen Einfluss auf die Motivation der Schüler in der Region Prekmurje (Übermurgebiet), Deutsch zu lernen", "Das negative Ansehen der deutschen Sprache bei Schülern wird stark von wichtigen historischen Ereignissen aus der deutschen Vergangenheit beeinflusst (z.B. Nationalsozialismus)" und "Das negative Ansehen der deutschen Sprache bei Schülern wird wesentlich durch veraltete Lehrmaterialien beeinflusst". Die erste Hypothese (H1) wurde durch die Aussagen der DaF-Lehrkräfte nur teilweise bestätigt. Es wurde hervorgehoben, dass Mehrsprachigkeit grundsätzlich eine positive Grundlage für das Sprachenlernen schaffen kann und dass Schüler, die in mehrsprachigen Umgebungen aufwachsen, offener für das Erlernen von Fremdsprachen sind. Auf der anderen Seite zeigen aber, laut Befragten, viele Schüler keine unmittelbare Wertschätzung für ihre mehrsprachige Erziehung und erkennen oft nicht den Vorteil, den das Erlernen weiterer Sprachen, einschließlich Deutsch, mit sich bringt. Die zweite Hypothese (H2) wurde bestätigt, da es bewiesen wurde, dass, laut Interviewten, Deutschunterricht das Image des Deutschen in hohem Maße beeinflusst. Die dritte Hypothese (H3) wurde ebenfalls bestätigt, da die englische Sprache, die in den Medien stark verträten ist, einen großen Teil der Freizeit der Schüler einnimmt und es zum ständigen Sprachkontakt führt, dass wiederum zusätzlich zu Verfremdung des Deutschen. Die vierte Hypothese (H4) wurde verworfen, obwohl Themen wie die NS-Zeit und Adolf Hitler im Bewusstsein einiger Schüler vorhanden sind und gelegentlich in einem oberflächlichen oder scherzhaften Ton erwähnt werden, beeinflusst dies nicht signifikant die Motivation Deutsch zu lernen. Die fünfte Hypothese (H5) wurde bestätigt, da veralteten Lernmaterialien, laut dem Aussagen der Befragten, einen wesentlich negativen Einfluss auf das Ansehen des Deutschen bei den Schülern haben, dass wiederum auch die Motivation, Deutsch als Fremdsprache zu lernen, reduziert.
In der empirischen Untersuchung der Magisterarbeit wurden charakteristische Verbindungen zwischen verschiedenen Faktoren, die eine Auswirkung auf das Image des Deutschen als Fremdsprache an zweisprachigen Schulen in Prekmurje (Übermurgebiet) ausüben könnten, aufgeführt und analysiert. Die Ergebnisse der Untersuchung sollen eine authentische Wahrheit über die Ursache des Popularitäts- und Imageverlustest des Deutschen als Fremdsprache in Slowenien, bzw. präziser formuliert in Prekmurje (Übermurgebiet), präsentieren. Ziel war es mit den Ergebnissen die Problemzonen des Besprochenen zu identifizieren, um sie anschließend beheben zu können.
Keywords: Sprachimage, Motivation, Deutsch als Fremdsprache, slowenisches Schulsystem, Mehrsprachlichkeit, Sprachmythen, Stereotypen
Published in DKUM: 13.08.2025; Views: 0; Downloads: 7
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7. Employee motivation in contemporary academic literature : a narrative literature reviewPetra Jarkovská, Martina Jarkovská, 2024, original scientific article Abstract: Background: Using the correct type of motivation is pivotal in triggering employees’ affirmative work attitudes, such as work performance, job satisfaction, or voluntary retention, ultimately leading to increasing the organization’s overall efficiency. Despite the ongoing academic debate, academics provide practitioners with mixed results on which motivation factors are relevant for targeted employee groups whose needs are under the economic and socio-psychological pressure of the rapidly evolving environment. Elton Mayo was the first to acknowledge these socio-psychological factors as significant motivation drivers almost a century ago. Methods: Therefore, the purpose of this paper, using the narrative literature review method (supported by a systematic search strategy) on 83 articles, is to evaluate the research findings on employees’ motivation (related to their affirmative work attitudes) and to unfold the motivation theory’s advancement. Results: Key motivation drivers were identified and unified into five motivation sets applicable to different employee groups. The findings also suggest that most academic works, theoretically grounded in classical motivational concepts, are quantitative analysis-based. Conclusion: To increase the efficiency of employees’ performance, internal motivation or internalization of external motivation seems to be the best solution. Employees’ “floating” needs call for practitioners to be trained in techniques from psychology.
Keywords: Elton Mayo, employee motivation, motivation factor, motivation theory
Published in DKUM: 13.08.2025; Views: 0; Downloads: 1
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8. The impact of students’ cybersecurity vulnerability behavior on e-learning obstaclesIbrahim Mohamed Taha, Rajaa Hussein Abd Ali, Ali Abdulhassan Abbas, 2025, original scientific article Abstract: Background/purpose: This study examines the relationship between students’ cybersecurity vulnerability behavior and e-learning obstacles. With the rapid growth of online education, ensuring the security and privacy of digital
platforms has become crucial. In this background, the current study is a first-of-its-kind attempt to understand the
relationship between these two variables in the background of higher educational institutions in Iraq.
Methods: For this study, the researchers collected data during 2023 from students aged between 19 and 25 enrolled
in the University of Karbala, Iraq, using a semi-structured research questionnaire, who were selected through a random sampling method. The questionnaire comprised questions pertaining to the dimensions of both the dependent
and the independent variable. A total of 350 valid responses were considered for the analysis in which PLS-SEM
was conducted.
Results: The outcomes revealed that the professional and human obstacles have a high association with cybersecurity vulnerability behavior. The study also found that the overall obstacles have a significant effect on the cybersecurity vulnerability behavior. All hypotheses were verified and the outcomes confirm that there is an effective
relationship between cybersecurity vulnerability behavior and e-learning obstacles Conclusion: Based on the study outcomes, the authors proposed a few recommendations for all the stakeholders of the e-learning process, such as ducational institutions, governments, faculty members, students, and their parents. Though the current study has been confined to a single university in Iraq, future researchers can focus on expanding the study to other higher educational institutions so that a nationwide policy-level initiative can be brought based on the research evidence.
Keywords: cybersecurity vulnerability behavior, e-learning obstacles, higher education, PLS-SEM, student motivation, learning behaviour
Published in DKUM: 06.08.2025; Views: 0; Downloads: 2
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9. Investigating the source of student self-efficacy and its relations to affective factors in mathematics learningSulthon Amien, Ratno Abidin, Achmad Hidayatullah, Muhammad Ridlwan, 2023, original scientific article Abstract: The purpose of this study was to explore the source of students’ self-efficacy and its relation to motivation, attitude, and students’ perception of teacher support in mathematics learning. Three hundred and fifty participants were selected using a stratified random sampling method. The study was survey-based and quantitative; data were analysed through statistical tests. Findings showed that most students reported having good grades in math. The source of self-efficacy in mathematics significantly correlates with attitude, intrinsic motivation, and students’ perception of teacher support.
Keywords: self-efficacy, attitude, student motivation, teacher support
Published in DKUM: 28.07.2025; Views: 0; Downloads: 13
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10. Preschool teachers’ conceptions of professional development in relation to career motivation and job satisfactionMojca Žveglič Mihelič, Milena Valenčič Zuljan, Romina Plešec Gasparič, 2025, original scientific article Abstract: In this paper, we are interested in preschool teachers’ conceptions of professional
development in relation to their motives for choosing the profession and
professional satisfaction. Results of a study among 145 Slovenian preschool
teachers show that they generally have a positive conception of professional
development; nevertheless, recognition of the importance of learning and in-depth
reflection on this conception depend on career motivations, while a broader
conception of professional development increases the likelihood of thinking about
leaving the profession more frequently. The findings justify the need for better
recognition of preschool teachers’ needs and obstacles in the workplace.
Keywords: professional development, conception of professional development, career motivation, job satisfaction, preschool teachers
Published in DKUM: 24.07.2025; Views: 0; Downloads: 6
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