1. Factors influencing mathematics achievement of university students of social sciencesAlenka Brezavšček, Janja Jerebic, Gregor Rus, Anja Žnidaršič, 2020, izvirni znanstveni članek Opis: The paper aims to investigate the main factors influencing the mathematics achievement of social sciences university students in Slovenia. A conceptual model was derived where three categories of variables were taken into account: attitude towards mathematics and math anxiety, engagement in learning activities, and attitude towards involving technology in learning mathematics. Data were collected for seven consecutive academic years and analysed using Structural Equation Modelling (SEM). The results showed a very high coefficient of determination for mathematics achievement (0.801), indicating that variables “Perceived Level of Math Anxiety”, “Self-Engagement in Mathematics Course at University”, and “Perceived Usefulness of Technology in Learning Mathematics”, together, explain 80.1% of the total variance. Based on our findings, we can conclude that teaching in secondary school is a crucial determinant for success in mathematics at university. It is essential to identify the best methods for secondary school math teachers which will help them give future students better entry-level knowledge for universities. These methods will, hopefully, also improve the level of mathematics self-confidence, as well as lower the level of math anxiety, which all considerably affect the performance of students in university mathematics.
Ključne besede: mathematical education, good practices in mathematics, mathematics achievement, education, influencing factors, university, social sciences, structural equation modelling (SEM)
Objavljeno v DKUM: 14.01.2025; Ogledov: 0; Prenosov: 1
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2. Academic general practice/family medicine in times of COVID-19 - Perspective of WONCA EuropeAdam Windak, Thomas Frese, Eva Hummers-Pradier, Zalika Klemenc-Ketiš, Sonia Tsukagoshi, Josep Vilaseca, Shlomo Vinker, Mehmet Ungan, 2020, izvirni znanstveni članek Opis: COVID-19 outbreak has significantly changed all aspects of general practice in Europe. This art-icle focuses on the academic challenges for the discipline, mainly in the field of education,research, and quality assurance. The efforts of the European Region of the World Organisationof National Colleges, Academies, and Academic Associations of General Practitioners/FamilyPhysicians (WONCA Europe) to support academic sustainability of the discipline in the time ofpandemic are presented. Medical education was affected by the pandemic, threatening both itsproductivity and quality. Emerging new educational methods might be promising, but theresults of their rapid implementation remain uncertain. A relatively small number of publicationsrelated to COVID-19 and general practice is available in the medical literature. There is a short-age of original data from general practice settings. This contrasts with the crucial role of GPs infighting a pandemic. COVID-19 outbreak has opened widely new research areas, which shouldbe explored by GPs. Maintaining the quality of care and safety of all patients during the COVID-19 pandemic is the utmost priority. Many of them suffer from poor access or inadequate man-agement of their problems. Rapid implementation of telemedicine brought both threats andopportunities. The COVID-19 pandemic also challenged doctors' safety and well-being. Theseaspects will require discussion and remedy to prevent deterioration of the quality of primarycare. WONCA Europe is making a multi-faceted effort to support GPs in difficult times of thepandemic. It is ready to support future efforts to uphold the integrity of family medicine as anacademic discipline.
Ključne besede: infectious diseases, quality of care, public health, community medicine, health care organisation, management, medical education
Objavljeno v DKUM: 07.01.2025; Ogledov: 0; Prenosov: 2
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3. Fostering SDG Content Integration in the Economics and Business Undergraduate Curriculum: A Faculty-Driven Mapping ApproachIgor Vrečko, Maja Rožman, Karin Širec, 2024, izvirni znanstveni članek Opis: The Faculty of Economics and Business (FEB UM) initiated a project to align its undergraduate study program with sustainable development principles. This involved mapping the Sustainable Development Goals (SDGs) within the curriculum, using recommended keywords and faculty assessments. The exercise aimed to objectively showcase current sustainability integration and to identify areas for enhanced sustainable practice infusion. The method entailed both the direct and indirect consideration of SDG content. This endeavor heightened faculty awareness and enthusiasm for incorporating the SDGs, highlighting the significance of aligning academic programs with global sustainability objectives. This study has offered a framework for similar institutions aiming to boost sustainability through curriculum mapping and active faculty engagement.
Ključne besede: Sustainable Development Goals (SDGs), curriculum mapping, higher education, sustainability in economics and business education, faculty engagement
Objavljeno v DKUM: 16.12.2024; Ogledov: 0; Prenosov: 5
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5. Supply chain execution : Sourcing and customer serviceLukasz Hadas, Julia Jancy, Sonja Mlaker Kač, Mateja Čuček, univerzitetni, visokošolski ali višješolski učbenik z recenzijo Ključne besede: supply chains, sourcing, services, logistics, higher education textbooks
Objavljeno v DKUM: 13.12.2024; Ogledov: 0; Prenosov: 3
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6. Differences in personal innovativeness in the domain of information technology among university students and teachersAndrej Šorgo, Mateja Ploj Virtič, Kosta Dolenc, 2021, izvirni znanstveni članek Opis: Two online surveys among 1105 university students and 656 employees were conducted with the inclusion of the construct Personal Innovativeness in the domain of Information Technologies (PIIT). After calculating descriptive statistics, statistically significant differences between personal innovativeness of university students and teachers were sought by the application of one-way ANOVA. The first and most important finding was that average perceived PIIT of teachers and students falls around the middle of the seven-point scale, which cannot be regarded as a plausible predictor of upgrading the University as an Innovative Ecosystem. The second was that university teachers scored higher than their students, a situation that could produce an expectancy conflict between those who want to work in an innovative way and those who would prefer study by the book. Teaching assistants, who should belong to the generation of digital natives, are only slightly more innovative than university teachers, who can be regarded as digital immigrants. Assuming that innovativeness can be upgraded by learning, means that efforts should be made by University Management to encourage and support Personal Innovativeness (and other creativities, as well) as a preferred teaching practice.
Ključne besede: personal innovativeness, information technologies, university students, university teachers, online education
Objavljeno v DKUM: 10.12.2024; Ogledov: 0; Prenosov: 2
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7. Education of refugee children within the INTREF project frameworkMaja Kerneža, Dejan Zemljak, Metka Kordigel Aberšek, Boris Aberšek, Polonca Legvart, Helena Konšak, Hakan Sari, Ildikó Hanuliaková, Loreta Huber, Inga Laurusone, Kübra Terzioglu, Metin Kiliç, 2024, izvirni znanstveni članek Opis: Amidst growing migratory movements and hurdles of assimilation, the INTREF initiative strives to craft a comprehensive strategy for the schooling of refugee children, melding e-learning, emotional and social support, along with adaptable teaching methods. This endeavor learns on principles like linguistic diversity, cross-cultural skills, and customizing the educational journey, crucial for assimilation and triumph within academic settings. Studies indicate the indispensability of bespoke linguistic assistance, cognizance of cultural variances, and personalized educational tactics for the seamless school transition and societal assimilation of children in refuge. The project devised a survey instrument aimed at evaluating the baseline educational scenario in the participating nations and formulating education plans tailored to specific needs. This survey zeroes on four pivotal areas: linguistic proficiency, cross-cultural consciousness, embracing diversity, and pedagogical customization. Feedback from 31 students, 30 teachers and 28 parents revealed a pressing need for augmented linguistic aid in Slovenia, heightened cross-cultural understanding, and classroom method modification to enrich the academic experiences of culturally diverse children. The findings also underscore a discernible discrepancy between the perspectives of educators versus those of parents and children. The insights from this survey lay the groundwork for creating innovative instructional units and resources, finely adapted to the needs of children in refuge. By forging links between theoretical insights and practical application, as well as among various educational stakeholders, INTREF is ready to enrich the discourse and practices surrounding inclusivity, and endeavor made increasingly pertinent by the recent global disruptions, including the migratory dilemma and the COVID-19 outbreak.
Ključne besede: individualization of education, integration practices, intercultural competence, refugee children
Objavljeno v DKUM: 03.12.2024; Ogledov: 0; Prenosov: 2
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8. The role of teacher education in the science literacy developmentEva Klemenčič, Mateja Ploj Virtič, Janja Majer Kovačič, 2023, izvirni znanstveni članek Opis: One of the aims of education is to produce wise and responsible citizens who are aware of their impact on the environment and can address and solve daily life problems. From this point of view, science education leading to science literacy is helpful for all students, regardless of their future careers. In this paper, we first review the definitions of science literacy in the literature and present the strategies for its development. In Slovenia, we refer to the ongoing national project NA-MA POTI. Most of the strategies studied focus on primary and secondary schools. However, for the development of science literacy in primary and secondary education, teachers themselves must achieve a sufficient level of science literacy. The research was conducted with a small group of prospective teachers, focusing on three components of science literacy: asking research questions, making hypotheses, and designing an experiment. In addition, we analysed the curricula of the science didactics courses in the teacher education program. The findings show a great need for a systematic change in the curricula. Finally, proposals and ideas for improving the curricula for the didactics of science and the syllabus of the Subject teacher study program are presented.
Ključne besede: science literacy, teacher education, didactics of science, didactics of technics & technology, curricula
Objavljeno v DKUM: 02.12.2024; Ogledov: 0; Prenosov: 1
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9. Innovative professional learning communities and sustainable education practices through digital transformationMaja Vičič Krabonja, Simona Kustec, Vesna Skrbinjek, Boris Aberšek, Andrej Flogie, 2024, izvirni znanstveni članek Opis: Education is the most important part of sustainable society development. Traditional
approaches to permanent lifelong educator training often fail to produce lasting changes in teaching
practices (UN, Goal 4). This paper examines how educator involvement in a professional learning
community (PLC) ensures equitable quality education and promotes lifelong learning opportunities
for all and a sustainable digital transformation of the teaching and learning process. Participation in
PLC and the use of contemporary learning environments positively impact the quality of educators’
work, thereby enhancing the overall educational process. This study utilised a quantitative methodology, employing both descriptive and inferential statistics to analyse the data. Results indicate
that a balanced integration of formal PLC structures and guidance, combined with elements of a
non-formal, broader PLC and external incentives and support (such as projects), can surpass mere
exchanges of best practices, foster innovation, and support the sustainable digital transformation
of educators. This approach leads to a sustainable shift in pedagogical paradigms. The PLC_IP
model (focused on including digital technologies and effective teaching strategies) enhances collective
educator efficacy, contributing to improved teaching quality. For PLCs to achieve sustainability, they
must be dynamic entities that adapt to the evolving educational landscape, ensuring their continued
relevance and impact with rising completion rates over time. Our findings underscore the importance
of innovative PLCs in driving sustainable educational development and improvement and provide a
framework for future research and practical applications in educational settings. In addition, PLCs
can strengthen the means of implementation and revitalise the global partnership for sustainable
development (UN, Goal 17).
Ključne besede: professional learning communities, ESD, training, sustainable changes, sustainable education, education practices, schools
Objavljeno v DKUM: 27.11.2024; Ogledov: 0; Prenosov: 0
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10. Effects of a serious smartphone game on nursing students` theoretical knowledge and practical skills in adult basic life support : randomized wait list-controlled trialNino Fijačko, Ruth Masterson Creber, Špela Metličar, Matej Strnad, Robert Greif, Gregor Štiglic, Pavel Skok, 2024, izvirni znanstveni članek Opis: Background: Retention of adult basic life support (BLS) knowledge and skills after professional training declines over time.To combat this, the European Resuscitation Council and the American Heart Association recommend shorter, more frequent BLS sessions. Emphasizing technology-enhanced learning, such as mobile learning, aims to increase out-of-hospital cardiac arrest (OHCA) survival and is becoming more integral in nursing education.
Objective: The aim of this study was to investigate whether playing a serious smartphone game called MOBICPR at home can improve and retain nursing students’ theoretical knowledge of and practical skills in adult BLS.
Methods: This study used a randomized wait list–controlled design. Nursing students were randomly assigned in a 1:1 ratio to either a MOBICPR intervention group (MOBICPR-IG) or a wait-list control group (WL-CG), where the latter received the MOBICPR game 2 weeks after the MOBICPR-IG. The aim of the MOBICPR game is to engage participants in using smartphone
gestures (eg, tapping) and actions (eg, talking) to perform evidence-based adult BLS on a virtual patient with OHCA. The participants’ theoretical knowledge of adult BLS was assessed using a questionnaire, while their practical skills were evaluated on cardiopulmonary resuscitation quality parameters using a manikin and a checklist.
Results: In total, 43 nursing students participated in the study, 22 (51%) in MOBICPR-IG and 21 (49%) in WL-CG. There were differences between the MOBICPR-IG and the WL-CG in theoretical knowledge (P=.04) but not in practical skills (P=.45) after MOBICPR game playing at home. No difference was noted in the retention of participants’ theoretical knowledge and practical
skills of adult BLS after a 2-week break from playing the MOBICPR game (P=.13). Key observations included challenges in response checks with a face-down manikin and a general neglect of safety protocols when using an automated external defibrillator.
Conclusions: Playing the MOBICPR game at home has the greatest impact on improving the theoretical knowledge of adult BLS in nursing students but not their practical skills. Our findings underscore the importance of integrating diverse scenarios into adult BLS training.
Ključne besede: serious smartphone game, adult basic life support, teaching, games, gaming, education, nurses, nursing, educational, mHealth, mobile health, applications, smartphones, randomized controlled trial, technology-enhanced learning, life support, knowledge retention, practical
Objavljeno v DKUM: 27.11.2024; Ogledov: 0; Prenosov: 1
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