1. Integrating advanced technologies in education : empowering youth for a sustainable future through new literaciesAndrej Flogie, Daniel Hari, Matevž Bratina, Maja Kerneža, Boris Aberšek, Dejan Zemljak, 2025, original scientific article Abstract: The quasi-experimental study explores how contemporary technologies, such as artificial intelligence and humanoid robots, enhance sustainability education for pre-service teachers. The study, involving 112 participants, assessed the effectiveness of these technologies compared to traditional methods in improving sustainability literacy. Pre- and post-tests revealed significant improvements in understanding sustainability concepts, with humanoid robots increasing response variability. Results highlight the technologies’ ability to engage educators in sustainability topics, promoting new literacies critical for addressing environmental challenges.
Keywords: advanced technologies, digital competence, humanoid robots, sustainability education, teacher training
Published in DKUM: 23.12.2025; Views: 0; Downloads: 3
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2. Slovenian EFL-students' familiarity with the English sentence structure and their ability to identify its element : master's thesisJan Dukarič, 2025, master's thesis Abstract: This master’s thesis explores the expanding discrepancy and subsequent outcomes between prevailing pedagogical approaches and the realities of conventional assessment practices, where a fundamental understanding of a syntactic organisation is a prerequisite for engagement. Thus, the thesis aims to examine Slovene EFL primary school students’ familiarity with the English sentence structure and its elements guided by the assumptions addressing the syntactic influence of students’ L1, their limited syntactic competence, and their explicit awareness of English sentence structure and its constituent parts. Adopting a mixed methods research design and grounded in a comprehensive theoretical framework, the empirical study involved of 75 participants aged between 11 and 14 years (±1 year), which were in turn tasked with completing a grammar awareness task, language function task, word order task, and a sentence structure in translation task. The findings ultimately indicate students’ shortcomings in the identification of core sentence elements, the emergence of explicit syntactic knowledge, and a salient reliance on Slovene syntactic frameworks.
Keywords: English as a Foreign Language, metalinguistic awareness, cross-linguistic influence, syntactic competence, English sentence structure
Published in DKUM: 18.09.2025; Views: 0; Downloads: 9
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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: 10
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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
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5. Intercultural communicative competence in virtual and face-to-face teamwork : a quantitative analysis of culturally diverse teamsKatul Yousef, 2024, original scientific article Abstract: Purpose: Owing to the COVID-19 pandemic, the importance of virtual teams has increased during this period. There is a gap in current literature about the transformation of cultural diversity, how it appears in face-to-face interactions, and how it does in virtual teamwork. Global, virtual coworking requires different skills in order to communicate efficiently and understand the team members. This paper analyzes the importance of intercultural communicative competence in virtual and face-to-face teamwork. Methodology: The research was conducted with a quantitative methodology to see the pattern regarding teamwork throughout culturally diverse teams. A total of 133 questionnaires were obtained for the data analysis. The collected data were then analyzed by using the IBM SPSS Statistics 27 program. Findings: The results found that intercultural communicative competence is crucial in virtual teams. With better intercultural competence, cultural differences can be identified and considered during project management. However, in face-to-face teamwork, it seems to be more complex. Willingness to discover another culture and eagerness to understand fellow teammates makes a higher priority than being temporarily effective due to intercultural competence. Conclusion: Intercultural communicative competence is a crucial workplace requirement in today’s globalized world, regardless of branch, profession, or geographic location. The ability to understand people with different cultural backgrounds is an increasingly important competency both virtually and in face-to-face interactions.
Keywords: intercultural communicative competence, culturally diverse teams, global virtual teams, virtual teams, cultural differences
Published in DKUM: 12.08.2025; Views: 0; Downloads: 3
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7. Fostering intercultural education at tertiary level : a case study with students of humanitiesMelita Lemut Bajec, 2024, original scientific article Abstract: Intercultural education fosters respect, understanding, and solidarity, empowering individuals to become social agents in today’s culturally diverse world. The paper presents a 10-week case study involving 24 students enrolled in humanities disciplines. It explored students’ views on intercultural education, their progress in attitudes, knowledge, and skills related to intercultural competence, and effective instructional modes for intercultural education. Data collected using a questionnaire reveal that students value intercultural education for fostering understanding, appreciation of cultures, and intercultural dialogue. Effective instructional modes include active teaching methods. Challenges in overcoming well-established beliefs and a limited willingness to acquire new knowledge suggest that developing intercultural competence also depends on factors beyond education.
Keywords: instructional modes, intercultural competence, intercultural education, English, tertiary level, tertiary education
Published in DKUM: 29.07.2025; Views: 0; Downloads: 6
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9. Enhancing technology competence among primary students through STEAM lessons applying the design thinking processHong-Duong Nguyen, Hoai-Nam Nguyen, Thanh-Trung Ta, 2024, original scientific article Abstract: This study seeks to evaluate the impact of integrating elements of arts and humanities education into the topic of STEAM on the formation and development of students’ competence. The paper suggests a procedure for teaching STEAM subjects using design thinking approaches. Then, technology-related lessons were covered in practical pedagogical activities for grade 3 pupils at three primary schools in Hai Phong, Vietnam. The findings demonstrate that the suggested STEAM subject teaching methodology is workable and helps students develop eight distinctive behavioural markers of technical competence. As a result, this study offers primary school instructors a strategy for implementing STEAM instruction.
Keywords: STEAM education, design thinking, tehnical competence, technology in primary school
Published in DKUM: 29.07.2025; Views: 0; Downloads: 7
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10. The social, cognitive and socio-demographic profile of potentially gifted childrenMira Klarin, Slavica Šimić Šašić, Ana Proroković, 2023, original scientific article Abstract: The research results suggest that teachers find potentially gifted children to be academically more competent and sociable as opposed to students without the same potential. Likewise, potentially gifted children tend to have better academic achievements. When it comes to their socio-demographic profile, there seem to be more female students than male, and they often live in urban areas. Additionally, both parents of potentially gifted children show higher levels of education when compared to parents of non-potentially gifted children. The results of the hierarchical regression analysis point to significant effects by gender, place of residence and parental education have in explaining children’s academic competence and sociability; results also reveal significant incremental validity in the assessment of cognitive ability, motivation, and creativity.
Keywords: giftedness, academic competence, sociability, gender, parental education
Published in DKUM: 28.07.2025; Views: 0; Downloads: 5
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