Iskanje po katalogu digitalne knjižnice

Opis: In this chapter, we investigate the complex process of analyzing and understanding the factors that influence individuals' access to and participation in digital education within the Higher Education context. While the digital transformation in Higher Education Institutions (HEI) has produced numerous benefits for both students and educators, it has also brought forth challenges, particularly for students with special educational needs and disabilities (SEND). A literature review was conducted, to gain insight into the specific requirements of this student demographic. This review aimed to identify the multifaceted factors that impact e-inclusion within Higher Education. Our research resulted in the identification of 24 different factors that should be considered when evaluating einclusion within HEI. These factors serve as essential indicators in the assessment of the accessibility and inclusivity of digital education, allowing for a more multifaceted understanding of the dynamics in the Higher Education landscape.
Ključne besede: inclusion, higher education, accessibility, SEND student
Objavljeno v DKUM: 20.01.2026; Ogledov: 0; Prenosov: 1
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Opis: This paper presents a hybrid knowledge-based expert system (KBES) designed to predict crack incubation and fatigue life in gear design, serving as both a research tool and an educational resource. While crack growth and initiation are well understood, crack incubation remains a challenging area. The presented expert system (KBES) integrates a novel mathematical model for crack incubation based on analogy and defect analysis principles with an optimization algorithm for gear design. The system uses genetic algorithms to optimize gear parameters, demonstrating a 5-10% deviation from experimental values in a specific gear design problem case study. Based on this KBES and a hybrid approach, we developed a learning environment based on an intelligent tutoring system (ITS) which serves older students (MSc and PhD) as a learning environment for the acquisition of knowledge and, above all, for the development of an in-depth understanding of the phenomena that occur both during incubation and initialization and during the further propagation of cracks in the root of the gear tooth, which is the basis for determining the lifespan of gear transmissions.
Ključne besede: fracture mechanics, principle of universality, crack incubation, gear assemblies, expert system, inteligent tuturing system, engineering education
Objavljeno v DKUM: 13.01.2026; Ogledov: 0; Prenosov: 0
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Opis: Developing computational thinking in early primary education has gained increasing attention, with unplugged methods recognised as particularly effective for young learners. However, teachers' assessment of computational thinking, especially through process-oriented approaches, remains underexplored. The present study investigates how the participating Slovenian primary school teachers assessed computational thinking practices and students' engagement during an unplugged activity based on Bebras Challenge tasks. The results show that the teachers most frequently identified algorithmic thinking, pattern recognition and debugging, while decomposition and abstraction were observed less commonly. The activity received high ratings regarding the students' motivation and engagement, which several of the teachers attributed to the fact that it was conducted outdoors and involved physical movement. Collaboration and communication were also positively evaluated, although some teachers noted that competitiveness occasionally distracted the students. Overall, the findings support the feasibility of using process-oriented observation to assess computational thinking practices in unplugged settings, highlighting the need for targeted professional development to help teachers implement and assess computational thinking meaningfully. These insights contribute to the growing body of research on computational thinking assessment in primary education, underscoring the importance of providing teachers with structured support and context-specific tools.
Ključne besede: assessment, computational thinking, primary school, STEM education, unplugged
Objavljeno v DKUM: 23.12.2025; Ogledov: 0; Prenosov: 2
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Opis: 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.
Ključne besede: advanced technologies, digital competence, humanoid robots, sustainability education, teacher training
Objavljeno v DKUM: 23.12.2025; Ogledov: 0; Prenosov: 4
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Opis: Higher education institutions face growing pressure to demonstrate excellence and strategic alignment in quality assurance, particularly to meet international accreditation standards. This paper presents a case study of a business faculty that undertook a leadership-driven initiative to develop a comprehensive Quality Manual aimed at continuous improvement and accreditation readiness. The project was structured as a multi-phase, collaborative effort involving broad stakeholder engagement, benchmarking of best practices, and alignment with international accreditation frameworks and the European Standards and Guidelines (ESG), as well as relevant national quality assurance requirements. The resulting Quality Manual provides a unified framework for quality assurance (QA) across all key areas—governance, academic programmes, research, student support, partnerships—linking institutional strategy to daily processes. Key outcomes of the case include clarified roles and procedures, integrated feedback loops, and enhanced readiness for accreditation. The development process highlighted the critical role of educational leadership in fostering a quality culture; by engaging faculty, staff, students, and external partners, the leadership built shared ownership of QA goals. The study is guided by two research questions: (1) How can collaborative and distributed leadership support the development of a strategically aligned Quality Manual at the faculty level? (2) How does the process of designing and implementing a Quality Manual contribute to strengthening internal QA and fostering a quality culture? The study discusses challenges and lessons learned in leading such change, emphasising the importance of stakeholder collaboration, strategic alignment, and change management. The findings contribute theoretically by illustrating how faculty-level leadership operationalizes QA frameworks into concrete institutional tools, and practically by offering a structured model for developing a strategic Quality Manual in higher education.
Ključne besede: educational leadership, quality assurance, strategic alignment, accreditation, higher education, quality culture, stakeholder engagement
Objavljeno v DKUM: 23.12.2025; Ogledov: 0; Prenosov: 1
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