20.500.12556/DiRROS-23116 Izzivi visokošolskih učiteljev pri spodbujanju kritičnega mišljenja – sistematični pregled literature Challenges for higher education teachers in fostering critical thinking - a systematic literature review Razvoj kritičnega mišljenja je ključni cilj visokošolskega izobraževanja, ob tem da je ta koncept premalo raziskan in pomanjkljivo opredeljen, predvsem z vidika načinov poučevanja in merjenja učinkov. Pregled in analiza 18 znanstvenih člankov, objavljenih v zadnjih petih letih, sta pokazala, da je mogoče izzive visokošolskih učiteljev pri spodbujanju kritičnega mišljenja v grobem razdeliti v štiri skupine, in sicer na tiste, ki so povezani z (i) usposobljenostjo učiteljev, (ii) političnimi in družbenimi razmerami, (iii) študenti in (iv) pomanjkljivo definicijo kritičnega mišljenja ter s tem povezanim metodološkim okvirom. Aktivne metode dela, kot so sodelovalno, akcijsko, problemsko in dialoško učenje ter druge metode, kjer so študenti aktivni, dokazano spodbujajo razvoj kritičnega mišljenja. Digitalizacija pri tem pomeni za učitelje izziv in hkrati priložnost za izvajanje različnih aktivnosti in metod dela s študenti, s katerimi lahko spodbujajo kritično mišljenje. Možnosti za nadaljnje raziskovanje so v preučevanju načinov spodbujanja kritičnega mišljenja pri študentih in učiteljih ter definiranju metodologije, ki bi postavila merila in kriterije za preverjanje učinkov. The development of critical thinking is a fundamental objective of higher education; however, this concept remains underexplored and inadequately defined, particularly regarding teaching methods and the measurement of outcomes. A review and analysis of 18 scientific articles published within the last five years revealed that the challenges faced by higher education teachers can be broadly categorized into issues related to teacher preparedness for fostering critical thinking, the influence of political and social contexts, student-related factors and the lack of a clear definition and methodological framework for critical thinking. Active work methods, such as collaborative, action-based, problem-based, and dialogical learning, as well as other student activities, have been proven to enhance the development of critical thinking. Digitalization presents both a challenge and an opportunity for teachers in implementing various activities and work methods with students, through which critical thinking can be encouraged. Future research opportunities lie in examining strategies to encourage critical thinking in students and teachers, as well as in defining a methodology that would establish standards and criteria for assessing its effectiveness. kritično mišljenje visokošolski učitelji izzivi pri poučevanju metode dela critical tkinking higher education teachers teaching challenges teaching methods true false true Slovenski jezik Angleški jezik Neznano 2025-07-29 14:34:40 2025-07-29 14:34:40 2025-12-03 21:53:31 0000-00-00 00:00:00 2025 0 0 str. 10-28 št. 2 Letn. 76 = 142 jun. 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-06-01 378 0038-0474 241115395 https://www.sodobna-pedagogika.net/clanki/02-2025_izzivi-visokosolskih-uciteljev-pri-spodbujanju-kriticnega-misljenja-sistematicni-pregled-literature/ 0 66cd664b-6c78-11f0-9bb7-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=33903 RAZ_Makovec_Natasa_2025.pdf RAZ_Makovec_Natasa_2025.pdf 1 52222BAF23DA7B4D76A8E21FE744AFA6 a018627d9cb181f8278183bcac01451fc8e9ff511c1891b27f3f27125a08d835 e6e876d9-6d32-11f0-9bb7-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=33906 Zveza društev pedagoških delavcev Slovenije Sodobna pedagogika 0 0 0