20.500.12556/DiRROS-29548 Izobraževanje za nove generacije Education for the future generations Visokošolsko izobraževanje se danes nahaja na prelomnici, ki jo opredeljujejo hitra digitalizacija, družbene krize in razvoj umetne inteligence. Cilj tega poglavja je predstaviti ključne naloge, s katerimi se v teh okoliščinah ukvarja visokošolsko izobraževanje, ter ponuditi možne odgovore nanje skozi tri perspektive: študentov, učiteljev in institucij. Študenti prihodnosti pričakujejo več kot le prenos znanja – iščejo izkustveno učenje, prilagodljive poti do znanja in podporo pri razvoju mehkih veščin, kot so odpornost, ustvarjalnost in tehnološka pismenost. Vloga učitelja se iz klasičnega vira znanja vse bolj preoblikuje v moderatorja, sodelavca/mentorja in iskalca smisla. Uspešen učitelj prihodnosti mora tako razvijati pedagoške, digitalne in socialne kompetence ter ustvariti psihološko varno učno okolje. Obenem izobraževanje danes ni več enkraten dogodek, temveč kontinuiran vseživljenjski proces prilagajanja spremembam v delovnem okolju. Poglavje zaključujeva z orisom novega družbenega dogovora, ki bi visokošolskemu izobraževanju omogočil, da ostane relevantno, vključevalno in usmerjeno k ustvarjanju vrednosti – tako za posameznika kot tudi za družbo. Higher education is at a turning point defined by rapid digitalisation, societal crises and the development of artificial intelligence. The aim of this chapter is to present the key challenges facing higher education in these circumstances and to offer possible solutions from three perspectives: the ones of students, teachers, and institutions. Students of the future expect more than just knowledge transfer – they are looking for experiential learning, flexible pathways to knowledge, and support in developing soft skills, such as resilience, creativity, and technological literacy. The role of the teacher, on the other hand, is increasingly transforming from a traditional source of knowledge to the one of a facilitator, collaborator/mentor, and meaning-maker. The successful teacher of the future must thus develop pedagogical, digital, and social competences and create a psychologically safe learning environment. At the same time, education today is no longer a one-off event, but a continuous lifelong process of adapting to changes in the work environment. We conclude the chapter by outlining a possible new social contract that would enable higher education to retain its relevance, inclusiveness and value-orientation – both for the individuals and for society. visokošolsko izobraževanje kompetence visokošolski učitelji študenti higher education competence higher education teachers students true false false Slovenski jezik Angleški jezik Neznano 2026-05-25 13:01:15 2026-05-25 13:01:16 2026-05-26 03:49:07 0000-00-00 00:00:00 2026 0 0 Str. 37-56 0000-00-00 Zaloznikova NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3:378 274787587 271123971 https://ebooks.uni-lj.si/ZalozbaUL/catalog/book/899/chapter/4694 1 0f01f621-5829-11f1-8a5a-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=44333 RAZ_Popov_Boris_2026.pdf RAZ_Popov_Boris_2026.pdf 1 30D5F146F796DBDA98EB0A8B74A97111 5024edcc8dc2164b4e6244aa766b1a338a5429a7706c4401497c7f1a5c32a723 2a1941d5-5829-11f1-8a5a-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=44334 Pedagoški inštitut 0 0 0