21. Perspectives from CroatiaHrvoje Bakić, Gordana Galić, Urška Štremfel, 2024, independent scientific component part or a chapter in a monograph Abstract: The chapter provides a review of current policy frameworks supporting teachers’ social and emotional competencies and diversity awareness in Croatia. It shows that although these competencies of teachers are not explicitly addressed in educational legislation, strategies and other relevant policy documents, implicitly the need for healthy (social and emotional) development of students is implied. Despite teachers’ social and emotional competencies and diversity awareness not being systemically supported in initial and continuous professional development programmes in Croatia, several examples of such courses and programmes are identified. The integrated supervision for teachers and other professional staff conducted by the National Education and Teacher Training Agency addresses the development of both teachers’ social and emotional competencies and diversity awareness competencies and their needs in the field. In the National Plan for Development of the Education and Training System until 2027, the pressing challenges facing the teaching profession (teacher shortages, working conditions, professional status in society) are planned to be addressed with several measures for advancing teachers’ professional development. The research findings presented in the chapter hold several policy implications indicating that the development of teachers’ social and emotional competencies and diversity awareness should be incorporated into the planned renewal of teacher professional development and thereby be better systemically supported.
Keywords: education, teachers, social and emotional competencies, diversity awareness, professional development, policy, Croatia
Published in DiRROS: 27.01.2025; Views: 15; Downloads: 7
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22. National policy support for developing teachers’ social and emotional competencies and diversity awareness : comparative insightsUrška Štremfel, 2024, independent scientific component part or a chapter in a monograph Abstract: The chapter aims to provide comparative insights into national policy frameworks supporting the development of teachers’ social and emotional competencies and diversity awareness in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project field trial countries (Austria, Croatia, Portugal, Slovenia, Sweden). The results show that, despite several good practices being identified, the field is not systematically supported in the mentioned countries. This is evident in the lack of clear definitions and goals in key national policy documents, the non-obligatory presence of the topic in both initial teacher education and continuous professional development, the absence of systematic monitoring of teachers’ well-being and social and emotional competencies and diversity awareness, coupled with the scarce policy-related research in the field. Nevertheless, significant differences between countries are established. These findings are important for determining fields in need of further improvement, identifying good practices for policy learning between European Union countries as well as providing one of the several backgrounds for understanding the complexity of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges policy experiment results.
Keywords: education, teachers' well-being, social and emotional competencies, diversity awareness, national educational policy, comparative insights
Published in DiRROS: 27.01.2025; Views: 17; Downloads: 7
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23. Conceptual framework of the project HAND in HAND : empowering teachersAna Kozina, Tina Vršnik Perše, 2024, independent scientific component part or a chapter in a monograph Abstract: This chapter explores three key areas. The first one centres on the significance of social and emotional competencies along with diversity awareness (SEDA) for teach‐ers. SEDA competencies play an important role in teachers’ personal and professional development, promoting their growth and fostering students’ progress in these areas. The second area provides an overview of the project HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges (“HAND:ET”). This project seeks to support teachers in developing SEDA competencies, equipping them to navigate the complexities of their daily work in ever more diverse classrooms and adapt to new challenges. The third area delves into the core concepts of the HAND:ET project, their interconnectedness, and the anticipated outcomes. The central elements of the HAND:ET project follow the complexity of educational processes within classrooms and schools and can be grouped into core concepts, tools and outcomes. The main concepts encompass social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) as well as diversity awareness. These concepts are deliv‐ered through the tools of mindfulness, empathic curiosity, and reflection. The outcomes directly expected are teachers possessing enhanced SEDA competencies, with indirect effects expected to include positive relationships within classrooms and schools.
Keywords: education, HAND:ET project, teachers, social and emotional competencies, diversity awareness, core concepts
Published in DiRROS: 27.01.2025; Views: 18; Downloads: 8
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24. Responsible decision making in the use of artificial intelligence from students’ perspectiveMarta Licardo, Tina Vršnik Perše, 2024, independent scientific component part or a chapter in a monograph Abstract: Responsible decision making in the use of artificial intelligence (AI) has been one of the key issues in recent years. With technological development progressing faster than ever and no formal regulations yet in place, young people must often rely on their judgement and critical thinking. The aim of this study was to determine students’ perspectives on the use of AI in lectures, as well as on AI and social and emotional skills as transversal competencies. The written responses of the 49 university students (pre-service early childhood education teachers) on the topic of responsible decision making and the use of AI were analysed. The main findings show that students are aware of the potential of AI use and are quite enthusiastic about the potential of AI in problem solving, reasoned judgement and evaluation. However, they also reported concerns relating to trust, accuracy, addiction to AI, the impact on personal development, i.e. AI is unable to predict and assess consequences or impacts due to the complexity of human life. The study is important because it provides insight into students’ perceptions of important themes related to responsible decision making in the use of AI.
Keywords: social and emotional skills, responsible decision making, artificial intelligence, students’ perspectives
Published in DiRROS: 27.01.2025; Views: 10; Downloads: 6
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25. Addressing the sense of school belonging among all students? : a systematic literature reviewUrška Štremfel, Klaudija Šterman Ivančič, Igor Peras, 2024, review article Abstract: The sense of school belonging plays an important role in students’ academic, behavioural, and psychological outcomes. Based on a systematic review, following the PRISMA 2020 guidelines and examining 86 studies conducted between 1990 and February 2023, the article addresses two research questions: (a) what are the predictors of the sense of school belonging at the individual, micro, meso, exo, macro, and chrono levels of the bioecological model of human development; (b) do these predictors differ based on students’ individual characteristics, and if so, how. The findings reveal individual factors as important predictors of school belonging and indicate the lack of studies that take into consideration the interplay of different (micro, meso, exo, macro, chrono) levels in addressing the sense of school belonging. Considering the complexity and multi-factorial nature of the sense of school belonging, it calls upon further research, which would support the development of evidence-based interventions for fostering school belonging among different groups of students, particularly those who are at risk of feeling alienated from school, and thus promote equity in education.
Keywords: education, sense of school belonging, predictors, bioecological model of human development, equity, systematic review
Published in DiRROS: 27.01.2025; Views: 24; Downloads: 11
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26. Supporting the Five Cs of positive youth development amid the COVID-19 pandemic : the impact on adolescents’ bullying behaviourTina Pivec, 2024, original scientific article Abstract: Tailored interventions within the school context can promote the Five Cs of positive youth development—competence, confidence, character, caring, and connection—thus aiding in mitigating behaviours such as bullying. This study aimed to evaluate the effectiveness of tailored interventions targeting each of the Five Cs and its indirect impact on bullying and victimisation during school closures. The sample comprised 66 students in four experimental groups (general, technical, vocational, and short vocational school) and 47 students in two control groups (general and vocational). Each experimental group was analysed separately, considering the specific contextual needs of each. Results varied across groups: competence, character, and caring remained unchanged post-intervention, while connection increased in the experimental group from general school, and confidence decreased in the experimental groups from technical and vocational schools. When compared to control groups from each school, experimental groups from general and vocational schools had higher connection and experimental group from general school had lower competence than control group from the same school. Bullying outcomes showed a decrease in verbal bullying and victimisation in the experimental group from general school, an increase in cyberbullying in the experimental group from short vocational school, and a decrease in social bullying in the experimental group from general school. The study suggests that brief interventions can positively influence aspects of the Five Cs, impacting bullying and victimisation outcomes.
Keywords: positive youth development, bullying, intervention, covid-19, pandemic, the Five Cs
Published in DiRROS: 27.01.2025; Views: 27; Downloads: 15
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27. Contemporary gaps in research on digital divide in education : a literature reviewPlamen Mirazchiyski, 2024, original scientific article Abstract: While computer technology permeates all spheres of life in modern society, the outcomes of using technology are different for different groups. The “digital divide” is probably one of the most undefined terms in educational research. One of the most pressing challenges is the definition of digital divide itself. Many of the contemporary research papers still focus on the gaps in access/possession of technology while this issue is not as relevant as it used to be. Most contemporary research papers simply do not even provide a definition of the construct they investigate. Those who target higher levels of the digital divide do not define the strand they focus on or use different interchangeable terms to name it. This article reviews contemporary literature critically and clarifies basic terms related to the digital divide with a specific focus on computer and information literacy. It also provides a definition of the digital divide that shifts focus from the traditional understanding of its levels and focuses on computer and information literacy as its core, as this construct encompasses all “new literacies” and is crucial for functioning and achieving outcomes in the information society.
Keywords: education, digital divide, computer and information literacy, information and communication technologies
Published in DiRROS: 27.01.2025; Views: 28; Downloads: 7
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28. From intention to implementation of vertical green : the case of LjubljanaDamjana Gantar, Jana Kozamernik, Ina Šuklje Erjavec, Simon Koblar, 2022, original scientific article Abstract: This article examines the need and opportunities to implement vertical green in Ljubljana as a case of a medium-sized European city with a relatively green feel. Sustainability-oriented urban development supports the introduction of nature-based solutions in principle; however, there is a lack of vertical green as well as actual legislative and administrative support. Therefore, several methods were applied in the present study to link this idea to execution, starting with semistructured interviews and a workshop for selected city officials. Legislative and formal backgrounds for implementation were then assessed. An inventory of green façades and other structures (e.g., noise barriers and retaining walls) in Ljubljana was prepared, and a geographic information system-based decision support system was developed to identify the potential areas in the city where additional green space elements would be most favourable for humans, the environment, and climate indicators. The results reveal a gap between opportunities and the actual situation. The general opinion that there is never too much green space in urban areas is confirmed by direct information from the city administration and strategic documents. There are many potential sites for implementation; however, this is hindered by ownership, management, and economic issues. The study concludes with some suggestions for following the best practices in other central European capitals, such as Vienna and Berlin.
Keywords: vertical green, urban planning, sustainable city, green infrastructure
Published in DiRROS: 27.01.2025; Views: 24; Downloads: 10
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