21. 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: 23; Downloads: 10
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22. 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: 22; Downloads: 14
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23. 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: 15; Downloads: 7
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24. 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: 19; Downloads: 8
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