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Povzetek: Digital equity, grounded in principles of equity and the ethics of care, is essential for ensuring quality higher education. It facilitates access, supports sustainability, and promotes inclusive education by addressing the technological dimensions of education. This study explores the relationship between digital equity and sustainability in higher education. A total of 167 students enrolled in initial teacher education programs at the University of Primorska, Faculty of Education, completed a questionnaire featuring the Digital Equity in Higher Education Scale and the Sustainability in Higher Education Scale. To achieve this study’s objectives, a principal factor analysis was conducted to validate the scales, and a multiple linear regression was employed to develop a predictive model. The findings revealed that digital equity in higher education comprises five dimensions as follows: (i) access to teachers who support the use of digital technology; (ii) access to digital technology and opportunities for its use; (iii) access to digital resources; (iv) access to culturally relevant software and applications; and (v) access to open-access resources. Sustainability in higher education encompasses two dimensions as follows: (i) collaborative problem solving and (ii) socioemotional aspects of sustainability. These dimensions interact in a complex manner. Key predictors of digital equity and sustainability included access to and use of digital technology, as well as collaborative problem solving. Importantly, this study highlighted the critical role of skilled teachers in facilitating the effective use of digital technology.
Ključne besede: digitalization, equity, sustainability, student teachers, higher education
Objavljeno v DiRROS: 24.07.2025; Ogledov: 405; Prenosov: 253
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Povzetek: The article investigates explicit and implicit state language policies in Dualist Hungary (1867–1918), focusing on its eastern Romanian, Hungarian, and German-speaking parts. It sets the regulation and practices against the benchmark of the linguistic rights outlined in the 1868 Nationalities Act, the earliest modern, liberal language law on the continent. This document served as a central reference for contemporaries, an importance also bequeathed to historiographical accounts. Building on the applied linguist Janny Leung's analysis, the first half of the article engages with features that the Nationalities Act shared with most provisions enshrining legal multilingualism worldwide: a legitimating function, the under-specification of several key sections, and the fact that it referred to institutions on the move. Next, the article turns to more unambiguous paragraphs of the law, distinguishing between those that fit into the logic and were exploited for symbolic politics and those with more immediate, practical consequences for large sections of the citizenry. It further probes into the dispersed agency, ideological and pragmatic motives, and the center-periphery dynamics behind the (non-)implementation of the law.
Objavljeno v DiRROS: 24.07.2025; Ogledov: 514; Prenosov: 250
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Povzetek: The new dimension of a stimulating, open and innovative learning environment in education is recognised in the integrative collaboration of all those involved in the educational process. Such an environment provides children with a variety of contextual experiences to enter the symbolic world of culture and art. Collaboration between artists and teachers has been identified as an essential approach to improving the quality of planned arts practice in kindergartens and schools. In order to improve collaborative teaching between teachers and artists in Slovenian preschools and primary schools, a design-based research methodology was used. The paper presents a snapshot of the pre-intervention situation and the impact of interventions that involved teachers in collaborative work with artists and children’s participation in the educational process. The study involved 116 preschool teachers and 148 primary school teachers. The results showed the importance of involving artists in the educational process. By involving artists in the pedagogical process, teachers can gain information about how children can participate experientially and expressively in artistic experiences, which 1) relieves the burden of predetermined and overstructured curricular practices, 2) enables pupils to participate experientially and expressively in artistic experiences, 3) provides teachers with insight into children’s experiential and expressive capacities/ competences, and 4) provides artists with insight into the possibilities of integrating authentic artistic experiences into education.
Ključne besede: arts education, children’s participation, emergent curriculum, learning environment, professional development
Objavljeno v DiRROS: 24.07.2025; Ogledov: 372; Prenosov: 202
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Ključne besede: vzgoja in izobraževanje, predšolska vzgoja, motnje avtističnega spektra, opazovalna shema, zgodnje socialne interakcije, strokovni delavci
Objavljeno v DiRROS: 24.07.2025; Ogledov: 435; Prenosov: 209
Celotno besedilo (1,03 MB)
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Povzetek: This paper examines how various dimensions of democratic school and classroom culture—openness in classroom discussions, peer interactions, civic learning, influence on decision-making, and civic participation—relate to perceptions of student–teacher relationships of two distinct groups of students (native and immigrant-background students) in Slovenia. Using representative data from the International Civic and Citizenship Education Study (ICCS 2022 cycle), analyses revealed that student-perceived positive peer interactions and decision-making influence were consistent, strong predictors of positive student–teacher relationships for both groups of students. However, open classroom discussions and civic learning at school were only significant for native students, suggesting that these aspects of classroom life may not resonate uniformly with all students. Moreover, participation in civic activities, although often seen as an integral part of democratic school culture, emerged as a significant negative predictor of student–teacher relationships only among students with an immigrant background, indicating that these activities may inadvertently highlight barriers or differences rather than promote inclusive engagement. Results are discussed through the lens of fostering positive student–teacher relationships for all students.
Ključne besede: democratic school culture, student–teacher relationships, students, immigrant background, civic and citizenship education
Objavljeno v DiRROS: 23.07.2025; Ogledov: 466; Prenosov: 288
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