1. |
2. Digital equity and sustainability in higher educationKarmen Drljić, Sonja Čotar Konrad, Sonja Rutar, Tina Štemberger, 2025, original scientific article Abstract: 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.
Keywords: digitalization, equity, sustainability, student teachers, higher education
Published in DiRROS: 24.07.2025; Views: 562; Downloads: 341
 Full text (1,22 MB)
This document has many files! More... |
3. Teachers' and artists' collaborative teaching and learningSonja Rutar, Tina Štemberger, Bogdana Borota, 2025, original scientific article Abstract: 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.
Keywords: arts education, children’s participation, emergent curriculum, learning environment, professional development
Published in DiRROS: 24.07.2025; Views: 491; Downloads: 260
Full text (1,19 MB)
This document has many files! More... |
4. Sodelovanje in skupno poučevanje vzgojiteljev ter drugih strokovnih delavcev v procesu zgodnje obravnave otrok s posebnimi potrebamiDoroteja Perše, Tina Štemberger, Karmen Drljić, 2024, independent scientific component part or a chapter in a monograph Abstract: V prispevku smo preučevali vlogo sodelovanja med vzgojitelji in izvajalci dodatne strokovne pomoči pri odzivanju na potrebe otrok s posebnimi potrebami v inkluzivnih vzgojno-izobraževalnih okoljih. Osredotočili smo se na stališča vzgojiteljev o medsebojnem sodelovanju in skupnem poučevanju v procesu zgodnje obravnave ter na povezavo med različnimi dejavniki sodelovanja. V raziskavo je bilo vključenih 190 vzgojiteljev. Podatki so bili zbrani z anketnim vprašalnikom in obdelani z deskriptivno ter inferenčno statistiko. Rezultati kažejo, da vzgojitelji pozitivno doživljajo sodelovanje pri izgradnji kompetenc, izmenjavi izkušenj, medsebojni podpori in doseganju boljših rezultatov pri delu z otroki s posebnimi potrebami. Manj pa so naklonjeni skupnemu poučevanju, zlasti pri vključevanju otrok s posebnimi potrebami v vrtčevsko skupino. Glavne ovire so pomanjkanje pogojev za sodelovanje, dojemanje sodelovanja kot časovno zamudnega in manj koristnega ter skepticizem glede pomena sodelovanja. Poudarjena je potreba po izboljšanju organizacijskih pogojev in komunikaciji o koristih sodelovanja ter podrobnejšem preučevanju razumevanja vzgojiteljev o skupnem poučevanju.
Keywords: medsebojno sodelovanje, skupno poučevanje, predšolska vzgoja, zgodnja obravnava, otroci s posebnimi potrebami
Published in DiRROS: 27.01.2025; Views: 801; Downloads: 667
Full text (5,59 MB)
This document has many files! More... |
