1. Respect for diversity in schools and positive youth development of migrant students : insights from four upper-secondary schools in SloveniaAna Mlekuž, Urška Štremfel, Janja Žmavc, 2026, original scientific article Abstract: The positive youth development (PYD) model emphasizes the importance of identifying and supporting adolescents’ strengths rather than preventing or treating their deficits. This has proved to be a more effective approach to fostering positive development and resilience. PYD highlights the positive resources that adolescents possess, optimizing their well-being, personal development and life experiences if they are suitably empowered and supported. Since adolescents spend a great deal of their time in schools, these institutions should be obligated to create an environment which promotes positive development and serves as a protective factor. One of the crucial elements of the school climate with respect to supporting the positive development of migrant students is respect for diversity. In Slovenia, research shows that first-generation migrant students exhibit significantly higher levels of several internal and external PYD assets than other students. By conducting 8 focus groups with a total of 29 participants (principals, social workers, and teachers) at four Slovenian upper-secondary schools, we examined how the school context supports their positive development by focusing on respect for diversity. The results show that although all of the schools included have multicultural settings, the teachers and principals still perceive them as monocultural and monolingual. Different cultures and different languages are mostly seen as an impediment to educational goals or dealt with as a distant topic, which puts the protective function of the school environment for migrant students in Slovenia into question.
Keywords: education, upper-secondary schools, respect for diversity, migrant students, positive youth development, Slovenia
Published in DiRROS: 05.02.2026; Views: 189; Downloads: 86
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2. “I somehow survived... but I will never do it again” : teachers’ perspectives on past and future educational disruptions in SloveniaUrška Štremfel, Manja Veldin, 2025, original scientific article Abstract: Five years after the COVID-19 pandemic, namely, the biggest disruption to education in the last century, this article provides insights into the consequences it holds for teachers’ well-being, their (non)preparedness for and support needed in any such future disruptions in Slovenia. By utilising the Job Demands–Resources Model, insights are provided concerning job demands (stress) and job resources (support) on different levels (individual, micro, meso, macro, chrono) of Bronfenbrenner’s ecological systems theory. The importance of complementing large-scale, representative, quantitative data (from the Responses to Educational Disruption Survey (REDS)) with qualitative data obtained from two focus groups comprising eight teachers in total is demonstrated to gain a comprehensive understanding of teachers’ well-being during educational disruptions. This study confirms that the intertwining of different levels in Bronfenbrenner’s socio-ecological system explains job demands (sources of stress) and job resources (support for teacher well-being) during the COVID-19 pandemic. The majority of stressors at the time of the pandemic were identified on the micro level, whereas sources of support were primarily located on the individual and meso (school) levels. For any future educational disruptions, however, the most significant sources of support for teachers’ well-being are expected on the macro level (system and society).
Keywords: vzgoja in izobraževanje, učitelji, stres, stres na delovnem mestu, dobro počutje, motnje, delo, podpora, pandemije, covid-19, motnje v izobreževanju, Slovenija, education, teachers, work-related stress, stress, occupational well-being, disruption, support, pandemija, covid-19, Slovenia
Published in DiRROS: 29.12.2025; Views: 539; Downloads: 117
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3. Opportunities for acquiring different dimensions of global competencies in higher education in Slovenia : insights of studentsUrška Štremfel, Žan Lep, Janja Žmavc, Sabina Autor, Klaudija Šterman Ivančič, 2025, original scientific article Keywords: education, higher education, global competenceis, students, global education, OECD, Slovenia
Published in DiRROS: 29.09.2025; Views: 332; Downloads: 216
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4. Empowering teachers across Europe to deal with social, emotional and diversity-related challenges : Policy perspectives2024, scientific monograph Keywords: vzgoja in izobraževanje, učitelji, opolnomočenje učiteljiev, socialni izzivi, čustveni izzivi, raznolikost, Evropa, politične perspektive, psihologija
Published in DiRROS: 24.09.2025; Views: 423; Downloads: 189
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5. Raziskovanje v vzgoji in izobraževanju : izobraževanje učiteljic in učiteljev za raziskovalno učenje in poučevanje2024, scientific monograph Abstract: V današnjem hitro razvijajočem se izobraževalnem okolju sposobnost raziskovanja ni več omejena na akademsko sfero. Za učiteljice in učitelje je sposobnost izvajanja in uporabe pedagoških raziskav ključnega pomena pri spodbujanju na dokazih temelječih praks ter zagotavljanju, da so pedagoške strategije usklajene s trenutnim razvojem in z različnimi potrebami razredov. Poglavja v tej monografiji tako izražajo enotno sporočilo: če učiteljice in učitelje opremimo z raziskovalnimi kompetencami, s tem ne le krepimo njihovo strokovno rast, temveč tudi izboljšujemo izobraževalne rezultate na vseh ravneh. Ena od osrednjih tem, ki se pojavlja v poglavjih, je dvojna vloga, ki jo morajo imeti učiteljice in učitelji kot izobraževalke in izobraževalci ter raziskovalke in raziskovalci. Ta dvojna vloga zahteva razvijanje miselnosti, ki ceni raziskovanje, kritično mišljenje in refleksivno prakso. Učiteljice in učitelji, ki so usposobljene in usposobljeni, da svoje učilnice obravnavajo kot dinamične prostore za raziskovanje in inovacije, se lahko bolje odzovejo na edinstvene izzive svojih učenk in učencev. Vsebina te monografije se poglobi v različne vidike tega pristopa in se prevprašuje, kako je tako za učiteljice in učitelje kot za učenke in učence mogoče oblikovati učno okolje za spodbujanje teh kompetenc.
Keywords: učitelji, vzgojitelji, poklicno zobraževanje
Published in DiRROS: 24.09.2025; Views: 436; Downloads: 204
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6. Občutek pripadnosti šoli, dobrobit in učna uspešnost učencev in učenk : vpogledi mednarodnih raziskav znanjaKlaudija Šterman Ivančič, Urška Štremfel, Igor Peras, Barbara Japelj Pavešić, 2023, scientific monograph Abstract: Občutek pripadnosti šoli je v znanstvenih razpravah prepoznan kot temeljna potreba posameznika. V kontekstu šole je občutek pripadnosti šoli prepoznan kot pomemben dejavnik učne uspešnosti in dobrobiti učencev in učenk. Zaradi raznolikosti in razpršenosti raziskav v širšem mednarodnem okolju ter mankom le teh v slovenskem prostoru pa so dosedanji vpogledi v občutek pripadnosti šoli slovenskih učencev in učenk relativno omejeni. Znanstvena monografija je odgovor na to problematiko. Občutek pripadnosti slovenskih učencev in učenk poglobljeno osvetljuje s podatki mednarodnih raziskav znanja.
Keywords: vzgoja in izobraževanje, šola, pripadnost šoli, dobrobit učencev in učenk, učna uspešnost, mednarodne raziskave znanja
Published in DiRROS: 08.07.2025; Views: 647; Downloads: 283
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7. Globalne kompetence slovenskih učencev in učenk : konceptualni in empirični vpoglediKlaudija Šterman Ivančič, Urška Štremfel, 2023, scientific monograph Abstract: Glede na prepoznan pomen globalnih kompetenc za uspešno (so)delovanje posameznikov v sodobnem šolskem, lokalnem in globalnem okolju (Svet Evrope, 2016; UNESCO, 2014), ki ga prepoznavajo tudi strateške usmeritve v Sloveniji (npr. Bela knjiga, 2011; Strategija razvoja Slovenije, 2017), smo analizi globalnih kompetenc slovenskih učencev in učenk, kot o njih poročajo v raziskavi PISA (2018), v znanstveni monografiji namenili posebno pozornost. Znanstvena monografija je nastala v okviru razvojno-strokovne naloge »Sekundarna študija PISA 2018: Globalne kompetence kot temelj uspešnega (so)delovanja v sodobnem šolskem, lokalnem in globalnem okolju«, ki smo jo na Pedagoškem inštitutu izvedli v okviru Letnega delovnega načrta Ministrstva za izobraževanje, znanost in šport Republike Slovenije v letih 2021 in 2022. Pričujoče delo s poglobljeno analizo globalnih kompetenc slovenskih učencev in učenk prispeva k znanstvenim razpravam na tem področju, hkrati pa želi v strokovni javnosti in pri oblikovalcih izobraževalnih politik podkrepiti zavedanje o pomenu globalnih kompetenc za uspešnost posameznika in celotne družbe.
Keywords: vzgoja, izobraževanje, globalne kompetence, mednarodne raziskave, PISA
Published in DiRROS: 08.07.2025; Views: 452; Downloads: 286
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9. Attitudes on (future) EU integration and cooperation among youth : regional divide?Aleš Trunk, Eva Klemenčič Mirazchiyski, Urška Štremfel, Igor Stubelj, 2023, original scientific article Keywords: education, youth's attitudes, EU integration, European cooperation, European future, ICCS
Published in DiRROS: 08.07.2025; Views: 359; Downloads: 167
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10. Teachers social, emotional, and diversity awareness competencies : from policy experimentation to policy recommendationsUrška Štremfel, 2024, independent scientific component part or a chapter in a monograph Abstract: This chapter aims to explain the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges (“HAND:ET”) project from a policy perspective. Basic theoretical insights into the relationship between social science experimentation and policymaking are provided. The chapter explores how the HAND:ET policy experiment is positioned with respect to existing educational priorities concerning teachers and their well-being on the EU level and in the national policies in the countries participating in the policy experimentation (Austria, Croatia, Portugal, Slovenia, Sweden). The chapter describes the manner in which the HAND:ET policy experiment, by focusing on teachers’ SEDA competencies addresses the recent European Union policy problems of the teacher profession (e.g., teacher shortages) and, based on the literature review, seeks to identify possible policy recommendations that would ensure that the results of the HAND:ET policy exper‐iment are applied on the systemic level of the EU and the participating countries. It thus elaborates on the conditions for the scalability, transferability and therefore sustainability of the HAND:ET policy experimentation outcomes in the wider field of teacher policy.
Keywords: education, teachers, teacher's competencies, social and emotional competencies, diversity awareness, policy experiment, policy problem, policy development, policy recommendations
Published in DiRROS: 27.01.2025; Views: 823; Downloads: 400
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