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Query: "keywords" (equity) .

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1.
Digital equity and sustainability in higher education
Karmen 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
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2.
Addressing the sense of school belonging among all students? : a systematic literature review
Urška 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: 1084; Downloads: 459
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