1. Generative AI in Inclusive Classrooms : Enhancing Social Interactions, Personalised Learning, and Metacognitive SkillsDan Li, Narina A. Samah, 2025, original scientific article Abstract: In this study, the researcher conducted a systematic literature review to investigate the pioneering potential of generative artificial intelligence (GAI) tools and technologies to cater to diverse learning needs in inclusive classrooms. The research was based on social constructivist, human–machine learning collaborative learning, and metacognitive theories and was designed to address three major concerns: the social hindrances faced by students with diverse learning needs during collaborative tasks in inclusive classrooms, the inability of students with learning difficulties’ to participate equally when using GAI tools, and the potential implications of GAI tools for students struggling with metacognitive skill development. The investigation was based on a thematic analysis of 20 scholarly research articles drawn from Scopus, Web of Science, and Google Scholar following PRISMA. Commonalities in the data were identified using colour coding techniques. The results revealed that GAI tools improve communication skills by breaking down cultural and linguistic barriers, which gives neurodivergent learners equitable opportunities to participate in peer interactions. GAI tools can increase reflective thinking, encourage creative problem-solving, and aid in developing structured and planned groups within a stipulated time. GAI tools effectively reduce cognitive load, improve focus, facilitate goal-driven learning, and provide personalised assistance through adaptive scaffolding that addresses learners’ multimodal needs. These tools help in deskilling by providing scaffolding and fostering gradually increasing independence. Further research can be conducted to explore the long-term impact of GAI on students and open up new possibilities for addressing the limitations of current GAI technology in inclusive pedagogy.
Keywords: inclusive classrooms, students with diverse learning needs, GAI tools, students with learning disabilities, metacognitive skills
Published in DiRROS: 01.12.2025; Views: 98; Downloads: 34
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2. 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: 232; Downloads: 135
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3. Form teachers’ perceptions of the need for in-service training to manage their students’ problematic behaviourVladimíra Zemančíková, Adriana Poliaková, 2025, original scientific article Abstract: This study aimed to identify Slovak form teachers’ educational needs to manage their students’ problematic behaviour. To this end, a custom questionnaire was developed and offered to form teachers in lower secondary education (ISCED2) and upper secondary education (ISCED3) (N = 266). Their views were then compared based on the type of schools they worked in, their years of experience, and their gender. The Kruskal-Wallis and Dunn’s post-hoc tests were then conducted, which revealed significant differences in the educational needs of those with different years of experience and those who work in different types of school: on average, the form teachers with more than 15 years of experience reported a lower need for in-service training than those with less experience, and the form teachers in four-year gymnasiums reported a lower need than the primary school (ISCED2 level) and secondary vocational school teachers (ISCED3 level).
Keywords: teachers’ educational need, form teacher, problem behaviour of students, teacher professional development
Published in DiRROS: 30.07.2025; Views: 375; Downloads: 185
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4. Democratic school culture and student–teacher relationships : insights from native and immigrant-background studentsIgor Peras, Simona Bezjak, 2025, original scientific article Abstract: 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.
Keywords: democratic school culture, student–teacher relationships, students, immigrant background, civic and citizenship education
Published in DiRROS: 23.07.2025; Views: 452; Downloads: 281
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5. Students’ and teachers’ perceptions of students’ academic outcomes in Slovenia : evidence from REDS dataPlamen Mirazchiyski, Eva Klemenčič Mirazchiyski, 2023, original scientific article Keywords: education, covid-19, distance or remote schooling, students' academic outcomes, grading knowledge, Slovenia, REDS data
Published in DiRROS: 08.07.2025; Views: 429; Downloads: 220
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7. Student and parental perception on homework : evidence from PIRLS for SloveniaEva Klemenčič Mirazchiyski, Plamen Mirazchiyski, 2025, original scientific article Keywords: vzgoja in izobraževanje, domače naloge, učenci, starši, bralna pismenost, PIRLS 2021, Slovenija, education, homework, students, parents, reading literacy, PIRLS 2021, Slovenia
Published in DiRROS: 10.06.2025; Views: 539; Downloads: 296
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8. Responsible decision making in the use of artificial intelligence from students’ perspectiveMarta Licardo, Tina Vršnik Perše, 2024, independent scientific component part or a chapter in a monograph Abstract: Responsible decision making in the use of artificial intelligence (AI) has been one of the key issues in recent years. With technological development progressing faster than ever and no formal regulations yet in place, young people must often rely on their judgement and critical thinking. The aim of this study was to determine students’ perspectives on the use of AI in lectures, as well as on AI and social and emotional skills as transversal competencies. The written responses of the 49 university students (pre-service early childhood education teachers) on the topic of responsible decision making and the use of AI were analysed. The main findings show that students are aware of the potential of AI use and are quite enthusiastic about the potential of AI in problem solving, reasoned judgement and evaluation. However, they also reported concerns relating to trust, accuracy, addiction to AI, the impact on personal development, i.e. AI is unable to predict and assess consequences or impacts due to the complexity of human life. The study is important because it provides insight into students’ perceptions of important themes related to responsible decision making in the use of AI.
Keywords: social and emotional skills, responsible decision making, artificial intelligence, students’ perspectives
Published in DiRROS: 27.01.2025; Views: 504; Downloads: 308
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9. Predicting satisfaction with money management and life satisfaction in parents of emerging adult studentsMaja Zupančič, Žan Lep, 2024, original scientific article Abstract: Many parents cope with the prolonged financial dependence of their emerging adult children and problems arising from sharing a household, which may challenge parental satisfaction with money management (SMM) and life satisfaction (LS). We created and tested a conceptual model of potential pathways to parental SMM and LS. Data were collected in a sample of 482 student–parent pairs via an online survey that included adjusted questionnaires on financial functioning (Shim et al., Journal of Youth and Adolescence 39:1457–1470, 2010) and Satisfaction with Life Scale (Diener et al., Journal of Personality Assessment 49:71–75, 1985). Relying on the model of financial satisfaction from the student perspective (Sirsch et al., Emerging Adulthood 8:509–520, 2020), we proposed pathways of the family SES, financial parenting (explicit teaching and financial behavior; parent report; 22.8% fathers), and parent–child financial relationships (student report; Mage = 19.94; 45.2% males) to parental SMM and LS. We also anticipated intermediate relations of financial parenting with the students' self-reported financial learning outcomes (cognitive and behavioral/relational). The SES, proactive parental financial behavior, and favorable parent–child financial relationships predicted parental SMM and LS. Financial parenting was linked to the student's positive financial learning outcomes, but only financial knowledge further influenced the financial relationship with their parents. The findings suggest the benefits of successful parental financial socialization for both the offspring's finance-related outcomes and their parents' satisfaction.
Keywords: education, university students, parents, financial dependece, money management, life satisfaction, sharing a household, emerging adulthood, young adults
Published in DiRROS: 27.01.2025; Views: 533; Downloads: 469
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10. Perceptions of Ukrainian and other refugees among eighth-graders in Slovenia : characteristics of students towards inclusion of refugee students in mainstream schoolsEva Klemenčič Mirazchiyski, 2024, original scientific article Abstract: There is a lack of empirical data on the school-age population’s attitudes toward refugees. Despite this, the attention being paid to the integration of refugee students in schools worldwide is increasing. Objectives: First, the present study aims to explore the attitudes of eighth-grade students in Slovenia regarding refugees and to investigate whether there are differences in their attitudes based on the geographical areas from where refugees originate. Second, the study also explores the connections between attitudes and some characteristics of students. Methods: The present study is quantitative; sample: 3466 respondents (representative sample; year 2022). Descriptive statistics and binary logistic regression are used. Results: Most of the students would be willing to help refugees coming from any country. The students are least willing to help refugees from Syria and Afghanistan or Africa. A high proportion of students express fears about what refugees bring, though these fears are varied. Logistic regression shows that civic knowledge and positive attitudes towards immigrants are significantly and negatively related to students’ opinion that refugee children should study in separate schools, while student socio-economic status (SES) and own immigration status are not. Conclusions: The results call for different approaches to be maintained/introduced in schools for tolerance and reducing prejudices for (certain) groups of immigrants/refugees.
Keywords: refugee students, Ukrainian refugees, attitudes, integration into mainstream schools, eighth-grade students, Slovenia
Published in DiRROS: 22.01.2025; Views: 635; Downloads: 391
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