1. Mentoring programmes for women in research and academia in Europe : version v1Aleksandra Thomson, María López Belloso, Theranda Beqiri, Ana Rotter, Colette Guillopé, Jasmin Schomakers, Anna Szlavi, Ermira H. Kalaj, Maria Bostenaru Dan, Fatma Demir Korkmaz, 2025, zaključena znanstvena zbirka raziskovalnih podatkov Povzetek: This dataset documents an exploratory mapping of mentorship programmes designed to support women and other marginalised groups within academic and research environments across Europe and neighbouring regions. The initiative was led by members of VOICES Working Group 1 (WG1), who contributed insights based on their local institutional knowledge. Rather than aiming for statistical representativeness, the mapping sought to capture diverse, context-specific examples of mentoring practices and structures.
Ključne besede: mentoring programmes, women in research, gender equality, data, European Union
Objavljeno v DiRROS: 27.10.2025; Ogledov: 124; Prenosov: 46
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2. Economic costs of invasive alien species across EuropePhillip Joschka Haubrock, Anna Turbelin, Ross N. Cuthbert, Ana Novoa, Nigel G. Taylor, Elena Angulo, Liliana Ballesteros-Mejia, Thomas W. Bodey, César Capinha, Christophe Diagne, Natalia I. Kirichenko, 2021, izvirni znanstveni članek Povzetek: Biological invasions continue to threaten the stability of ecosystems and societies that are dependent on their services. Whilst the ecological impacts of invasive alien species (IAS) have been widely reported in recent decades, there remains a paucity of information concerning their economic impacts. Europe has strong trade and transport links with the rest of the world, facilitating hundreds of IAS incursions, and largely centralised decision-making frameworks. The present study is the first comprehensive and detailed effort that quantifies the costs of IAS collectively across European countries and examines temporal trends in these data. In addition, the distributions of costs across countries, socioeconomic sectors and taxonomic groups are examined, as are socio-economic correlates of management and damage costs. Total costs of IAS in Europe summed to US$140.20 billion (or €116.61 billion) between 1960 and 2020, with the majority (60%) being damage-related and impacting multiple sectors. Costs were also geographically widespread but dominated by impacts in large western and central European countries, i.e. the UK, Spain, France, and Germany. Human population size, land area, GDP, and tourism were significant predictors of invasion costs, with management costs additionally predicted by numbers of introduced species, research effort and trade. Temporally, invasion costs have increased exponentially through time, with up to US$23.58 billion (€19.64 billion) in 2013, and US$139.56 billion (€116.24 billion) in impacts extrapolated in 2020. Importantly, although these costs are substantial, there remain knowledge gaps on several geographic and taxonomic scales, indicating that these costs are severely underestimated. We, thus, urge increased and improved cost reporting for economic impacts of IAS and coordinated international action to prevent further spread and mitigate impacts of IAS populations.
Ključne besede: bodiversity, insects, InvaCost, invasive species, European Union, monetary impacts, non-native biota, socio-economic correlates, socioeconomic sectors
Objavljeno v DiRROS: 26.02.2025; Ogledov: 694; Prenosov: 391
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3. Supporting teachers’ social and emotional competencies and diversity awareness in the future : implications for educational policies and practicesUrška Štremfel, Ana Kozina, Tina Vršnik Perše, Iva Odak, Ivana Jugović, Lisa Paleczek, Valerie Fredericks, Nina Rozcen, Mojca Rožman, Nina Eliasson, Helene Dahlström, Gina Tome, Margarida Gaspar de Matos, Hrvoje Bakić, Aleš Ojsteršek, Iva Perković, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: The chapter is based on summarised findings of both the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges policy experiment (presented in volume 1) and analyses of current European Union and national policy frameworks (presented in this volume), and elaborates on the conditions needed to ensure the scalability, transferability and thus sustainability of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project outcomes and the systematic policy and political support needed on the European Union and national levels. It sets out 39 guidelines organised in 5 areas: 1) Including social and emotional and diversity awareness content in teachers’ professional development; 2) Supporting the development and implementation of teachers’ social and emotional competencies and diversity awareness programmes; 3) Considering the role of working conditions in teachers’ well-being; 4) Enhancing teachers’ professional status in society; and 5) Improving policy frameworks for supporting teachers’ social and emotional competencies and diversity awareness on all levels of the European Union’s multi-level governance. While considering the differences in current national policy arrangements and challenges to teachers’ well-being and the development of their social and emotional competencies and diversity awareness in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project field-trial countries (Austria, Croatia, Portugal, Slovenia, Sweden), the chapter also introduces specific guidelines concerning ways to foster teachers’ SEDA development in their respective national contexts.
Ključne besede: education, European Union, field trial countries, HAND:ET, social and emotional competencies, diversity awareness, initial and continuous professional development, professional development, working conditions, teachers' professional status in society
Objavljeno v DiRROS: 27.01.2025; Ogledov: 618; Prenosov: 366
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4. Policies supporting teachers’ social and emotional competencies, and diversity awareness on the European union levelUrška Štremfel, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: The chapter presents the embodiment of teachers’ social and emotional competencies, and diversity awareness in European Union policies in a longer-term perspective. It demonstrates how teachers’ social and emotional competencies and diversity awareness have slowly entered the European Union agenda ever since the European Community was set up in 1951. This path has been marked by supporting teachers’ mobility (1990s), strengthening their intercultural competencies (2010s) and, finally, establishing teachers’ well-being as a high political priority (2020s). The chapter shows that teachers’ competencies (also those implicitly related to social and emotional competencies and diversity awareness) are treated mostly as support for students’ outcomes and assuring quality and effective education and training and, to a large extent the exposure of their importance in European Union policy documents, is influenced by external factors (the economic, migrant and COVID crises). By describing past and particularly current European Union strategic priorities concerning the development of teachers’ well-being and social and emotional competencies, and diversity awareness, the chapter outlines the European Union policy framework in which the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project was initiated and to whose realisation it is expected to contribute.
Ključne besede: education, European Union, teacher policy, historical development, social and emotional competencies, diversity awareness, well-being
Objavljeno v DiRROS: 27.01.2025; Ogledov: 534; Prenosov: 310
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5. The EU policy discourse on EdTech and constructing the image of an excellent teacherJanja Žmavc, Lucija Zala Bezlaj, 2024, izvirni znanstveni članek Povzetek: This article presents a discourse analysis of European Union (EU) policy documents on educational uses of digital technology (EdTech) from 2015 to 2022. It explores the ideological dimensions of language use and power relations, particularly concerning the teacher's role. Despite increasing critical scrutiny, the policy discourse in this period remains predominantly unidimensional, framing EdTech as a transformative solution. The study combines corpus-assisted analysis with critical discourse analysis and linguistic pragmatics to reveal how EU policy constructs a normative image of an ‘excellent' teacher inexorably linked to digital competencies. It shows how this discourse implicitly denies teachers' autonomy in technology adoption, reinforcing institutional power dynamics. The paper offers a critical perspective on the ideological underpinnings of language use in EdTech policy, challenging prevailing normative discourses and emphasising the need for a nuanced understanding of the socio-political implications and power dynamics inherent in the discourse surrounding teachers’ engagement with digital technology.
Ključne besede: EdTech, EU policy discourse, image of teacher, teachers, ideological language use, European Union
Objavljeno v DiRROS: 27.01.2025; Ogledov: 503; Prenosov: 491
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