1. Experts’ Points of View on Culturally Responsive Teaching for Remedial EducationSalehuddin Al As Anuas, Nurfaradilla Mohamed Nasri, Mohd Norazmi Nordin, 2025, izvirni znanstveni članek Povzetek: Incorporating cultural elements into pedagogy is perceived to enhance the language literacy proficiency of underachieving students. This research aims to determine the components required for developing a culturally responsive teaching strategy for remedial education in primary schools. The study utilized a quantitative research design by employing the Fuzzy Delphi method, in which data were collected via questionnaires received from a cross-disciplinary panel of 30 experts The data analysis results indicated that the experts approved all the components based on the consensus value exceeding 75%, the threshold value (d) being less than or equal to 0.2, and the fuzzy score (A) being greater than or equal to 0.5. The experts agreed to establish a culturally responsive teaching model for remedial education, which consists of six central components and 27 elements. The components include teachers’ professional competence, interaction, the classroom ecosystem, teaching planning and implementation, assessment, and social support involvement. This study offers culturally responsive teaching strategies for remedial teachers to help underachieving students with inadequate language literacy skills.
Ključne besede: culturally responsive teaching, Fuzzy Delphi, language literacy, remedial education, teaching strategies
Objavljeno v DiRROS: 01.12.2025; Ogledov: 55; Prenosov: 24
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2. Joint sustainability reports (JSRs) to promote the third mission of universitiesRoberto Biloslavo, Daniel Simon Schaebs, 2025, izvirni znanstveni članek Povzetek: Higher Education Institutions (HEI) face increasing expectations to engage in sustainability reporting despite limited resources and heterogeneous practices. This study explores how Joint Sustainability Reports (JSR), built on the EU Voluntary Sustainability Reporting Standard for non-listed SMEs (VSME), can serve as a cooperative and digitally supported framework to enhance transparency, comparability, and efficiency while strengthening universities’ third mission of societal engagement and knowledge transfer. Qualitative interviews with six sustainability experts from German and Austrian universities of applied sciences (UAS) highlight persistent challenges such as data gaps, staffing shortages, and weak strategic anchoring. The findings show that VSME-based JSRs, through shared data collection, centralised coordination, and modular reporting, enable resource and data pooling, standardised indicators, and cross-university synergies. By making social contributions more visible and credible, JSRs reinforce accountability and advance universities’ third mission in fostering community outreach and sustainable development
Ključne besede: universities, higher education institutions (HEI), sustainability reporting, CSR, ESG, joint sustainability reports (JSRs)
Objavljeno v DiRROS: 28.10.2025; Ogledov: 172; Prenosov: 77
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4. Creative minds in action : students’ imagination and ideas in storytelling, design and problem solving tasks on the PISA testkončno poročilo o rezultatih raziskav Ključne besede: vzgoja in izobraževanje, kreativnost, domišljija, pripovedovanje, oblikovanje, reševanje problemov, PISA, education, kreative minds, imagination, storytelling, design, problem solving
Objavljeno v DiRROS: 29.09.2025; Ogledov: 266; Prenosov: 93
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5. Relationship between job characteristics and music performance anxiety in collaborative pianists working in Slovenian music schoolsKatarina Babnik, Žan Lep, Katarina Habe, 2025, izvirni znanstveni članek Povzetek: Introduction: Music performance anxiety (MPA) is a significant challenge for amateur and professional musicians, as well as music students. Systematic literature reviews highlight a lack of research on the role of contextual variables in MPA. This study contributes to existing knowledge by examining how job characteristics, particularly job demands and job resources, influence MPA among collaborative pianists. Method: A cross-sectional quantitative study was conducted on 94 collaborative pianists (24% of the population) working at all three levels of the Slovenian music education system. Data were collected through an online survey, including demographic characteristics, objective workload measures, and perceived job characteristics scales (cognitive job demands, emotional demands, job influence, role clarity, role conflict, and organizational justice), along with an adapted MPA scale. Confirmatory factor analysis and internal consistency analysis were conducted for each scale, followed by correlation analysis and a multiple linear regression model to predict MPA. Results: The study tested six hypotheses, with mixed support for the proposed relationships. The regression model explained 50% (F = 5.11; df1 = 10, df2 = 51, p < 0.001) of the variance in MPA, with perceived emotional demands (β = 0. 50; t = 3.57; p < 0.001) and role conflict (β = 0.38; t = 2.65; p = 0.011) playing significant roles in predicting MPA. Discussion and conclusions: The findings enhance the understanding of MPA in the job context and have practical implications for music school management. Future research should explore the interaction between job characteristics and individual psychological resources across diverse professional and cultural contexts with representative samples.
Ključne besede: job demands, job resources, performance anxiety, music education, accompanists
Objavljeno v DiRROS: 29.09.2025; Ogledov: 204; Prenosov: 84
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6. 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, izvirni znanstveni članek Ključne besede: education, higher education, global competenceis, students, global education, OECD, Slovenia
Objavljeno v DiRROS: 29.09.2025; Ogledov: 229; Prenosov: 133
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7. Journey as a Philosophical Topos in Early Romantic Literary Narratives : Jean-Jacques Rousseau and the JenaersMalwina Rolka, 2025, izvirni znanstveni članek Povzetek: The motif of the journey is one of the most widespread and enduring themes in Western literature. It is also a universal and timeless philosophical topos that thinkers from various traditions and backgrounds have used since antiquity. This figure plays a special role in the works of the French and German Romantic pioneers Jean-Jacques Rousseau and the Jenaers (Novalis, Friedrich Schlegel, and Friedrich Hölderlin) who imbue literary narratives about journey with philosophical meaning. My aim is to reveal the shared conceptual foundation of these narratives and demonstrate significant connections between various manifestations of early Romantic thought in the French and German traditions. In the sections of the article, I explore the early Romantic literary figure of journey as the narrative basis for: the philosophical concept of education, the category of cognition/self-cognition in an anthropological context, and the first attempts to develop a modern model of historiosophy.
Ključne besede: journey, Romanticism, literature, education, anthropology, historiosophy
Objavljeno v DiRROS: 11.09.2025; Ogledov: 260; Prenosov: 124
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8. Automated grading through contrastive learning : a gradient analysis and feature ablation approachMateo Sokač, Mario Fabijanić, Igor Mekterović, Leo Mršić, 2025, izvirni znanstveni članek Povzetek: As programming education becomes increasingly complex, grading student code has become a challenging task. Traditional methods, such as dynamic and static analysis, offer foundational approaches but often fail to provide granular insights, leading to inconsistencies in grading and feedback. This study addresses the limitations of these methods by integrating contrastive learning with explainable AI techniques to assess SQL code submissions. We employed contrastive learning to differentiate between student and correct SQL solutions, projecting them into a high-dimensional latent space, and used the Frobenius norm to measure the distance between these representations. This distance was used to predict the percentage of points deducted from each student’s solution. To enhance interpretability, we implemented feature ablation and integrated gradients, which provide insights into the specific tokens in student code that impact the grading outcomes. Our findings indicate that this approach improves the accuracy, consistency, and transparency of automated grading, aligning more closely with human grading standards. The results suggest that this framework could be a valuable tool for automated programming assessment systems, offering clear, actionable feedback and making machine learning models in educational contexts more interpretable and effective.
Ključne besede: automated programming assessment systems (APASs), contrastive learning, explainable AI, feature ablation, integrated gradients, machine learning in education, natural language processing (NLP)
Objavljeno v DiRROS: 09.09.2025; Ogledov: 286; Prenosov: 143
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9. Mindfulness and teachers’ diversity awareness : indirect effect of mindful teaching in a sample of in-service teachersAna Kozina, 2025, izvirni znanstveni članek Povzetek: The question of addressing the diversity of students is one of the most pressing challenges for teachers. Practicing mindfulness can serve as a valuable support mechanism for teachers navigating situations that challenge diversity awareness. In this study, we test the indirect effect of mindfulness in teaching on the relationship between mindfulness and diversity awareness. We operationalise mindfulness in teaching through its interpersonal and intrapersonal dimension and diversity awareness through teachers’ self-efficacy in teaching in diverse settings, their cultural beliefs, and their’ flexibility/openness. We use data from a Slovene sample form the HAND IN HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Related Career Challenges (HAND:ET) project (N = 207; 94.2% females). The path analyses showed: (i) direct paths between mindfulness and all indicators of diversity awareness; (ii) direct paths between mindfulness and the intrapersonal dimension of mindfulness in teaching (but not the interpersonal dimension); (iii) direct paths from dimensions of mindfulness in teaching to indicators of diversity awareness; and (iv) significant indirect paths leading from mindfulness thorough the intrapersonal dimension of mindfulness in teaching to indicators of diversity awareness. Implications for research and practice in regard to teachers’ professional development are discussed.
Ključne besede: education, teachers, mindfulness, diversity awareness, Slovenia
Objavljeno v DiRROS: 02.09.2025; Ogledov: 320; Prenosov: 155
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10. Students’ self-efficacy in general ICT use as a mediator between computer experience, learning ICT at school, ICT use in class, and computer and information literacyPlamen Mirazchiyski, 2025, izvirni znanstveni članek Ključne besede: vzgoja in izobraževanje, računalniška pismenost, informacijska pismenost, računalniška samoučinkovitost, računalniške izkušnje, uporaba informacijske tehnologije, informacijska tehnologija v šoli, splošna uporaba informacijske tehnologije, education, computer and information literacy, computerself-efficacy, mediation, computer experience, ICT use at school, ICT learning at school, general use of ICT
Objavljeno v DiRROS: 02.09.2025; Ogledov: 357; Prenosov: 141
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