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Ključne besede: musicology in higher education, historical musicology, musicology labour market, artistic and practice based research, academic careers in musicology
Objavljeno v DiRROS: 18.07.2026; Ogledov: 206; Prenosov: 137
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Povzetek: Artificial intelligence (AI) provides numerous benefits for higher education, such as personalised learning, task automation and enhanced teaching methods. However, it also raises concerns regarding trust and acceptance among educators. Examining the factors that influence teachers’ trust and their attitudes towards adopting or rejecting AI technologies is essential for supporting the constructive and responsible integration of AI into higher education. This study explores the key determinants that shape university teachers’ trust in and attitudes regarding AI in academic instruction. Specifically, it investigates how general attitudes on AI, prior experience with AI tools, perceptions of AI’s role in academia and individual teacher characteristics affect teacher trust and acceptance. This study was conducted on a sample of 210 higher education teachers from the social sciences and humanities in the Republic of Croatia. Data for this work were collected using adapted versions of the Teacher Trust Scale (Nazaretsky, Cukurova and Alexandron 2022) and the Attitudes Towards AI Scale (Stein et al. 2024), along with additional relevant constructs. Factor analysis confirmed that teachers’ trust in AI is a multidimensional construct comprising three key dimensions: (1) perceived pedagogical values of AI, (2) familiarityand usefulness-based trust (experience-based reliance on AI) and (3) concerns and reasons for distrust in AI. The findings provide valuable insights into educators’ perceptions of AI, which are essential for understanding and shaping contemporary higher education teaching and for developing effective AI-supported teaching strategies.
Ključne besede: artificial intelligence, higher education teaching, social sciences, higher education didactics
Objavljeno v DiRROS: 20.05.2026; Ogledov: 232; Prenosov: 171
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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: 657; Prenosov: 448
Celotno besedilo (980,69 KB)
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Povzetek: 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.
Ključne besede: digitalization, equity, sustainability, student teachers, higher education
Objavljeno v DiRROS: 24.07.2025; Ogledov: 890; Prenosov: 590
Celotno besedilo (1,22 MB)
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