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Povzetek: Based on the migration models proposed by J. Carling, de Haas, and K. Schewel, we examine the immobility aspirations of minority and majority Hungarian students in Central Europe. Our aim is to identify individual as well as institutional factors that we hypothesise support students in developing their immobility aspirations. We analyse empirical data collected through a survey in 2019 among students of Hungarianlanguage higher education institutions in Hungary, Ukraine, Romania, Slovakia, and Serbia (N = 2,210). The results of multivariate and logistic regression analyses show that the development of immobility aspirations is supported by socio-demographic factors and social networks, as well as by institutional and academic factors, such as training programmes preparing students for local professions, and a greater degree of trust in the higher education institution and role partners.
Ključne besede: migration, aspiration/ability model, higher education, minority students
Objavljeno v DiRROS: 09.02.2026; Ogledov: 31; Prenosov: 5
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Povzetek: Introduction: Excessive alcohol consumption can stem from different biological, social, environmental, or psychological factors (e.g. peer influence, desire to be accepted within a social group, family history with alcohol addiction, availability of alcohol beverages, poor academic performance, low self-image, etc.). The aim of study was to determine the risk factors associated with alcohol consumption among the undergraduate students in the Gorenjska region. Methods: A quantitative non-experimental method of research was employed. The data were collected through a structured questionnaire. The purposive sample consisted of 328 first-year undergraduate students in the Gorenjska region. The research was conducted in May, October and November 2012. The data obtained were analysed using the descriptive statistics and multiple linear regression analysis. Results: The greatest influence on drinking frequency for better sociability and relaxation has the average educational attainment in the last year of secondary education (beta = 0.168, p = 0.002). The following factors were identified to have a statistically significant impact on the frequency of alcohol consumption during leisure time: friendship (beta = 0.131, p = 0.029), frequent socializing with friends (beta = 0.127, p = 0.035), support of the family when in distress (beta = - 0. 183, p = 0.001) and the average academic achievement in the last year of secondary education (beta = 0.098, p = 0.043). Discussion and conclusion: The risk factors associated with alcohol consumption among the students in the Gorenjska region are mainly social (lack of family support, peer pressure) and personal (low self-image, poor academic achievement and leisure time). Characteristics of the study participants in relation to alcohol consumption do not differ from the rest of the younger population.
Ključne besede: students, alcohol, drinking, frequency
Objavljeno v DiRROS: 28.01.2026; Ogledov: 121; Prenosov: 105
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Povzetek: Introduction: According to different studies, student work has both positive and negative effects on the academic performance of nursing students. The purpose of the study was to examine the effect of student work based on a sample of Slovenian nursing students. Methods: The method of non-experimental quantitative research with a sampling survey was used. 432 nursing students participated. The reliability of the questionnaire was determined by internal consistency analysis (from 0.608 to 0.753) and factor analysis. The data were collected in October and November 2012. Descriptive statistics, the chi-square test, correlation analysis and ANOVA were used for the statistical analysis. Results: Students of four higher education institutions did not provide statistically significant differences in the assessment of their financial status (p = 0.189). The number of hours of student work does not statistically correlate (p = 0.776) with the time for studying. The monthly total of the hours of student work revealed a statistically significant difference (p = 0.001), with students at higher education institution A stating the least hours of student work (x = 19.9), and students at higher education institution B stating the greatest amount of student work (x = 48.5). Discussion and conclusion: The monthly amount of hours of student work does not affect students' academic performance. Students opt for student work because they wish to acquire clinical experience, clinical practice, meet potential employers and improve their employment prospects after graduation.
Ključne besede: nursing care, student work, students, financial position
Objavljeno v DiRROS: 28.01.2026; Ogledov: 93; Prenosov: 20
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Povzetek: Introduction: The Covid-19 epidemic has significantly compromised the practical training of nursing students. While in nursing, the use of simulation is not new, virtual simulation or virtual patients represent relatively new educational modalities. The aim of this literature review was to examine the most recent empirical evidence on the efficacy or effectiveness of using virtual simulation or virtual patients in nursing education around the world.Methods: Scholarly articles published between 2016 and 2021 in the CINAHL, MEDLINE, ERIC and COBIB bibliographic databases were reviewed. The review included articles which focused on student nurses using virtual simulation or virtual patients as a method of learning rather than as a way of assessing students' knowledge acquired through a different learning method. A thematic analysis was used to synthesise the results. Results: Twelve studies were included in the review, most of which were conducted in developed countries. The results showed that the use of virtual simulation or virtual patients has a positive effect on the acquisition of cognitive and affective knowledge, practical implementation of interventions, assessment of self-efficacy and competence, and student satisfaction.Discussion and conclusion: In situations where clinical training is not possible for nursing students, the use of virtual simulation or virtual patients can replace the clinical setting for the purposes of practising clinical decisions, but it cannot replace the clinical education and experience students obtain when working with actual patients.
Ključne besede: clinical decisions, students, nursing, simulated learning environment, critical thinking
Objavljeno v DiRROS: 28.01.2026; Ogledov: 145; Prenosov: 58
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Povzetek: 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.
Ključne besede: inclusive classrooms, students with diverse learning needs, GAI tools, students with learning disabilities, metacognitive skills
Objavljeno v DiRROS: 01.12.2025; Ogledov: 325; Prenosov: 123
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