1. Seven Questions about Creativity and Creative Thinking : what do PISA 2022 data tell us?final research report Keywords: vzgoja in izobraževanje, kreativnost, domišljija, pripovedovanje, oblikovanje, reševanje problemov, PISA, education, kreative minds, imagination, storytelling, design, problem solving
Published in DiRROS: 29.12.2025; Views: 736; Downloads: 183
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2. Creative minds in action : students’ imagination and ideas in storytelling, design and problem solving tasks on the PISA testfinal research report Keywords: vzgoja in izobraževanje, kreativnost, domišljija, pripovedovanje, oblikovanje, reševanje problemov, PISA, education, kreative minds, imagination, storytelling, design, problem solving
Published in DiRROS: 29.09.2025; Views: 659; Downloads: 300
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3. 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: 474; Downloads: 388
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5. Raziskovanje v vzgoji in izobraževanju : izobraževanje učiteljic in učiteljev za raziskovalno učenje in poučevanje2024, scientific monograph Abstract: V današnjem hitro razvijajočem se izobraževalnem okolju sposobnost raziskovanja ni več omejena na akademsko sfero. Za učiteljice in učitelje je sposobnost izvajanja in uporabe pedagoških raziskav ključnega pomena pri spodbujanju na dokazih temelječih praks ter zagotavljanju, da so pedagoške strategije usklajene s trenutnim razvojem in z različnimi potrebami razredov. Poglavja v tej monografiji tako izražajo enotno sporočilo: če učiteljice in učitelje opremimo z raziskovalnimi kompetencami, s tem ne le krepimo njihovo strokovno rast, temveč tudi izboljšujemo izobraževalne rezultate na vseh ravneh. Ena od osrednjih tem, ki se pojavlja v poglavjih, je dvojna vloga, ki jo morajo imeti učiteljice in učitelji kot izobraževalke in izobraževalci ter raziskovalke in raziskovalci. Ta dvojna vloga zahteva razvijanje miselnosti, ki ceni raziskovanje, kritično mišljenje in refleksivno prakso. Učiteljice in učitelji, ki so usposobljene in usposobljeni, da svoje učilnice obravnavajo kot dinamične prostore za raziskovanje in inovacije, se lahko bolje odzovejo na edinstvene izzive svojih učenk in učencev. Vsebina te monografije se poglobi v različne vidike tega pristopa in se prevprašuje, kako je tako za učiteljice in učitelje kot za učenke in učence mogoče oblikovati učno okolje za spodbujanje teh kompetenc.
Keywords: učitelji, vzgojitelji, poklicno zobraževanje
Published in DiRROS: 24.09.2025; Views: 612; Downloads: 283
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6. Občutek pripadnosti šoli, dobrobit in učna uspešnost učencev in učenk : vpogledi mednarodnih raziskav znanjaKlaudija Šterman Ivančič, Urška Štremfel, Igor Peras, Barbara Japelj Pavešić, 2023, scientific monograph Abstract: Občutek pripadnosti šoli je v znanstvenih razpravah prepoznan kot temeljna potreba posameznika. V kontekstu šole je občutek pripadnosti šoli prepoznan kot pomemben dejavnik učne uspešnosti in dobrobiti učencev in učenk. Zaradi raznolikosti in razpršenosti raziskav v širšem mednarodnem okolju ter mankom le teh v slovenskem prostoru pa so dosedanji vpogledi v občutek pripadnosti šoli slovenskih učencev in učenk relativno omejeni. Znanstvena monografija je odgovor na to problematiko. Občutek pripadnosti slovenskih učencev in učenk poglobljeno osvetljuje s podatki mednarodnih raziskav znanja.
Keywords: vzgoja in izobraževanje, šola, pripadnost šoli, dobrobit učencev in učenk, učna uspešnost, mednarodne raziskave znanja
Published in DiRROS: 08.07.2025; Views: 826; Downloads: 373
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7. Globalne kompetence slovenskih učencev in učenk : konceptualni in empirični vpoglediKlaudija Šterman Ivančič, Urška Štremfel, 2023, scientific monograph Abstract: Glede na prepoznan pomen globalnih kompetenc za uspešno (so)delovanje posameznikov v sodobnem šolskem, lokalnem in globalnem okolju (Svet Evrope, 2016; UNESCO, 2014), ki ga prepoznavajo tudi strateške usmeritve v Sloveniji (npr. Bela knjiga, 2011; Strategija razvoja Slovenije, 2017), smo analizi globalnih kompetenc slovenskih učencev in učenk, kot o njih poročajo v raziskavi PISA (2018), v znanstveni monografiji namenili posebno pozornost. Znanstvena monografija je nastala v okviru razvojno-strokovne naloge »Sekundarna študija PISA 2018: Globalne kompetence kot temelj uspešnega (so)delovanja v sodobnem šolskem, lokalnem in globalnem okolju«, ki smo jo na Pedagoškem inštitutu izvedli v okviru Letnega delovnega načrta Ministrstva za izobraževanje, znanost in šport Republike Slovenije v letih 2021 in 2022. Pričujoče delo s poglobljeno analizo globalnih kompetenc slovenskih učencev in učenk prispeva k znanstvenim razpravam na tem področju, hkrati pa želi v strokovni javnosti in pri oblikovalcih izobraževalnih politik podkrepiti zavedanje o pomenu globalnih kompetenc za uspešnost posameznika in celotne družbe.
Keywords: vzgoja, izobraževanje, globalne kompetence, mednarodne raziskave, PISA
Published in DiRROS: 08.07.2025; Views: 607; Downloads: 395
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8. Why do teachers need to be systemically supported in developing SEDA competencies? : insights from international large-scale assessment dataKlaudija Šterman Ivančič, 2024, independent scientific component part or a chapter in a monograph Abstract: The chapter identifies the biggest challenges facing the teaching profession nowadays, explaining how they relate to teachers’ well-being, teacher–student relationships, and positive educational student outcomes, along with the role of social and emotional competencies and diversity awareness in addressing them. We also shed light on the importance of strengthening teachers’ and students’ social and emotional competencies and diversity awareness based on the latest results of the Teaching and Learning International Survey and the Programme for International Student Assessment in countries participating in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project (Austria, Croatia, Portugal, Slovenia, Sweden), where we examine the extent to which certain aspects of social and emotional competencies and diversity awareness (i.e., teachers’ views on how society values their profession, satisfaction with the profession, teacher–student relationships, teachers’ stress, self-efficacy in multicultural environments, students’ sense of belonging at school, quality of teacher–student relationships, socio-emotional competencies) are supported in teachers’ and students’ reports. While the results vary widely between the mentioned countries, significant shortages are revealed in teachers’ and students’ social and emotional competencies and diversity awareness in all five education systems. The results thus support the notion that social and emotional competencies and diversity awareness should be systematically supported in education, and the implementation of HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project and similar projects is extremely important for fostering students’ and teachers’ well-being and positive academic outcomes.
Keywords: education, teachers, teacher's competencies, challenges of teaching, SEDA competencies, programme for international student assessment, teaching and learning international survey
Published in DiRROS: 27.01.2025; Views: 880; Downloads: 475
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9. Addressing the sense of school belonging among all students? : a systematic literature reviewUrška Štremfel, Klaudija Šterman Ivančič, Igor Peras, 2024, review article Abstract: The sense of school belonging plays an important role in students’ academic, behavioural, and psychological outcomes. Based on a systematic review, following the PRISMA 2020 guidelines and examining 86 studies conducted between 1990 and February 2023, the article addresses two research questions: (a) what are the predictors of the sense of school belonging at the individual, micro, meso, exo, macro, and chrono levels of the bioecological model of human development; (b) do these predictors differ based on students’ individual characteristics, and if so, how. The findings reveal individual factors as important predictors of school belonging and indicate the lack of studies that take into consideration the interplay of different (micro, meso, exo, macro, chrono) levels in addressing the sense of school belonging. Considering the complexity and multi-factorial nature of the sense of school belonging, it calls upon further research, which would support the development of evidence-based interventions for fostering school belonging among different groups of students, particularly those who are at risk of feeling alienated from school, and thus promote equity in education.
Keywords: education, sense of school belonging, predictors, bioecological model of human development, equity, systematic review
Published in DiRROS: 27.01.2025; Views: 1298; Downloads: 528
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