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Title:Digitalno podprto učenje študentov s specifičnimi učnimi težavami v visokošolskem izobraževanju
Authors:ID Košak Babuder, Milena (Author)
ID Poredoš, Mojca (Author)
ID Pižorn, Karmen (Author)
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URL URL - Source URL, visit https://www.sodobna-pedagogika.net/clanki/03-2025_digitalno-podprto-ucenje-studentov-s-specificnimi-ucnimi-tezavami-v-visokosolskem-izobrazevanju/
 
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Language:Slovenian
Typology:1.01 - Original Scientific Article
Organization:Logo ZDPDS - Association of Societies of Educational Workers of Slovenia
Abstract:Učenje v visokošolskem izobraževanju predstavlja za študente s specifičnimi učnimi težavami (SUT) poseben izziv, saj se soočajo s primanjkljaji na področjih pozornosti, pomnjenja, fonološkega procesiranja, jezikovnega izražanja in izvršilnih funkcij. Visokošolski učitelji, ki uporabljajo tradicionalne pristope k poučevanju, ki temeljijo na frontalnem poučevanju, pomnjenju in standardiziranem ocenjevanju, s takim načinom poučevanja pogosto ne prepoznajo raznolikosti učnih profilov ter s tem ustvarjajo ovire za enakovredno sodelovanje študentov s SUT v izobraževalnem procesu. Prispevek osvetljuje vlogo digitalno podprtega učenja kot ključnega elementa pri premostitvi teh ovir ter poudarja pomen koncepta univerzalne zasnove učenja, ki spodbuja fleksibilnost, dostopnost in aktivno vključevanje vseh študentov. Uporaba digitalnih tehnologij, vključno z umetno inteligenco, omogoča individualizirane učne poti, prilagojene načine predstavitve vsebin ter alternativne oblike izražanja znanja, kar prispeva k večji učinkovitosti in pravičnosti študijskega procesa. Kljub številnim prednostim prispevek opozarja tudi na izzive pri implementaciji, kot so pomanjkljiva usposobljenost pedagoškega kadra, tehnične omejitve ter nevarnost pretiranega zanašanja na digitalna orodja. Prispevek ne ponuja neposrednih izhodišč, temveč skozi analizo prednosti in slabosti digitalno podprtega učenja odpira prostor za nadaljnji razmislek in raziskovanje, s ciljem spodbuditi sistemske spremembe v visokošolskem prostoru.
Keywords:digitalne tehnologije, univerzalno zasnovano učenje, dostopnost
Publication status:Published
Publication version:Version of Record
Publication date:31.10.2025
Year of publishing:2025
Number of pages:str. 107-125, 177-197
Numbering:Letn. 76 = 142, št. 3
PID:20.500.12556/DiRROS-24464 New window
UDC:376:378
ISSN on article:0038-0474
DOI:10.63384/sptB53s795as New window
COBISS.SI-ID:256927747 New window
Note:Besedilo v angl., tiskano v obratni smeri;
Publication date in DiRROS:30.11.2025
Views:87
Downloads:62
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Record is a part of a journal

Title:Sodobna pedagogika
Shortened title:Sodob. pedagog.
Publisher:Zveza društev pedagoških delavcev Slovenije
ISSN:0038-0474
COBISS.SI-ID:761348 New window

Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:English
Title:Digitally supported learning for students with specific learning difficulties in higher education
Abstract:Learning in higher education poses a particular challenge for students with specific learning difficulties (SLD), as they face deficits in attention, memory, phonological processing, language expression and executive functions. Higher education teachers who use traditional teaching approaches based on frontal teaching, memorisation and standardised assessment often fail to recognise the diversity of learning profiles, thus creating barriers to the equal participation of students with SLD in the educational process. This paper highlights the role of digitally supported learning as a key element in overcoming these barriers and emphasises the importance of the Universal Design for Learning (UDL) concept, which promotes flexibility, accessibility and active involvement of all students. The use of digital technologies, including artificial intelligence, enables individualised learning paths, adapted ways of presenting content and alternative forms of knowledge expression, which contributes to greater efficiency and fairness in the study process. Despite its many advantages, the article also highlights challenges in implementation, such as insufficient training of teaching staff, technical limitations and the risk of over-reliance on digital tools. The paper does not offer direct solutions, but through an analysis of the advantages and disadvantages of digitally supported learning, it opens up space for further reflection and research with the aim of encouraging systemic changes in higher education.
Keywords:digital technologies, universal design for learning, accessibility


Collection

This document is a part of these collections:
  1. Sodobna pedagogika

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