Teachers’ Digital Competences: Personal, Professional and Contextual Factors
Teachers' digital competences are a key prerequisite for the effective integration of digital technologies into the instructional process. This article aims to identify the factors influencing the teachers’ digital competence level. A narrative literature review was conducted, complemented by a qualitative content analysis. The analysis of the selected works revealed three main groups of influencing factors: personal traits, professional characteristics and the context of the digital technology use. These findings contribute to a deeper understanding of the complexity underlying the development of teachers' digital competences and provide valuable guidelines for the design of teacher training programmes.
Copyright (c) 2026 Jurka Lepičnik Vodopivec, Špela Pugelj https://creativecommons.org/licenses/by/4.0
Nursing Teachers’ Opinions About the Use of Digital Technology
Digital technology is present in all areas of our lives and has also radically changed education. The transition from traditional teaching and learning methods to the use of digital technology has been very fast and intensive, therefore we focused the research on what teachers think about the use of digital technology in the educational process in the nursing study programme. An in-depth case study was conducted. The data were collected through a semi-structured group interview of six teachers who gave their informed consent to participate. The interviews were recorded and followed by a qualitative analysis of the text in stages. We grouped the codes into eight subcategories, and these subcategories were grouped into two categories: (1) use of digital technology in the teaching process and (2) challenges for the use of digital technology in the future. We supplemented all codes with the interviewees’ quotes. We found that the teachers have had different experiences with the use of digital technology and consequently different levels of digital competence. The teachers are aware that digital technology has many advantages, for them and for the students, and that the best way forward for the nursing education is a hybrid teaching method, as students need to develop certain skills for quality performance in their profession.
Copyright (c) 2026 Bojana Filej, Mojca Poredoš, Tamara Štemberger Kolnik https://creativecommons.org/licenses/by/4.0
Non-traditional students, representing the fastest-growing segment of the student population in many educational systems, differ from traditional students who continue their studies immediately after completing high school. Due to social changes and globalization, the concept of non-traditional students is continually evolving, necessitating a new approach to its definition and understanding. This article examines the concept of non-traditional students within the context of tertiary education in Slovenia, where this term is relatively new. This article presents a research on the existing definitions of non-traditional students and critically assesses their relevance, particularly within the Slovenian context. It considers characteristics such as age, work experience, family responsibilities, and other specific circumstances that influence the participation of non-traditional students in tertiary education. The focus is on the challenges and opportunities associated with their inclusion in higher education, as well as the strategies aimed at enhancing their educational experiences.
Copyright (c) 2026 Janko Goljar, Petra Kleindienst https://creativecommons.org/licenses/by/4.0
Didactic Adaptations for Students with Special Needs in Music School
This article examines didactic adaptations for students with special educational needs (SEN) in the Slovenian and international music education. The primary aim of the study was to gain insight into such adaptations abroad through a systematic literature review. Using the PRISMA selection process, five international studies were analysed in detail. The findings show that didactic adaptations were most frequently explored in relation to blind and visually impaired students, while other groups received limited attention. The meta-analysis highlighted various adaptations, including specialized teaching aids, individualized learning support, spatial modifications, specialized teaching methods, communication strategies for sensory, motor and speech impairments, and adjusted verbal communication. It appears that, as in Slovenia, the adaptations used abroad often stem from the teachers’ personal initiatives rather than systemic guidelines. The results offer transferable and practical value for the Slovenian music-school education, and point to the need for further research with regard to inclusive pedagogy in music education, both locally and internationally.
Copyright (c) 2026 Katarina Zadnik, Urška Kumar https://creativecommons.org/licenses/by/4.0
From a Development Project to Sustainability in Education
In the development project Natural Science and Mathematical Literacy: Promoting Critical Thinking and Problem Solving, the emphasis was on natural science, mathematical and financial literacy, critical thinking, attitude towards natural sciences and mathematics, solving authentic problems and professional workers’ collaborative work. The qualitative research, which included partnering development- and implementation-oriented educational institutions – kindergartens, primary and secondary schools – was used to study, by analysing answers to open-ended questions through an online survey, the sustainability of the achieved results two years after the project conclusion, compared the activities planned upon the conclusion with those two years after the project conclusion and identified the activities that kindergartens and schools would want to reintroduce. We find that, upon the conclusion, the participants wanted to continue implementing the activities in all areas. Two years after the project conclusion, they mention all three forms of literacy, with an emphasis on financial literacy. Examples of activities are focused on developing critical thinking and solving authentic problems. The activities which were maintained include peer observations, sharing the achieved results with other colleagues, intercurricular planning, while at the same time, they wish to reintroduce these activities.
Copyright (c) 2026 Jerneja Bone https://creativecommons.org/licenses/by/4.0
Developing a Thematic Trail as a Space for Informal Learning
Thematic trails can encourage informal learning in open spaces. The aim of the study was to develop a thematic trail that includes people with disabilities. The research was framed by the concepts of informal learning, actor-network theory, and the ethics of care, through which the authors interpret the thematic trail as an infrastructure that connects, encourages participation, and fosters learning. The research approach was participatory action research, which was conducted as part of practice in a project to develop sustainable tourism and cultural cooperation. The design thinking method was used to co-create, test, and improve the thematic trail. The model was tested in the Vipava Valley, Slovenia. Results show that for the development of an inclusive thematic trail model, it is important to establish support from the local community and the cooperation of local stakeholders at various levels, which enables mutual responsibility and commitment. Since the thematic trail is designed as a strategy for informal learning, it includes various experiential tasks that involve experiential learning.
Copyright (c) 2026 Meta Furlan, Nives Ličen, Mojca Blažič https://creativecommons.org/licenses/by/4.0
Integrating Sustainable Development into Primary School Education
Sustainable development, encompassing environmental, social, and economic dimensions, is essential for the future of humanity and must be integrated into education. Although policy documents mandate the inclusion of sustainability-related content, implementation often depends on individual teachers. This study analyses the presence of sustainability content in primary-level curricula and examines how 197 teachers understand and implement it in their teaching practice. Using thematic analysis, we reviewed ten subject curricula and conducted an empirical survey among teachers. Results indicate that sustainability is most frequently addressed in science- and social science-related subjects, while it is less explicit in others. Teachers predominantly interpret sustainability in environmental terms, with social and economic aspects less recognized. Most respondents reported no prior participation in professional development on sustainability education.Based on our findings, we propose the systematic and interdisciplinary integration of sustainability topics across all subject curricula and recommend improving access to relevant professional training for teachers.
Copyright (c) 2026 Matija Jenko https://creativecommons.org/licenses/by/4.0
Speech, Communication Styles and Classroom Management: A Case Study
The article presents an analysis of the structure of classroom communication in Slovenian primary schools, focusing on the proportion of direct and indirect speech used by the teacher, communication styles, and the relationship between communication and classroom management. Using Flanders’ language analysis and Wubbels’ model of communication styles, a case study was conducted on a Slovenian language teacher teaching eighth-grade students. The study included an analysis of a recording of a lesson and a student survey assessing the teacher’s communication style. The results show that the teacher uses an authoritative but also partly democratic style. The students perceive the teacher as organised and competent, but regard her as stricter and less understanding than she perceives herself to be. The research confirms a link between communication style and classroom management. The conclusions of the study emphasise the need for two-way communication, which would allow students to take more initiative and actively participate in the learning process.
Copyright (c) 2026 Eva Zore, Darija Skubic https://creativecommons.org/licenses/by/4.0
Developing Cultural Heritage in Pre-School Children
Cultural heritage plays a vital role in early childhood education by enabling children to understand and respect their own and other cultures through active social participation. Preschools should facilitate visits to cultural institutions, where children benefit from experiential learning that fosters manual skills, creativity, and aesthetic expression. The national curriculum emphasizes the development of psychological and social competencies, such as empathy, solidarity, critical thinking, and prejudice prevention. Cooperation between preschools and museums is essential for delivering quality educational content, with museum educators employing active, age-appropriate methods. Educators play a crucial role by modelling engagement, which enhances children’s participation. A of regular expert visits and insufficient communication between institutions limits educational quality. Therefore, systematic improvement of collaboration, including expanding museum subscription programs and educator training, is recommended.
Copyright (c) 2026 Maja Hmelak, Polona Gojkovič https://creativecommons.org/licenses/by/4.0
Apprenticeship for Innkeepers in the Crown Land of Carniola Through the Lens of Professional Hospitality Newspapers
The most common form of vocational training in Carniola during the Austro-Hungarian period was apprenticeship, a combination of working for masters craftsmen and attending a continual vocational school, which was a lower form of vocational education. The article focuses on the problem of apprenticeship for hospitality workers in Carniola during the Austro-Hungarian period (1867–1918), especially in the final years before the collapse of the monarchy. Events in the field of hospitality training were closely monitored by the professional newspapers Gostilničarski vestnik (1911–1913) and Gostilničar (1914–1931), which play a central role in the article as an exhaustive source of information on the innkeepers' apprenticeship, and Promet and gostilna (1908–1909) also raised the issue of a vocational school for innkeepers. Ljubljana did not have professional continual vocational schools for innkeepers in this period, even though repeated requests were made, and obtained it only in 1924. With respect to apprenticeship, the two newspapers emphasized the need for establishing a relevant professional school, a requirement for compulsory training for the hospitality profession, which would prevent unfair competition, but were not bold enough when mentioning the problem of too young apprentices.
Copyright (c) 2025 Alenka Divjak https://creativecommons.org/licenses/by/4.0
From Prejudice to Connection: The Significance of Intergroup Contact
The theory of intergroup contact holds considerable significance for the field of social pedagogy, which is dedicated to reducing the marginalisation of diverse social groups. The theory posits that prejudice between different social groups can be mitigated through contact, particularly when specific conditions are met – such as equal group status, shared goals, and institutional support. This paper presents the findings of a traditional literature review on intergroup contact theory. Within the context of social pedagogy, we identify scientifically grounded strategies for enhancing the positive effects of intergroup contact and emphasise the importance of creating opportunities for such contact, alongside the conditions that increase the likelihood of prejudice reduction. The paper also discusses an example of applying intergroup contact theory to the development of inclusive practices within the educational system, highlighting the key role of social pedagogical practice. The review suggests that while the theory of intergroup contact holds significant potential for the advancement of social pedagogical theory and practice, its implementation in the Slovenian educational context requires further contextualisation and empirical validation.
Copyright (c) 2025 Nika Ferbežar, Mateja Marovič https://creativecommons.org/licenses/by/4.0
The Occurrence of Psychological Violence in Partner Relationships Among Adolescents
Different forms of violence can occur in a partner relationship which manifest in the form of psychological, physical, sexual, and economic violence. Often, in case of violence in a partner relationship, psychological violence begins to appear first, which can later develop into other forms of violence. This article presents the results of a research on the occurrence of psychological violence in partner relationships among young people. The research included 376 young people who had the experience of a partner relationship. We have learnt that the most common forms of psychological violence in partner relationships among young people are jealousy, the use of inappropriate and offensive words, and criticism and humiliation. The results analysis showed that women are more often victims of psychological violence. In the analysis based on age, we have discovered that it is young people aged between 22 and 25 who most often experience psychological violence in a partner relationship. As for the duration of the partner relationship, we note that psychological violence most frequently occurs in partner relationships lasting between two and four years.
Copyright (c) 2025 Jernej Kovač, Eva Hršak https://creativecommons.org/licenses/by/4.0
Hidden Faces of Exclusion: The Stigma of Children with Special Needs in the Eyes of Their Peers
This article focuses on the issue of stigmatization, particularly of children with special needs (CSN) who attend primary school with adapted educational programs and receive additional expert assistance. The theoretical part outlines the fundamental forms of stigmatization, reflected through interconnected stereotypes, prejudices and discrimination – operating both on a systemic level (ableism) and on a direct, interpersonal level (disableism). The empirical part presents the findings of a study conducted among 120 eighth graders from primary schools in the Kozjansko and Obsotelje regions. The research focuses on students’ perceptions of the presence of stigmatization of CSN and students’ attitudes towards such peers, with particular attention to gender differences. The results reveal that students do recognize the presence of stigmatization of CSN in society, although this awareness appears only in relation to certain statements. Regarding individual traits commonly associated with CSN, students’ responses were predominantly ambivalent. Students frequently described these children as unpredictable, struggling with behavioural self-regulation, and often lacking independence. Significant differences in stigmatization by gender are rarely observed. These inconclusive findings highlight the need for a systematic approach to addressing stigmatization within the school environment.
Copyright (c) 2025 Tjaša Lah, Andreja Kozmus https://creativecommons.org/licenses/by/4.0
Incorporating Digital Technology in Music Theory and Solfeggio Courses
The paper focuses on the presence and use of digital technologies to teach the subjects of music theory and Solfeggio in music schools. We examined how digital tools support implementing fundamental musical activities and how teachers incorporate them into the teaching process. Through semi-structured interviews conducted with a sample of six teachers from various Slovenian regions, we carried out a qualitative study based on thematic analysis using an inductive approach. The findings revealed that digital technologies are rarely used to support musical activities, and instead are most commonly used for listening activities and presenting teaching content. Combined and traditional approaches are dominant in achieving learning goals, while new musical activities that would not be possible to implement without digital tools have not been developed. The teachers' arguments for the limited use of digital tools stem from the importance of the students' adopting an active role in class, experiencing and feeling musical content on a physical level. However, the teachers understood the term digital technology as referring to a number of tools that are now indispensable and must be integrated in the learning process.
Copyright (c) 2025 Katarina Zadnik, Sara Smrekar https://creativecommons.org/licenses/by/4.0
Phenomenon of Sharenting in Slovak Parents
The study focuses on the growing phenomenon of parent sharenting. The research data was obtained by using a structured interview method. The research population comprised 11 respondents, ten females and one male aged AM=35 years. All respondents are parents of children between 2 and 25 years old, who use social networking sites and have at least once shared content about their children or adolescents in an online social networking environment. The research is unique in its focus, as there is a lack of research on the topic in Slovakia. The results of our research have shown that the age of parents does not influence the frequency or form of sharenting. The research results suggest that parents are mainly guided by personal preferences when sharing content about their children. Most of the parents consider sharing content about their children on social media a natural part of their lives. We found that parents are concerned about not knowing who can access the shared content. The risks associated with sharing content about children on social media perceived by parents are mainly misuse of photos and child abduction. Most parents inform their children about what content they want to share about them.
Copyright (c) 2025 Miriam Niklová, Annamária Šimšíková, Slávka Pánčiková https://creativecommons.org/licenses/by/4.0
Generation Z and Their Learning in a Digitally Driven World
The aim of this paper is to explore the educational challenges and opportunities in teaching Generation Z, the first generation of “digital natives” who have been exposed to digital technology from an early age. Generation Z exhibits unique learning characteristics, including a shortened attention span, multitasking, and a strong preference for visual and interactive media, which necessitate adjustments to the traditional pedagogical approaches. This paper analyses how technology impacts their learning, with an emphasis on the implementation of personalized learning and gamification as key strategies for increasing student engagement. Additionally, it examines the role of social media and online platforms in the educational process and how these technologies facilitate collaborative learning. The paper also addresses the negative effects of constant connectivity, such as FOMO (fear of missing out) and social anxiety, and highlights the importance of developing pedagogical strategies to address these challenges. Based on the research, guidelines are proposed to improve pedagogical methods in order to better meet the needs of Generation Z students and enhance their learning experience in a digitally driven world.
Copyright (c) 2025 Marjan Marino Ninčević, Dunja Jurić Vukelić https://creativecommons.org/licenses/by/4.0
Digital Competences and Pedagogical Traditions in Education
This paper explores the integration of digital technologies with traditional pedagogical approaches in the context of contemporary education. It underscores the importance of preserving core educational values, such as emotional support and holistic development, while adopting digital tools. The study highlights both the opportunities and the challenges of the digital transformation of education, including issues such as digital inequality and a lack of digital skills. Special emphasis is placed on teacher training, the role of digital platforms, and international examples of good practice, such as Estonia’s AI Leap 2025 initiative. Combining traditional and digital methods supports the development of 21st-century competences and fosters inclusive, flexible, and innovative learning environments. The paper advocates a balanced model that integrates technology into teaching while maintaining the essential human dimension of education.
Copyright (c) 2025 Ružica Filipović, Mario Dumančić https://creativecommons.org/licenses/by/4.0
Stress, Work Engagement and Satisfaction at Work Among Primary School Teachers
Teachers are exposed to various stressful work situations that can result in several adverse health, psychosocial, and job performance outcomes. The study aimed to examine the levels of perceived stress, work engagement, and job satisfaction in a sample of Slovenian primary school teachers (N = 335) and to examine the relationship between these concepts. The results reveal that the teachers perceive moderate levels of stress, relatively high levels of work engagement, and mild to high levels of job satisfaction. On average, female teachers show more work engagement than their male counterparts. The teachers at the primary level of education are more engaged and satisfied with their work than the teachers at the lower secondary level of education. Those with more work experience report lower levels of perceived stress and higher levels of job satisfaction than the teachers with less work experience. Moreover, the regression analysis results suggest that lower levels of perceived job stress and higher levels of emotional engagement predict higher job satisfaction among the teachers.
Copyright (c) 2025 Eva Gabrijelčič, Petra Dolenc https://creativecommons.org/licenses/by/4.0
Threshold Concepts in a Changing Educational Context
The paper focuses on the significance of threshold concepts in the educational process, which are essential for understanding advanced ideas and concepts. Understanding these concepts enables students to form deeper and more lasting connections between prior and new knowledge. Threshold concepts emphasize primarily the cognitive aspect of learning, requiring students to pass through a liminal phase of uncertainty, which represents a crucial turning point in their progress. An analysis of primary school curricula (n=17) did not confirm the explicit presence of threshold concepts. The reasons for this include lack of a unified definition, traditional approaches to curriculum design and difficulty of operationalizing these concepts in the learning objectives. The differences in the use of threshold concepts across disciplines are evident – in natural sciences, they represent conceptual shifts in thinking, in social sciences and humanities, they develop analytical skills, and in language subjects, they emphasize the understanding of linguistic structures. To enhance the teaching of threshold concepts, the paper recommends clearly defining and integrating threshold concepts into curricula, as well as training teachers to recognize and teach these concepts and developing educational materials and pedagogical strategies, such as problem-based learning and reflective thinking.
Copyright (c) 2025 Marina Volk, Mojca Kukanja Gabrijelčič https://creativecommons.org/licenses/by/4.0
The Impact of Physical (In)Activity of Educators on the Implementation of Physical Activities in the Kindergarten
Movement is a child's primary need, and the preschool period is the foundation of motor development. An educator's role is to meet the need for movement and thus contribute to a child's health. The aim of the research was to determine whether the amount of guided physical/sport activity during the preschool period is influenced by educators’ own physical/sport activity in their free time, their age, working conditions, and whether educators’ competences in the field of movement are related to their own physical/sport activity. The research included 65 educators from all over Slovenia. The questionnaire consisted of 29 questions, mostly of the closed-ended type, grouped into five sections. It was found that the time that the educators dedicate to their own physical/sport activity is related to the quantity and variety of physical/sport activities they carry out with the children. It was also found that younger educators are less likely to conduct guided physical/sport activities, and that material conditions do not contribute to a greater quantity and variety of physical/sport activities carried out.
Copyright (c) 2025 Polona Božič, Blaž Simčič, Andrej Kocjan https://creativecommons.org/licenses/by/4.0
Communication Preferences of Students in Higher Education
The study provides a comprehensive examination of communication practices in the Slovenian higher education institutions and analyses students’ use of, preferences for, satisfaction with, and relationship with institutional communication. The theoretical framework is grounded in dialogic and relational communication approaches, which emphasise responsiveness, transparency, and two-way communication as essential conditions for a high-quality institutional interaction. The research utilises a quantitative design and an online survey including 688 students from various higher education institutions and fields of study. It offers a systematic insight into the communication patterns and the influence of demographic and content-related factors on students’ communication behaviour. The findings reveal significant discrepancies between students’ expectations and existing institutional practices, particularly in the area of extracurricular communication, where the greatest communication gap is observed. Gender, age, and field of study significantly shape the use of and satisfaction with communication channels, while the content of communication emerges as the strongest determinant of communication preferences. Satisfaction with communication is the most important predictor of students’ relationship with the institution, emphasising the central role of strategic, transparent, and consistent communication in fostering trust, belonging, and positive institutional relationships in higher education.
Copyright (c) 2026 Ksenija Korenjak Kramar, Karmen Erjavec https://creativecommons.org/licenses/by/4.0
The Influence of Management on the Educational and Research Activity of Nurses
The study examines the role of educational and research activities in the strategic perspectives of directors and nursing assistants in Slovenian public hospitals, which is crucial for professionalising nursing and improving the quality of care. The results of a descriptive quantitative study (N = 34) indicate that most of the top management in Slovenian hospitals recognizes the importance of these activities; however, the strategies often remain only partially effective. The study reveals statistically significant differences in the perception of the importance of research activities between directors and their assistants, highlighting the need to align priorities and develop research competencies. Identifying key barriers, such as lack of time, knowledge, and motivation, alongside key opportunities, such as better work organization and increased financial resources, sheds light on the complexity of challenges in this area. Despite limitations, such as the small sample size and focus on Slovenia, the study provides valuable insights and foundations for developing policies that would systematically support education and research in nursing, contributing to the sustainable development of this field.
Copyright (c) 2025 Milena Kramar Zupan, Karmen Erjavec https://creativecommons.org/licenses/by/4.0
Motivations and Experiences of Non-Traditional Adult Students in Slovenia
Non-traditional adult students encounter more challenges than traditional students, and their numbers are steadily increasing. The article presents the results of a qualitative study examining the motives and experiences of non-traditional adult students in Slovenia. The research reveals diverse motives for enrolling in tertiary education. Some students are driven by strong intrinsic motivation, focusing on learning and personal development. In contrast, other students are goal-oriented, aiming to achieve career objectives, with economic motives or motives related to professional development dominating. Most interviewees report positive experiences with the teaching staff, underscoring the importance of support given by educational personnel. Nonetheless, they express dissatisfaction with the monotony of lectures and the lack of practical content, highlighting the need to adapt educational programmes to the requirements of adult students. Balancing academic obligations with other life roles poses a significant challenge, with insufficient time often being a pronounced issue. Financial barriers are often at the forefront as well, especially for students who self-finance their studies. Despite these obstacles, non-traditional adult students exhibit a high level of adaptability and time-optimisation skills.
Copyright (c) 2025 Janko Goljar, Petra Kleindienst
The number of students with special needs at Slovenian universities is increasing, which brings numerous challenges, primarily due to a lack of appropriate conditions. Faculties are often not adapted, either physically or professionally, to work with these students. While students with special needs receive more accommodations during primary and secondary education, accessibility and support at the university level are not always guaranteed. Research conducted in the fall of 2023 revealed that many students are unable to choose their desired faculty due to architectural barriers and inadequate regulations. Furthermore, the majority of university teachers lack formal pedagogical knowledge of inclusive education, which complicates the adaptation of the learning process. The lack of professional support and a unified information system further hinders the achievement of equal conditions for all students. Although awareness of the importance of inclusion is growing, a long road still lies ahead to ensure full accessibility for students with special needs.
Copyright (c) 2025 Lea Ravnikar, Mitja Krajnčan
The Current State of Aggressive Behaviour of Primary and Secondary School Pupils in the Slovak Republic
V zadnjih letih se povečuje pojav agresivnega vedenja med učenci in njegova prisotnost pri vse mlajših učencih, kar postaja v šolskem okolju resen problem. Ta pregledna študija se osredotoča na agresivno vedenje učencev v osnovnih in srednjih šolah na Slovaškem. V pregledu literature so analizirane raziskave aktualnih znanstvenih študij in raziskav državnih institucij na Slovaškem, v katerih so objavljena končna poročila raziskav agresivnega vedenja med osnovnošolci in srednješolci, in sicer v obdobju od januarja 2018 do februarja 2023. Raziskave kažejo na povečano prisotnost medvrstniškega nasilja, ustrahovanja in agresivnega vedenja v spletnih okoljih. Rezultati potrjujejo potrebo po bolj sistematičnih preventivnih ukrepih v šolah. Priporoča se intenzivno in učinkovito delo z učenci z namenom razvijanja socialnih kompetenc, uvedbo programov za obvladovanje jeze in samoregulacijo ter delo s skupinami, ki izboljšuje medsebojne odnose in šolsko klimo. Pomembno je tudi ozaveščanje o posledicah nasilja, saj raziskave kažejo, da medvrstniško nasilje in spletno ustrahovanje lahko vodita v povečan stres, depresijo, zlorabo psihoaktivnih snovi in celo v samomorilne misli.
Copyright (c) 2025 Ingrid Emmerová, Tomáš Jablonský, Jasmina Starc
Acceptance of Students with Special Needs by Their School Peers
Peer acceptance is one of the key factors and also an indicator of the success of inclusive education. It is manifested in a direct and usually spontaneous way of behaving towards others and in peer interactions both in the classroom and school environment, as well as in the socializing of these children outside of school in a way that they are accepted among their school peers. In the quantitative research, we determined this acceptance by checking four key dimensions, namely: determining the level of acceptance of children with special needs by their classmates, the establishment of their friendships, the perception of their social self-image and their readiness for social interactions. The study showed that children with special needs in a school environment where the school authority is present have a better place among their peers than in the case of socializing with their peers without the presence of adults. Otherwise, we found that the level of integration of children with special needs is low, and in addition, there is a discrepancy between the proclaimed social goals and the actual acceptance of children with special needs by their peers.
Copyright (c) 2025 Tamara Vamberger, Janez Drobnič, Vanja Riccarda Kiswarday
The Readiness of Primary Education Students to Teach Music
When studying music, students not only acquire musical knowledge but also various skills and abilities. All of this can be acquired through regular practice and training, which has been greatly disrupted by the transition to online learning. We aimed to examine the differences in the autonomy of future elementary school teachers who studied music before and during the Covid-19 pandemic in introducing music activities into music education. We compared the results from a sample of students who participated in the study carried out in November 2022 and studied music content during the pandemic with the results from a sample of students who participated in the study carried out in June 2019 and studied music content before the pandemic. We asked the students how prepared they feel to teach music in elementary school, how confident they are in conveying music theory, and how confident they are in creating harmony when singing a learned song. We found that the students who studied during the Covid-19 pandemic felt less prepared to teach music in elementary school than the students who studied before the pandemic.
Copyright (c) 2025 Eva Jedrlinič Peloz, Barbara Kopačin
Teachers' Attitudes Towards Problem-Solving Mathematical Problems
The aim of this research is to analyse and examine mathematics teachers` attitudes towards problem-solving in mathematics classes, implementing problem-solving, evaluating problem-solving, the impact of problem-solving on students and what challenges teachers face when solving problems. The respondents were teachers of mathematics (N=211) from four counties in Croatia, the City of Zagreb, Lika-Senj County, Split-Dalmatia County and Osijek-Baranja County. The results of this research show that teachers perform and assess both formatively and summatively, and that they face different challenges when solving problems in mathematics classes, although they are aware of the importance of problem-solving for students. Based on this data, we conclude that teachers teach problem-solving in mathematics classes, are aware of the challenges they and their students face, and recognise the importance of problem-solving for students. Teachers monitor and evaluate students' work and positively evaluate their own way of teaching problem-solving. In order for problem-solving to be carried out in the mathematics classes unencumbered, the challenges teachers face, especially the lack of time and the amount of material to be covered, must be mitigated.
Copyright (c) 2025 Ivana-Marija Pavković, Anna Alajbeg https://creativecommons.org/licenses/by/4.0
The Reading Self-Concept and the Reading Ability of 3rd Grade Elementary School Students
During literacy development, a reading self-concept forms, alongside the reading abilities. Initially, reading achievements have a greater influence on the reading self-concept, but over time, a significant reciprocal relationship develops between the self-concept and the abilities. Reading difficulties can negatively affect the reading self-concept, posing a risk factor for academic success. Using a reading self-concept questionnaire and an assessment scheme for reading abilities, we explored the relationship between the reading self-concept and the reading abilities in 134 third-graders. A significant positive correlation was confirmed between the reading self-concept and the reading abilities. Significant differences were found in the reading self-concept and abilities depending on the presence of reading difficulties, but not between genders. Reading fluency, reading comprehension, and the level of the 5-stage support model were significant predictors of the reading self-concept. These findings emphasize the importance of early identification and support for students with reading difficulties to prevent negative consequences that could impact overall academic performance and attitudes toward school.
Copyright (c) 2025 Meta Mekuč, Mojca Juriševič
Multimodal Analysis of Dance Dramatization Among Preschool Education Students
Dance dramatization is the most demanding and complex form of dance activity. Its multimodality is evident in the way it combines various modes of communication: movement, sound, language, visual and spatial codes. The aim of the research was to determine whether students recognize (understand) the significance of connecting all the communication codes that co-create the meaning (content) of dance dramatization. The sample was opportunistic: we included 45 second-year students of preschool education from the Faculty of Education in Maribor who watched a dance dramatization performed by a group of students in June 2024. Data were collected using a questionnaire, based on which the students conducted a multimodal analysis of the dance dramatization. A quantitative and qualitative research approach was used in the study. The analysis showed that students recognize the importance of connecting communication codes, the movement and sound codes being most prominent. It was also found that their interpretation depends on their prior experience and knowledge of the symbolism of expressive means.
Copyright (c) 2025 Ana Tina Jurgec, Janja Batič https://creativecommons.org/licenses/by/4.0