Monografija predstavlja prvo celovito in sistematično analizo stanja uporabe generativne umetne inteligence (GEN-UI) v izobraževanju v Sloveniji. Raziskava, strukturirana skozi enajst tematskih področij, zajema različne deležnike vzgojno-izobraževalnega sistema na primarni, sekundarni in terciarni ravni. Vsebina ponuja poglobljen vpogled v vrste, pogostost in namene uporabe GEN-UI v osnovnih, srednjih šolah ter fakultetah. Obravnavani so izzivi, s katerimi se srečujejo deležniki pri uporabi GEN-UI, etična vprašanja ter pedagoške priložnosti, ki jih omogočajo orodja GEN-UI. Analizirane so tudi potrebe po usposabljanju, zaznane tehnične omejitve ter predlogi za optimizacijo uporabe GEN-UI v pedagoških procesih. Poseben poudarek je namenjen percepciji vpliva GEN-UI na različne vidike vzgojno-izobraževalnega dela, vključno z organizacijsko podporo, zaznanimi koristmi, uporabniško izkušnjo ter doživljanjem procesov učenja, poučevanja in vodenja ob uporabi GEN-UI. Monografija predstavlja pomemben znanstveni in strokovni doprinos k področju edukacijskih ved ter nudi dragocene usmeritve za oblikovanje strateških politik in odločitev na področju vzgoje in izobraževanja v prihodnosti.

An involuntary international experiment in which the entire student population was switched to digital remote learning due to the measures to stop COVID-19 put the paradigm of "anytime, anywhere learning" to the test. Online survey responses were obtained from 281 preservice primary and subject teachers. Using Structural Equation Modelling, connections were examined by inspection of path coefficients between constructs quality of personal digital technology, satisfaction, health, well-being, motivation, and physical activity. Problems with the quality of personal digital technology had a moderate influence on all constructs except motivation. Satisfaction influenced all constructs, well-being, and health the most. When comparing responses of the bottom and top third students based on the quality of personal digital technology, it was found that students who did not have the appropriate technology and workspace were less satisfied and suffered more. This is reflected in an increased incidence of problems related to health, well-being, and physical activity, along with a decrease in motivation. At least for the technologically deprived, the paradigm of "anytime, anywhere learning" is a myth. The study highlights the need for educational institutions to provide adequate technology and workspaces for all students in order to support their well-being and motivation during remote learning.

The focus of the paper is on the study of differences between information literacy (IL) capabilities and IL self-assessment among Slovenian lower secondary school students. A total of 229 students coming from eight urban and suburban schools answered the tests. The shortened Information Literacy Test (ILT-B) used in this study contained selection of 14 multiple-choice questions relevant to lower secondary students. Each question follows a question on its difficulty level on 1 to 5 scale. The results show that the students perceive themselves as above average, whether the ILT showed only average IL skills. The results confirm the Dunning-Krueger effect, whereby unskilled individuals overestimate their abilities, while skilled individuals underestimate their achievements. Another counterintuitive result was that students who were online longer had lower IL knowledge but a higher opinion of it. Based on the results of the study we can conclude students should be explicitly taught IL skills and corresponding behavior.