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Obrnljive ciklične kode nad končnim verižnim kolobarjem
No full textIn this paper, necessary and sufficient conditions for the reversibility of a cyclic code of arbitrary length over a finite commutative chain ring have been derived. MDS reversible cyclic codes having length ps over a finite chain ring with nilpotency index 2 have been characterized and a few examples of MDS reversible cyclic codes have been presented. Further, it is shown that the torsion codes of a reversible cyclic code over a finite chain ring are reversible. Also, an example of a non-reversible cyclic code for which all its torsion codes are reversible has been presented to show that the converse of this statement is not true. The cardinality and Hamming distance of a cyclic code over a finite commutative chain ring have also been determined
Digitalni standard za oblikovanje vključujočih in učinkovitih spletnih tečajev v visokem šolstvu
No full textThis integrative literature review examines models and frameworks for digital education in higher education, synthesizing their key strengths and limitations. By analysing nine existing frameworks covering different aspects of digital education, including pedagogical approaches, technological solutions and assessment mechanisms, the study identifies gaps in the current literature. The findings show that while the individual models provide valuable insights, none of them independently offer a complete approach to the design, implementation and assessment of digital education. Therefore, this study proposes the development of an integrated digital standard that combines theoretical and practical perspectives to promote inclusive and effective online learning. Such a standard could increase the adaptability to students\u27 needs, improve assessment mechanisms and increase the flexibility of digital learning environments. This study contributes to the development of sustainable and adaptable solutions for the future of digital education.Na podlagi integrativnega pregleda literature smo obravnavali modele in ogrodja za digitalno izobraževanje v visokem šolstvu ter sintetizirali njihove ključne prednosti in omejitve. V pregled smo vključili devet člankov, ki zajemajo različne vidike digitalnega izobraževanja, od pedagoških pristopov in tehnoloških rešitev do mehanizmov ocenjevanja. Na podlagi analize smo opozorili tudi na vrzeli, ki obstajajo v obstoječi literaturi. Rezultati kažejo, da posamezni modeli in okviri kljub pomembnim vpogledom samostojno ne zagotavljajo celostnega pristopa k oblikovanju, izvajanju in vrednotenju digitalnega izobraževanja. Zato na podlagi rezultatov predlagamo razvoj digitalnega standarda, ki bi združeval teoretične in praktične vidike ter spodbujal vključujoče in učinkovito digitalno izobraževanje. Takšen standard bi omogočil boljšo prilagoditev učnih vsebin potrebam študentov, izboljšal mehanizme ocenjevanja in povečal prilagodljivost digitalnih učnih okolij ter na ta način prispeval k oblikovanju trajnostnih in prilagodljivih rešitev za prihodnost digitalnega izobraževanja
Učinkovito poučevanje in učenje v digitalnem izobraževanju za češke učence z različnimi potrebami
No full textThe authors describe different aspects of using information and communication technologies to promote effective teaching and learning for students with diverse needs in inclusive schools. The review of current research in each described area follows the theoretical concepts, as well as the description of hardware, software and other special aids that can be used at schools. A wide range of digital tools, suitable for children with special educational needs and thus diverse needs in education, can – and should – be used in education to reach each student’s potential and, therefore, enable a maximum degree of inclusion. Technologies also play an essential role in communication. However, the benefits of technology are not limited. Still, they can also be used as a tool for social inclusion and the development of relationships at school since social comfort is one of the critical aspects of school success.Avtorji v prispevku obravnavajo različne vidike uporabe informacijsko-komunikacijskih tehnologij za spodbujanje učinkovitega poučevanja in učenja učencev z raznolikimi potrebami v inkluzivnih šolah. Pregled obstoječih raziskav na posameznih obravnavanih področjih sledi teoretičnim konceptom ter vključuje opis strojne in programske opreme ter drugih specializiranih pripomočkov, ki jih je mogoče uporabljati v šolskem okolju. Širok nabor digitalnih orodij, ki so primerna za učence s posebnimi potrebami in posledično naslavljajo raznolike izobraževalne potrebe vseh učencev, se lahko – in bi se moral – uporablja(ti) v splošnem izobraževanju, da bi vsakemu učencu omogočili uresničitev njegovega potenciala, in s tem najvišjo stopnjo vključenosti. Tehnologije imajo ključno vlogo tudi pri komunikaciji. Njihove koristi pa niso omejene zgolj na učne procese, temveč lahko služijo tudi kot orodje za spodbujanje socialne vključenosti in razvoj medosebnih odnosov v šolskem okolju, saj je socialna varnost eden izmed ključnih dejavnikov šolskega uspeha
Raziskovanje študentskih perspektiv o e-učenju v izobraževanju zdravstvenih delavcev
No full textE-learning has rapidly gained prominence in nursing education, offering flexible alternatives to traditional learning. This study aimed to explore nursing students’ experiences with e-learning, focusing on perceived benefits, challenges, and its impact on skill acquisition. Using a qualitative design, data were collected from four face-to-face focus groups comprising 20 nursing students. Thematic analysis was employed to examine the data, yielding six key themes: Flexibility and accessibility benefits, Impact on student engagement and interaction, Technological and infrastructure challenges, Effect on practical skills and learning outcomes, Diverse preferences in learning approaches, and Self-management and motivation in e-learning. The findings indicate that, while e-learning provides accessibility and flexibility, it poses challenges in practical skill development and engagement. This study emphasises the need for adaptive e-learning models to meet diverse learning requirements effectively.E-izobraževanje je hitro postalo pomemben pristop v izobraževanju za zdravstveno nego, saj ponuja prilagodljive alternative tradicionalnemu učenju. Namen pričujoče raziskave je bil preučiti izkušnje študentov zdravstvene nege z e-izobraževanjem, s poudarkom na zaznanih prednostih, izzivih in vplivu na pridobivanje veščin. S kvalitativnim pristopom so bili podatki zbrani s štirimi fokusnimi skupinami, v katerih je sodelovalo 20 študentov zdravstvene nege. Za analizo podatkov je bila uporabljena tematska analiza, ki je izpostavila šest ključnih tem: prednosti prilagodljivosti in dostopnosti, vpliv na vključenost in interakcijo študentov, tehnološki in infrastrukturni izzivi, vpliv na praktične veščine in učne izide, različne preference v učnih pristopih ter samoregulacija in motivacija pri e-izobraževanju. Ugotovitve kažejo, da e-izobraževanje ponuja dostopnost in prilagodljivost, vendar predstavlja izziv pri razvoju praktičnih veščin in vključenosti. Raziskava poudarja potrebo po prilagodljivih modelih e-izobraževanja za učinkovito zadovoljevanje raznolikih učnih potreb
Optimized mix design and fire resistance of geopolymer recycled aggregate concrete under elevated temperatures
No full textThis study investigates the performance of fly ash-based geopolymer recycled aggregate concrete (GRAC) as a sustainable alternative to Ordinary Portland Cement (OPC) concrete, focusing on its compressive strength and behavior under high-temperature exposure (150 °C, 300 °C, 600 °C, and 900 °C). The research emphasizes the use of 100 % recycled concrete aggregates as a replacement for natural aggregates, with samples cured at ambient conditions and at 60 °C in an oven. Key factors, including water content and curing conditions, were evaluated to determine their influence on compressive strength and thermal stability. Results indicate that water content is the primary factor governing compressive strength, while recycled aggregates contribute to a secondary but notable effect. GRAC maintained up to 65 % of its initial strength after exposure to 600 °C, though strength degradation and severe cracking occurred at 900 °C. Oven-cured samples showed fewer surface cracks but experienced slightly higher mass loss than room-cured counterparts. This study highlights the potential of GRAC as an environmentally friendly material capable of withstanding moderate thermal conditions, providing significant contributions to green construction practices and the reuse of construction and demolition waste
The effectiveness of generative artificial intelligence for personalized mathematics learning
No full textGenerativna umetna inteligenca (GUI) postaja nepogrešljivo orodje v izobraževanju tudi pri pouku matematike, saj omogoča prilagoditev nalog znanju posameznih učencev, s čimer spodbuja personalizirano učenje in izboljšuje učne dosežke. Med dodatnimi zaznanimi prednostmi so izboljšanje besedišča, povečanje radovednosti, okrepljene sposobnosti povezovanja, izboljšana sposobnost reformulacije vprašanj ter poglobljeno kritično vrednotenje odgovorov. Kljub temu naloge, ki jih ustvarja umetna inteligenca, pogosto ne odražajo kulturnih ali osebnih značilnosti učencev, kar lahko omejuje njihovo avtentičnost. Raziskave kažejo, da je GUI še posebej koristna za učence z nižjim predznanjem, saj jim omogoča hitrejše napredovanje, pri čemer je njena največja vrednost dosežena ob aktivni podpori učiteljev, ki usmerjajo delo in vrednotijo rezultate – pristop, znan kot hibridno tutorstvo. V šolskem okolju lahko GUI deluje v različnih vlogah – kot učenec, učitelj, mentor ali sošolec. Ključno za njeno uspešno uporabo je skrbno oblikovanje pozivov, ki naj bodo jasni, specifični, kontekstualizirani in prilagodljivi. Med učinkovitimi strategijami so »veriga misli«, ki spodbuja postopno in poglobljeno reševanje problemov, »negativni pozivi« za preprečevanje napak ter »metapozivi«, ki učence usmerjajo k refleksiji in h kritičnemu razmišljanju. Čeprav se članek osredotoča na uporabo pri pouku matematike, so njegove ugotovitve prenosljive na druge predmete ter širši izobraževalni proces.Generative artificial intelligence (GEN-AI) is becoming an indispensable tool in education and mathematics instruction, as it enables the adaptation of tasks to the knowledge level of individual students, thereby promoting personalized learning and improving academic outcomes. Additional benefits include enhanced vocabulary, increased curiosity, strengthened connection-building skills, improved ability to reformulate questions, and deeper critical evaluation of answers. However, tasks generated by AI often fail to reflect the cultural and personal characteristics of students, which can limit their authenticity. Research indicates that generative AI is particularly beneficial for students with lower prior knowledge, as it facilitates faster progress. Its greatest value is achieved when combined with active teacher support, who guides the learning process and evaluates outcomes—a method known as hybrid tutoring. In educational settings, generative AI can assume various roles, such as the role of a student, teacher, mentor, or peer. Its successful implementation relies on carefully crafted prompts that are clear, specific, contextualized, and adaptable. Effective strategies include “chain-of-thought” prompts to encourage step-by-step problem-solving, “negative prompts” to prevent errors, and “meta-prompts” that guide students toward reflection and critical thinking. Although this article focuses on applications in mathematics, the findings are equally applicable to other subjects and broader educational contexts
Technical, technological, and other criteria for evaluating GEN-AI tools for integration into education
No full textIntegracija generativne umetne inteligence (GUI) v izobraževalne sisteme ponuja pomembne priložnosti za izboljšanje poučevanja in učenja, vendar zahteva sistematičen pristop k implementaciji. Ključnega pomena je razvoj jasnih meril, ki vključujejo tehnične, tehnološke in etične vidike, kot so točnost, prilagodljivost, razširljivost, razložljivost, varnost, zasebnost podatkov, računalniška učinkovitost in prilagojeno oblikovanje uporabniškega vmesnika. GUI lahko omogoči personalizirane učne izkušnje, poveča angažiranost učečih se in izboljša izobraževalne izide. Pri vpeljevanju GUI pa je ključno nasloviti tudi izzive, kot so digitalna pismenost, akademska integriteta in usposabljanje. Brez ustrezne obravnave tvegamo neustrezno uporabo, širjenje napačnih informacij in zmanjšanje vrednosti učnih dosežkov ter kritičnega razmišljanja. Raziskovalci imamo ključno vlogo pri preučevanju vplivov GUI, oblikovanju smernic in podpiranju strokovnega razvoja učiteljev. Sodelovanje med izobraževalnimi institucijami, tehnološkimi razvijalci in oblikovalci politik je bistveno za oblikovanje strategij, ki povečujejo koristi GUI in zmanjšujejo potencialna tveganja, s čimer se ustvarja vključujoče in učinkovito učno okolje.The integration of generative artificial intelligence (GEN-AI) into educational systems offers significant opportunities to improve teaching and learning but requires a systematic approach in its implementation. The development of clear criteria that encompass technical, technological, and ethical aspects, such as accuracy, adaptability, scalability, explainability, security, data privacy, computational efficiency, and user interface design tailored to education, is essential. GEN-AI has the potential to enable personalised learning experiences, increase learner engagement, and improve educational outcomes. However, it is crucial that challenges such as digital literacy, academic integrity, and training are addressed. Without proper management, there is a risk of misuse, misinformation, and diminishing the value of learning and critical thinking. Researchers play a key role in studying the impact of GEN-AI, developing policies and supporting educators’ professional development. Collaboration between educational institutions, technology developers and policymakers is critical to develop strategies that maximise the benefits of GEN-AI while mitigating potential risks, creating an inclusive and effective learning environment
Physics knowledge of primary teacher education students as a foundation for sustainability teaching
No full textFactors affecting students’ performance on national assessments of mathematics in Italy
No full textThis paper investigates the impact of teacher-assigned grades in Mathematics and Italian, students’ gender, and geographical macroregion on students’ performance in the Italian INVALSI mathematics assessment, using Random Forest analysis across grades 2, 5, 8, 10, and 13. Findings revealed that the two most influential factors are mathematics and Italian teacher-assigned grades, followed by gender. Boys consistently achieve higher INVALSI scores, while girls receive higher teacher-assigned grades. Performance disparities are observed among the five Italian geographic macroregions, with students from northern and central Italy performing better. Linguistic abilities and gender show varying significance across grades. The role of geographic macroregion is more pronounced in high school. Results were confirmed using Boosting Regression, validating the findings. This study highlights the significance of teacher-assigned grades, linguistic skills, gender, and geographic disparities in predicting students’ performance on the INVALSI mathematics test, showcasing the value of machine learning modelsin addressing educational equity