20.500.12556/DKUM-98020 Integracija generativne umetne inteligence v pouk: od digitalnih kompetenc do pedagoških modelov Integrating generative artificial intelligence into teaching: from digital competencies to pedagogical models Generativna umetna inteligenca (Gen-UI) pomeni radikalno tehnološko spremembo v izobraževanju. Vprašanje ni več, ali naj jo sploh vključimo v izobraževalni sistem, temveč kako jo koristno uporabiti za učence in učitelje. Zato je razumevanje razlike med poukom, ki je zgolj podprt z digitalno tehnologijo, in sistematičnim razvojem digitalnih kompetenc ključnega pomena. Pouk, ki je le podprt z digitalno tehnologijo, se osredotoča na doseganje predmetnih ciljev, medtem ko razvoj kompetenc učencem in učiteljem omogoča pridobivanje transverzalnih spretnosti, kot so razumevanje algoritmov, varna raba svetovnega spleta in sposobnost ustvarjanja digitalnih vsebin ob hkratnem usvajanju predmetnih vsebin. Uporaba Gen-UI mora biti načrtovana z vidika ciljev vzgoje in izobraževanja. Okviri, kot sta DigComp 2.2 in OECD-jev okvir UI pismenosti, poudarjajo, da je Gen-UI del digitalnih kompetenc, ki vključujejo razumevanje delovanja, kritično vrednotenje in etično rabo. Model umeščanja UI v pedagoški proces lahko razdelimo na štiri podsklope: učenje, podprto z UI, učenje v sodelovanju z UI, učenje o UI ter učenje onkraj UI. Vloga učitelja je ključna: učitelj ni le posrednik znanja, temveč oblikovalec učnega okolja, ki spodbuja aktivno rabo Gen-UI. Za učinkovito integracijo so ključnega pomena celostni pristopi, kot sta model TPACK, ki omogoča povezovanje tehnološkega, pedagoškega/didaktičnega in vsebinskega znanja z upoštevanjem konteksta, in model SAMR, ki služi kot pripomoček za refleksijo ter učitelje usmerja k preoblikovanju in redefiniciji učnih nalog, s čimer omogoča doseganje višjih kognitivnih ciljev. Uspešno vključevanje Gen-UI zahteva pogum, premišljenost in sodelovanje, pri čemer je učitelj snovalec učnega okolja, moderator odnosa do tehnologije in etični voditelj v digitalnem svetu. Generative artificial intelligence (Gen-AI) is a radical technological change in education. The question is no longer whether to include it in the education system, but how to use it effectively for students and teachers. Understanding the difference between teaching that is merely supported by digital technology and the systematic development of digital competencies is therefore crucial. Teaching that is merely supported by digital technology focuses on achieving subject-specific goals, whereas the development of competences enables students and teachers to acquire transversal skills, such as understanding algorithms, safe use of the internet, or the ability to create digital content while learning subject-specific content. The use of Gen-AI must be planned from the perspective of education and training objectives. Frameworks such as DigComp 2.2 and the OECD‘s AI literacy framework emphasize that Gen-AI is part of digital competencies that include understanding how it works, critical evaluation, and ethical use. The model for integrating AI into the educational process can be divided into four categories: learning from AI, learning with AI, learning about AI, and learning beyond AI. The role of the teacher is crucial: the teacher is not only a mediator of knowledge, but a designer of learning environments that encourage the active use of Gen-AI. Holistic approaches, such as the TPACK model, which enables the integration of technological, pedagogical/didactic, and content knowledge while taking context into account, or the SAMR model, which serves as a tool for reflection and guides teachers toward transforming and redefining learning tasks, thereby enabling the achievement of higher cognitive goals, are key to effective integration. Successful integration of Gen-AI requires courage, deliberation, and collaboration, with the teacher acting as a constructor of learning environments, a moderator of attitudes towards technology, and an ethical leader in the digital world. generativna umetna inteligenca Gen-UI učiteljeva usposobljenost didaktično načrtovanje UI pismenost generative artificial intelligence Gen-AI teacher competence didactic planning AI literacy true false true Založba Univerze Slovenski jezik Angleški jezik Znanstveno delo 2026-05-08 10:56:35 2026-05-08 10:56:35 2026-05-09 03:09:16 0000-00-00 00:00:00 2026 0 Ljubljana 0 Str. 39-66 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2026-04-16 37.091.3:004.8 274395651 277499139 RAZ_Flogie_Andrej_2026.pdf RAZ_Flogie_Andrej_2026.pdf 1 A7DD9FD8F59D709D2418E077CEF358E1 e76997fe9df6a30188e4cbe2c605b9c213dcdc800348325006a97c604f6ab5d4 1c31cb4e-4abc-11f1-a4b2-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205927 https://ebooks.uni-lj.si/ZalozbaUL/catalog/book/911/chapter/4746 1 d1f8eff7-4abb-11f1-a4b2-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205925 Fakulteta za naravoslovje in matematiko 0 0 0