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Title:Umetna inteligenca v osnovnošolskem izobraževanju : stališča učiteljev in staršev
Authors:ID Vindiš, Nives (Author)
ID Krašna, Marjan (Mentor) More about this mentor... New window
Files:.pdf MAG_Vindis_Nives_2025.pdf (1,18 MB)
MD5: EF3B6EBDF2F56740A86BBD02E0BFEE41
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:V zadnjih letih smo priča hitremu razvoju umetne inteligence (UI), ki je že močno zaznamovala številna področja človeškega življenja – od zdravstva in industrije do izobraževanja. V izobraževalnem kontekstu se vedno bolj uveljavljajo orodja umetne inteligence, ki spreminjajo tradicionalne učne pristope, vlogo učitelja in načine učenja učencev. Pojav generativnih orodij, kot je ChatGPT, odpira nove možnosti za personalizacijo učnega procesa, a hkrati prinaša tudi številne izzive, med drugim vprašanja etike, zasebnosti in plagiatorstva. Namen magistrskega dela je raziskati, kako učitelji in starši zaznavajo uporabo umetne inteligence v izobraževalnem procesu, njihovo pripravljenost na uporabo UI v izobraževalnem procesu, katere prednosti in pasti opažajo ter v kolikšni meri že uporabljajo tovrstna orodja. Poudarek je na razumevanju njihovega odnosa do umetne inteligence ter na zaznavanih priložnostih in nevarnostih, ki jih ta tehnologija prinaša v šolski prostor. Poleg tega delo izpostavlja pomen razvoja digitalne pismenosti ter vlogo šole pri njenem spodbujanju. V teoretičnem delu je predstavljen razvoj umetne inteligence, njene vrste ter njena uporaba v izobraževanju, v empiričnem delu pa se osredotočamo na analizo mnenj in izkušenj anketiranih učiteljev in staršev.
Keywords:umetna inteligenca, osnovnošolsko izobraževanje, učitelji in starši, digitalna pismenost, ChatGPT
Place of publishing:Maribor
Place of performance:Maribor
Publisher:N. Vindiš
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (XII, 76 str.))
PID:20.500.12556/DKUM-95116 New window
UDC:373.3:004.8(043.2)(0.034.2)
COBISS.SI-ID:250801923 New window
Publication date in DKUM:29.09.2025
Views:214
Downloads:85
Metadata:XML DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:04.09.2025

Secondary language

Language:English
Title:Artificial intelligence in primary education: teachers’ and parents’ perspectives
Abstract:In recent years, we have witnessed the rapid development of artificial intelligence (AI), which has already significantly influenced numerous areas of human life – from healthcare and industry to education. In the educational context, AI tools are becoming increasingly established, transforming traditional teaching approaches, the role of the teacher, and the ways students learn. The emergence of generative tools such as ChatGPT opens up new possibilities for personalizing the learning process, while also bringing numerous challenges, including questions of ethics, privacy, and plagiarism. The purpose of this master’s thesis is to explore how teachers and parents perceive the use of AI in the educational process, their readiness to apply AI in education, the benefits and risks they recognize, and the extent to which they are already using such tools. The emphasis is on understanding their attitudes toward AI and the perceived opportunities and threats this technology introduces into the school environment. Additionally, the thesis highlights the importance of developing digital literacy and the role of schools in promoting it. The theoretical part outlines the development of AI, its types, and its application in education, while the empirical part focuses on the analysis of the opinions and experiences of the surveyed teachers and parents.
Keywords:artificial intelligence, primary education, teachers and parents, digital literacy, ChatGPT


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