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Title:Kompetence študentov predšolske vzgoje pri vključevanju orodij umetne inteligence za področje družboslovja
Authors:ID Licardo, Marta (Author)
Files:.pdf RAZ_Licardo_Marta_2026.pdf (540,22 KB)
MD5: E5F5E913058B8EE14794878A9C8984E9
 
URL https://i-pedagogika.si/index.php/ip/article/view/188/559
 
Language:Slovenian
Work type:Scientific work
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:Prispevek obravnava kompetence študentov študijskega programa Predšolska vzgoja pri vključevanju orodij umetne inteligence(UI)v pedagoški proces na področju družboslovja. Kot teoretično izhodišče za spremljanje digitalnih kompetenc je uporabljen evropski okvir DigComp 3.0. Raziskava temelji na dveh pedagoških aktivnostih: pripravi definicij abstraktnih pojmov za otroke predšolskega obdobja ter oblikovanju in prevajanju vabil za starše priseljence z uporabo UI, izvedena je bila v skupini študentov 3. letnika. Uporabljeni so bili samoocenjevalni vprašalniki, kvalitativna analiza pozivov in strojnih prevodov ter analiza odgovorov na odprta vprašanja.Rezultati kažejo, da študenti izkazujejo osnovno do srednje razvite digitalne kompetence. Najmočnejše področje so varnost, dobrobit in odgovorna raba, zlasti z vidika etične občutljivosti in zaščite otrok. Nižja raven kompetenc se kaže pri kritičnem vrednotenju izhodov UI, oblikovanju učinkovitih pozivov, reševanju problemov z UI ter prepoznavanju omejitev UI. Ugotovitve potrjujejo potrebo po načrtnem razvoju kompetenc za refleksivno, kritično in pedagoško smiselno rabo UI v visokošolskem izobraževanju bodočih vzgojiteljev.
Keywords:generativna umetna inteligenca, DigComp 3.0, študenti, predšolska vzgoja, kompetence
Publication status:Published
Publication version:Version of Record
Publication date:22.04.2026
Place of publishing:Maribor
Publisher:Vzgojno-izobraževalni zavod Antona Martina Slomška
Year of publishing:2026
Number of pages:str. 424-443
Numbering:Letn. 2, št. 2
PID:20.500.12556/DKUM-98001 New window
UDC:373.2:004.8
ISSN on article:3024-031X
COBISS.SI-ID:277329667 New window
DOI:10.63069/4wjqgj27 New window
Publication date in DKUM:07.05.2026
Views:163
Downloads:15
Metadata:XML DC-XML DC-RDF
Categories:Misc.
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Record is a part of a journal

Title:Revija inovativna pedagogika
Publisher:Vzgojno-izobraževalni zavod Antona Martina Slomška
ISSN:3024-031X
COBISS.SI-ID:231494915 New window

Document is financed by a project

Funder:Other - Other funder or multiple funders
Funding programme:Republika Slovenija, Ministrstvo za vzgojo in izobraževanje
Project number:3350-24-3502
Name:Generativna umetna inteligenca v izobraževanju

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:22.04.2026

Secondary language

Language:English
Title:Competencies of early childhood education students in integrating artificial intelligence tools in the field of social sciences
Abstract:The paper examines the competencies of students enrolled in the Early Childhood Education study programme in integrating artificial intelligence(AI)tools into the pedagogical process within the field of social sciences. The European DigComp 3.0 framework is used as the theoretical basis for monitoring digital competencies. The study is based on two pedagogical activities: the development of definitions of abstract concepts for preschool children and the creation and translation of invitations for immigrant parents using AI. The study was conducted with a group of third-year students. Theresearch employed self-assessment questionnaires, qualitative analysis of prompts and machine translations, and analysis of responses to open-ended questions. The results indicate that students demonstrate basic to intermediate levels of digital competence. The strongest area is safety, wellbeing and responsible use, particularly in terms of ethical sensitivity and child protection. Lower levels of competence are evident in the critical evaluation of AI outputs, the formulation of effective prompts, problem-solving with AI, and the recognition of AI limitations. The findings highlight the need for the systematic development of competencies for reflective, critical and pedagogically meaningful use of AIin higher education for future early childhood educators.
Keywords:generative artificial intelligence, DigComp3.0, students, early childhood education, competencies


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