{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-T2APVQI3/2fd5d5d8-08aa-4c94-af28-feb9d7086887/PDF","dcterms:extent":"1036 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-T2APVQI3/6933b3a2-fe0e-4c87-9587-62c2e4407921/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-T2APVQI3","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2025","dc:creator":["Lepičnik-Vodopivec, Jurka","Makovec, Nataša"],"dc:format":[{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"letnik:76 = 142"},{"@xml:lang":"sl","#text":"str. 10-28"}],"dc:identifier":["ISSN:0038-0474","COBISSID_HOST:241115395","URN:URN:NBN:SI:doc-T2APVQI3"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"en","#text":"critical tkinking"},{"@xml:lang":"en","#text":"higher education teachers"},{"@xml:lang":"sl","#text":"izzivi pri poučevanju"},{"@xml:lang":"sl","#text":"kritično mišljenje"},{"@xml:lang":"sl","#text":"metode dela"},{"@xml:lang":"en","#text":"teaching challenges"},{"@xml:lang":"en","#text":"teaching methods"},{"@xml:lang":"sl","#text":"visokošolski učitelji"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Izzivi visokošolskih učiteljev pri spodbujanju kritičnega mišljenja – sistematični pregled literature|"},"dc:description":[{"@xml:lang":"sl","#text":"The development of critical thinking is a fundamental objective of higher education; however, this concept remains underexplored and inadequately defined, particularly regarding teaching methods and the measurement of outcomes. A review and analysis of 18 scientific articles published within the last five years revealed that the challenges faced by higher education teachers can be broadly categorized into issues related to teacher preparedness for fostering critical thinking, the influence of political and social contexts, student-related factors and the lack of a clear definition and methodological framework for critical thinking. Active work methods, such as collaborative, action-based, problem-based, and dialogical learning, as well as other student activities, have been proven to enhance the development of critical thinking. Digitalization presents both a challenge and an opportunity for teachers in implementing various activities and work methods with students, through which critical thinking can be encouraged. Future research opportunities lie in examining strategies to encourage critical thinking in students and teachers, as well as in defining a methodology that would establish standards and criteria for assessing its effectiveness"},{"@xml:lang":"sl","#text":"Razvoj kritičnega mišljenja je ključni cilj visokošolskega izobraževanja, ob tem da je ta koncept premalo raziskan in pomanjkljivo opredeljen, predvsem z vidika načinov poučevanja in merjenja učinkov. Pregled in analiza 18 znanstvenih člankov, objavljenih v zadnjih petih letih, sta pokazala, da je mogoče izzive visokošolskih učiteljev pri spodbujanju kritičnega mišljenja v grobem razdeliti v štiri skupine, in sicer na tiste, ki so povezani z (i) usposobljenostjo učiteljev, (ii) političnimi in družbenimi razmerami, (iii) študenti in (iv) pomanjkljivo definicijo kritičnega mišljenja ter s tem povezanim metodološkim okvirom. Aktivne metode dela, kot so sodelovalno, akcijsko, problemsko in dialoško učenje ter druge metode, kjer so študenti aktivni, dokazano spodbujajo razvoj kritičnega mišljenja. Digitalizacija pri tem pomeni za učitelje izziv in hkrati priložnost za izvajanje različnih aktivnosti in metod dela s študenti, s katerimi lahko spodbujajo kritično mišljenje. Možnosti za nadaljnje raziskovanje so v preučevanju načinov spodbujanja kritičnega mišljenja pri študentih in učiteljih ter definiranju metodologije, ki bi postavila merila in kriterije za preverjanje učinkov"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-T2APVQI3","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-T2APVQI3"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-T2APVQI3/2fd5d5d8-08aa-4c94-af28-feb9d7086887/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-T2APVQI3/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-T2APVQI3"}}}}