18. september 2025 l 18 September 2025 Maribor, Slovenia IS 2025 INFORMACIJSKA DRUZBA ˇ INFORMATION SOCIETY Digitalna vključenost v informacijski družbi Digital Inclusion in Information Society Zbornik 28. mednarodne multikonference Uredniki l Editors: Zvezek H Boštjan Šumak, Maja Pušnik, Saša Grašič Proceedings of the 28th International Multiconference Volume H Zbornik 28. mednarodne multikonference INFORMACIJSKA DRUŽBA – IS 2025 Zvezek H Proceedings of the 28th International Multiconference INFORMATION SOCIETY – IS 2025 Volume H Digitalna vključenost v informacijski družbi Digital Inclusion in Information Society Uredniki / Editors Boštjan Šumak, Maja Pušnik, Saša Grašič http://is.ijs.si 18. september 2025 / 18 September 2025 Maribor, Slovenia Uredniki: Boštjan Šumak Fakulteta za elektrotehniko, računalništvo in informatiko, Univerza v Mariboru Maja Pušnik Fakulteta za elektrotehniko, računalništvo in informatiko, Univerza v Mariboru Saša Grašič Fakulteta za elektrotehniko, računalništvo in informatiko, Univerza v Mariboru Založnik: Institut »Jožef Stefan«, Ljubljana Priprava zbornika: Mitja Lasič, Vesna Lasič, Lana Zemljak Oblikovanje naslovnice: Vesna Lasič Dostop do e-publikacije: http://library.ijs.si/Stacks/Proceedings/InformationSociety Ljubljana, oktober 2025 Informacijska družba ISSN 2630-371X DOI: https://doi.org/10.70314/is.2025.digin Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 255582979 ISBN 978-961-264-331-7 (PDF) PREDGOVOR MULTIKONFERENCI INFORMACIJSKA DRUŽBA 2025 28. mednarodna multikonferenca Informacijska družba se odvija v času izjemne rasti umetne inteligence, njenih aplikacij in vplivov na človeštvo. Vsako leto vstopamo v novo dobo, v kateri generativna umetna inteligenca ter drugi inovativni pristopi oblikujejo poti k superinteligenci in singularnosti, ki bosta krojili prihodnost človeške civilizacije. Naša konferenca je tako hkrati tradicionalna znanstvena in akademsko odprta, pa tudi inkubator novih, pogumnih idej in pogledov. Letošnja konferenca poleg umetne inteligence vključuje tudi razprave o perečih temah današnjega časa: ohranjanje okolja, demografski izzivi, zdravstvo in preobrazba družbenih struktur. Razvoj UI ponuja rešitve za številne sodobne izzive, kar poudarja pomen sodelovanja med raziskovalci, strokovnjaki in odločevalci pri oblikovanju trajnostnih strategij. Zavedamo se, da živimo v obdobju velikih sprememb, kjer je ključno, da z inovativnimi pristopi in poglobljenim znanjem ustvarimo informacijsko družbo, ki bo varna, vključujoča in trajnostna. V okviru multikonference smo letos združili dvanajst vsebinsko raznolikih srečanj, ki odražajo širino in globino informacijskih ved: od umetne inteligence v zdravstvu, demografskih in družinskih analiz, digitalne preobrazbe zdravstvene nege ter digitalne vključenosti v informacijski družbi, do raziskav na področju kognitivne znanosti, zdrave dolgoživosti ter vzgoje in izobraževanja v informacijski družbi. Pridružujejo se konference o legendah računalništva in informatike, prenosu tehnologij, mitih in resnicah o varovanju okolja, odkrivanju znanja in podatkovnih skladiščih ter seveda Slovenska konferenca o umetni inteligenci. Poleg referatov bodo okrogle mize in delavnice omogočile poglobljeno izmenjavo mnenj, ki bo pomembno prispevala k oblikovanju prihodnje informacijske družbe. »Legende računalništva in informatike« predstavljajo domači »Hall of Fame« za izjemne posameznike s tega področja. Še naprej bomo spodbujali raziskovanje in razvoj, odličnost in sodelovanje; razširjeni referati bodo objavljeni v reviji Informatica, s podporo dolgoletne tradicije in v sodelovanju z akademskimi institucijami ter strokovnimi združenji, kot so ACM Slovenija, SLAIS, Slovensko društvo Informatika in Inženirska akademija Slovenije. Vsako leto izberemo najbolj izstopajoče dosežke. Letos je nagrado Michie-Turing za izjemen življenjski prispevek k razvoju in promociji informacijske družbe prejel Niko Schlamberger, priznanje za raziskovalni dosežek leta pa Tome Eftimov. »Informacijsko limono« za najmanj primerno informacijsko tematiko je prejela odsotnost obveznega pouka računalništva v osnovnih šolah. »Informacijsko jagodo« za najboljši sistem ali storitev v letih 2024/2025 pa so prejeli Marko Robnik Šikonja, Domen Vreš in Simon Krek s skupino za slovenski veliki jezikovni model GAMS. Iskrene čestitke vsem nagrajencem! Naša vizija ostaja jasna: prepoznati, izkoristiti in oblikovati priložnosti, ki jih prinaša digitalna preobrazba, ter ustvariti informacijsko družbo, ki koristi vsem njenim članom. Vsem sodelujočim se zahvaljujemo za njihov prispevek — veseli nas, da bomo skupaj oblikovali prihodnje dosežke, ki jih bo soustvarjala ta konferenca. Mojca Ciglarič, predsednica programskega odbora Matjaž Gams, predsednik organizacijskega odbora i FOREWORD TO THE MULTICONFERENCE INFORMATION SOCIETY 2025 The 28th International Multiconference on the Information Society takes place at a time of remarkable growth in artificial intelligence, its applications, and its impact on humanity. Each year we enter a new era in which generative AI and other innovative approaches shape the path toward superintelligence and singularity — phenomena that will shape the future of human civilization. The conference is both a traditional scientific forum and an academically open incubator for new, bold ideas and perspectives. In addition to artificial intelligence, this year’s conference addresses other pressing issues of our time: environmental preservation, demographic challenges, healthcare, and the transformation of social structures. The rapid development of AI offers potential solutions to many of today’s challenges and highlights the importance of collaboration among researchers, experts, and policymakers in designing sustainable strategies. We are acutely aware that we live in an era of profound change, where innovative approaches and deep knowledge are essential to creating an information society that is safe, inclusive, and sustainable. This year’s multiconference brings together twelve thematically diverse meetings reflecting the breadth and depth of the information sciences: from artificial intelligence in healthcare, demographic and family studies, and the digital transformation of nursing and digital inclusion, to research in cognitive science, healthy longevity, and education in the information society. Additional conferences include Legends of Computing and Informatics, Technology Transfer, Myths and Truths of Environmental Protection, Knowledge Discovery and Data Warehouses, and, of course, the Slovenian Conference on Artificial Intelligence. Alongside scientific papers, round tables and workshops will provide opportunities for in-depth exchanges of views, making an important contribution to shaping the future information society. Legends of Computing and Informatics serves as a national »Hall of Fame« honoring outstanding individuals in the field. We will continue to promote research and development, excellence, and collaboration. Extended papers will be published in the journal Informatica, supported by a long-standing tradition and in cooperation with academic institutions and professional associations such as ACM Slovenia, SLAIS, the Slovenian Society Informatika, and the Slovenian Academy of Engineering. Each year we recognize the most distinguished achievements. In 2025, the Michie-Turing Award for lifetime contribution to the development and promotion of the information society was awarded to Niko Schlamberger, while the Award for Research Achievement of the Year went to Tome Eftimov. The »Information Lemon« for the least appropriate information-related topic was awarded to the absence of compulsory computer science education in primary schools. The »Information Strawberry« for the best system or service in 2024/2025 was awarded to Marko Robnik Šikonja, Domen Vreš and Simon Krek together with their team, for developing the Slovenian large language model GAMS. We extend our warmest congratulations to all awardees. Our vision remains clear: to identify, seize, and shape the opportunities offered by digital transformation, and to create an information society that benefits all its members. We sincerely thank all participants for their contributions and look forward to jointly shaping the future achievements that this conference will help bring about. Mojca Ciglarič, Chair of the Program Committee Matjaž Gams, Chair of the Organizing Committee ii KONFERENČNI ODBORI CONFERENCE COMMITTEES International Programme Committee Organizing Committee Vladimir Bajic, South Africa Matjaž Gams, chair Heiner Benking, Germany Mitja Luštrek Se Woo Cheon, South Korea Lana Zemljak Howie Firth, UK Vesna Koricki Olga Fomichova, Russia Mitja Lasič Vladimir Fomichov, Russia Blaž Mahnič Vesna Hljuz Dobric, Croatia Alfred Inselberg, Israel Jay Liebowitz, USA Huan Liu, Singapore Henz Martin, Germany Marcin Paprzycki, USA Claude Sammut, Australia Jiri Wiedermann, Czech Republic Xindong Wu, USA Yiming Ye, USA Ning Zhong, USA Wray Buntine, Australia Bezalel Gavish, USA Gal A. Kaminka, Israel Mike Bain, Australia Michela Milano, Italy Derong Liu, Chicago, USA Toby Walsh, Australia Sergio Campos-Cordobes, Spain Shabnam Farahmand, Finland Sergio Crovella, Italy Programme Committee Mojca Ciglarič, chair Marjan Heričko Boštjan Vilfan Bojan Orel Borka Jerman Blažič Džonova Baldomir Zajc Franc Solina Gorazd Kandus Blaž Zupan Viljan Mahnič Urban Kordeš Boris Žemva Cene Bavec Marjan Krisper Leon Žlajpah Tomaž Kalin Andrej Kuščer Niko Zimic Jozsef Györkös Jadran Lenarčič Rok Piltaver Tadej Bajd Borut Likar Toma Strle Jaroslav Berce Janez Malačič Tine Kolenik Mojca Bernik Olga Markič Franci Pivec Marko Bohanec Dunja Mladenič Uroš Rajkovič Ivan Bratko Franc Novak Borut Batagelj Andrej Brodnik Vladislav Rajkovič Tomaž Ogrin Dušan Caf Grega Repovš Aleš Ude Saša Divjak Ivan Rozman Bojan Blažica Tomaž Erjavec Niko Schlamberger Matjaž Kljun Bogdan Filipič Gašper Slapničar Robert Blatnik Andrej Gams Stanko Strmčnik Erik Dovgan Matjaž Gams Jurij Šilc Špela Stres Mitja Luštrek Jurij Tasič Anton Gradišek Marko Grobelnik Denis Trček Nikola Guid Andrej Ule iii iv KAZALO / TABLE OF CONTENTS Digitalna vključenost v informacijski družbi / Digital Inclusion in Information Society ......................... 1 PREDGOVOR / FOREWORD ............................................................................................................................... 3 PROGRAMSKI ODBORI / PROGRAMME COMMITTEES ............................................................................... 5 Digital Competence in Learners with Disabilities / Kerneža Maja, Čampelj Borut, Flogie Andrej, Vičič Krabonja Maja, Zemljak Dejan .......................................................................................................................... 7 A Continent to the State Web Service Integration: a Definition and the Implementation Approach / Benko Boris .......................................................................................................................................................................... 12 Organizational Activities to Promote Health for Older Employees Using Smart Technology / Kejžar Anamarija, Colnar Simon.................................................................................................................................................... 15 The Role of Academic Libraries in Promoting Digital Inclusion of Researchers in Small Research Environments / Masič Štefan, Pušnik Maja ............................................................................................................................ 18 Mobile Application to Support Independence in Daily Routines of Adolescents with Autism and/or ADHD / Privošnik Petra, Kiswarday Vanja Riccarda .................................................................................................... 22 Digital Tools for Inclusive Navigation and Information - Accessible QR codes / Demšar Jani, Burger Gregor . 26 Interoperable Total Conversation / Debevc Matjaž, Hellström Gunnar, Olumide Jumoke, Pluke Mike, Sawicka Agata ................................................................................................................................................................ 32 Digital Engagement of d/Deaf and Hard of Hearing TikTok Users: Insights from the Current Literature / Kožuh Ines, Horvat Laura, Petrovčič Andraž, Lovrenčič Držanič Irena ..................................................................... 36 Understanding the Potential of Virtual Reality Use in the Education of Youth with Autism / Kiswarday Vanja Riccarda, Pešl Nuša, Klančar Andreja ............................................................................................................. 40 Digital Exclusion and the Experience of Being Phubbed / Al-Saggaf Yeslam .................................................... 44 Artificial Intelligence Tools and Frameworks for Inclusive Digital Education: Benefits and Challenges / Šumak Boštjan, Pušnik Maja, Ivanuša Kline Darja ..................................................................................................... 50 Perspectives on AI in Higher Education: Survey Insights from Teachers and Institutional Management / Pušnik Maja, Šumak Boštjan, Grašič Saša ................................................................................................................... 54 Mathematics and Critical Thinking in the AI ERA: Rethinking Classroom Practices / Dias Cristina, Carvalho Luísa, Correia Sérgio ........................................................................................................................................ 58 Good Practices of AI Use: Case Studies from Türkiye / Oruçoğlu İpek Burcu, Can Tuncer, Şimşek İrfan ........ 62 Good Practices in AI Use: Case Studies from Spain / Dziabenko Olga, López-de-Ipiña Diego, García Zubía Javier, Casado-Mansilla Diego, Hernández Jayo Unai, García Perez Angela ................................................. 65 Indeks avtorjev / Author index ................................................................................................................... 71 v vi Zbornik 28. mednarodne multikonference INFORMACIJSKA DRUŽBA – IS 2025 Zvezek H Proceedings of the 28th International Multiconference INFORMATION SOCIETY – IS 2025 Volume H Digitalna vključenost v informacijski družbi Digital Inclusion in Information Society Uredniki / Editors Boštjan Šumak, Maja Pušnik, Saša Grašič http://is.ijs.si 18. september 2025 / 18 September 2025 Maribor, Slovenia 1 2 PREDGOVOR Digitalni svet danes ni več spremljevalec našega vsakdana, temveč njegov temeljni okvir. Povezljivost, ki je bila nekoč privilegij, postaja osnovna pravica, brez katere si ne moremo več predstavljati dela, učenja, zdravstva, javnih storitev ali kulturnega življenja. Toda prav ta vseprisotnost tehnologije zahteva novo etiko odgovornosti – razvijati moramo digitalne rešitve, ki ne ustvarjajo novih razlik, temveč zmanjšujejo obstoječe. Osrednja tematika hibridne delavnice DIGIN 2025 – Digitalna vključenost v informacijski družbi je razgrnila široko paleto pogledov na digitalno inkluzijo. Tudi letošnje leto je delavnica potekala v sodelovanju z evropskim centrom virov o dostopnosti – AccessibleEU. Raziskovali smo organizacijske, institucionalne in tehnološke vidike dostopnosti, predstavili orodja za večjo samostojnost uporabnikov, analizirali uporabniško izkušnjo in dobre prakse uporabe umetne inteligence v izobraževanju. V ospredju so bile zgodbe in potrebe slabovidnih, gluhih, oseb z avtizmom, starejših, mladih z različnimi oblikami oviranosti ter študentov, ki jim slovenščina ni materni jezik. Ravno s tem poudarkom smo pokazali, da digitalna vključenost ni enodimenzionalen pojem, temveč kompleksno področje, ki se dotika jezika, psihologije, infrastrukture, izobraževanja in družbenih odnosov. Poseben pečat je dogodku dala okrogla miza, na kateri so udeleženci z lastnimi izkušnjami pokazali, kaj pomeni živeti v svetu, ki je lahko hkrati povezan in nedosegljiv. Njihovi glasovi so nas opomnili, da digitalna dostopnost ni zgolj tehnološko vprašanje, temveč predvsem vprašanje človeškega razumevanja, empatije in sodelovanja. Prispevki v letošnjem zborniku ponujajo dragocen vir idej in znanja, ki lahko navdihnejo vse bralce. Z njihovo pomočjo lažje razumemo, kako tehnologija prispeva k višji kakovosti življenja, večji samostojnosti ter enakovrednemu vključevanju v digitalni svet. Prepričani smo, da s tem dogodkom in skupnimi prizadevanji gradimo bolj odprto, dostopno in človeku prijazno digitalno prihodnost. DIGIN 2025 je več kot dogodek – je zaveza, da digitalna preobrazba ne bo nikogar pustila ob strani. 3 FOREWORD The digital world today is no longer a companion to our everyday lives but their very foundation. Connectivity, once a privilege, has become a basic right – one without which we can no longer imagine work, education, healthcare, public services, or cultural life. Yet this very ubiquity of technology demands a new ethic of responsibility – we must develop digital solutions that do not create new divides but rather reduce existing ones. The central theme of the hybrid workshop DIGIN 2025 – Digital Inclusion in the Information Society opened a broad spectrum of perspectives on digital inclusion. Once again, the workshop was organized in cooperation with the European Accessible Resources Centre – AccessibleEU. We explored organizational, institutional, and technological aspects of accessibility, presented tools that promote user independence, analyzed user experience, and shared good practices in the use of artificial intelligence in education. The focus was on the stories and needs of people with visual or hearing impairments, individuals on the autism spectrum, older adults, young people with various disabilities, and students whose first language is not Slovene. Through this focus, we demonstrated that digital inclusion is not a one-dimensional concept, but a complex field that encompasses language, psychology, infrastructure, education, and social relations. A special highlight of the event was the roundtable discussion, where participants shared their personal experiences of what it means to live in a world that can be both connected and out of reach. Their voices reminded us that digital accessibility is not merely a technological issue but above all a matter of human understanding, empathy, and cooperation. The contributions collected in this year’s proceedings offer a valuable source of ideas and knowledge that can inspire all readers. They help us better understand how technology contributes to a higher quality of life, greater independence, and equal participation in the digital world. We are convinced that through this event and our collective efforts, we are building a more open, accessible, and human-centered digital future. DIGIN 2025 is more than an event – it is a commitment to ensuring that digital transformation leaves no one behind. 4 PROGRAMSKI ODBOR / PROGRAMME COMMITTEE Boštjan Šumak, Univerza v Mariboru (vodja) Maja Pušnik, Univerza v Mariboru Matjaž Debevc, Univerza v Mariboru Saša Grašič, Univerza v Mariboru József Györkös, Univerza v Mariboru Katja Kous, Univerza v Mariboru Ines Kožuh, Univerza v Mariboru, Univerza v Ljubljani Tina Tomažič, Univerza v Mariboru Katja Udir Mišič, Univerza v Mariboru Člani odbora Darinka Verdonik – Univerza v Mariboru Mirjam Sepesy Maučec – Univerza v Mariboru Patricija Sedminek – Univerza v Mariboru Natalija Špur – Univerza v Mariboru Narvika Bovcon – Univerza v Ljubljani Jaka Čibej – Univerza v Ljubljani Dejan Lavbič – Univerza v Ljubljani Aleš Smrdel – Univerza v Ljubljani Klemen Pečnik – Univerza v Ljubljani Žana Juvan – Univerza v Ljubljani Meta Furlan – Univerza v Ljubljani Nives Ličen – Univerza v Ljubljani Jelena Ficzko – Univerza v Ljubljani Anamarija Kejžar – Univerza v Ljubljani Jana Mali – Univerza v Ljubljani Simona Hvalič Touzery – Univerza v Ljubljani Vesna Dolničar – Univerza v Ljubljani Darja Grošelj – Univerza v Ljubljani Tjaša Filipčič – Univerza v Ljubljani 5 Janez Drobnič – Univerza na Primorskem Vanja Riccarda Kiswarday – Univerza na Primorskem Janja Gabruč – Univerza na Primorskem Sara Ahlin Doljak – Nova univerza Mojca Debeljak – Univerzitetni rehabilitacijski inštitut Republike Slovenije – Soča Zdenka Wltavsky – Univerzitetni rehabilitacijski inštitut Republike Slovenije – Soča Alenka Gajšt – Društvo študentov invalidov Slovenije Nataša Rebernik – Inštitut za napredno upravljanje komunikacij – INUK Borut Čampelj – Ministrstvo za vzgojo in izobraževanje Saša Mlakar – Ministrstvo za delo, družino, socialne zadeve in enake možnosti Aida Kamišalić Latifić – Ministrstvo za digitalno preobrazbo Skender Adem – Ministrstvo za kulturo Andraž Petrovčič – Univerza v Ljubljani Tuncer Can, Istanbul University Cerrahpaşa Cristina Dias, Portalegre Polytechnic University Sérgio Duarte Correia, Portalegre Polytechnic University Olga Dziabenko, University of Deusto Darja Ivanuša Kline, INUK Institute for Advanced Communication Management Diego López-de-Ipiña González-de-Artaza, University of Deusto İrfan Şimşek, Istanbul University Cerrahpaşa Luísa M. Serrano de Carvalho, Portalegre Polytechnic University 6 Digital Competence in Learners with Disabilities Maja Kerneža Borut Čampelj Andrej Flogie Institute for Contemporary Digital Education Institute for Contemporary Technologies Ministry of Education Technologies Faculty of Natural Sciences and Ljubljana, Slovenia Faculty of Natural Sciences and Mathematics borut.campelj@gov.si Mathematics University of Maribor University of Maribor maja.kerneza1@um.si andrej.flogie@um.si Maja Vičič Krabonja Dejan Zemljak Institute for Contemporary Institute for Contemporary Technologies Technologies Faculty of Natural Sciences and Faculty of Natural Sciences and Mathematics, University of Mathematics Maribor University of Maribor maja.vicic@ses-mb.si dejan.zemljak1@um.si Abstract educational programs with lower educational standards (NIS) and in special education programs (PPVI). In line with the United The study explores the early development of digital competences Nations (2006) Convention on the Rights of Persons with in adapted educational programs with lower educational Disabilities, the term learners with disabilities is used to refer to standards (NIS) and special education programs (PPVI) in this population. In international literature, these groups are often Slovenia. The study focuses on which areas of digital described within the broader concept of special educational competence institutions prioritize, how these choices are needs (SEN). In the Slovenian context, however, they represent explained, and what training needs teachers identify at the the subgroup of learners whose disabilities require the most beginning of the process. Data were collected through a extensive curricular and organizational adaptations. questionnaire administered in seven institutions participating in While various adapted programs and support measures, the DigComp PP project. Findings indicate a predominant regulated by national legislation and professional guidelines, emphasis on basic digital skills and online safety, while more provide a framework for equitable education, implementation advanced competencies and specialized assistive tools remain often neglects one key area: the systematic development of largely absent. Teachers expressed a strong demand for practical digital competences—essential for independent engagement in training and accessible resources tailored to diverse learning the digital world. The legislative framework—including the profiles. The study highlights systemic barriers to digital Placement of Children with Special Needs Act [1], Elementary inclusion and underscores the need for targeted, sustainable School Act [2], and relevant national guidelines [3–6]—defines support to strengthen inclusive and technology-enhanced target groups and support measures. However, emphasis remains learning environments. on basic knowledge and social integration, with digital literacy Keywords largely underrepresented. In analyzing adapted provision, it is important to distinguish Adapted educational programs (NIS), digital competences, between methodological adjustments within the existing digital inclusion, learners with disabilities, special education curriculum and fully adapted educational programs which programs (PPVI), teacher training. involve curricular and goal-related modifications [1]. This Introduction distinction shapes the ways in which learners engage with technology in everyday instruction. Contemporary digital society is built on the principles of In recent years, digital competences have become central to accessibility, inclusion, and fairness. Yet the needs of individuals educational strategies both at the EU and national levels. Key requiring adapted learning approaches—due to developmental, documents—such as the Digital Education Action Plan (2021– emotional, or physical challenges—are often overlooked. 2027) [7], the Digital Skills and Education Package [8], and the Among them are children and adolescents enrolled in adapted national strategy Digital Slovenia 2030 [9]—stress the importance of inclusive digital education and reducing the digital Permission to make digital or hard copies of part or all of this work for personal or divide. Yet learners with disabilities in NIS and PPVI programs classroom use is granted without fee provided that copies are not made or distributed remain persistently underrepresented in these frameworks. for profit or commercial advantage and that copies bear this notice and the full Despite ambitious strategies, the lack of targeted studies and citation on the first page. Copyrights for third-party components of this work must feedback from practice indicates that these learners are often be honored. For all other uses, contact the owner/author(s). Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia systemically disadvantaged in developing digital competences. © 2025 Copyright held by the owner/author(s). Challenges include a lack of suitable materials, limited teacher https://doi.org/10.70314/is.2025.digin.1 training, and poorly adapted tools. 7 Against this background, the present study explores how • needs for further professional development among digital competences can be developed systematically and educational staff. sustainably among learners with disabilities in NIS and PPVI Data were collected in several institutions participating in the responses were examined through qualitative content analysis to DigComp PP project. The following sections present the study identify key themes and patterns in the participants' answers. The design, describe the needs assessment, and analyze findings on aim of the analysis was not to test hypotheses, but rather to gain priorities, practices, and challenges identified by participating an understanding of early directions and perceived needs, which institutions. would serve as a foundation for guiding the subsequent stages of Accordingly, this study addresses the following research the project. prioritized by institutions, the rationales behind these priorities, The collected data were analyzed using basic descriptive and the professional development needs reported by teachers. statistical methods (frequencies, percentages). Open-ended programs. The analysis focuses on the competence areas 1.3 Data Analysis questions: 1. Which areas of digital competence are prioritized in 1.4 Limitations institutions implementing adapted educational programs The study was conducted on a small, purposively selected sample with lower standards (NIS) and special educational programs and at a specific point in time, when the project's activities had (PPVI)? not yet been fully operationalized. Nevertheless, the data 2. What practices and rationales guide the selection of these provides valuable insights into early developmental directions competences? and approaches and can inform practical recommendations 3. What professional training needs are identified by teachers within the broader context of developing digital competences working with learners with disabilities? among learners with disabilities. 1 Methodology 2 Results The present study draws on data collected during the initial phase The collected data reveal a heterogeneous but recognizable of the DigComp PP – Digital Competences for the Field of pattern of early initiatives and emerging priorities concerning the Special Needs Education . The questionnaire used as the basis for integration of digital technologies in the education of learners the analysis was not part of the project's formal evaluation with disabilities. process but was instead developed as a complementary tool for research and development purposes. The purpose of the 2.1 Use of Digital Tools questionnaire was to capture initial orientations, exploratory initiatives, and institutional approaches to the integration of The following figure illustrates the digital tools most frequently digital competences in the education of learners with disabilities. used by participating institutions in their work with learners with Data collection took place in January 2025, at a time when disabilities. the institutions had already joined the project, but core activities had not yet been fully implemented. The questionnaire was intended as a tool to capture early developments and practical challenges, with the purpose of informing the design of targeted support measures in the subsequent phases of the project. 1.1 Sampling and Participants The study involved seven educational institutions from different regions of Slovenia. All participating institutions, engaged in the DigComp PP project, implement adapted education programs (NIS) or special education programs (PPVI) for learners with disabilities. In each institution, the project coordinator completed the questionnaire after consulting with teaching and professional staff. 1.2 Instrument and Content Figure 1: Most Commonly Used digital Tools in tool (Arnes) and included a combination of closed- and open- Note. Interactive – Interactive whiteboard, Software – Software for adapted learning, Applications – Communication and collaboration ended questions. It focused on the following key areas: The questionnaire was designed using the 1KA online survey Participating Institutions applications. • digital tools most frequently used by teachers in working with learners with disabilities, Figure 1 presents an overview of the digital tools most • areas of digital competence that institutions are currently commonly used in participating institutions at the time of the developing or intend to develop, survey. The responses indicate a diverse but still relatively • conventional digital infrastructure, with interactive whiteboards reasons for selecting these areas, and tablets being the most frequently mentioned. Tools for 8 communication and collaboration, such as Microsoft Teams, competence areas for development among learners with were also in use, albeit to a lesser extent. In several cases, disabilities. While the responses were diverse, four dominant respondents referred more broadly to devices like desktop themes emerged. computers and projectors, as well as general-purpose software 3.3.1 Developing Basic Digital Skills for Everyday Life. The including Microsoft Office and Canva. most frequently cited reason was the importance of equipping Notably, none of the institutions reported the use of learners with essential digital skills to support their autonomy in specialized educational software designed specifically for daily life. Respondents emphasized the need to begin with adapted learning. This absence may suggest limited availability, foundational knowledge—understanding device functions, accessibility, or integration of such tools into daily pedagogical searching and evaluating information, and using the internet practice, and points to a potential area for further development. safely: “We believe that learners need the most support in these areas.” 2.2 Selected Areas of Digital Competence “They need to learn the basics so that we can gradually build The figure below provides an overview of the digital competence their knowledge and skills over the coming years.” areas that participating institutions identified as priorities for 3.3.2 Digital Safety as a Prerequisite for Inclusion. A strong development in their work with learners with disabilities. emphasis was placed on digital safety, including the protection of personal data, critical evaluation of online content, and awareness of risks. Institutions identified this area as particularly important, given learners’ difficulties in judging the appropriateness of digital content: “Safety and well-being in the digital environment is one of the most important areas.” “A session for learners on online safety—such as truthfulness of information and sharing personal data—would be very welcome.” 3.3.3 Alignment with Curriculum and Building on Existing Knowledge. Several institutions justified their choices by referencing curriculum goals and the need to build digital competence progressively: “Because it aligns with curriculum guidelines, our own interest, and above all, enriches the learning process.” “Learners in adapted educational programs first need to understand the basic functions of digital devices and become Note. Information – Information and data literacy, Communication – Development in Participating Institutions environment.” Figure 2: Priority Areas of Digital Competence familiar with the fundamentals of engaging in a digital Communication and collaboration; Content – Digital content creation, 3.3.4 Adapting to Individual Abilities and Needs. A number Safety – Safety and well-being in the digital environment, Problem – of responses reflected the necessity of tailoring digital education Problem solving using digital technologies. to the cognitive and developmental capacities of learners in special programs: The participating institutions were asked to identify the areas “Taking into account the intellectual abilities of our learners and of digital competence they are currently developing or planning their needs during instruction...” to introduce in their work with learners. As shown in Figure 2, “Because these areas are the most suitable and necessary for our the two most frequently prioritized areas were information and specific learner population.” data literacy and safety and well-being in the digital environment, These responses indicate that, in the early stages of the project, each selected by six out of seven institutions. Communication institutions focused primarily on foundational and safety-related and collaboration and digital content creation were moderately aspects of digital competence. The reasons for this prioritization represented, each mentioned by three institutions. Only one stem from learners’ everyday needs, their developmental institution reported focusing on problem solving using digital characteristics, and the generally low baseline level of digital technologies. literacy in these educational programs. Emphasis is thus placed The results suggest that, at this early stage of implementing on establishing a solid foundation from which learners can digital competence development, institutions are primarily gradually develop more advanced skills and greater focusing on foundational competencies—navigating digital independence in navigating the digital world. technology. These serve as a crucial baseline for the future 2.4 environments, managing information, and ensuring safe use of Learner-Centered Teaching development of more advanced and autonomous uses of digital The analysis of responses provided by institutional coordinators tools in both educational and everyday life. indicates a wide range of training needs, reflecting the diverse starting points of participating institutions and the varying levels 2.3 Reasons for Selecting Digital Competence of digital maturity among teaching staff. The findings highlight Areas a demand for both general and specialized forms of professional The analysis of responses reveals several key motivations behind development. participating institutions’ selection of specific digital 9 3.4.1 Introductory Training in Digital Competence. Several and insufficient resources suitable for lower cognitive levels, institutions stressed the importance of basic training that would rather than resistance to technology itself. Consequently, provide teachers with a shared foundation for further work. This teachers frequently resort to improvisation with basic tools (e.g., suggests significant variability in existing digital skills within PowerPoint, Canva, interactive whiteboards) or develop content teaching teams and the need for a coordinated starting point. independently. This highlights the necessity of systemic 3.4.2 Digital Safety. Respondents proposed expert-led measures to provide accessible, evidence-based tools designed lectures and hands-on workshops aimed at empowering both specifically for learners with disabilities. teachers and learners to navigate digital environments safely and Differences in digital competence among teaching staff also responsibly. play a crucial role in determining the extent to which institutions 3.4.3 Augmentative and Alternative Communication. Some can introduce digital strategies. Teachers consistently institutions highlighted the need for specialized training to highlighted the necessity of professional development that is support learners with significant communication barriers. In such practice-focused, modular in structure, and responsive to specific programs, digital tools are seen as essential for enabling learner profiles. Generic training formats appear insufficient; participation and expression, requiring targeted knowledge and instead, professional development must address specific needs, adaptations. such as augmentative and alternative communication, digital 3.4.4 Practical Tools for Creating Digital Content. Teachers safety, and the creation of inclusive education. expressed a need for concrete skills in preparing educational These findings align with recent international research, which materials and digital content tailored to learners with special similarly reports limited digital competences among special needs. Examples include video production, animation, content education teachers and the urgent priority for structured, targeted editing, and the use of platforms such as Scratch, Lego robotics, training [10, 11, 12]. Importantly, digital competence in this and Minecraft within curricular contexts. These tools present context cannot be reduced to technical proficiency alone. It opportunities for engaging learner-centered teaching. requires pedagogical adaptation and the capacity to use 3.4.5 Utilizing Existing Digital Equipment. Several technology in ways that enhance learning and participation for institutions reported having access to digital devices (e.g., diverse groups of learners. Validated instruments for assessing interactive whiteboards and tables) but lacking the knowledge to digital competence in special education provide a solid use them effectively. For instance, one institution noted the need foundation for targeted training design and help identify areas for training in interactive whiteboard use, while another needing further support [11]. mentioned having an interactive table with outdated software and The results highlight important implications for sustainability. a lack of support for upgrading and training. Developing digital competences among learners with disabilities The expressed training needs are highly pragmatic and supports long-term social inclusion and employability while directly linked to everyday pedagogical practice. While some reducing systemic inequalities. Targeted teacher training institutions require general introductory support, others have strengthens institutional capacity and fosters professional specific demands related to particular tools, communication communities of practice. systems, or the creation of inclusive digital content. These Although rooted in the Slovenian context, the findings are findings underscore the necessity of an individualized, modular transferable to other systems facing similar challenges. The approach to professional development, confirming that one-size- prioritization of basic competences, limited availability of fits-all training formats are insufficient. Instead, targeted, needs- specialized tools, and demand for targeted training are based training models are essential to effectively support internationally recognized issues. The DigComp PP project teaching staff in this context. therefore offers a potential model of good practice, particularly when aligned with established frameworks such as DigCompEdu, 3 UDL, and TPACK. Discussion Achieving digital inclusion for learners with disabilities in The findings offer important insights into the initial conditions NIS and PPVI programs necessitates systematic planning, and early institutional approaches to fostering digital sustainable institutional support, and structured professional competences among learners with disabilities enrolled in NIS development for teachers. While the early emphasis on basic and PPVI programs. Most institutions focus on basic digital competences and safety is appropriate, long-term strategies must literacy and safe technology use, which is consistent with the encompass advanced competences and systematic use of initial goals of the DigComp PP project and reflects the relatively specialized tools. The findings underscore the relevance of the low baseline of digital readiness in these programs. DigComp PP project as a driver of sustainable change and as an A notable caution is observed in the introduction of more example of transferable practice in inclusive, technology- advanced competencies, such as problem solving with digital enhanced education. technologies. Institutions tend to prioritize foundational skills— awareness. This is understandable, given that many learners in functional literacy, information navigation, and digital safety Acknowledgments these programs require gradual progression, concrete examples, The publication of this article is co-funded by the Ministry of and visual support, while existing digital tools are often not Education and the European Union – NextGeneration EU, within tailored to their cognitive or sensory needs. the DigComp PP project (Co-funding contract no.: C3350-24- The absence of specialized tools for adapted learning is a 927006). critical issue. The gap is likely attributable to limited access to high-quality content, lack of localization in the Slovenian context, 10 References [6] Izobraževanje za otroke s posebnimi potrebami [Education for children with special needs]. (n.d.). Zavod RS za šolstvo. 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Ministry of Education. disabilities and optional protocol. https://www.gov.si/assets/ministrstva/MVI/Dokumenti/Izobrazevanje- http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf otrok-s-posebnimi-potrebami/OS/Dopolnitev-navodil-Navodila-za-delo- z-ucenci-z-avtisticnimi-motnjami-.pdf (accessed July 3, 2025). 11 A Continent to the State Web Service Integration: a Definition and the Implementation Approach Boris Benko boris.benko@kapion.eu KAPION D.O.O. Slovenia Abstract While the main topic is 𝑘2𝑠 systems, let’s mention 𝑔2𝑠 inte- A new type of web service 1 gration system, as we will define it as well. Such an example IS integration is discussed, a con- tinent to the state web service integration, dubbed as 𝑘2𝑠 is UN/FLUX standard, regulated as [4]. UN/FLUX facilitates the . A definition of this web service type information exchange in between fishing domain entities. These IS integration is given, and a general approach about the implementation is discussed. A brief fishing domain entities are fishing vessels, reporting the catch comparison with other types of web service data to their domicile fishery authorities via different commu- IS integrations is given, including but not limited to the global to the state web nication channels. The data received from fishing vessels at sea service integration, dubbed as 𝑔2𝑠 is then transferred to the geographically related authority via . web services in a store and forward fashion. UN/FLUX system Keywords is comprised of many communication nodes, all communicating continent to state information system integration, web services, via HTTPS/SOAP messages. digital inclusion, 𝑘2𝑠 2 Definitions 1 A continent to state web service integration system is the sys- Introduction In the global reach of tem, which integrates one supra-national authority, with multiple IT, two general trends related to IS inte- national companies, with a global reach, where 𝑏2𝑏 2 whereby the data exchange is confined to a wider geographic region, integrations possibly a continent . All stakeholders operate withing boundaries are taking place and also gration are emerging. On one side we have national and multi- national authorities, to exchange relevant data via web services, trend of public services to be offered in a digital form, to com- A global to state web service integration system is the system, 4 panies 𝑠 2 𝑏 and consumers 𝑠 2 𝑐 5 , as well. As there is Single which integrates various entities, geographically dispersed, to one 𝑏 𝑐 2 3. On the other side we have a solid of their national jurisdictions. cesses are taking place. the data exchange is not limited by any geographic region. The EU- An example of 𝑘 2 𝑠 system taken into consideration is stakeholders are normally bound by international standards and European Act [11] in force, it is clear, further integration pro- or possibly multiple state authorities via web services, whereby CSW-CERTEX system [8], commonly known as CERTEX. CERTEX agreements and their jurisdictions are not playing the prerogative is a system that connects customs systems with the EU’s non- role. customs systems. This allows Customs authorities across EU to access relevant data within these non-customs systems. Quick 3 Results access to non-customs systems is crucial for making informed decisions about whether or not to release goods for a specific 3.1 Specific requirements customs procedure. While CERTEX system has several compo- The first and foremost requirement for CERTEX was that each nents, we’ll be referring to the core 𝑘2𝑠 software release has a status of 𝐿𝑇 𝑆 6 web service integration. So, after the production part in between non-customs systems on one side, e.g. the k part, tape-out it is expected for the version release to stay in pro- against the EU member-state IS, e.g. the s part. duction for years to come. There was a practical reason behind One example of a such non-customs system is IS for the im- the requirement, as the complete EU member state IS is to be portation of certain organic goods with a requirement of meeting adapted to be compatible with CERTEX. Note, however, while the phytosanitary requirements, regulated as [9]. The EU-CSW- we are discussing about CERTEX as 𝑘2𝑠 system, the IS of EU CERTEX system is in use as a mandatory requirement as of March member state is really 𝑠2𝑏 or/and 𝑠2𝑐 to users in that particular 2025, but it is clear integration activities within EU-CSW-CERTEX member state. While the software maintenance for CERTEX was system started much earlier, as the integration activities need to planned, retroactive functional upgrades for the version accepted be implemented in each and every EU member state. in production were strongly discouraged. 1 The second requirement for CERTEX was two or more EU 2The Information System member states may communicate via CERTEX, even if they are A business to business integration. at different software releases. It is possible, the web service inte- 4A state to business integration. gration may be degraded to be at the level of the lease capable 3A business to consumer integration. 5A state to citizens integration. software release, but in principle, EU member states should not be constrained in any way in intercommunication, while being work must be honored. For all other uses, contact the owner/author(s). Permission to make digital or hard copies of all or part of this work for personal on different CERTEX software releases. or classroom use is granted without fee provided that copies are not made or The third requirement for CERTEX distributed for profit or commercial advantage and that copies bear this notice and had a priority set to be more like a the full citation on the first page. Copyrights for third-party components of this nice to have , but it was the integral part of the CERTEX success. Each and every EU member state may decide to upgrade Information Society 2025, Ljubljana, Slovenia © 2025 Copyright held by the owner/author(s). https://doi.org/10.70314/is.2025.digin.11 6A Long Term Support release. 12 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia Boris Benko Figure 1: The CERTEX single release architecture it’s CERTEX release version either to the latest or to a higher whenever the HTTP/SOAP message request/response is generated. version, at very least. But this web service release upgrade should The UN/CEFACT uses name-spaces extensively and it is essential, be seamless, without the lengthy data migration, if possible. name-spaces not in use, should not be present in the constructed XML message. Out of two XML Java code generators, namely 3.2 An architectural overview CXF [2] and Apache Axis2 [1], the former generates more optimal The complete XML messages, while the latter does not track name-space usage CERTEX implementation relies on one software release, shown in Figure 1. Each release is done approximately very well and the corresponding XML messages are larger in size. every calendar year and since release version 1.0 in 2018, there are now six releases in production use, while the seventh release 3.4 Record locking mechanism would be mature enough in 2018, the decision of possible use of is in the development phase. All CERTEX releases run on Jakarta The production version of CERTEX releases runs on a cluster of EE [3] server. While particular software releases are loosely cou-Jakarta EE , which are connected with a distributed shared cache. pled, the complete software package is of a monolithic type. From 7 In order to facilitate a proper ACID properties of transactional the year 2025 timepoint of view, the loosely coupled software processing a capable record locking mechanism needs to be es-releases would be very appropriate to be implemented with Ku-8 tablished. At first, ACID properties in RDBMS were used. So, bernetes [5]. But as the software implementation started in 2018, an SQL database was locking records, on as designed basis. This at that time Kubernetes was not sufficiently mature and even if it proved to be insufficient solution, as in the case when two or more parallel HTTP/SOAP web service calls were in progress, Kubernetes would require at least one prototype, which in turn, only the first commit of a web service call would pass, all other would require a delay of 12 months at very least. There was also web service call transactions were rolled back. This proved to be an option to do a parallel software development on two different insufficient from a business perspective. Namely every technical technology platforms - one Jakarta EE , as the proven one, and fault at transaction processing was reported to the EU member the challenger, namely Kubernetes . This, however, would increase state authorities and a manual insight was dispatched to resolve the cost of the software development, at least in the initial phase, the reported technical fault. These manual insights were costly as two source codebases would be built in parallel. But even this from the human resources perspective, thus, a better collision parallel software development might uncover shortcomings on resolution had to be found. the challenger platform -Kubernetes . The solution with a distributed shared cache Coherence [7] was While the 3.3 found. So, each CERTEX web service processing thread attempts XML Schemas to get a lock on the record. This action really implies creating CERTEX has implemented the ability to communicate a record in Coherence and obtaining a lock on the record in the via HTTP/SOAP and REST/JSON messages, the bulk of messages shared distributed cache. If the CERTEX web service processing is exchanged via HTTP/SOAP . There are two challenges present thread was not successful, a reasonably long lock 30 seconds while messages are exchanged via HTTP/SOAP in between EU timeout was used. The distributed shared cache locks proved member states. One is, the standardized approach with XML to resolve processing collisions, however, in 𝑘 2 𝑠 web service are needed, in order to standardize on a common mes- schemas integration systems a performant record locking mechanism is saging format with code lists included. There is a standard present one of critical system components. for a global trade facilitation, defined as [10]. From UN/CEFACT the implementation perspective, UNECE XML schemas are well defined, but rather extensive in length and this presents a chal- lenge to Java source code generators for HTTP/SOAP message 7Atomicity, Consistency, Isolation, and Durability. 8 processing. The challenge itself lies in the name-space tracking, A Relational Database Management System 13 A continent to the state web service integration: a definition and the implementation approach Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia 4 Discussion EE compatible software. However, as Kubernetes offers clear ad- In general, 𝑘2𝑠 vantages, compared to Jakarta EE compatible software, the gen-web service integration systems are very large IS s, which connect the continent with states. And example of eralized methodology as indicated above, is of a great interest to CERTEX integration is set forth and few challenges were present, while the the Java software development community. Furthermore, every software was developed. The underlying programming language extensive integration effort, with CERTEX integration included, and technologies need to be selected in order to implement a requires extensive use of IT computing resources. While Kuber- large scale netes allows re-active hardware IT resource scheduling, further IS , what CERTEX really is. Jakarta EE was selected for work is needed in the area of pro-active IT resource scheduling, CERTEX , and this dictates the selection of other, compatible software components, such as based on the AI supported future load prediction. Coherence . Selecting the Jakarta EE framework brings a lot of benefits into the project, such as a wide range of software vendors, even wider set of open-source 4.1 CERTEX wider socio - economic impact alternatives. Furthermore, Jakarta EE is a widely used framework, The use of CERTEX integration has a prominent socio-economic thus a lot of practical software development answers can be found impact on business within European Union, as the trade is made on Internet. fairer, goods more accessible to consumers. Furthermore, customs Kubernetes however, brings distinguished qualities, which authorities across European Union acquired a detailed informa- Jakarta EE cannot match. Kubernetes brings efficient virtualiza- tion about the trade facilitated. Further use of CERTEX interface tion in a form of running containers within the pod. Furthermore, will have a lasting positive impact on decision-making in the Kubernetes brings a computing resource dynamic scaling and customs clearance process. declarative deployments. Furthermore, Jakarta EE is a server- side Java standard, comprising of a fixed set of Java specifica- 5 Conclusions tions, such as 9 JAX-RS. This set of standards is versioned with A new type of web service IS integration is present, a continent to the version of Jakarta EE. This is possible, with a distinguished the state web service integration, named as 𝑘2𝑠. As the compari- Java library class-loading to upgrade a single standard. This is, son reasons, a global to the state web service integration, dubbed however, an elaborate and unstable server configuration process, as 𝑔2𝑠 was present as well. Definitions of both web service in- determining what are Java library class references and loading tegrations were given and an example for 𝑘2𝑠 was present, as them, as well. Also, the Jakarta EE server includes all afore Java well. CERTEX is a system that connects customs systems with the specifications - even if some or many Java specifications are not EU’s non-customs systems. Few CERTEX implementation chal- used, at all. Many software developers consider Jakarta EE as lenges were discussed. For integration projects of such a scale, overly bloated and difficult to manage. And there isn’t just the it is important the adequate IT software architecture is selected, question of Java specifications, which are included into Jakarta where proven Java technologies took a precedence. Thus the EE, but also the inherent software security question. Related to Jakarta EE architecture was selected. It offers clear advantages the software security, we can follow a less is more imperative. in terms of using proven Java technologies, thus no delays are So, less components the Jakarta EE server includes, less attack introduced into the software development timeline. However, in vectors are available to be attacked by hackers. a sense disruptive Kubernetes emerged as a viable IT architecture Is it possible to run Jakarta EE based software on Kubernetes? substitute to Jakarta EE offering better scalability, and better This is inherently possible, as many Jakarta EE servers main- declarative deployment capabilities, among other things. How- tain multiple managed servers, which may be run within the ever, as both afore mentioned architectures, namely Jakarta EE container. But this setup is not a true Kubernetes-native soft- and Kubernetes have a distinctive set of design patterns, a gener- ware program. A Jakarta EE compatible software is typically of a alized methodology for porting the software from the monolithic monolithic type, with a lot of possible Java modules, which are server architecture to micro-services based, serverless software. tightly coupled. A Kubernetes system typically inspires loosely KAPION R&D group is currently working on the generalized coupled, micro-service based set of containers, with specific re- approach for the afore mentioned methodology. source declarations. It must be noted; Kubernetes is not on the same architectural References level, as Jakarta EE. Kubernetes is in fact on the same level, as [1] Apache. 2025. Apache axis2/java. Retrieved July 29, 2025 from https://axis.a any enterprise-class, type-1 hypervisor, often referred as the pache.org/axis2/java/core/. [2] Apache. 2025. Apache cxf. Retrieved July 29, 2025 from https://github.com bare-metal hypervisor. A true Jakarta EE counterpart is, for ex-/apache/cxf/commit/main. ample, Quarkus [6] serverless environment. The problem with [3] Jakarta EE. 2021. Jakarta ee 9.1. Retrieved July 29, 2025 from https://jakarta .ee/release/9.1/. the Quarkus , as a viable alternative to Jakarta EE is, it is not [4] United Nations Economic Commission for Europe (UNECE). 2018. The the only serverless environment available and the list of Java un/flux standard. Retrieved July 29, 2025 from https://unece.org/trade/unce standards available is less strictly defined. fact/unflux. The only natural path forward for [5] Cloud Native Computing Foundation. 2014. Kubernetes. Retrieved July 29, CERTEX is to port the soft- 2025 from https://kubernetes.io/. ware from the monolithic Jakarta EE based form to the true [6] Commonhaus Foundation. 2025. Quarkus. Retrieved July 29, 2025 from works extensively on the afore mentioned generalized methodol-Kubernetes-native, container-first software architecture. As https://quarkus.io/. CER-[7] Oracle java. 2025. Oracle coherence. Retrieved July 29, 2025 from https://co TEX is a complex piece of software, the generalized methodology herence.java.net/. for porting monolithic Java server applications to Kubernetes-[8] European Parliament. 2024. Regulation establishing the european union single window environment for customs. Retrieved July 29, 2025 from https native, container-first serverless software. KAPION R&D group ://eur-lex.europa.eu/eli/reg/2022/2399/oj/eng. [9] European Parliament. 2019. The imsoc regulation. Retrieved July 29, 2025 ogy. A lot of development resources were invested into from https://eur-lex.europa.eu/eli/reg_impl/2019/1715/oj/eng. Jakarta [10] UNECE. 2025. Unece xml schemas. Retrieved July 29, 2025 from https://une ce.org/trade/uncefact/xml-schemas. [11] European Union. 1987. The single european act. Retrieved July 29, 2025 from 9Jakarta RESTful Web Services. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=legissum:xy0027. 14 Organizational Activities to Promote Health for Older Employees Using Smart Technology Doc. dr. Anamarija Kejžar Doc. Dr. Simon Colnar Faculty of Social Work/University of Ljubljana School of Economics and Ljubljana, Slovenia Business/University of Ljubljana Ljubljana, Slovenia anamarija.kejzar@fsd.uni-lj.si simon.colnar@ef.uni-lj.si Abstract support both mental and physical health can aid in attracting new talent and retain the current workforce members. This paper explores how organizations can promote active and Workers can experience long hours and stressful periods, healthy ageing among older employees by leveraging smart which can affect their performance and the company’s results. technologies and artificial intelligence (AI). As the workforce Which is why it is of high importance to leverage health ages, ensuring the physical and mental well-being of older promotion programs and activities which can lead to reduced workers becomes crucial for maintaining productivity, absenteeism, increased productivity and foster a positive work intergenerational collaboration, and organizational resilience. environment. Employees who have their health as a top priority Study, based on literature review examines the application of are more likely to be engaged, motivated, and successful in AIpowered tools, mobile apps, wearables, and digital reminders helping the business succeed. Because of its advantages, in health promotion programs, showing how these technologies promotion strategies can also make use of artificial intelligence support personalized wellness, behaviour change, and (AI). AI tools can be used in different forms - of health apps, continuous engagement. Evidence suggests that digital personalized wellness platforms, wearables, risk assessment interventions significantly improve physical activity, nutrition platforms. In recent years, AI has been widely used in most habits, and self-monitoring among older workers. However, business departments to help managers make decisions, generate successful implementation depends on supportive leadership, ideas, and save time on repetitive tasks [2], but possibilities to adequate resources, and addressing potential barriers such as use AI to promote health can be also used. Leveraging the power digital stress, data privacy concerns, and scepticism about of data analysis and analytics, along with AI tools, companies AIdriven solutions. These innovations contribute to workplace can improve their performance and satisfy customers and environments that support healthy ageing, reduce absenteeism, employees better. AI-driven analytics can provide personalized and enhance employee satisfaction. By adopting age-inclusive wellness programs, virtual mental health support that can offer digital health promotion strategies, organizations can retain stress-reducing actions, and regular check-ups to ensure that the experienced workers, promote intergenerational trust, and ensure employees’ well-being is regularly tracked. Programs should equitable access to health resources in a digital age. cater for all demographics groups but should be available in Keywords different formats. Since older workers are an essential component of the Digital inclusion, smart technologies, workplace health organization process, the organization can focus more on them promotion, older employees, health promotion, active and despite their increased risk of chronic illnesses and declining healthy ageing cognitive abilities [3]. Organizations can address promotion of health for older employees with different digital interventions 1 which stimulate older employees not only to be more physically Active and healthy ageing in organization environment active, but also to use smart technology in everyday life. Employees’ well-being is crucial in productive and efficient 1.1 Smart technology to promote active and execution of the organization’s day-to-day operations. healthy ageing Businesses must make sure they provide activities that can assist The World Health Organisation [4] defines healthy ageing as people in pursuing a healthy lifestyle, as people are becoming “the process of developing and maintaining the functional ability more concerned about their health with each passing year [1]. As that enables wellbeing in older age.” Functional ability is about a result, having organizational initiatives that can successfully having the capabilities that enable all people to be and do what they have reason to value. This includes a person’s ability to: meet their basic needs; learn, grow and make decisions; be Permission to make digital or hard copies of part or all of this work for personal or mobile; build and maintain relationships; and to contribute to classroom use is granted without fee provided that copies are not made or distributed society. for profit or commercial advantage and that copies bear this notice and the full The risks for older workers are health and functional decline citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). (like chronic conditions, slower physical recovery, Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia musculoskeletal issues); cognitive challenges (like difficulty © 2025 Copyright held by the owner/author(s). http://doi.org/10.70314/is.2025.digin.12 adapting to rapid technological changes) or psychosocial and 15 mental health risks (burnout, isolation, ageism or anxiety about overwhelmed, however many also deal with mental disorders retirement). that hinder their day-to-day activities and in a lot of cases their In the previous decade, the use of Artificial Intelligence (AI) and relationships, physical health and professional achievements. Information and Communication Technology (ICT) has become Moreover, the environment that a person is working in is highly prevalent in our lives. With the most known benefits of saving effective in the employees’ mental health. If employees are not time and the ability to do repetitive tasks, allowing employees to taken care of, they may develop unhealthy coping mechanics focus more on creativity and strategizing, companies are which can affect their work goals. implementing new emerging technologies. AI can have both a Organizations should recognize mental health in the positive and a negative effect on the employees by using new workplace as a crucial part of the employees’ success in the three technologies, however how can AI be used in promotional suggested pillars. Companies should have a vision for a activities that companies can undertake in order to achieve better psychologically healthy workplace which shows that they results? recognize the importance of employees’ mental health as it is AI and ICT are continuously used to communicate knowledge responsible for their operational excellence and organization’s and encourage employees to become more physically active, success, strategies and policies for the employees on workplace more mindful and be socially more engaged. A metadata analysis and organizational level that will support prevention and support, has done research on how social networking sites (SNS) have an and prevention and treatment services that will allow access for affect on mostly the following domains: physical health, sexual mental health care for the employees and their family. health, food safety, health promotion and smoking, which results have shown to be positive in way which the participants have shown changes in their behavior in order to improve their healthy 1.2 Challenges in implementing active and in their body mass index. This effectively has shown that a most influential factors in motivating employees to continuously tailored program for the target audience has positively affected participate in health promotion programs [7]. Furthermore, the participants’ behavior and contributed to having a better employees might believe that the organization prioritizes healthy lifestyle with active and engaged learning methods. discussing health initiatives over improving their working Another example of how new technologies can help individuals conditions, which could be an obstacle to participation. improve their well-being is making customized programs Other major issues that might be hindering progress include a through an application. An application is accessible at any time shortage of personnel to run those programs and a lack of and is highly portable, allowing for use anytime and anywhere. funding. Finding an adequate team leads to higher success of the This enables the employees to track their active behavior outside organization, which is why the organization should invest in the of work and be more consistent with their goals. Studies have right team to carefully curate the right elements of the supported that the individuals who were using the application promotional program, that can be done externally or internally have achieved: greater physical activity by 63 minutes, greater through workshops, however, when it comes to the lack of weight loss, significantly improved knowledge score, better diet funding if the organization cannot offer resources at that moment quality and consistency of maintaining their healthy lifestyle by of time, assistance and support may be provided by health 63% [6]. However, in many studies stress management is highly organizations, business organizations who offer wellness unrepresented, as they focus on other primary indicators for programs or voluntary staff [8]. On the other hand, the use of physical or mental health. apps and smart technologies in the workplace can also make or The application of ICT such as mobile apps, websites, SMS, increase digital stress. Studies have shown that digital stress due An organization has done an experiment where the experimental workplace health promotion program, is the hesitation of the group went under a medical intervention where they had access employees to participate in those. In this matter, the importance to a website and participation in an health intervention, while the of managers and their encouragement come to light. Studies have control group was just given a handbook, and the results were shown that employers' leadership style is essential in tackling this positively related for the experimental groups as the outcomes problem, as their encouragement to exchange knowledge, change were higher scores in healthy nutrition, exercises and a decrease their beliefs and increase their self-efficacy has shown to be the encourage active learning and participation have a greater impact Challenges may arise when implementing new organizational on participants than those that only encourage passive learning. activities. One of the most frequent challenges of making a lifestyle [5]. Additionally, studies have shown that programs that healthy ageing with smart technology and social media in promotion of healthy lifestyle, has shown that to rapid implementation of new technologies, has an impact on promotional activities that continuously communicate healthy employees’ job satisfaction, work-life balance, productivity and behavior contributed mostly to physical activity and nutrition, their performance, as intensified digital communication leads to while the reminders built in for consistency, has allowed psychological challenges that are linked to anxiety, depression or employees to be more engaged and disciplined in their health burnout [9]. Moreover, contributors to digital stress also relate to related journey, however stress management, selfactualization inability to distinguish and make boundaries between the and interpersonal relationships were not researched enough. employees’ personal and professional lives, which can lead to Mental health is vital to our well-being as well as a crucial feeling overwhelmed and exhausted. factor in our private and professional life. Having a good state of mind and a healthy mind allows us to cope with challenges life throws at ourselves as well as how we live our life and the ability to progress in many areas in order to succeed and feel accomplished. People in general often feel stressed and 16 The responsibility for active and healthy ageing is on each organization environment to promote acitve and healty ageing we can introduce older employees to use smart technology, individual, but also on organization. The organization should 2 Conclusion With introducing and promoting smart technology in focus on ways to promote the programs that are going to be most increase intergenerational collaboration and trust and take proactive approach in programmes for active and healthy ageing. effective in order to reach all employees. Organizations are But there must allways be also place for social contacts – smart employing health promotion due to both its benefits for the technology can not be replacement for social contacts, but our employees and the organization itself; additionally, taking the tool. risk of implementing AI-based technologies to achieve a greater effect. Using AI can be beneficial when it comes to promoting References workplace health related programs [10], however employees may be hesitant in participating in or trusting the program. AI [1] Zhenjing, G., Chupradit, S., Ku, K. Y., Nassani, A. A., & Haffar, M. (2022). 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If you have no space left at the end of your paper, you can delete it. 17 Vloga akademskih knjižnic pri digitalni vključenosti raziskovalcev v manjših raziskovalnih okoljih The Role of Academic Libraries in Promoting Digital Inclusion of Researchers in Small Research Environments Štefan Masič Maja Pušnik UKM/University of Maribor FERI/University of Maribor Maribor, Slovenija Maribor, Slovenija stefan.masic@um.si maja.pusnik@um.si Povzetek kontekstu akademske knjižnice predstavljajo pomembno Članek temelji na sistematičnem pregledu literature (SLR) in okoljih, kjer raziskovalcem primanjkuje dostopa do IT podpore, priložnost za spodbujanje digitalne vključenosti – zlasti v predstavitvi mikro-časovnice kot praktičnega orodja ter specializiranih orodij ali usposabljanja. obravnava vlogo akademskih knjižnic kot dejavnika digitalne vključenosti v okviru upravljanja raziskovalnih podatkov v manjših raziskovalnih okoljih. Poudarja, kako knjižnice s 2 Metodološki okvir in praktična osnova svojimi storitvami, usposabljanji in lokalno prilagojenimi Mikro-časovnica temelji na rezultatih sistematičnega pregleda strategijami prispevajo k zmanjševanju digitalne vrzeli ter omogoč literature, ki je zajemal 70 virov med letoma 2014 in 2025, in je ajo vključ evanje raziskovalcev v nač ela odprte znanosti bil izveden z uporabo orodij EndNote in Parsif. Poleg tudi v okoljih z omejenimi viri. teoretičnega okvirja je bil pri razvoju upoštevan tudi praktični Abstract vidik: izkušnje iz pilotne postavitve repozitorija z uporabo Dataverse [1] ter lokalne potrebe raziskovalcev na Univerzi v The paper is based on a systematic literature review (SLR) and Mariboru (UKM). Namen časovnice je bil razviti preprosto, a the presentation of a micro-timeline as a practical tool. It uporabno orodje, ki raziskovalce vodi skozi klju čne faze RDM examines the role of academic libraries as a factor of digital brez zahteve po naprednem tehni čnem znanju. inclusion in the context of research data management in small Poleg sistemati čnega pregleda literature smo pri razvoju research environments. It highlights how libraries contribute to mikro-časovnice upoštevali tudi praktične izkušnje iz pilotne reducing the digital divide through services, training, and locally postavitve repozitorija na osnovi Dataverse [2]. Ta POC test je adapted strategies, enabling researchers to engage with open vklju čeval tesno sodelovanje med knjižnico in IT strokovnjaki, science principles even in resource-limited settings. ki so poskrbeli za tehnične rešitve, kot so integracija podatkovnih Klju virov, varnost in uporabniška prilagoditev, kar je bistveno č ne besede pripomoglo k uspešni implementaciji. Akademske knjižnice, digitalna vključenost, upravljanje raziskovalnih podatkov, odprta znanost, manjša raziskovalna okolja 3 Vloga knjižnic pri digitalni vključenosti Keywords Knjižnice že danes nudijo številne storitve, ki pripomorejo k Academic libraries, digital inclusion, research data management, zmanjševanju digitalne neenakosti, kot kažejo tudi evropske študije o razvoju RDM storitev v knjižnicah [3]: open science, small research environments  Usposabljanje raziskovalcev za pripravo DMP (Data Management Plan). 1 Uvod  Dostop do infrastrukture (npr. repozitoriji). Manjše raziskovalne institucije, kot so fakultetni laboratoriji in  Svetovanje pri uporabi metapodatkovnih standardov, inštituti, se pogosto sre arhiviranju podatkov in pravnih vidikih. č ujejo z izzivi pri izvajanju praks odprte znanosti in upravljanja raziskovalnih podatkov (RDM). V tem  Informacijska in podatkovna pismenost, zlasti pri mlajših raziskovalcih. Permission to make digital or hard copies of part or all of this work for personal or Tako knjižnice vstopajo v vlogo digitalne knjižnice kot classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full aktivne soustvarjalke raziskovalnega okolja, saj z citation on the first page. Copyrights for third-party components of this work must usmerjenimi storitvami omogo čajo dostop do znanstvenih praks be honored. For all other uses, contact the owner/author(s). DIGIN 2025, 18 September 2025, Maribor, Slovenia tudi raziskovalcem v okoljih z omejenimi viri. © 2025 Copyright held by the owner/author(s). Knjižnice s svojo ponudbo storitev sodelujejo z IT https://doi.org/10.70314/is.2025.digin.15 strokovnjaki pri razvoju in upravljanju podatkovnih platform, kot 18 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia Š. Masič, M. Pušnik. je Dataverse, kar omogoča raziskovalcem preprost dostop do ključni modeli, ki ponujajo oporne točke za knjižnice, še posebej podatkov, napredno analitiko in skladnost z zahtevami odprte v manjših raziskovalnih okoljih. znanosti. S takšnim sodelovanjem IT in knjižnice skupaj skrbijo za celostno digitalno vključenost ter zmanjšanje tehnoloških ovir 5.1 Model razvoja storitev po Whyte & Allard za manjše raziskovalne skupine. Model, ki ga predstavljata Whyte in Allard [6], opredeljuje načrtovanje podpore se knjižnice lahko oprejo na strukturirane kontekst in na čela pretvarjajo v konkretne storitve. Ključni modele, kot sta Piramida in RISE, ki sledita v nadaljevanju. elementi modela vklju Za učinkovitejšo organizacijo teh storitev in dolgoročno razvoj RDM storitev kot procesno pot, kjer se institucionalni čujejo: 1. Kontekst: institucionalno okolje, obstoje ča infrastruktura, 4 Modeli podpore: piramida in rise kultura ravnanja s podatki. Akademske knjižnice se lahko pri razvoju RDM storitev oprejo 3. 2. Načela: vrednote, kot so odprtost, trajnost in sodelovanje Vložki: človeški in. tehnični viri. na dva pomembna okvirja. Piramidni model [4] knjižnicam 4. Izhodi/servisi: storitve za raziskovalce (npr. pomoč pri omogoča razvrstitev storitev na operativno, taktično in strateško DMP, repozitoriji). raven, s čimer lažje določijo prioritetne dejavnosti tudi v pogojih 5. Rezultati: boljše ravnanje z raziskovalnimi podatki, omejenih virov. skladnost z zahtevami financerjev. Po drugi strani okvir RISE [5] ponuja konkretno orodje za samooceno institucionalne pripravljenosti, razdeljeno na štiri stebre: strategija in politika, tehnična infrastruktura, usposabljanje in pravni/etični okvir. Ta model knjižnicam omogoča strateško načrtovanje razvoja RDM storitev. Okvir RISE, ki ga uporabljajo knjižnice za samooceno, je uporaben tudi za IT oddelke, saj omogoča celovito oceno pripravljenosti na strateški, tehnični, izobraževalni in pravni ravni. Tako lahko knjižnice in IT enote razvijajo usklajene modele podpore, ki so še posebej pomembni za manjša raziskovalna okolja z omejenimi viri. Oba pristopa omogočata knjižnicam, da vlogo podpore raziskovalcem utemeljijo na strukturiranih pristopih, Slika 2: Proces razvoja storitev upravljanja raziskovalnih prilagojenih tudi manjšim okoljem. podatkov, vir: [6] 5.2 Knjižnično usmerjen model Slika 1: Piramidni model RDM storitev za akademske knjižnice, ki prikazuje operativne, taktične in strateške ravni, vir: [4] Slika 3: Knjižnično usmerjen model institucionalnega RDM, vir: [7] 5 Procesni modeli razvoja rdm storitev Pinfield s sodelavci [7] ponuja širši pogled, ki temelji na štirih Uč stebrih: inkovit razvoj storitev upravljanja raziskovalnih podatkov (RDM) zahteva strukturiran pristop, ki upošteva institucionalne 1. Kaj (komponente): katere storitve in aktivnosti razvijati. značilnosti, vire in deležnike. V nadaljevanju so predstavljeni 2. Zakaj (gonila): zakonodajne zahteve, odprti dostop, dolgoro čno hranjenje podatkov. 19 Vloga akademskih knjižnic pri digitalni vključenosti DIGIN 2025, 18 September 2025, Maribor, Slovenia raziskovalcev v manjših raziskovalnih okoljih 3. Kako (dejavniki vpliva): vloge, viri, usposobljenost, 6 Mikro-časovnica kot praktično orodje komunikacija. podpore 4. Kdo (deležniki): IT služba, raziskovalci, pravna pisarna, knjižnica. Na podlagi sistematičnega pregleda literature in izkušenj iz prakse (UKM) je bil razvit model mikro-časovnice, ki v Model jasno nakaže, da knjižnice niso edini akter, ampak del kompaktni obliki prikazuje klju čne faze ravnanja z širšega institucionalnega ekosistema. raziskovalnimi podatki za vsak posamezen primer: 5.3 Model zrelosti RDM storitev   zajem podatkov, shranjevanje, Za ugotavljanje trenutnega stanja in načrtovanje razvoja RDM  opis z metapodatki, storitev je uporaben tudi zrelostni model, ki ga predlagajo Cox  dostop, in sodelavci [8]. Z njim lahko knjižnice ocenijo svojo razvojno  arhiviranje. fazo glede na:  Časovnica služi kot hiter referenčni pripomoček za institucionalno strategijo, raziskovalce in podporno orodje za knjižni č arje. V okoljih z  razpoložljivo infrastrukturo, omejenimi kadrovskimi in tehni č nimi sredstvi predstavlja  kompetence osebja, nizkotehnološko, a visoko u č inkovito obliko podpore. Č asovnica  obseg storitev. temelji na procesnih modelih razvoja knjižni č nih storitev [10], 5.4 Model RDM skozi celoten življenjski cikel potrebam raziskovalcev. vendar je bila prilagojena lokalnemu okolju in dejanskim raziskave Curdt [9] je na osnovi longitudinalne raziskave razvil model, ki prikazuje, kako naj RDM storitve spremljajo celoten raziskovalni proces – od zbiranja podatkov do njihove delitve in ponovne uporabe. Tak pristop pomaga knjižnicam načrtovati podporo, ki je skladna z znanstveno prakso. 5.5 Samoevalvacija z RISE Kot praktično orodje za oceno institucionalne pripravljenosti se priporoča uporaba okvira RISE [5]. Ta ni model v klasičnem smislu, a ponuja strukturiran način refleksije trenutnega stanja Slika 5: Primer raziskovalne mikročasovnice in vrzeli v štirih kategorijah:  V pilotnem primeru s platformo Dataverse so bili koraki strategija in politika,  mikročasovnice podprte z IT storitvami: tehnična integracija tehni č na infrastruktura,  zajema, avtomatizacija opisa podatkov z metapodatki ter varno usposabljanje in ozaveš č anje,  arhiviranje. Ta praktični primer kaže, kako lahko knjižnice in IT pravni in eti č ni vidiki. skupaj prispevajo k u činkovitemu upravljanju raziskovalnih podatkov. Za potrebe testiranja decentraliziranega pristopa k ravnanju z raziskovalnimi podatki je bila izvedena simulacija federacije dveh Dataverse instanc – UKM-Dataverse kot Harvesting and Publishing Node ter FERI-Dataverse kot Institutional Publishing Node. Oba sistema sta neodvisno povezana z DataCite strežnikom za dodeljevanje trajnih identifikatorjev (DOI), med seboj pa sta povezani prek protokola OAI-PMH, ki omogo ča zbiranje in indeksacijo metapodatkov. Ta shema ponazarja, kako je mogo če vzpostaviti decentralizirano, a interoperabilno okolje, ki podpira na čela odprte znanosti in omogo ča hkrati lokalno suverenost nad podatki ter globalno iskanje in deljenje. Slika 4: RISE – okvir za samooceno raziskovalne infrastrukture na štirih ključnih področjih, vir: [5] 20 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia Š. Masič, M. Pušnik. digitalne vrzeli, krepi digitalno pismenost raziskovalcev in spodbuja udejanjanje na čel odprte znanosti. Za prihodnost razvoja RDM storitev v Sloveniji bo klju čno nadaljnje povezovanje med knjižnicami, raziskovalnimi uradi in IT sektorji – ob podpori sistemskih strategij, ki digitalno vklju čenost postavljajo v ospredje. Reference [1] G. King, "An Introduction to the Dataverse Network as an Infrastructure for Data Sharing," 2007. [Online]. Available: https://dataverse.org/wp- content/uploads/2018/07/King-2007-Dataverse-Network-Introduction.pdf [2] Š. Masič, "Federacija raziskovalnih repozitorijev z uporabo Dataverse," Univerza v Mariboru, Maribor, Slovenija, 2025. [3] C. Tenopir et al., "Research Data Services in European Academic Research Libraries," LIBER Quarterly: The Journal of the Association of European Research Libraries, vol. 27, no. 1, pp. 23-44, 02/14 2017, doi: 10.18352/lq.10180. Slika 6: Federacija Dataverse instanc z uporabo OAI-PMH [4] M. J. Lewis, "Libraries and the management of research data," in in povezavo do DataCite, vir [2] Envisioning Future Academic Library Services, S. McKnight Ed. London: Facet Publishing, 2010, pp. 145-168. [5] J. Rans and A. Whyte, "Using RISE, the Research Infrastructure Self- Evaluation Framework," in Digital Curation Centre, ed, 2017. 7 [6] A. Whyte and S. Allard, "How to Discover Requirements for Research Data Zaklju č ek Management Services," ed: Digital Curation Centre, 2014. Knjižnice niso zgolj podporna infrastruktura, temve [7] S. Pinfield, A. M. Cox, and J. Smith, "Research Data Management and č aktivne soustvarjalke digitalno vključ Libraries: Relationships, Activities, Drivers and Influences," PLOS ONE, ujoč ega raziskovalnega okolja. Z vol. 9, no. 12, p. e114734, 2014, doi: 10.1371/journal.pone.0114734. lokalno prilagojenimi pristopi, kot je mikro- [8] A. M. Cox, M. A. Kennan, L. Lyon, and S. 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Available: http://www.dcc.ac.uk/resources/how-guides interdisciplinarni pristop omogoča učinkovito zmanjševanje 21 Mobilna aplikacija za podporo samostojnosti na področju vsakdanjih rutin mladostnikov z avtizmom in/ali ADHD Mobile Application to Support Independence in Daily Routines of Adolescents with Autism and/or ADHD Petra Privošnik Vanja Riccarda Kiswarday Koper, Slovenija Univerza na Primorskem petra.privosnik@gmail.com Pedagoška fakulteta Koper, Slovenija vanjariccarda.kiswarday@upr.si Abstract difficulties include poor behavioral adaptation and issues with inhibiting behaviors [6], affecting organizational skills [7] and To support increased independence among adolescents with the performance of everyday tasks such as morning routines, impaired executive functions, especially those with autism hygiene maintenance, money management, and keeping things and/or ADHD, we developed, tested, and evaluated a pilot in order [8, 9]. As a result, these adolescents often rely heavily mobile application. Based on theoretical foundations, our own on parental support, which hinders their independence and research, and expert recommendations, the app offers visual and creates family tensions [10]. To ease the transition to time-based structuring of routines, tracking progress through a independent living, adolescents need tools that provide visual Pomodoro 1 timer and a reward system. The application was support and help with time management through reminders. tested over 14 days by 12 adolescents and 2 young adults (11 Mobile apps, a readily accessible support form, can boost male, 3 female): 6 with autism only, 1 with ADHD only, and 7 adolescent independence and reduce parental strain [11]. with both, using their own smartphones or tablets. After the trial However, many existing solutions lack empirical evidence on users rated its usability, benefits, and motivational impact very their effectiveness [12]. Involving adolescents in developing positively, with special praise for the innovative real-time visual these tools increases their motivation, trust, and engagement [13, timer (calendar) that improves time awareness. They also 14]. suggested additional features, such as audio alerts outside the Autism , with a prevalence of 3.8% in children in the USA in app, integration with other digital tools, and various forms of 2020 [15], is medically defined as a spectrum of disorders in rewards. This analysis of the pilot version calls for further social communication, interaction, and repetitive behaviors [5]. research with more users facing executive function challenges, The social model and neurodiversity theories, however, view including those transitioning to independent living for the first autism as a neurological difference, a natural variation in brain time while studying or working, and longer-term monitoring of development, with both challenges and strengths, many of which app usage to assess its effectiveness. are socially conditioned [16, 17]. With appropriate support, individuals with milder impairments can live independently, Keywords aided by technologies that enhance self-monitoring strategies, Adolescent independence, digital support, mobile application, communication, and social interaction [18, 19]. executive functions, autism, ADHD Attention Deficit Hyperactivity Disorder (ADHD), a developmental neurological condition, involves difficulties with attention, hyperactivity, and impulsivity, impacting functioning Adolescents with autism and/or ADHD, despite average or high 12 to 18, ADHD often co-occurs with autism [15]. Digital support can help improve self-regulation, attention, and task intellectual abilities, often struggle with daily tasks due to 1 Introduction in various environments [5]. Diagnosed in 5.6% of youth aged impairments in optimization in individuals with ADHD as well [20]. executive functions such as planning, The aim of this research was to develop, test, and evaluate a organization, self-control, and self-regulation [3, 4, 5]. These mobile application designed to support adolescents with autism ∗Title Note: The research was conducted as part of a master's thesis at the Faculty of and/or ADHD in independently carrying out everyday routines. Education, University of Primorska [1]. We set three objectives: (1) to identify the challenges and needs Permission to make digital or hard copies of part or all of this work for personal or of adolescents with autism and/or ADHD in becoming classroom use is granted without fee provided that copies are not made or distributed independent in daily routine tasks, (2) to develop and test a for profit or commercial advantage and that copies bear this notice and the full mobile app to support their independence in organizing and citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). performing such routines, and (3) to assess the usability of the Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia developed mobile application. © 2025 Copyright held by the owner/author(s). https://doi.org/10.70314/is.2025.digin.3 1 Pomodoro (Italian for "tomato") is a timer used in mobile apps, based on a time Francesco Cirillo in the 1980s. The name comes from a tomato-shaped kitchen management technique with work intervals and short breaks, developed by timer Cirillo used [2]. 22 To achieve the first goal, we prepared two questionnaires (for methodologically sound research on the effectiveness of digital parents and adolescents) and included 12 families with 11 interventions for adolescents with autism and ADHD, which adolescents aged 13 to 16 and one young adult (aged 19), complicates to provide the expert recommendations to families diagnosed with autism and/or ADHD. We found that perceptions with respect to apps or digital resource. Powell et al. [23] of challenges in completing tasks often differed between evaluated ten popular applications for children with ADHD and adolescents and parents. While adolescents believed they found that they do not meet users' complex needs and are not completed most tasks independently, parents emphasized the methodologically well evaluated. need for constant prompting and help in structuring activities. The development of quality digital interventions requires Both groups reported challenges in attention, forgetfulness, collaboration with experts and users, supported by health, motivation, and time perception, especially during school academic, and governmental institutions [14, 22]. Despite learning. Adolescents often experience parental supervision as limited evidence of effectiveness, research emphasizes the burdensome or unnecessary, which leads to conflicts. Personal importance of appropriate content, user interface, reminders, and responses revealed inner struggles such as anxiety, impulsivity, interactive conversational assistants [14], as well as co-creation and, among girls, perfectionism, indicating a need for a more with adolescents, which enhances their trust and motivation [13, sensitive and individualized approach. 14]. Based on discussions with clinicians and adolescents, Powell 2 et al. [23] outlined the following guidelines for designing apps Development of the Mobile Application Pica for adolescents with ADHD: (1) Apps should have a simple For the second objective, we aimed to develop a mobile interface for easy use. (2) They should be visually attractive and application to support the independence of adolescents with content-related to users' experiences and challenges. (3) They autism and/or ADHD, based on both theoretical and empirically should address symptoms, such as managing inattention, identified needs. During its design and development, we hyperactivity, and impulsivity, while offering strategies to carefully considered expert guidelines for creating such improve organizational skills. (4) Content and language should applications and actively involved adolescents, who made be age-appropriate. (5) A reward system should be included to significant contributions to the content and functionality. encourage regular use. (6) Apps should promote users’ social development rather than hinder it. Every development process starts with analyzing user needs [21]. considering research limitations and the project’s goals. Some recommendations, such as the interactive conversational We summarized these needs based on expert literature on 2.1 Analysis of User Needs and Desires We followed these recommendations as closely as possible, organizational challenges for adolescents with autism and/or assistant, were not implemented due to technical and financial constraints. Additionally, we did not include features for ADHD, and supplemented them with our own research from promoting social relationships, as this goes beyond the scope of questionnaires for adolescents and parents (first objective). From the research. the synthesis of both sources, we identified three key challenges: (1) difficulties with organizing and executing routines, (2) poor 2.3 Application Development and Description time awareness, and (3) dependence on parental reminders. These challenges guided the design of the application: (1) Based on the identified needs and expert recommendations, as structuring daily activities, (2) visual time representation, and (3) well as adolescents' desires, we developed a pilot mobile reminders and motivation for less preferred tasks. Upon application with the working title Pica, designed to support reviewing and testing a sample of existing applications for adolescents with autism and/or ADHD who struggle with organizational and time orientation support, we found that while executive function deficits, particularly in planning and these applications offer similar features, they do not provide executing daily routines and managing time orientation. users with a clear sense of task duration and available time in a 2.3.1 Development Environment of the Pica App We day. Therefore, we placed the development of time awareness at developed the Pica app using the Flutter framework and the Dart the core of our application. programming language, which allows for the development of Adolescents involved in the study played a key role in applications for both Android and iPhone. The application can shaping the application. They were invited to give suggestions also be run on personal computers or as a web application. For through semi-structured interviews during a focus group on the Apple devices, Xcode must be installed, and for Android devices, Zoom platform. Suggestions included gamification and rewards, Android Studio. The program code, consisting of approximately direct voice interaction with the app, collaboration with parents 8,300 lines, was designed, programmed, tested, and debugged in on assigned tasks and work quality, visual customization based Microsoft Visual Studio Code from October 2024 to May 2025. on individual needs, time adjustments, and reminders to improve 2.3.2 Access to the Pica App. For Android devices, the focus. These suggestions were analyzed and meaningfully application is available as the installation file incorporated into the app’s development within available pica.apk, accessible at the following link (which resources. also includes a detailed description of the app in Slovene): https://drive.google.com/drive/folders/1j2hlxfSmtJzRlObZDOd Boulton et al. [22] in the first systematic review of mobile For iPhone devices, the application is available on the App Store. Since the name Pica was already used, we symbolically applications and digital resources for children with 2.2 Expert Recommendations psX90jl3cIAaF. developmental difficulties concluded that there is a lack of named the app: Pizza Pomodoro Time, available at: https://apps.apple.com/si/app/pizza-pomodoro-time/id6745557246. 23 Ciljnih Aktivnosti). (2) Visually, the app resembles a sliced pizza. additional families, resulting in 14 participants: 12 adolescents As a symbolic motivational reward for successfully completed (aged 13–16; 10 male, 2 female) and 2 young adults (male, 19; routines, we also included a pizza-building mechanism: each task female, 28). During personal interviews, we introduced the app's within a routine represents one slice of pizza. functionalities to them, clarified testing expectations, and Due to atypical time perception in adolescents with autism checked whether the application was successfully installed. and/or ADHD, especially in estimating time intervals [24, 25], After the testing, two questionnaires (for adolescents and meaning: (1) It is an acronym in Slovene for "Support for the The application was tested for two weeks. We invited Execution of Target Activities" (in Slovene: Podpora Izvedbi participants from the first phase of the research, along with 2.3.3 Description of the Pica App. The name has a double 2.4 Testing of the App and Usability Evaluation we developed an innovative digital calendar (Figure 1, left). This parents) were administered to assess the usability of the Pica app calendar, in the form of time strips, enables real-time visual and to achieve the third research objective. All adolescents monitoring of time and supports event sequence understanding. (n=14) rated the app positively based on their initial impressions. It is color-coded, adjustable (stretchable/compressible), and They described it as useful, modern, interesting and convenient, allows customization of time units (year, month, day, hour, although a bit complex initially. They highlighted its assistance minute, second) (Figure 1, middle). in organising daily tasks and recognized its potential. More than half of the adolescents used the pre-set routines or modified them, which shows their supportive value. Those who created their own routines (almost half entered at least three) emphasized the need for even more customisation, for example enabling to copy tasks or entire routines. It emerged that we should more explicitly encourage parental involvement in planning rouitnes, as this was taken too much for granted. However, the high number of routines created indicated the potential of the app for structuring the day. It would be beneficial to allow more time for the roll-out and to provide additional user support. Adolescents and parents rated the app's functionalities on a 5- (left), adjustable time unit display (center), routine-creation Figure 1: Screenshots of: linear calendar with time tracks point Likert scale. Most rated all features highly (4 or 5), with particular praise for the innovative calendar. Most also agreed that the rewards motivated them to use the routines daily. page (right) However, 13 out of 14 participants missed reminders when For supporting weak organizational skills, the application leaving the app. Parents positively evaluated key functionalities: includes routines made of consecutive tasks with defined 85% highlighted the importance of sound alerts and colours, and durations but no fixed start or end times (Figure 1, right). When the same percentage said that the calendar in the form of moving the first task begins, the Pomodoro timer starts (Figure 2, left). timelines was visually more effective than a traditional one. Visual cues, color coding (lighter shades for elapsed time), and Adolescents and parents also assessed the app's usability for sound alerts encourage timely completion. Each completed task challenges such as planning, time orientation, independence, is marked, and the user is rewarded with a slice of pizza (Figure studying, tidying up, and evening routines. Most adolescents 2, middle). Upon completing the entire routine, a visual-audio (9/14; 64%) and parents (12/13; 93%) believe the app improves congratulations message is displayed (Figure 2, right), along with planning and task execution. The majority also noted improved the full pizza as a reward. This system enhances focus, improves time awareness (adolescents 79%, parents 85%), greater planning, and encourages consistent daily routine execution. independence (71% adolescents, 85% parents), and faster evening routines (71% adolescents, 92% parents). For learning challenges, half of the adolescents reported better concentration, with 39% of parents felt the opposite. Opinions were divided on motivation to learn: 36% of adolescents felt the app could not help, while 61% of parents disagreed. When it comes to tidying up the room, 62% of parents and 43% of adolescents find the app useful. Overall, the analysis shows that both adolescents and parents recognize the Pica application as a promising tool for supporting organization, daily tasks, and time orientation, which can foster greater independence and reduce reliance on parental support. 2.5 Suggestions for Future Development reward page (middle), visual-audio congratulation message Figure 2: Screenshots of: routine execution page (left), development of the Pica app at each developmental stage. We gathered opinions and suggestions for the future upon completing a routine (right) Initially, we asked participants about their functional 24 expectations, which we incorporated into the app's development. https://en.wikipedia.org/wiki/Pomodoro_Technique [3] Lee, R. R., Ward, A. R., Lane, D. M., Aman, M. G, Loveland, K. A., During testing, they provided feedback and improvement Mansour, R. and Pearson, D. A. 2021. Executive Function in Autism: suggestions. Afterward, we collected their opinions via Association with ADHD and ASD Symptoms. Journal of Autism and Developmental Disorders, 53 (3), 688–700. questionnaires, including open-ended questions about perceived [4] Baggetta, P. and Alexander, P. A. 2016. Conceptualization and strengths and suggestions for further development. Operationalization of Executive Function. Mind, Brain, and Education, (1), 10–33. The most frequent suggestions for improvement included the 10 [5] American Psychiatric Association. 2013. Diagnostic And Statistical desire for sound alerts that would work outside the app, which Manual Of Mental Disorders (5th ed.). American Psychiatric Publishing was proposed by nearly all participants. This functionality would [6] Silverstein, M. J., Faraone, S. V., Leon, T. L., Biederman, J., Spencer, T. J. and Adler, L. A. 2020. The Relationship Between Executive Function help to remind users to start a routine and to maintain their Deficits and DSM-5-Defined ADHD Symptoms. Journal of Attention attention during the routine. Suggestions also included better Disorders, 24 (1), 41–51 [7] Durand, G., Arbone, I. and Wharton, M. 2020. Reduced organizational integration with other tools, such as alarms and calendars, and skills in adults with ADHD are due to deficits in persistence, not in synchronization with educational platforms (e.g., e-Assistant) strategies. PeerJ , 8 , e9844 and family apps for greater control over data input (e.g., [8] Cruz-Torres, E., Duffy, M., Brady, M., Bennett, K. and Goldstein, P. 2020. Promoting daily living skills for adolescents with autism spectrum FamilyLink and FamilyWall). disorder via parent delivery of video prompting. Journal of Autism and Additional suggestions include integrating calendar events Developmental Disorders, 50 (1), 212–223 [9] Dijkhuis, R. R., Ziermans, T. B., Van Rijn, S., Staal, W. G. and Swaab, H. with the pomodoro timer for better task planning, increasing the 2016. Self-regulation and quality of life in high-functioning young adults variety of rewards, enabling task copying, and changing the with autism. Autism, 21 (7), 896–906 visual design of the app to keep it engaging for users. [10] McKee, S. L., Liu, X., Truong, D. M., Meinert, A. C., Daire A. P. and Mire S. S. 2020. The Family Adjustment Measure: Identifying Stress in For further development, it would be sensible to test the app Parents of Youth with Autism. Journal of Child and Family Studies, 29 (3), with more users over a longer time period, to involve additional 592–604 [11] Wohofsky, L., Scharf, P., Lattacher, S. L. and Krainer, D. 2022. Assistive programmers in the development to manage the complexity of technology to support people with autism spectrum disorder in their the code, and to look for funding opportunities through project autonomy and safety: A scoping review. Technology and Disability, 34 (1), calls in the field of digital support for mental health. With 1–11 [12] Păsărelu, C. R., Andersson, G. and Dobrean, A. 2020. Attention-deficit/ additional resources and development opportunities, the app hyperactivity disorder mobile apps: A systematic review. International could include additional functionalities such as gamification, Journal of Medical Informatics, 138 , 104133 [13] Blower, S., Swallow, V., Maturana, C., Stones, S., Phillips, R., Dimitri, integration with e-Assistant, diary notes, user choice rewards, P., Marshman, Z., Knapp, P., Dean, A., Higgins, S., Kellar, I., Curtis, P., and integration with other digital tools and applications to further Mills, N. and Martin-Kerry, J. 2020. Children and young people’s concerns and needs relating to their use of health technology to self-improve user experience and support effectiveness. manage long-term conditions: a scoping review. Archives of Disease in Childhood, 105(11), 1093–1104 3 [14] Gudka, R., McGlynn, E., Lister, K., Shaw, N., Pitchforth, E., Mughal, F., Conclusion French, B., Ward, J. H., Newlove-Delgado, T. and Price, A. 2025. Digital health interventions with healthcare information and self-management Adolescents with autism and/or ADHD face numerous resources for young people with ADHD: a mixed-methods systematic review and narrative synthesis. European Child & Adolescent Psychiatry challenges due to weak executive functions, making it difficult [15] Maenner, M. J., Warren, Z., Williams, R. and Amoakohene, E. 2023. for them to develop independence, follow routines, organize Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities tasks, and manage time. To help overcome these challenges, we Monitoring Network, 11 Sites, United States, 2020. MMWR Surveill developed and tested the Pica mobile app, which supports the Summ 72(No. SS- 2):1 –14 organization of daily life, and we analyzed its effectiveness. [16] Baron-Cohen, S. 2017. Editorial Perspective: Neurodiversity - a revolutionary concept for autism and psychiatry. Journal of Child Psychol In conclusion, the Pica app has already successfully fulfilled and Psychiatry, 58 (6), 744–747 its primary purpose in the pilot version, as it has been evaluated [17] Zaks, Z. 2023. Changing the medical model of disability to the normalization model of disability: clarifying the past to create a new future as a valuable support for the participating adolescents with direction. Disability & Society, 39 (12), 3233–3260 autism and/or ADHD in their daily routines. The development of [18] Chia, G. L. C., Anderson, A. and McLean, L. A. 2018b. Use of Technology to Support Self-Management in Individuals with Autism: the pilot application could be continued, upgraded, and Systematic Review. Review Journal of Autism and Developmental eventually included as a assistive technology in the daily life of Disorders , 5 (2), 142–155 neurodiverse adolescents or individuals with executive function [19] Liu, X., Zhao, W., Qi, Q. and Luo, X. 2023. A survey on autism care, diagnosis, and intervention based on mobile apps: focusing on usability challenges. The app also has potential for a wider range of users and software design. Sensors, 23 (14), 6260 who could benefit from such a tool to organize daily tasks and [20] Ayearst, L. E., Brancaccio, R. M. and Weiss, M. D. 2023. Improving On- Task Behavior in Children and Youth with ADHD: Wearable Technology improve time awareness with an innovative real-time calendar. as a Possible Solution. Journal of Pediatric Neuropsychology, 9 (2), 175– Acknowledgments 182 [21] Brinck, T., Gergle, D. and Wood, S. D. 2002. Designing Web sites that work : usability for the Web. Morgan Kaufmann Publishers We would like to extend special thanks to software developer [22] Boulton, K. A., Hilton, M., Sutton, E. and Guastella, A. J. 2025. Apps and Marko Privošnik, who developed the Digital Resources for Child Neurodevelopment, Mental Health, and Well- Pica application in his spare time. We also express our gratitude to all the adolescents Being: Review, Evaluation, and Reflection on Current Resources. Journal of Medical Internet Research, 27, e58693 and families for their active participation in the research. [23] Powell, L., Parker, J. and Harpin, V. 2017. ADHD: Is There an App for That? A Suitability Assessment of Apps for the Parents of Children and References Young People With ADHD. JMIR mHealth and uHealth, 5(10) [24] Gooch, D., Snowling, M. and Hulme, C. 2010. Time perception, [1] Privošnik, P. 2025. Mobilna aplikacija za podporo mladostnikom z ADHD symptoms. phonological skills and executive function in children with dyslexia and/or načrtovanju in izvajanju vsakdanjih rutin ter časovni orientaciji : [25] Jurek, L., Longuet, Y., Baltazar, M., Amestoy, A., Schmitt, V., magistrsko delo . Univerza na Primorskem Desmurget, M. and Geoffray, M. 2019. How did I get so late so soon? A https://repozitorij.upr.si/Dokument.php?id=31133&lang=slv review of time processing and management in autism. avtizmom in/ali ADHD in njihovim družinam pri osamosvajanju, 195–203 Journal of Child Psychology and Psychiatry, 52(2), [2] Wikipedia. Pomodoro Technique. Research, 374 Behavioural Brain , 112121 25 Digitalna orodja za vključujočo navigacijo in informiranje - dostopne QR kode Digital Tools for Inclusive Navigation and Information - Accessible QR codes Jani Demšar dr. Gregor Burger Geodetski inštitut Slovenije Univerza v Ljubljani, Jamova cesta 2 Fakulteta za elektrotehniko Ljubljana, Slovenjia Tržaška cesta 25, jani.demsar@gis.si Ljubljana, Slovenija Gregor.Burger@fe.uni-lj.si Povzetek cognitive disabilities, the blind, visually impaired, deaf, hard of hearing, and people with intellectual disabilities often encounter QR-kode (Quick Response v nadaljevanju QR-kode) so severe limitations in perceiving, interpreting, or interacting with uveljavljeno orodje za hitro posredovanje digitalnih informacij, conventional QR codes. This article discusses Accessible QR vendar njihova uporaba ni samoumevno dostopna vsem. Osebe s codes (AQR) based on the principles of universal design and senzorno in kognitivno oviranostjo – slepi, slabovidni, gluhi, digital inclusion, which enable universal access to content. naglušni ter osebe z motnjami v duševnem razvoju – pogosto The research is based on a comprehensive combination of a naletijo na resne omejitve pri zaznavanju, interpretaciji ali interakciji z obič systematic literature review, a conceptual analysis of the needs ajnimi QR-kodami. V č kode), ki temeljijo na na system. The key technological features of AQR codes are č elih univerzalnega oblikovanja in presented, such as distance detection, automatic navigation, use digitalne vklju č enosti ter omogo č ajo univerzalni dostop do of sign language, easy-to-read text, and audio feedback. We also vsebin. dostopne QR-kode (Accessible QR codes v nadaljevanju AQR- of three target groups, and a case study of the advanced NaviLens lanku obravnavamo Raziskava temelji na kombinaciji sistematič investigated possible manipulations and abuses. nega pregleda The hypothesis is that AQR codes significantly improve literature, konceptualne analize potreb treh ciljnih skupin in access to information in public spaces and contribute to user študije primera naprednega sistema NaviLens. Predstavljene so ključ independence and inclusion. The concluding part presents ne tehnološke znač ilnosti AQR-kod, kot so zaznavanje z guidelines for the implementation of AQR codes in Slovenia, as razdalje, samodejna navigacija, uporaba znakovnega jezika, lahko berljivega besedila ter zvoč well as robust protection measures against abuse and nih povratnih informacij. Raziskali smo tudi mogoč recommendations for setting up test environments and pilot e manipulacije in zlorabe. projects, ensuring a secure and successful implementation. Hipoteza je, da AQR-kode pomembno izboljšajo dostop do vključevanju uporabnikov. V sklepnem delu so predstavljane QR code, AQR code, accessibility, digital tools, participation smernice za implementacijo AQR-kod v slovenskem prostoru, informacij v javnem prostoru ter prispevajo k samostojnosti in Keywords kot tudi zaščita pred zlorabami ter priporočila za vzpostavitev testnih okolij in pilotnih projektov. 1. Uvod Klju Hitro odzivne kode (ang. Quick Response - QR) [1] so postale č ne besede uveljavljeno digitalno orodje za hitro posredovanje informacij QR koda, AQR kode, dostopnost, digitalna orodja, participacija uporabnikom prek pametnih naprav. QR-kode delujejo kot Abstract učinkovita vez med fizičnim in digitalnim svetom, saj quickly sharing digital information, but their use is not QR codes (Quick Response) are an established tool for multimedijskih gradiv in uporabniških vmesnikov [2][3][4][10]. omogo čajo neposreden dostop do spletnih vsebin, Uporabljajo se na različnih področjih kot so promet, kultura, automatically accessible to everyone. People with sensory and turizem, zdravstvo, trgovinske dejavnosti in tako pogosto dopolnjujejo fizično označevanje prostora z dodatnimi Permission to make digital or hard copies of part or all of this work for personal or informacijami [6][7][8][9][10]. classroom use is granted without fee provided that copies are not made or distributed Kljub razširjenosti pa QR-kode niso samoumevno dostopne for profit or commercial advantage and that copies bear this notice and the full vsem. Njihova uporaba predpostavlja dolo čene senzorične in citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). kognitivne sposobnosti, kot so vid in razumevanje kompleksnih Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia informacij. To predstavlja pomembno oviro za razli čne © 2025 Copyright held by the owner/author(s). uporabniške skupine, med katerimi so slepe in slabovidne osebe, https://doi.org/10.70314/is.2025.digin.10 26 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia J. Demšar, G. Burger gluhe in naglušne osebe ter osebe z motnjami v duševnem Tabela 1: Vizualna zasnova in zaznavanje razvoju. V Sloveniji živi okoli 170.000 invalidov ali 8,5 % celotne Vidik Klasična QR-koda Dostopna QR-koda (AQR) populacije. Če dodamo populacijo starejših, (skoraj 20 % Oblika Črno-bela kvadratna Barvna kodna struktura prebivalcev je starejših od 65 let) vidimo, da omogočanje matrika, občutljiva na (npr. NaviLens), multimodalne mobilnosti ni samoumevno, ampak je slednje svetlobo optimizirana za zaznavo predpogoj za opravljanje aktivnosti oseb z različnimi Zaznavna 20–50 cm (odvisno od Do 15 m, tudi v gibanju oviranostmi v mikro in makro prostoru. Podatki nam pokažejo, razdalja kamere) da se skoraj 45 % slovenskega prebivalstva uvrš ča med ranljive Zahteva po Da, potrebna je Ne, zajem deluje v gibanju skupine udeležencev v prostoru [11]. Ti podatki opozarjajo na ostrenju statična kamera brez ostrenja nujnost razvijanja rešitev, ki omogočajo vključujoč dostop do Usmerjanje Potrebna natančna Samodejna zaznava kode prostora in informacij v vseh segmentih javnega življenja. kamere poravnava brez poravnave Na podlagi predstavljenih teoretskih izhodiš č je bila z načeli univerzalnega oblikovanja, pomembno izboljšajo dostop Raziskava temelji na kombinaciji analiti čno-deskriptivne metode do informacij v javnem prostoru ter prispevajo k samostojnosti oblikovana hipoteza, da dostopne QR-kode, oblikovane v skladu 2.3 Metodološki pristop in vključ ter študije primera. Uporabljeni metodološki sklopi so evanju uporabnikov. sistemati čni pregled literature (Scopus, Web of Science, Google Scholar), konceptualna analiza potreb treh ciljnih skupin (slepi 2. in slabovidni, gluhi in naglušni, osebe z motnjami v duševnem Teoreti č no ozadje in metodologija razvoju) ter študija primera naprednega sistema NaviLens Za razumevanje AQR-kod je nujno najprej osvetliti koncept prikazanih v tabeli 2. univerzalnega oblikovanja, ki predstavlja temeljni okvir za zagotavljanje enakopravnega dostopa do prostorov, storitev in digitalnih orodij. Koncept, sprva razvit na področju arhitekture, Tabela 2: Pregled izvedenih metodoloških sklopov se je v zadnjih desetletjih razširil na oblikovanje produktov, storitev in informacijskih tehnologij, kjer pridobiva poseben Metodološki Osnovni namen Metode in orodja Rezultati pomen v kontekstu digitalne vključenosti. Prav univerzalno sklop oblikovanje ponuja načela, s katerimi lahko klasične QR-kode Sistematični Kritična presoja Pregled baz Opredeljeni nadgradimo v AQR-kode, ki omogočajo uporabo tudi osebam s pregled teoretičnih ter Scopus, Web of raziskovalni viri senzornimi in gibalnimi oviranostmi ter prispevajo k ve literature empirič čnih Science, Google ji enakosti pri uporabi prostorov. spoznanj o AQR Scholar Študija Razumevanje Tehnično- Model strukture 2.1 Univerzalno oblikovanje in digitalna primera delovanja ter primerjalna sistema; seznam vklju NaviLens uporabniške analiza; dobrih praks č enost učinkovitosti dokumentna implementacije Načela univerzalnega oblikovanja izhajajo iz ideje, da naj bodo naprednega analiza prostori, storitve in tehnologije zasnovane tako, da jih lahko sistema AQR uporabljajo vsi ljudje, ne glede na njihove fizične, senzorične ali Primerjal-na Preslikava potreb Analiza Tabela »potrebe kognitivne zmožnosti [12]. Sedem osnovnih na analiza ciljnih slepih, gluhih in zakonodaje funkcionalnosti č el univerzalnega oblikovanja (enakost uporabe, prilagodljivost uporabe, skupin oseb z motnjami v (ZIMI); sinteza AQR« priporočila enostavna in intuitivna uporaba, zaznavne informacije, strpnost duševnem razvoju smernic WCAG za prilagoditve do napak, majhen fizi 2.2, Easy-to- vsebin č ni napor ter ustrezna velikost in prostor za Read uporabo) omogočajo razvoj rešitev, ki so vključujoče in trajnostne. 2.3.1 Sistematični pregled literature 2.2 Dostopne QR-kode (AQR) kot tehnologija podro V raziskavi smo izvedli ciljno usmerjen pregled literature s čij digitalne dostopnosti in univerzalnega oblikovanja, QR- Pri QR-kodah to pomeni, da morajo biti zasnovane tako, da kod in njihovih tehničnih modifikacij za večjo dostopnost. omogočajo različne modalitete dostopa: zaznavanje z razdalje, Uporabili smo baze podatkov in uradne objave mednarodnih uporabo zvočnih povratnih informacij, prilagoditev v znakovni organizacij (npr. WHO, EU Agency for Fundamental Rights). jezik, uporabo lahko berljivega besedila ter podporo Rezultat pregleda je sistematična zbirka sedmih člankov, od multimodalnim vmesnikom. AQR-kode so tako nadgradnja katerih smo analizirali šest primerov s podro čja knjižnic in klasičnih QR-kod, saj upoštevajo načela univerzalnega zdravstva ter enega iz trgovskega sektorja. oblikovanja in omogočajo univerzalni dostop do informacij tudi 2.3.2 Konceptualna analiza ciljnih skupin skupinam, ki so sicer pogosto izklju č ene iz digitalnih rešitev. Za razumevanje uporabe AQR-kod je bilo potrebno raz členiti AQR-kode nadgrajujejo klasi č no zasnovo z upoštevanjem na č el potrebe treh klju č nih ciljnih skupin uporabnikov: slepih in univerzalnega oblikovanja, kar pomeni, da so namenjene vsem slabovidnih, gluhih in naglušnih ter oseb z motnjami v duševnem uporabnikom, ne glede na njihove telesne ali kognitivne razvoju. Analiza je temeljila na zakonodajnih in strokovnih zmožnosti. Tabela 1 prikazuje primerjavo med klasi č no QR-smernicah (ZIMI, WCAG 2.2, Easy-to-Read) ter obstoje č ih kodo in AQR-kodo. Gre torej za primerjalno tabelo, ki pojasnjuje praksah vklju č evanja v digitalne storitve. klju č ne razlike v oblikovanju in zaznavanju. 27 Digitalna orodja za vključujočo navigacijo in informiranje - Information Society 2024, 9 October 2024, Ljubljana, Slovenia dostopne QR kode Slepi in slabovidni navodili (npr. »kodna oznaka 3 metra pred vami, levo 30°«), ob Primarne potrebe slepih in slabovidnih so prostorska orientacija, kliku pa se predvaja video s podatki o naslednjem vlaku v zaznavanje okolice in zvočni dostop do informacij. španskem znakovnem jeziku (LSE). Ostale možnosti so Funkcionalnosti AQR-kod so samodejno zaznavanje kode z obravnavane v tabeli 3. razdalje in v gibanju, govorni izhod (sintetizator govora) in zvočna navigacija (npr. »levo 2 m do vhodnih vrat«). Primer: NaviLens omogo Tabela 1: Možnosti v različnih kontekstih č a zvo č no navigacijo v metroju Barcelona, ki vodi uporabnika s prostorskimi navodili. Področje Lokacije Funkcija AQR Specifična Gluhi in naglušni prilagoditev Primarne potrebe so vizualna in znakovna komunikacija, Javni Metro Informiranje in Zvo čna navigacija podnapisi, jasna opozorila. Funkcionalnosti AQR-kod so video promet Barcelona, usmerjanje + znakovni jezik prikazi v znakovnem jeziku (Slovenski znakovni jezik), NYC MTA podnapisi in vizualna opozorila, prikazovanje navodil v Kultura Muzej Prado, Opis eksponatov, QR z opisi v Museo digitalni vodi č i Braillovi pisavi in slikovno-grafi č ni obliki. Primer: v bolnišnici Gregorio Marañón Tiflológico TTVS* AQR-kode omogo č ajo prikaz video vsebin v znakovnem jeziku. Zdravstvo Hospital Oznake oddelkov Video s prevodom Osebe z motnjami v duševnem razvoju Gregorio in informacijskih v SSZJ*; lahko Marañón točk berljivo Primarne potrebe so poenostavljena razlaga, vizualna podpora, strukturirane informacije. Funkcionalnosti AQR-kod so lahko Trgovina Carrefour Branje kod Prepoznavanje berljivo besedilo (Easy-to-Read standard), uporaba enostavnih zvo (Španija) izdelkov in navodil embalaže z čnimi podatki simbolov in piktogramov, linearna struktura navodil (korak za *TTVS – talni taktilni vodilni sistem, *SSZJ – Slovar slovenskega znakovnega jezika korakom). Primer: navodila v čakalnicah (»pojdi na pult A, vzemi listek, počakaj«) lahko AQR-koda predstavi v obliki slik in kratkih povedi. 3. Rezultati 2.3.3 Študije primera: NaviLens V skladu z metodološkimi sklopi, so rezultati raziskave Za podrobnejše razumevanje delovanja AQR kod smo izbrali strukturirani v tri vsebinske sklope: (1) ugotovitve sistem NaviLens sistemati 1 , ki trenutno predstavlja eno najbolj razvitih čnega pregleda literature, (2) konceptualno analizo dostopnih tehnologij na podro potreb ciljnih skupin ter (3) študijo primera NaviLens. V č ju digitalnega ozna č evanja in navigacije [14]. Analizirali smo tehni nadaljevanju podrobneje predstavljamo rezultate posameznih č ne lastnosti sistema (barvna koda, zajem v gibanju, multimedijska podpora), ter sklopov. povzeli praktične implementacije v različnih okoljih (javni promet, zdravstvo, kultura) in odzive. 1.1 Ugotovitve sistematičnega pregleda NaviLens je španska inovativna rešitev, ki je bila razvita v literature sodelovanju z organizacijami slepih in slabovidnih (ONCE – Sinteza obravnavanih študij pregleda literature pokaže, da imajo Organización Nacional de Ciegos Españoles) in omogo ča QR-kode pomemben potencial za uporabo v knjižnicah in širše, navigacijo ter dostop do informacij prek vizualno optimiziranih vendar njihova uveljavitev še vedno zaostaja za tehnološkimi kod. Sistem deluje v povezavi z aplikacijo na pametnem telefonu, zmožnostmi. Ugotovljeno je, da je stopnja ozaveščenosti med ki samodejno prepozna posebno barvno kodo, brez potrebe po knjižni čarji in uporabniki razmeroma visoka, vendar pa je ročnem iskanju ali natančnem usmerjanju kamere [14]. njihova dejanska uporaba še omejena zaradi pomanjkanja integracije in ozaveš čanja. Ključni dejavniki, ki vplivajo na sprejemanje QR-kod, so zaznana koristnost, enostavnost uporabe, kakovost storitve in interaktivnost. Pregled literature potrjuje, da imajo QR-kode velik potencial za izboljšanje dostopa do informacij, a hkrati razkriva vrzeli, zlasti na področju raziskav uporabniške izkušnje ter praktične integracije v javne storitve [15]. 3.2 Konceptualna analiza potreb ciljnih skupin Iz primerjalne analize treh ciljnih skupin je razvidno, da imajo Slika 1: Implementacija NaviLens na podzemni železnici in vse skupine specifi čne zahteve, ki jih klasične QR-kode ne avtobusnih postajališčih. Vir:Navi Lens morejo zadovoljiti. AQR-kode s podporo multimodalnim so NaviLens kode namestili na stebre in ob robove peronov; Primer implementacije: na železniških postajah v Barceloni omogo čajo, da se posameznim potrebam ustrezno prilagodijo. 2 funkcionalnostim (zvok, video, lahko berljivo besedilo, simboli) Tabela 2 jasno prikazuje, da AQR-kode združujejo razli čne aplikacija vodi slepega uporabnika z usmerjenimi zvočnimi 1 2 Dostopno na spletiš č u: https://www.navilens.com/en/ Dostopno na spletišču: https://www.tmb.cat/en/get-to-know-tmb/transport- network-improvements/other-improvements/navilens-intelligent-tags 28 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia J. Demšar, G. Burger načine komunikacije v enotno tehnologijo, ki omogoča kode v veliki meri obravnavajo v komercialnem in tržnem univerzalni dostop do informacij. S svojimi multimodalnimi kontekstu, manj pa v raziskavah, ki bi celovito ocenjevale funkcionalnostmi (zvočni dostop, video v znakovnem jeziku, njihovo dostopnost za ranljive skupine. lahko berljivo besedilo) neposredno odgovarjajo na specifične zahteve slepih in slabovidnih, gluhih in naglušnih ter oseb z 4.3 Odgovor na hipotezo motnjami v duševnem razvoju. Rezultati tako potrjujejo Hipoteza raziskave je bila, da AQR-kode pomembno izboljšajo načeli univerzalnega oblikovanja, omogočajo univerzalni dostop samostojnosti in vklju čevanju uporabnikov. Rezultati raziskave do vsebin v javnem prostoru. raziskovalno hipotezo, da AQR-kode, zasnovane v skladu z dostop do informacij v javnem prostoru ter prispevajo k to hipotezo potrjujejo. Sistematični pregled literature kaže na 3.3 Študija primera NaviLens uporabnikov potrjuje, da AQR odgovarjajo na specifi široko prepoznan potencial QR-kod, konceptualna analiza potreb čne zahteve Študija primera NaviLens je pokazala, da je AQR-kode mogoče treh ciljnih skupin, medtem ko študija primera NaviLens uspešno uvesti v praksi. Sistem omogoča zaznavanje kod na empirično dokazuje izvedljivost in učinkovitost takšnih rešitev v razdalji do 15 m, samodejno poravnavo, uporabo zvo čnih in praksi. Na osnovi tega lahko zaključimo, da AQR niso zgolj vizualnih povratnih informacij ter zaščito pred zlorabami. Tabela tehnična nadgradnja klasičnih QR-kod, temveč tudi pomembno 3 prikazuje uporabo v prometu, kulturi, zdravstvu in trgovini. orodje za spodbujanje digitalne vključenosti in pravičnosti. Večplastnost uporabe omogoča različnim uporabnikom lažjo orientacijo ter uporabo prostora, hkrati tudi dokazuje, da je 4.4 Implikacije za prakso in nadaljnje raziskave uporabna za vse uporabnike. AQR-koda ni torej namenjena zgolj Ugotovitve raziskave imajo pomembne implikacije za prakso in osebam z različnimi omejitvami, temveč jih s pridom uporabljajo prihodnje raziskave. Za prakso to pomeni, da bi morale vsi uporabniki. nacionalne institucije vključiti AQR v smernice za dostopnost in digitalizacijo javnega prostora ter spodbuditi pilotne projekte v 4. Diskusija sodelovanje razvijalcev, oblikovalcev, urbanistov, arhitektov ter prometu, zdravstvu in kulturi. Ključno je interdisciplinarno Na podlagi rezultatov sistematičnega pregleda literature, organizacij oseb z oviranostmi pri sooblikovanju tovrstnih konceptualne analize potreb ciljnih skupin in študije primera sistemov. Za raziskave pa se odpirajo štiri klju čne smeri in sicer: NaviLens v nadaljevanju podajamo celovito razpravo, ki (1) empiri čno testiranje uporabniških izkušenj z vključevanjem povezuje ugotovitve treh metodoloških pristopov. ciljnih skupin v realnih okoljih, (2) širitev nabora primerov dobre prakse izven NaviLens, (3) razvoj odprtih in standardiziranih 4.1 Primerjava rezultatov vseh treh AQR-protokolov ter (4) kritična analiza dolgoročnih učinkov metodoloških pristopov AQR na samostojnost, mobilnost in družbeno vključenost Rezultati treh uporabljenih metodoloških pristopov se uporabnikov. potencialih in omejitvah AQR-kod. Sistemati 4.5. Možnost zlorabe č medsebojno dopolnjujejo in skupaj ustvarjajo celovito sliko o ni pregled literature razkriva, da so QR-kode že uveljavljene v različnih QR-kode so zaradi preprostega kreiranja in uporabe postale zelo sektorjih, kot so promet, zdravstvo, izobraževanje in kultura, priljubljene in se jih pogosto uporablja za različne, predhodno vendar njihova uporaba za izboljšanje dostopnosti ranljivih opisane, namene. Prav zaradi svoje priljubljenosti pa so postale skupin ostaja parcialna in nesistematična. Konceptualna analiza tudi neredka tarča zlorab in zlonamerne uporabe. Ljudje smo se potreb treh ciljnih skupin je pokazala, da klasi čne QR-kode ne v zadnjih letih naučili kako pregledovati spletne povezave v zadostujejo, saj predpostavljajo senzorične in kognitivne phishing mailih, sporočil in spletnih straneh za lažnimi zmožnosti, ki jih vsi uporabniki nimajo. AQR-kode z povezavami. QR-kode pa te spletne povezave zakrijejo in že multimodalnimi funkcionalnostmi te pomanjkljivosti učinkovito samo skeniranje QR-kode lahko sproži prenos škodljive kode na presegajo. Študija primera NaviLens pa predstavlja empirični mobilno napravo. dokaz, da je takšne prilagoditve mogoče uspešno udejanjiti v QR Code Phishing krajše označujemo z enakovrednima praksi: sistem se že uporablja v javnem prometu (Barcelona izrazoma QRishing oz. Quishing3. Z izrazoma označujemo vrsto metro), kulturnih ustanovah (Muzej Prado) in trgovini kibernetskega napada, pri katerem zlonamerne osebe uporabljajo (Carrefour). ponarejene QR-kode, da posameznike zvabijo na zlonamerne spletne strani ali jih prepričajo, da prenesejo škodljivo vsebino. 4.2 Kritična presoja omejitev raziskave Poznamo stati čne in dinamične QR-kode, ki se med seboj Kljub pozitivnim ugotovitvam raziskava izkazuje ve razlikujejo glede na stopnjo ranljivosti. Stati čne QR-kode se po č omejitev. Prvi kreiranju ne spreminjajo. Primarno jih uporabljamo za deljenje č , študija primera se je osredoto č ila zgolj na en referen č ni model (NaviLens), kar omejuje širšo posplošitev ugotovitev. spletnih strani, kontaktnih informacij, Wi-Fi gesel in podobno. Drugi Na čeloma so ranljive le v primeru, če napadalci pridobijo č , analiza potreb ciljnih skupin temelji predvsem na konceptualnem okviru in mednarodnih smernicah (WCAG, kontrolo nad spletnim mestom URL (angl. uniform resource Easy-to-Read, ZIMI), brez obsežnejšega empiri locator) povezave v QR-kodi. Dinami čne QR-kode omogočajo č nega testiranja z dejanskimi uporabniki. Pregled literature je razkril, da se QR- ve čjo fleksibilnost saj je mogoče posodobiti URL povezavo. Uporabljamo jih v primerih kjer je zahtevana pogosta 3 Dostopno na spletiš ču: https://www.malwarebytes.com/cybersecurity/basics/quishing 29 Digitalna orodja za vključujočo navigacijo in informiranje - Information Society 2024, 9 October 2024, Ljubljana, Slovenia dostopne QR kode posodobitev vsebine URL povezave. Takšni primeri so informacijskega oblikovanja, organizacijami oseb z informacije o dogodkih, promocijske ponudbe ali spremljanje oviranostmi in zakonodajalci. zalog v realnem času. V primeru, ko napadalci pridobijo nadzor 4. Vključitev participativnih metod v načrtovanje nad upravljanjem z dinamično QR-kodo, po svoji želji informacijskih točk, ki temeljijo na AQR, z vključitvijo spremenijo URL povezo, ki osebe nato po skeniranju QR-kode oseb z različnimi oblikami oviranosti že v fazi načrtovanja, preusmeri na zlonamerne spletne strani. prototipiranja in testiranja. Zagotavljanje varnosti uporabe QR-kod je večplastno. Velik 5. Vključitev AQR v načrte za digitalizacijo urbanega korak k varni uporabi QR-kod lahko storimo že sami uporabniki. prostora in kot obvezni del smernic za dostopnost javnih Priporo storitev, skladno z ZIMI, ZDSMA ter pravilnikom o č eno je, da ne uporabljamo nepreverjenih QR-kod, pred potrditvijo preverimo URL povezavo povezano s skenirano QR- univerzalni gradnji in uporabi objektov. kodo. Na spletih straneh pa ne vpisujemo svojih osebnih ali bančnih podatkov, ki teh podatkov ne potrebujejo, še posebno, Poseben pomen za prihodnost ima vključevanje uporabniških če ne poznamo pošiljatelja. Nenazadnje pa tudi, da ne prenašamo skupin v sooblikovanje tehnologij ter usklajenost z nobenih vsebin s sumljivih spletnih strani. Kreatorjem QR-kod zakonodajnimi in eti čnimi okviri, kot so Konvencija o pravicah pa se priporoča uporaba priznanih orodij za kreiranje QR-kod, invalidov [16], Konvencija o dostopu do informacij, udeležbi zaščita pomembnih informacij z uporabniškim imenom in javnosti pri odlo čanju in dostopu do pravnega varstva v geslom ali kriptiranjem podatkov ter redno preverjanje stanja okolijskih zadevah [17], Aarhuška konvencija [18] in načela QR-kode. univerzalnega oblikovanja [19]. Ali predhodne ugotovitve pomenijo, da je uporaba NaviLens V prihodnosti AQR ne bo le orodje za tehnično izboljšanje AQR-kod nevarna? Odgovor je ne. Mobilna aplikacije NaviLens orientacije ali podajanje informacij, temveč temeljni del ima vgrajeno zaščito pred AQRishing posegi. Aplikacija po infrastrukture vklju čujočega mesta – mesta, ki razume, da branju AQR-kode preveri ali se je zgodila potencialna dostopnost ni le funkcija, ampak tudi kultura vklju čevanja, manipulacija skenirane AQR-kode in v primeru zaznane udeležbe in spoštovanja raznolikosti. manipulacije prepreči odpiranje vsebovanih spletnih strani ali posredovanja podanih informacij. Zahvala Iskreno se zahvaljujemo Ministrstvu za okolje, podnebje in 5. Zaključek energijo za devetletno financiranje projekta »Omogočanje Raziskava je obravnavala AQR-kode kot tehnološko rešitev, ki multimodalne mobilnosti za osebe z različnimi oviranostmi«, ki temelji na načelih univerzalnega oblikovanja in digitalne nam omogo ča izboljšanje podatkovnega modela in ozaveščanje vključenosti. Na osnovi kombinacije treh metodoloških o pomembnosti dostopnega okolja za vse uporabnike. pristopov smo dobili celovit vpogled v potenciale in omejitve AQR-kod. Reference Rezultati potrjujejo raziskovalno hipotezo, da AQR-kode [1] International Organization for Standardization. 2024. ISO/IEC DIS pomembno izboljšajo dostop do informacij v javnem prostoru ter 18004:2024 – QR Code Bar Code Symbology Specification (osnutek prispevajo k več revizije). Geneva: ISO. https://www.iso.org/obp/ui/#iso:std:iso-iec:18004:ed- ji samostojnosti in družbeni vključ enosti 4:v1:en uporabnikov. Tako jim zagotavljajo enakovredno dostopnost in [2] Ōno T. Toyota production system: beyond large-scale production. Cambridge, Mass.: Productivity Press; 1988. xix, 143 p. p. uporabo prostora ter informacij. Literatura kaže na široko https://www.almendron.com/tribuna/wp-content/uploads/2021/12/toyota- prepoznan potencial AQR-kod, a tudi na pomanjkanje production-system-beyond-large-scale-production.pdf sistemati [3] Diazgranados M, Funk VA. Utility of QR codes in biological collections. č nih raziskav o dostopnosti. Analiza potreb ciljnih PhytoKeys. 2013 Jul 17;(25):21-34. doi: 10.3897.25.5175 skupin je razkrila, da lahko AQR-kode z multimodalnimi [4] Fathin N. M. Leza and Nurul A. Emran. 2014. Data Accessibility Model funkcionalnostmi (zvo Using QR Code for Lifetime Healthcare Records. World Applied Sciences č na navigacija, video v znakovnem jeziku, lahko berljivo besedilo) uč Journal 30: 395-402, 2014. DOI: 10.5829/idosi.wasj.2014.30.icmrp.55 inkovito odgovarjajo na specifi č ne [5] S. Tiwari, 2016. An Introduction to QR Code Technology International zahteve slepih in slabovidnih, gluhih in naglušnih ter oseb z Conference on Information Technology (ICIT), Bhubaneswar, India, 2016, motnjami v duševnem razvoju. Študija primera NaviLens pa je pp. 39-44, doi: 10.1109/ICIT.2016.021.Abstract: QR i.e. [6] Rivas, A.G., Schulzetenberg, A. (2023). QR Codes as a Method for Older empirično potrdila, da so takšne rešitve izvedljive in uspešne v Adults to Access a Mobile Survey. In: Gao, Q., Zhou, J. (eds) Human Aspects of IT for the Aged Population. HCII 2023. Lecture Notes in praksi. Computer Science, vol 14042. Springer, Cham. https://doi.org/10.1007/978- Predlog za prihodnji razvoj in implementacijo: 3-031-34866-2_10 [7] Santosh Abaji Kharat, Shubhada Nagarkar, Bhausaheb Murlidhar Panage; Design and development of digital information product and service using 1. Upoštevanje odprtih standardov AQR kod, skladnih z colour QR codes for smartphone user's of academic libraries. Library evropskimi in mednarodnimi smernicami ter omogo Management 25 October 2022; 43 (8-9): 577–600. č anje https://doi.org/10.1108/LM-10-2021-0086 integracije z nacionalnimi sistemi dostopnosti (npr. Slovar [8] Abualnad ı , D., Al-salaymeh, A., Yousef, F., Al Sukkar, G., et al. (2018). slovenskega znakovnega jezika). Using QR Codes for Improving the Educational Process of Students with 2. Hearing Loss. 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A case study on the appropriateness of using quick response (QR) codes in libraries and museums, Library & Information Science Research, Volume 35, Issue 3, 2013, Pages 207-215, ISSN 0740- 8188, https://doi.org/10.1016/j.lisr.2013.03.002 [11] Roman Rener, Jani Demšar, Marina Lovrić, Miran Janežič, in Helena Žnidaršič. 2022. Omogočanje multimodalne mobilnosti oseb z različnimi oviranostmi: končno poročilo. Ljubljana: Geodetski inštitut Slovenije [12] Mace R., Hardie, G. J., Place, J.P. 1991. Accessible Environments: Toward Universal Design. The Center for Universal Design. [13] Krasowska K., Zwoliński A. 2022, Accessible city – using digital technologies to improve the accessibility of public space for persons with specific needs’, Space & Form | Przestrzen i Forma 52. http://doi.org/10.21005/pif.2022.52.F-01 [14] NaviLens. 2024. Developer SDK and API Documentation. Retrieved from https://www.navilens.com/developers [15] Esoswo,.O, Ishioma, I. 2023. Awareness and Adoption of Quick Response Code by Librarians in Universities in Delta and Edo States, Nigeria. Regional Journal of Information and Knowledge Management 8(1):11-23 DOI:10.70759/vb6qjg25 [16] United Nations. 2006. Convention on the Rights of Persons with Disabilities. Treaty Series, 2515, 3. Retrieve 12 Jul. 2024 from https://www.un.org/en/development/desa/population/migration/generalassem bly/docs/globalcompact/A_RES_61_106.pdf [17] UINICE Convenction 1998. Konvencija o dostopu do informacij, udeležbi javnosti pri odločanju in dostopu do pravnega varstva v okoljskih zadevah. https://www.ip-rs.si/fileadmin/user_upload/Pdf/arhuska_konvencija.pdf [18] Spletni vir 1: https://eur-lex.europa.eu/SL/legal- content/summary/environmental-information-public-participation-and- access-to-justice-aarhus-convention.html [19] Spletni vir 2: https://universaldesign.ie/about-universal-design/the-7- principles 31 Interoperable Total Conversation Matjaž Debevc Gunnar Hellström Jumoke Olumide Faculty of Electrical Engineering GHAccess Ex2 Management Consulting Ltd and Computer Science Haninge, Sweden Slough, United Kingdom University of Maribor gunnar.hellstrom@ghaccess.se jogunbekun@yahoo.com Maribor, Slovenia matjaz.debevc@guest.um.si Mike Pluke Agata Sawicka Castle Consulting Ltd. ITS Ipswich, United Kingdom Sweden mike.pluke@castle-consult.com agata@universal-ict.eu Abstract Total Conversation is defined as the simultaneous, synchronized provision of three media modalities - real-time text The European Accessibility Act (EAA) requires that wherever (RTT), video and voice. When fully integrated, these media real-time video communication is provided, Total Conversation support diverse communication preferences and needs, such as must be supported. Total Conversation enables simultaneous sign language over video, speech supported by lip-reading, and exchange of real-time text (RTT), video and voice, providing typed text for individuals who are deaf, hard of hearing, discusses the work of the project ETSI STF 674 and its deafblind, or have speech and cognitive impairments. Rather inclusive and flexible communication for all. This paper than treating these communication modes as separate alternatives, development of the ETSI ES 204 009 standard on Interoperable TC ensures they are available concurrently and interoperable, Total Conversation. It presents performance requirements for enabling flexible and responsive conversations adapted to the each media modality, integration with assistive technologies, test users’ abilities. methods for video quality, and the importance of interoperability While individual components like video calls or text chat and relay services. The implementation of Total Conversation systems are widely deployed, the combination of modalities in a ensures compliance with EU accessibility laws and enhances synchronized and interoperable manner has not been consistently usability in a broad range of communication contexts. implemented across platforms and services. The lack of Keywords interoperability also hinders effective communication between different systems, vendors, and devices - an issue particularly Total Conversation, Real-Time Text, Voice Communication, problematic in emergency contexts, transnational Interoperability, Accessibility communication, and public services. To address this, ETSI TC Human Factors (HF) initiated 1 multiple projects aimed at translating the legal obligations of the Introduction only a matter of equity but are increasingly becoming a legal ETSI ES 204 009 [1], which defines the functional, media, and obligation across the European Union. The European interoperability requirements for Total Conversation systems. It Accessibility Act (EAA), adopted in 2019, mandates that certain complements other standards work such as ETSI EN 301 549 Inclusive and accessible communication technologies are not Force 674 (STF 674), is responsible for developing the standard EAA into technical requirements. One of these, Special Task digital products and services - including those used for (accessibility requirements for ICT products and services) [2] communication - must be accessible to all individuals, regardless and ETSI ES 202 975 (relay service specifications) [5], forming of their disabilities. A central requirement of the EAA is the a coherent standards ecosystem aligned with regulatory and user support for Total Conversation (TC) in any context where real- needs. time video communication is offered. This includes customer This paper provides an overview of the ETSI ES 204 009 service platforms, emergency communications, conferencing standard, elaborates on the minimum performance levels systems, and any ICT-based interpersonal communication necessary for usable TC services, presents easy-to-implement service. test methodologies to verify conformance, and highlights the importance of ensuring interoperability across services. It also Permission to make digital or hard copies of part or all of this work for personal or explores integration with assistive technologies such as hearing classroom use is granted without fee provided that copies are not made or distributed aids and relay services and outlines practical scenarios where TC for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must brings significant value. be honored. For all other uses, contact the owner/author(s). Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia © 2025 Copyright held by the owner/author(s). https://doi.org/10.70314/is.2025.digin.13 32 2 Components of Total Conversation frameworks. These technologies support dynamic media negotiation, allowing devices and services to determine the most Total Conversation is built upon three core media streams (real- appropriate encoding and channel configurations during call time text, video and voice) that are delivered in parallel and are setup. This ensures that participants can successfully exchange functionally integrated between two or more user equipment synchronized real-time text, video, and voice, regardless of the (Fig. 1): underlying system implementations. • Real-Time Text (RTT): Unlike instant messaging or email, Media stream compatibility is ensured through alignment on RTT allows users to transmit each character as it is typed, common codecs and formats. For voice, wideband codecs such creating a live and dynamic text flow. This enables tight as AMR-WB and Opus are recommended due to their robustness interaction, clarifications, and even interruption—key in variable bandwidth conditions and their superior audio clarity. aspects of natural conversation. For video, H.264 is a widely supported codec that balances • Video: This channel primarily serves sign language quality and compression efficiency, while for real-time text, the communication, non-verbal cues such as facial expressions standardized RTP payload format defined in RFC 4103 is used and gestures, and lip-reading for users with residual hearing. [4], allowing immediate character-by-character transmission It plays a critical role for the deaf and hard-of-hearing over IP networks. community and must be of sufficient quality to support Interoperability also depends on effective session negotiation. complex sign articulation and facial grammar. Using Session Description Protocol (SDP), endpoints can • exchange capabilities such as supported codecs, resolution, Voice: The voice channel remains vital for many users, including those with visual or cognitive disabilities. frame rates, and synchronization tolerances. The ETSI ES 204 Wideband audio enhances intelligibility and makes 009 ensures that these mechanisms are harmonized, reducing the communication more natural, especially in challenging risk of call failures or degraded media performance due to environments or over mobile networks. incompatible configurations. A significant challenge in TC is achieving interoperability not only between devices of the same type but across heterogeneous systems. For example, a call initiated from a WebRTC browser must be able to connect with a SIP-based desktop phone or a mobile application, with full support for all three TC modalities. This requires robust gateway implementations and adherence to interface profiles defined in the standard. Furthermore, the standard addresses interoperability in addressing and routing. It supports both E.164 telephone numbers and URI-based identifiers (such as SIP URIs), making it possible to contact TC endpoints from traditional voice networks as well as IP-based applications. This flexibility is Figure 1: Components of Total Conversation particularly crucial for integrating TC into public services such as emergency response systems and governmental The value of TC lies not only in providing these media communication platforms. independently but in combining them in a way that allows users Cross-vendor interoperability testing is a vital to shift seamlessly between modalities or use them concurrently. implementation step. The ETSI ES 204 009 encourages This flexibility is essential in mixed-ability communication conformance testing, reference implementations, and public scenarios and ensures redundancy if one channel is impaired [6]. testing events to validate interoperability among different vendors and service providers. 3 Interoperability considerations The effectiveness of Total Conversation hinges not only on the 4 Performance requirements quality of individual media streams but also on their To be effective, Total Conversation must adhere to strict quality interoperability across platforms, networks, and devices. of service (QoS) criteria that support human factors in Interoperability is essential to ensure that communication can communication. Video must provide a minimum spatial occur seamlessly between users regardless of their service resolution of QVGA (320x240 pixels), a frame rate of at least provider, geographic location, or technical infrastructure. 20 fps, and end-to-end latency below 400 msec. These Without interoperability, the fragmentation of services would specifications ensure that fast gestures and subtle facial result in digital exclusion, especially in scenarios requiring expressions remain discernible and are not lost due to urgent or cross-border communication. compression or jitter. In practical terms, this means that users The ETSI ES 204 009 standard defines a set of engaging in sign language conversations must be able to see hand interoperability requirements that enable real-time text, video, shapes, movements, facial expressions, and gaze direction with and voice to be exchanged using established communication clarity. Loss of visual fidelity can significantly impair the protocols. It promotes the use of SIP (Session Initiation Protocol), grammatical and semantic meaning of sign language. IMS (IP Multimedia Subsystem), and WebRTC (Web Real-Time Real-Time Text must be delivered with under 1 second of Communication) as foundational signaling and media transport delay, support at least 30 characters per second throughput, and be fully compliant with Unicode for multilingual and symbol- 33 rich communication. This allows for responsiveness, including magnification, high-contrast modes, and alternative input overlapping dialogue, corrections, and incremental feedback, devices. System setup, call controls, and media selection must be which are vital in dynamic conversation. Inadequate RTT operable without vision, hearing, or precise motor control. performance can lead to conversational breakdowns and Beyond hardware and software compatibility, exclusion from interactive discussions. personalization plays a key role. Users should be able to Voice should operate within a frequency band of 250 Hz to configure the prominence and layout of modalities based on their 7,000 Hz with minimal compression artifacts, ensuring the preferences—such as enlarging the video feed for sign language, intelligibility of a wide range of vocal tones, especially for users prioritizing RTT over voice, or adjusting caption position and with hearing impairments who rely on residual hearing or hearing font. aids. Latency should be maintained below 400 milliseconds to avoid echoing, speaker overlapping, and degraded user experience, particularly in multilingual or moderating calls. 6 Relay services and modality conversion Synchronization of video and audio must stay within Relay services are essential components of the Total ±100 msec to preserve lip-sync, which is critical for users who Conversation ecosystem, enabling accessible communication lip-read or use speech-reading techniques. Asynchrony between between users who rely on different modalities. These services modalities reduces the effectiveness of multimodal function as real-time intermediaries that convert between speech, communication and may result in reduced comprehension or text, and sign language, ensuring that all participants can engage fatigue over long calls. effectively, regardless of their abilities or communication These values were derived from user studies, practical preferences. experience, and ITU-T recommendations, particularly H-Series Video Relay Services (VRS) connect sign language users Supplement 1, which focuses on the technical requirements that with hearing individuals by incorporating a live sign language support the perceptual needs of users engaging in sign language interpreter into the communication loop. The interpreter receives and lip-reading communication [3]. Compliance with these the video stream from the signing user, translates it into spoken parameters ensures not only legal adherence but also a user language, and transmits it to the hearing person, while experience that supports autonomy, agency, and inclusion. simultaneously converting spoken replies into sign language. VRS is particularly important for users who communicate 5 Integration with assistive technologies requires high-quality video transmission to support accurate primarily through national or regional sign languages, and it For Total Conversation to be truly inclusive, it must work in interpretation. harmony with the wide variety of assistive technologies used by Text Relay Services (TRS) enable users who communicate people with disabilities. The effectiveness of TC is amplified via text to interact with voice telephone users. This can be when the real-time text, video, and voice channels are compatible facilitated by a human relay operator who voices the typed with user-specific devices and support tools that enhance messages and types back the spoken responses, or by automated communication based on individual needs. systems with speech-to-text and text-to-speech capabilities. TRS One of the most critical integrations is with hearing aids and must support real-time interaction, minimize delays, and protect cochlear implants, which often rely on Bluetooth connectivity user privacy and data. or telecoil (T-coil) systems to receive audio directly from digital Captioned Telephony is another form of relay service that devices. Emerging technologies such as Auracast™ Bluetooth provides a live transcription of the spoken content during a voice LE Audio allow group broadcasting, making it possible to call. It benefits users who can speak but have difficulty hearing, seamlessly connect to public or shared audio systems, such as in by overlaying real-time text captions of the other party’s speech. classrooms or conference settings. Ensuring low-latency, high- These captions are typically generated by either human fidelity audio from the TC system into these devices significantly captioners or automated speech recognition systems and are improves the accessibility of spoken communication. displayed synchronously with the voice channel. For users who are blind or deafblind, screen readers and The effectiveness of relay services depends on several factors, Braille displays provide essential access to real-time text. TC including low latency, high accuracy, robust data security, and systems must ensure that RTT content is presented in a way that compliance with accessibility and privacy regulations. The ETSI is compatible with screen reading software, with proper semantic ES 202 975 standard outlines the functional and quality structure, keyboard navigation, and timely character requirements for implementing reliable and interoperable relay transmission. services within the context of Total Conversation. Users with complex communication needs may depend on Furthermore, modality conversion must be seamless, Augmentative and Alternative Communication (AAC) meaning that users should not experience noticeable devices, which enable them to construct and transmit messages interruptions or mismatches when transitioning between modes. through symbol boards, text-to-speech systems, or visual The system should support smooth transfers between modalities interfaces. A well-designed TC service allows for these devices within the same call session, for example, shifting from text to to input into the voice channel via synthesized speech, or directly video or adding a voice channel, without requiring disconnection into the RTT stream, without introducing latency or requiring or renegotiation. manual transcription. Moreover, TC systems must be controlled via accessible user interfaces that meet the requirements of the ETSI EN 301 549. This includes support for keyboard navigation, voice commands, 34 7 Application scenarios Accessibility Act, it enables a communication paradigm where everyone - regardless of sensory, cognitive, or linguistic ability - Total Conversation has widespread applicability and supports can fully participate in society. The ETSI ES 204 009 standard, full participation in many areas of modern life by making real- developed by STF 674, provides a practical foundation for time communication accessible and inclusive. achieving this interoperability and accessibility across diverse In emergency communications, Total Conversation enables systems and platforms. direct, multimodal contact with public safety answering points The implementation of TC contributes to a communication (PSAPs). A deaf or speech-impaired individual can initiate a call infrastructure. It ensures that users can engage in both casual and using real-time text, video, and voice as needed. Sign language critical conversations - from contacting emergency services to clarity or serve as a fallback. Visual information allows participating in professional meetings or accessing telehealth users can communicate with interpreters, while text can provide consultations - using the modality that best suits their needs at provide visual guidance - capabilities impossible with voice-only any moment. emergency personnel to assess scenes, verify distress signals, and Furthermore, Total Conversation is more than a technological communication. solution; it reflects a broader societal shift toward inclusivity and In education and e-learning, TC creates accessible virtual digital equity. By embracing standardized performance metrics, classrooms and lecture environments. Deaf and hard-of-hearing interoperability protocols, and integration with assistive students can follow spoken content via real-time captions or sign technologies, TC systems can reduce barriers, enhance quality of language and interact via RTT. Teachers can use TC platforms life, and support equal opportunities in education, employment, to provide differentiated instruction tailored to communication healthcare, and beyond. preferences. Moreover, students with cognitive or speech Going forward, continued collaboration among policymakers, disabilities can participate using AAC devices integrated into TC standardization bodies, service providers, and accessibility sessions. advocates will be essential to scale adoption, ensure consistent improved doctor-patient interactions, especially where patients implementation, and refine technical solutions. As digital Telehealth and remote care benefit from TC through communication evolves, Total Conversation should remain a symptoms using video, confirm prescriptions in text, and receive guiding principle for designing accessible, future-proof have sensory or speech impairments. Patients can describe communication environments that serve everyone. With visual reassurance. For mental health services, TC supports ETSI ES 204 009 and aligned standards, service providers can rapport-building with facial expressions, tone of voice, and real- implement reliable, high-quality, and accessible real-time time emotional feedback—all essential elements in therapeutic communication. The success of TC depends on adherence to contexts. technical standards, support for assistive technologies, and a In professional collaboration, TC bridges communication commitment to cross-platform interoperability. gaps in mixed-ability work environments. It ensures that meetings, interviews, and team discussions include all participants equally. For example, a deaf employee can engage Acknowledgments via sign language while receiving spoken input through captions or The authors gratefully acknowledge the support and RTT. The combination of modalities reduces misunderstandings and supports accurate documentation of contributions of the European Telecommunications Standards decisions. Institute (ETSI), in particular the Specialist Task Force STF 674 Social inclusion (Ref. Body TC HF), whose work on the ETSI ES 204 009 is another vital domain. Total Conversation allows family members with different abilities to stay connected standard on Interoperable Total Conversation served as the in a rich and natural way. Elderly individuals with hearing loss, foundation for this paper. Authors acknowledge that this article young children learning to type, and multilingual family was partially generated by ChatGPT (powered by OpenAI’s members can all participate in one conversation using the mode language model, GPT-4.5; http://openai.com). The editing was that suits them best. Social services and community events can performed by human authors. also be made accessible through TC, fostering engagement and civic participation. References As the digital landscape evolves toward hybrid, remote, and inclusive communication, Total Conversation stands out as a [1] ETSI ES 204 009 V1.1.1 (2025-06). Human Factors (HF); Requirements for interoperable total conversation services. technology that supports equity, autonomy, and human [2] ETSI EN 301 549 V3.2.1 (2021-03). Accessibility requirements for ICT connection. By enabling flexible and barrier-free participation in products and services daily life, it reinforces the right to communicate for all. [3] ITU-T H-Series Supplement 1 (1999). Application profile - Sign language and lip-reading real-time conversation [4] IETF RFC 4103. RTP Payload for Text Conversation [5] ETSI ES 202 975. Requirements for relay services 8 [6] IETF RFC 9071. RTP-Mixer Formatting of Multiparty Real-Time Text Conclusion Interoperable Total Conversation is a cornerstone for inclusive communication in the digital age. By integrating synchronized real-time text, video, and voice and aligning with the European 35 Digital Engagement of d/Deaf and Hard of Hearing TikTok Users: Insights from the Current Literature Ines Kožuh Laura Horvat Andraž Petrovčič Faculty of Electrical Engineering Faculty of Electrical Engineering Faculty of Social Sciences and Computer Science and Computer Science University of Ljubljana University of Maribor University of Maribor Ljubljana, Slovenia Maribor, Slovenia Maribor, Slovenia andraz.petrovcic@fdv.uni-lj.si ines.kozuh@um.si laura.horvat3@um.si Faculty of Social Sciences University of Ljubljana Ljubljana, Slovenia ines.kozuh@fdv.uni-lj.si Irena Lovrenčič Držanič Faculty of Electrical Engineering and Computer Science University of Maribor Maribor, Slovenia irena.lovrencic@um.si ABSTRACT individuals reside, and about 1,000 of them use Slovenian Sign Language as their primary language [2]. This paper explores the digital engagement of the d/Deaf and Deafness and hearing loss are commonly considered hard of hearing individuals on TikTok. While the platform disabilities primarily due to their impact on social connectedness synchronization, and limited support for sign language content. frequently experience social isolation. Hearing or access to auditory information plays a vital role in establishing Although video format prevails, the d/Deaf and hard of hearing relationships, shaping self-esteem, and enabling individuals to users actively use TikTok to build communities and raise persist. These include inconsistent captioning, deficient [3][4]. Individuals who are d/Deaf and hard of hearing (d/DHH) provides captioning of videos, some accessibility challenges awareness through content. In our study, we conceptually function effectively across different contexts, including educational and workplace settings [4][5]. Social media has reviewed current literature on inclusivity and accessibility of become a powerful catalyst for change, as it allows individuals TikTok’s design and provided recommendations for improved and communities to establish connections and communicate with user experience for these users. peers in different ways. For d/DHH individuals, accessibility on KEYWORDS social media thus represents a crucial point to be able to equally participate in communicating and engaging with content. d/Deaf and hard of hearing; social media; TikTok, user Major social media platforms like TikTok can be crucial in experience providing an inclusive digital space for (d/DHH) individuals. Features like auto-captions, sign language videos, written 1 descriptions and comments, and text adaptability (i.e., adjustable INTRODUCTION font size, contrast, dark mode) can address their specific Worldwide, there is a significant increase in the prevalence of communication needs [6]. d/DHH individuals frequently face hearing loss among the population. Currently, over 5% of the challenges in digital environments, such as the widespread use of world population, i.e., 430 million people, have a disabling videos without captions [7][8][9]. In 2019, the European hearing loss, which requires rehabilitation [1]. It is estimated that Parliament and the Council of Europe introduced the European by 2050, nearly 2.5 billion people are projected to have some Accessibility Act (Directive 2010/13/EU) to improve the degree of hearing loss [1]. In Slovenia, approximately 1,500 deaf regulation of captions on digital platforms operated by public broadcasters. The Act (Article 3) defined audiovisual media services broadly as “services transmitted by electronic communications networks which are used to identify, select, or classroom use is granted without fee provided that copies are not made or receive information on, and view audiovisual media services”. Permission to make digital or hard copies of part or all of this work for personal distributed for profit or commercial advantage and that copies bear this notice Their distinct feature is that they provide “features, such as and the full citation on the first page. Copyrights for third-party components of subtitles for the deaf and hard of hearing, audio description, this work must be honored. For all other uses, contact the owner/author(s). Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia spoken subtitles and sign language interpretation.”. [10]. Thus, © 2025 Copyright held by the owner/author(s). this definition includes video platforms, such as TikTok. https://doi.org/10.70314/is.2025.digin.14 36 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia I. Kožuh et al. In this paper, we aim to synthesize findings from the consumers, but also content creators. This is particularly true for empirical literature to provide an insight into the digital younger generations who grew up during the rise of digital media engagement of d/DHH individuals on TikTok. Digital and are accustomed to their interactive nature. Social media engagement on social media has been understood as diverse enables the exchange of information in various formats, allowing behaviours like extending reach (sharing or forwarding), content to be created and shared in the form of text, images, video, affective evaluations (liking), and deliberation (commenting) and audio [23]. They also provide personalised services and give [11]. Accordingly, we understand digital engagement both as communication power to users, who use their online profiles to active and passive consumption of the content on TikTok, where interact with one another and share uncensored user-generated users view, like, comment, share or save the content, or they use content [24]. specific features like creating duets. One of the currently very popular social media platforms is TikTok. It was launched in China in 2016 under the name Douyin. It quickly gained popularity in China, and in 2017, an 2 NEEDS AND REQUIREMENTS OF DEAF international version was launched globally. By 2023, TikTok AND HARD OF HEARING INDIVIDUALS had been downloaded more than three billion times [25][26]. It According to WHO, hearing loss may affect one or both ears and has established itself as an innovative platform for creating, is classified in the following categories: sharing, and discovering short videos [27]. TikTok’s features are normal hearing (10– 15 dB) designed to facilitate interaction among users and include: duets , slight or minimal hearing loss (16–25 dB), mild hearing loss (users can create videos alongside content from other creators), (26–40 dB), moderate hearing loss (41–55 dB), moderately severe hearing loss stitch (users can clip a scene from another user’s video and (56–70 dB), severe hearing loss (71–90 dB), profound hearing integrate it into their own), commenting (users can comment on loss (≥91 dB) [1]. People identified as hard of hearing (HoH) may have mild to videos and respond to comments with new videos), voice-over severe hearing loss. They typically communicate using spoken (videos can be enhanced with voice-overs or audio captions) [28]. language and often use assistive devices, such as hearing aids and Social media platforms have shown efforts to accommodate cochlear implants, or they use subtitles. Their hearing loss ranges users with disabilities with initiatives, such as the from below 40 dB (mild) to over 80 dB (severe). In Slovenia, implementation of automatic and manual subtitles for video individuals with more than 95% hearing loss who retain speech content (e.g., on YouTube, Facebook, and Instagram), audio and auditory function are also classified as HoH [1]. On the other descriptions, and text transcripts, which are especially beneficial hand, d/Deaf individuals usually have profound hearing loss, for d/DHH users [14]. In line with this, TikTok also provides: meaning they hear very little or nothing at all. They often rely on auto captions (transcription of audio in videos to text), and sign language for communication [1]. manual caption creation (users can add their own captions to Similar to hearing individuals, d/DHH individuals use social videos) [28]. media to connect with their peers. They primarily rely on content One of the key concerns for d/DHH users on social media is that includes captions or text transcripts to access educational and the loss of audio information in video content. Closed captions informational material [12][13][14]. Technology serves as an provide synchronous text display conveying auditory essential tool for social inclusion of these individuals into both information, including non-verbal cues such as speaker their own communities and wider society [15][16]. d/DHH identification [29]. To ensure fully accessible information, individuals also use digital media for text-based communication captions also include nonverbal elements such as music, sound [14] [17] as well as for accessing video content through social effects, and paralinguistic signs (intonation, emphasis, speaker media platforms where subtitles and transcripts are available. details such as male or female voice) [30]. They can also make video calls in sign language [12][13][14]. Subtitles can be categorised as open or closed, depending on Moreover, they use social media to reduce loneliness, expand whether users can toggle them on or off. They can appear in extensive social networks, and seek emotional support [18][19]. different styles. Zarate [31] identifies four types: (1) scroll-up captioning, (2) pop-up captioning, (3) paint-on captioning (built as speech is delivered), and (4) cinematic captioning, as well as 3 SOCIAL MEDIA AND THE CONCERN (5) dynamic captioning, where subtitles appear in sync with FOR USERS WITH DISABILITIES sounds, highlight spoken words, and visually reflect volume changes. It is important to note that conventional subtitling often Social media encompasses a wide range of internet applications fails to convey crucial information needed by d/DHH individuals based on Web 2.0 principles, which encourage the creation and to fully perceive visual content. The reason lies in complexity of exchange of user-generated content [20]. Social media extends human speech that carries meaning beyond words, while beyond social network sites to include blogs, professional and subtitles typically do not capture: (1) prosody (how loud, melodic, corporate networks, collaborative projects, forums, microblogs, or fast the voice is), (2) voice quality (whether it sounds old or and virtual worlds [21][20]. Kietzmann et al. [22] classified young), (3) the speaker’s mood (tired, excited), or even (4) social media using a "honeycomb framework" of seven emotions (anger, joy, sadness) [30]. Despite advances in functional building blocks: Identity, conversations, sharing, captioning methods, users still face challenges, e.g., when presence, relationships, reputation, and groups. This framework several characters appear in a scene and it is unclear who is can be used to describe the user experience of any social media speaking, which makes comprehension difficult [30]. platform. Technology plays a crucial role in the inclusion of d/DHH The fundamental concept behind social media is participation, individuals into society, and its design should avoid isolating sharing, and collaboration [20]. Thus, users are not only content users due to sensory impairments. These efforts not only improve 37 Digital Engagement of d/Deaf and Hard of Hearing TikTok Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia Users: Insights from the Current Literature communication of d/DHH individuals but also enhance access to 5 LESSONS LEARNED FROM THE education, information, and digital social life [12][14][16]. LITERATURE AND THEIR IMPLICATIONS 4 LITERATURE INSIGHTS: THE DIGITAL 5.1 Lessons Learned from the Literature ENGAGEMENT OF d/DHH TIKTOK The literature suggests the duality of TikTok as both a promising USERS platform for digital inclusivity and an environment with 4.1 accessibility barriers for d/DHH users. Although TikTok Barriers to the Digital Engagement of provides auto-captioning and allows manual captions, there is a d/DHH lack of standardised practices. Captions often have poor d/DHH users face many content consumption barriers, such as readability, are inconsistently synchronised with audio, and lack frequent absence of captions in spoken or audio-based content. contextual audio representation [35]. Moreover, generated This leads to frustration with the inaccessibility of uncaptioned captions do not reliably include critical information such as or audio-centric content [32]. Across social media platforms, speaker identity or emotional tone. These elements are essential studies have demonstrated that standard metrics such as Word for d/DHH users’ comprehension [31][36]. Mere technological Error Rate (WER) correlate poorly with real-world usability for provision of captioning tools is thus insufficient without design d/DHH individuals [33]. Even when captions had the same WER, refinements that are centred on usability for d/DHH users. d/DHH users found some captions to be much harder to In the past years, d/DHH users demonstrated innovative uses understand than others. Captions were rated as less usable when of TikTok’s capabilities. Many creators have combined sign they missed important elements like speaker identification or language with visual capabilities, and different captioning nonverbal sounds. Similarly, [34] showed that metrics, such as formats to increase content accessibility and connect to d/DHH WER and automated scores, do not reflect how d/DHH viewers audiences [36][37]. These practices can foster community- experience captions. Instead, factors like how well the captions building and expression of identity for users with disabilities. are timed, how easy they are to read, and whether they include When examining TikTok, the absence of inclusivity can errors in presentation play a much bigger role in user satisfaction. disincentivise d/DHH user engagement. Since captions are not While TikTok encourages open-captioning (i.e. captioning by default enabled and the content layout is not friendly to sign that cannot be turned off or hidden), there is an absence of language, d/DHH users are accommodated less. This contributes standardised captioning practices, which results in varied to lower participation and experiences of social exclusion. accessibility. When d/DHH users use captions, they report on Accordingly, d/DHH often consume less content on TikTok than readability issues with font choices, inconsistent timing, and hearing users, potentially due to video and audio-dominant substandard audio representation. Although TikTok introduced affordances of the platform [38]. While social media can provide automatic captioning features in 2021, user-generated captions community building and support, the isolation due to vary in accessibility [35]. inaccessibility is a threat to d/DHH users [39]. For instance, 4.2 Opportunities for the Digital Engagement of impact self-esteem and exacerbate social disconnection [38]. increased screen time without accessible content can negatively d/DHH through Content Creation Despite the challenges, TikTok enables the creation of 5.2 Implications and Recommendations communities for d/DHH users. By combining sign language, Based on the abovementioned literature insights on the digital visual storytelling, and creative captioning, they reach both d/DHH and hearing audiences. Their content includes topics important recommendations to enhance the accessibility and engagement of d/DHH TikTok users, we suggest the most such as deaf awareness, entertainment, personal experiences, and inclusivity of TikTok for d/DHH users: advocacy, often incorporating multiple modalities, from (a) Platforms could prioritise the development of inclusive captions, sign language, to limited use of audio, which enhances captioning standards as a core design feature rather than an bridge the differences between Deaf and hearing users, which optional add-on (e.g., captions are synchronised accurately with inclusivity [36]. Consequently, the multimodal interactions can spoken or signed content, formatted for readability, and enriched contributes to the social inclusion of d/DHH individuals [37]. with contextually relevant information). There are also some risks associated with social media use (b) Platforms could support the production of multimodally among d/DHH adults. Schäfer and Miles [38] surveyed German accessible content. This includes offering caption editors with d/DHH adults, showing that higher usage correlated with greater automatic synchronisation and real-time preview functionalities, self-reported social isolation and lower self-esteem. While tools for layering visual elements such as sign language and platforms like TikTok offer new forms of digital participation written captions, and features that facilitate the alignment of and identity expression, they may also exacerbate feelings of spoken and signed language. social isolation if accessibility barriers persist. d/DHH users were (c) Recording interface could be optimised to accommodate reported to use social media less frequently than their hearing sign language communication, as d/DHH users currently face peers, which might be due to challenges with primarily audio- challenges when attempting to record sign language content. based formats. Platforms could provide intuitive recording tools with framing that captures the upper body, gesture-sensitive features and background stabilisation, as proposed by Mack et al. [32]. 38 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia I. Kožuh et al. (d) Accessibility could be integrated as a default into the [19] Cara L. Wong, Teresa Y. C. Ching, Jessica Whitfield, and Jill Duncan. platform. This could include persistent caption toggles and 2016. Online social participation, social capital and literacy of preferences, allowing users to tag content as containing signed or adolescents with hearing loss: A pilot study. Deaf. Educ. Int. 18, 2 (2016), 103–115. captioned material, and improving the visibility of accessible and [20] Jonathan A. Obar and Steve Wildman. 2015. Social media definition and d/DHH-authored content. the governance challenge: An introduction to the special issue. In the future, it would be intriguing to examine whether the Telecommun. 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Computers in Human Behavior 65, hearing youth. 295–307. 39 Poznavanje možnosti uporabe navidezne resničnosti v * vzgoji in izobraževanju mladi h z avtizmom Understanding the Potential of Virtual Reality Use in the Education of Youth with Autism Vanja Riccarda Kiswarday Nuša Pešl Andreja Klančar Univerza na Primorskem pesl.nusa@gmail.com Univerza na Primorskem Pedagoška fakulteta, Slovenija Pedagoška fakulteta, Slovenija vanjariccarda.kiswarday@upr.si andreja.klancar@upr.si Povzetek VR systems. Nevertheless, the majority of respondents expressed a willingness to incorporate VR into their professional practice, Prispevek obravnava poznavanje, uporabo in stališča strokovnih provided that appropriate support and training are available. The delavcev o možnostih uporabe navidezne resničnosti (VR) v findings highlight the potential of VR as a supportive technology in izobraževanju mladih z avtizmom. Kvantitativna empirična the education of individuals with autism, while emphasizing the need raziskava, izvedena marca 2025, je zajela 116 strokovnih delavcev z for systemic measures to enable its broader implementation. različnih področij, ki imajo izkušnje z delom z osebami z avtizmom. Rezultati kažejo, da se VR pri delu z osebami z avtizmom uporablja Key words zelo redko, večina anketiranih pa samoocenjuje poznavanje VR kot Virtual reality (VR), autism, education, professionals, barriers nizko do zmerno. Med zaznanimi prednostmi izstopajo varno in and support. prila gojeno učno okolje, višja motivacija učencev ter možnosti za razvoj socialnih in komunikacijskih veščin. Glavne ovire strokovnih delavcev in visoki stroški nakupa ter vzdrževanja VR Uporaba navidezne resničnosti (VR) se izkazuje kot ena izmed opreme. Kljub temu večina izraža pripravljenost za vključevanje VR zelo obetavnih sodobnih metod tudi na področju izobraževalnega predstavljajo pomanjkanje opreme, neustrezna usposobljenost 1 Uvod v svoje delo, ob zagotovitvi ustrezne podpore in usposabljanja. in terapevtskega dela z osebami z avtizmom, saj omogoča Ugotovitve kažejo na potencial VR kot podporne tehnologije v učinkovit ejše, prilagodljive in personalizirane pristope k učenju . izobraževanju oseb z avtizmom, hkrati pa opozarjajo na potrebo po Prednost uporabe VR je ustvarjanje nadzorovanih, varnih in sistemskih ukrepih za njeno širšo implementacijo . ponovljivih učnih situacij (npr. ponovljive simulacije socialnih, Ključne besede komunikacijskih ali senzoričnih situacij) v realističnih, a Navidezna resničnost (VR), avtizem, vzgoja in izobraževanje, posameznikom s spec nadzorovanih virtualnih učnih okoljih. Takšna oblika podpore strokovni delavci, ovire in podpora. zmožnosti tradicionalnih pristopov, saj omogoča višjo stopnjo ifičnimi potrebami pogosto presega Abstract prilagodljivosti, ponovljivosti in nadzorovanosti učnih izkušenj [2, 3, 4]. This paper explores professionals' understanding of potential, use, and attitudes toward virtual reality (VR) technology in the education 1.1 Avtizem of youth with autism. A quantitative empirical study conducted in Za osebe z avtizmom, ki je razvojno nevrološka motnja, je March 2025 included 116 professionals from various fields, all with značilno, da pogosto doživljajo težave v socialnih interakcijah, experience working with individuals on the autism spectrum. The komunikaciji, prilagoditvenih spretnostih in v razumevanju results show that VR is used very rarely in this context, and most vsakodnevnih situacij [5, 6] , zato je zanje možnost postopnega respondents rate their familiarity with the technology as low to učenja novih veščin preko realističnih simulacij in brez moderate. Key advantages identified include a safe and adaptable nenadzorovanih in nepredvidljivih zunanjih okoliščin in pritiska, learning environment, increased student motivation, and dobrodošla. Varnejše učno okolje lahko bistveno poveča njihovo opportunities to develop social and communication skills. The main motivacijo za učenje in stopnjo uspešnega prenosa naučenih barriers reported are a lack of equipment, insufficient professional veščin v resnično življenje [7] . V VR okolju lahko učitelji učenje training, and high costs associated with purchasing and maintaining bistveno bolj personalizirajo in prilagodijo težavnost nalog, *Opomba k naslovu: Raziskava je bila izvedena v okviru magistrskega dela na ∗ Article Title Footnote needs to be captured as Title Note nadzorujejo zunanje dražljaje in spremljajo napredek v varnem Pedagoški fakulteti Univerze na Primorskem [1] in strukturiranem kontekstu, kar še dodatno povečuje † Author Footnote to be captured as Author Note učinkovitost takšnega pristopa pri mladih z avtizmom [8]. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed 1.2 Navidezna resničnost (VR) for profit or commercial advantage and that copies bear this notice and the full Permission to make digital or hard copies of part or all of this work for personal or citation on the first page. Copyrights for third-party components of this work must classroom use is granted without fee provided that copies are not made or VR označuje stanje, kjer je uporabnik popolnoma potopljen v be honored. For all other uses, contact the owner/author(s). distributed for profit or commercial advantage and that copies bear this notice Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia računalniško generirano tridimenzionalno okolje. To omogoča and the full citation on the first page. Copyrights for third - party components of © 2025 Copyright held by the owner/author(s). this work must be honored For all other uses contact the owner/author(s) simulacijo realističnih scenarijev ali oblikovanje povsem novih https://doi.org/10.70314/is.2025.digin. 16 40 virtualnih svetov, v katerih uporabnik lahko interagira z okoljem 30 let delovnih izkušenj (19,0 %), medtem ko je imelo več kot [9]. V zadnjem desetletju se VR vse bolj uveljavlja kot 30 let delovnih izkušenj najmanj sodelujočih (18,1 %). inovativno orodje v izobraževanju. VR učna okolja (VRLE – Za zbiranje podatkov smo uporabili spletno anketo, Virtual Reality Learning Environments) so interaktivna učna pripravljeno v aplikaciji 1-KA. Anketo smo pripravili namensko okolja, ki omogočajo izvajanje nalog, reševanje problemskih za to raziskavo in je bila strukturirana v dva sklopa. Prvi je situacij in razvoj specifičnih veščin prek ponovljivih, zajemal demografske podatke, drugi pa se je osredotočal na nadzorovanih in prilagojenih učnih izkušenj [8, 10]. Do pojava poznavanje potencialnih možnosti uporabe VR, pogostost VR so bile tovrstne situacije večinoma predstavljene s sliko ali z uporabe VR in stališča do VR. Vprašanja so bila različnih tipov, besedilom, le redko pa tudi z uporabo zvoka ali videoposnetkov. zaprta z enim ali več možnimi odgovori, 5-stopenjska Likertova VR pa omogoča vključevanje več modalnosti (vizualne, zvočne, lestvica, in odprta vprašanja (dodatna pojasnila, možnosti in osebne prostorske), učinkovito prilagajanje situacij značilnostim, izkušnje pri odgovorih »Drugo«). Anketiranci so bili povabljeni k potrebam in predznanju posameznega učenca. Učencem nudi sodelovanju preko pedagoških skupin na platformi Facebook ter aktivno vlogo pri manipulaciji z objekti v virtualnem učnem preko elektronskih naslovov šol, kjer se izobražujejo mladostniki okolju, kar prispeva k večji individualizaciji, angažiranosti in z avtizmom). Zbiranje podatkov je potekalo v mesecu marcu aktivnosti v učnem procesu [11]. 2025. Udeležba v raziskavi je bila prostovoljna in anonimna, Kljub številnim prednostim je razširjenost uporabe VR, zlasti skladna z etičnimi načeli raziskovanja. na področju učnega dela z osebami z avtizmom, še vedno nizka. Zbrane podatke smo obdelali in analizirali z uporabo Med najpogostejšimi ovirami so izpostavljeni visoki stroški statističnega programa IBM SPSS Statistic 26, pri čemer so bile nakupa in vzdrževanja opreme, pomanjkanje usposobljenosti izvedene analize deskriptivne statistike. strokovnih delavcev, pomanjkanje uporabniške podpore ter implementacije VR tehnologij v sistemsko urejene terapevtske in 4 šibko institucionalno podporo pri strateškem načrtovanju Rezultati in razprava izobraževalne prakse [12, 13]. 4.1 Pogostost uporabe VR med anketiranimi pri delu z osebami z avtizmom 2 Problem, namen in cilji raziskave Podatki so pokazali, da se VR pri delu z mladimi z avtizmom v V prispevku predstavljamo rezultate raziskave, kjer nas je vzgoji in izobraževanju uporablja zelo redko, lahko rečemo celo zanimalo, v kolikšni meri so strokovni delavci v vzgoji in izjemoma. Kar 47,4 % anketiranih je namreč navedlo, da VR ne izobraževanju seznanjeni z uporabo VR, kako pogosto (če sploh) uporabljajo, 49,1 % pa jo uporabljajo le redko (nekajkrat letno). jo vključujejo v svoje delo, katere prednosti in slabosti pri tem Le štirje strokovni delavci (3,4 %) VR uporabljajo občasno prepoznavajo ter kako se njihova mnenja razlikujejo glede na (nekajkrat mesečno), nobeden pa redno (vsaj enkrat tedensko). V nekatere demografske dejavnike. enakih deležih so tudi seznanjeni z dostopnostjo opreme, 47,4 % Cilj je bil pridobiti vpogled v trenutno stanje uporabe VR na jih na svojem delovnem mestu nima VR opreme, 49,1 % jih ne področju dela z osebami z avtizmom v Sloveniji ter ugotoviti, ali ve, če je v ustanovi sploh dostopna, le 3,4 % pa VR opremo ima. in v kakšni meri obstaja potencial za njeno širšo implementacijo Ti podatki kažejo na zelo omejen dostop in uporabo VR v praksi v prihodnosti. Postavili smo dve raziskovalni hipotezi: H1: Po pri nas, zato hipotezo 1: »Po mnenju strokovnih delavcev se VR mnenju strokovnih delavcev se VR pri delu z osebami z pri delu z osebami z avtizmom pogosto uporablja.« zavrnemo. avtizmom pogosto uporablja. H2: Večina strokovnih delavcev samoocenjuje poznavanje VR kot dobro. Zanimalo pa nas je tudi 4.2 Samoocena poznavanja VR med anketiranimi mnenje anketiranih strokovnih delavcev glede koristi rabe VR za V H2 smo predvidevali, da večina strokovnih delavcev osebe z avtizmom ter s kakšnimi ovirami se lahko soočajo. samoocenjuje poznavanje VR kot dobro, vendar se je izkazalo drugače in smo hipotezo zavrnili. Praktične izkušnje z VR ima le 3 desetina (10,3 %) anketiranih, ti so ocenili, da dobro ali zelo Metodologija raziskovanja dobro poznajo VR, petina jih VR sploh ne pozna (19,8 %), dve V kvantitativni empirični raziskavi smo uporabili deskriptivno in tretjini jih nima izkušenj, od teh jih je 35,3 % ocenilo, da VR kavzalno-neeksperimentalno raziskovalno metodo. Raziskovalni pozna malo, 34,5 % pa da zmerno (Tabela 1). vzorec je bil neslučajnostni, priložnostni, in je vključeval 116 strokovnih delavcev, od katerih so vsi imeli izkušnjo dela z osebami z avtizmom. Tabela 1: Število (f) in strukturni odstotek (f %) samoocene Med udeleženci je bilo 106 žensk (91,4 %) in 10 mošk poznavanja VR ih (8,6 %). Po izobrazbi je bilo največ inkluzivnih pedagogov 38(32,7%), 28specialno-rehabilitacijskih pedagogov Samoocena poznavanja navidezne resničnosti f f(%) (24,1 %), 29 drugih pedagogov (razredni pouk, predšolska Sploh ne poznam – nimam znanja/izkušenj z VR. 23 19,8 vzgoja, pedagogika; 25 %) in 21 drugih strokovnih delavcev Malo – slišal/a sem , a nimam izkušenj z uporabo. 41 35,3 (psihologi, zdravstveni delavci, delovni terapevti ipd.; 18,1 %). Zmerno – seznanjen/a z osnovami, a brez izkušenj 40 34,5 Največ udeležencev je imelo manj kot 5 let delovnih izkušenj Dobro – poznam osnove in sem jo že uporabil/a 10 8,6 (23,3 %), skupini s 6–10 let ter 11–20 let delovnih izkušenj sta Zelo dobro – imam znanje in izkušnje z uporabo VR 2 1,7 bili enako zastopani, vsaka z 19,8 % . Sledili so udeleženci z 21– Skupaj 116 100,0 41 Anketiranci so uporabe VR pri delu z osebami z avtizmom uporabe VR [14] ter redno vzdrževanje opreme [12]. Visoki stroški, povezani z uporabo VR (npr. nakup VR očal in vzdrževanje 4.3 Mnenja anketiranih o prednostih in ovirah usposabljanje strokovnih delavcev o potencialih in načinih prednostmi uporabe VR lahko izbirali med vnaprej navedenimi sistema), so tudi pogosto navedeni kot pomembna ovira [7, 8], z možnostjo, da so lahko dodali še svoje kar dodatno poudarja potrebo po zagotavljanju sistemske in predloge pod »Drugo«. Rezultati so prikazani v Tabeli 2. Kot finančne podpore pri uvajanju tovrstnih tehnologij [13]. najpogosteje prepoznano prednost (26,3 %) so anketirani izpostavili prilagojeno in varno okolje za učenje (26,3 %). Ta prednost vključuje tudi možnost personalizacije učnih nalog in vsebin, kar poudarjajo tudi drugi avtorji [13], ki navajajo, da VR Tabela 3: Število (f) in strukturni odstotek (f %) odgovorov omogoča varno izvajanje nalog, prilagajanje zahtevnosti in anketiranih o ovirah pri uporabi VR z osebami z avtizmom. vsebinskega konteksta ter ponavljanje z možnostjo vizualne in slušne povratne informacije v realnem času. Takšna zasnova Ovire pri uporabi VR z osebami z avtizmom f f(%) prispeva k izboljšanju kakovosti učenja ter povečuje občutek Pomanjkanje ustrezne opreme. 60 35,9 varnosti in zadovoljstva pri izvajanju nalog, kar je povezano z Pomanjkanje usposobljenosti strokovnih delavcev. 56 33,5 večjo motivacijo, ki jo naši anketirani z 20,6 % prepoznajo kot Visoki stroški opreme. 27 16,2 drugi najpomembnejši dejavnik. S 15,6 % sledijo prednosti, Sprejemanje tehnologije s strani oseb z avtizmom. 5 3,0 povezane s senzorno stimulacijo in sprostitvijo, kar je posebej Nezadostna podpora institucij. 9 5,4 pomembno pri posameznikih z avtizmom, ki sicer zelo pogosto Drugo. 10 6,0 doživljajo senzorno preobremenjenost. Na četrtem mestu (14,4 Skupaj 167 100,0 %) je bil izpostavljen doprinos VR k razvoju socialnih in komunikacijskih veščin, saj omogočanje ponavljanja virtualnih omogoča boljše razumevanje in spodbuja komunikacijo. Nadalje vljenosti oseb z avtizmom za uporabo VR 12,5 % anketirancev prepoznava prednost ponovljivega izvajanja Glede koristi pri razvoju socialnih, komunikacijskih in socialnih interakcij v varnem in strukturiranem učnem okolju 4.4 Mnenja anketiranih glede koristi in pripra- učinkovitejšemu učenju življenjskih spretnosti oseb z avtizmom ugotavljamo, da so aktivnosti brez zunanjih pritiskov iz okolja, kar lahko prispeva k namreč pod »Drugo« zapisalo, da nimajo mnenja, ker večinoma naklonjeni njeni rabi. Večina anketiranih (57,8 %) VR ne meni, da bi bila uporaba VR morda koristna, dodatnih 36,2 % pa poznajo, le en izmed njih je izpostavil uporabo VR v povezavi in se s to trditvijo (popolnoma) strinja. Le 5,1 % sodelujočih izraža podpori z manualno terapijo. žal niso prispevali svojih mnenj glede prednosti, 10,6 % jih je sodelujoči, kljub pomanjkanju lastnih izkušenj z uporabo VR, oseb z avtizmom. Nekateri anketiranci (popolno) nestrinjanje, kar nakazuje splošno pozitivno Tabela 2: Število (f) in strukturni odstotek (f %) odgovorov izobraževalnem in terapevtskem naravnanost do uporabe VR kot podpornega orodja pri delu z osebami z avtizmom. anketiranih o prednosti pri uporabi VR z osebami z avtizmom. Popolnoma se ne strinjam 2; 1,7 % Prednosti uporabe VR z osebami z avtizmom f f(%) Ne strinjam se 4; 3,4 % Večja motivacija uporabnikov Strinjam se 33; 28,4 % . 33 20,6 Popolnoma se strinjam 9; 7,8 % Senzorna stimulacija ali sprostitev. Prilagojeno in varno okolje za učenje Morda . 42 26,3 67; 57,8 % 25 15,6 Boljši razvoj socialnih in komunikacijskih veščin. 23 14,4 0 20 40 60 80 Možnost ponavljanja aktivnosti brez pritiskov iz okolja. 20 12,5 Drugo. 17 10,6 Skupaj Slika 1: Strinjanje glede koristi VR za razvoj socialnih, 160 100,0 komunikacijskih in življenjskih spretnosti oseb z avtizmom vključevanje VR pri delu z osebami z avtizmom. Kot Udeležence smo povprašali tudi o zaznanih ovirah za Glede pripravljenosti oseb z avtizmom za uporabo VR večina anketirancev meni, da bi se bili ti posamezniki (zelo) pripravljeni najpomembnejše ovire so izpostavili pomanjkanje ustrezne vključiti v takšno obliko aktivnosti (55,1 %), medtem ko jih opreme (35,9 %) ter neustrezno usposobljenost strokovnih 38,8 % poudarja, da je to povsem odvisno od posameznika, 5,2 % delavcev (33,5 %). Med pogoste ovire so navedli tudi visoke anketirancev pa izraža dvom o pripravljenosti oseb z avtizmom stroške opreme in vzdrževanja (16,2 %) ter pomanjkanje za uporabo VR . Ti rezultati so skladni s pričakovanji, saj študije institucionalne podpore za sistematično uvajanje VR (5,4 %). Pet kažejo na visoko stopnjo zanimanja in spretnosti oseb z anketirancev (3 %) je izrazilo dvom v pripravljenost oseb z avtizmom za uporabo digitalnih tehnologij, kar je pogosto avtizmom za uporabo VR, medtem ko so pod možnostjo povezano z njihovo usmerjenostjo k strukturiranim , predvidljivim, »Dru go« nekateri navedli nepoznavanje tehnologije ali opozorili ponovljivim in vizualno podprtim interakcijam [3, 4]. na tveganje, da bi lahko VR pri posameznikih spodbudila pretirano željo uporabe VR. Tudi raziskave v literaturi poudarjajo, da je za učinkovito implementacijo VR ključno ustrezno opismenjevanje in 42 Za nadaljnje raziskovanje bi bilo smiselno vključiti večje in Sploh ne bi bile pripravljene 0 reprezentativne vzorce ter kombinirati kvantitativne in Verjetno ne bi bile pripravljene 6; 5,2 % kvalitativne pristope, kar bi omogočilo globlji vpogled v izkušnje in Morda, odvisno od… 45; 38,8 % zaznave strokovnih delavcev glede uporabe VR pri delu z osebami z Da, pripravljene avtizmom. Za razvoj praks bi bile posebej koristne eksperimentalne Da, zelo pripravljene 52; 44,8 % študije, ki bi primerjale izkušnje in učinke različnih vrst VR 12; 10,3 % intervencij pa tudi longitudinalne študije, ki bi preučevale 0 10 20 30 40 50 60 dolgoročne učinke uporabe VR na učne in socialne izide. Rezultati pričujoče raziskave nakazujejo potencial VR kot Slika podporne tehnologije v izobraževanju oseb z avtizmom ter hkrati 2: Mnenje o pripravljenosti oseb z avtizmom za uporabo VR opozarjajo na potrebo po sistemski podpori za njeno širšo in smiselno implementacijo. Spodbudna je tudi ugotovitev, da so anketirani, kljub Literatura omejenemu poznavanju VR, v večini (56,0 %) (zelo) pripravljeni vključiti VR v svoje strokovno delo, če bi imeli na voljo ustrezno [1] Nuša Pešl. 2025. Stališča strokovnih delavcev o uporabi navidezne opremo in možnost usposabljanja. resničnosti pri delu z osebami z avtizmom. Magistrsko delo. Univerza na Nevtralen odnos do vključevanja Primorskem, Pedagoška fakulteta, Koper. je izrazilo 24,1 % [2] Jorge Fernández Herrero and Gonzalo Lorenzo, (2020). An immersive anketirancev , medtem ko 18,9 % anketirancev ni virtual reality educational intervention on people with autism spectrum izrazilo pripravljenosti za uporabo VR v svoji praksi. disorders (ASD) for the development of communication skills and problem solving. Educ. Inf. Technol. 25, 1689–1722. DOI: Sploh nisem pripravljen/a http://doi.org/10.1007/s10639-019-10050-0. 10; 8,6 % [3] Susan Parsons and Sarah Cobb, (2011). State-of-the-art of virtual reality Nisem zelo pripravljen/a 12; 10,3 % technologies for children on the autism spectrum . Eur. J. Spec. Needs Educ. 26, 3, 355–366. DOI: Nevtralen/a 28; 24,1 % https://doi.org/10.1080/08856257.2011.593831. Pripravljen/a [4] Maggie A. Mosher, Adam C. Carreon, Stephanie L. Craig, and Lindsay C. 53; 45,7 % Ruhter, (2022). Immersive technology to teach social skills to students Zelo pripravljen/a 12; 10,3 % with autism spectrum disorder: A literature review . Rev. J. Autism Dev. 0 Disord. 9, 334–350. DOI: https://doi.org/10.1007/s40489-021-00259-6. 10 20 30 40 50 60 [5] Darinka Marinč, Aleksander Vališer, Katarina Barborič, and Nataša Potočnik Dajčman. 2015. Kriteriji za opredelitev vrste in stopnje Slika 3: Pripravljenost strokovnih delavcev za uporabo VR Zavod RS za šolstvo, Ljubljana. URL: http://www.zrss.si/pdf/Kriteriji-motenj-otrok-s-posebnimi-potrebami.pdf primanjkljajev, over oz. motenje otrok s posebnimi potrebami (2nd. ed.). pri svojem delu ob ustrezni opremi in usposabljanju [6] Philip Whitaker. 2011. Težavno vedenje in avtizem: Razumevanje je edina pot do napredka: priročnik za preprečevanje in obvladovanje težavnega 5 Sklep vedenja. Center za avtizem, Ljubljana. [7] Hsiu-Mei Huang, U lrich Rauch, and Shu-Sheng Liaw. 2010. Investigating Ugotovitve naše learners’ attitudes toward virtual reality learning environments: Based on raziskave jasno kažejo, da je uporaba VR pri a constructivist approach. Comput. Educ. 55, 3, 1171 – 1182. DOI: delu z osebami z avtizmom v Sloveniji še v začetni fazi. https://doi.org/10.1016/j.compedu.2010.05.014. Poznavanje uporabe VR med strokovnimi delavci, ki delajo z [8] Abdullah M. Al-Ansi, Mohammed Jaboob, Askar Garad, and Ahmed Al-Ansi. 2023. Analyzing augmented reality (AR) and virtual reality (VR) osebami z avtizmom v Sloveniji, je večinoma nizko do zmerno, recent development in education. Soc. Sci. Humanit. Open 8, 1, Article praktična uporaba VR pa je zelo redka. Kljub temu večina 100532. DOI: https://doi.org/10.1016/j.ssaho.2023.100532. sodelujočih izraža pripravljenost za vključevanje VR v svoje [9] Onkar Singh. 2023. What is extended reality (XR), explained. Cointelegraph. 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Za širšo implementacijo bi bilo study. Educ Inf Technol. 29, 24861–24880. DOI: potrebno zagotoviti večjo dostopnost opreme, ponuditi ciljno https://doi.org/10.1007/s10639-024-12808-7 usmerjena izkustvena izobraževanja za strokovne delavce ter [13] Behnam Karami, R oxana Koushki, Fa riba Arabgol, Maryam Rahmani, and Abdol-Hossein Vahabie. 2021. Effectiveness of Virtual/Augmented oblikovati smernice za uporabo VR v učne namene , da bi dosegli Reality– Based Therapeutic Interventions on Individuals With Autism večjo učinkovitost in varnost pri delu z ranljivimi skup inami, kar Spectrum Disorder: A Comprehensive Meta-Analysis. Front. Psychiatry . poudarjajo tudi drugi avtorji [13, 14]. 12, Article 665326. DOI: https://doi.org/10.3389/fpsyt.2021.665326 [14] Javier Fernandez-Herrero, Gabriel Lorenzo-Lledó, and Antonio Lledó Kljub dragocenim vpogledom je treba rezultate interpretirati Carreres. 2018. A Bibliometric Study on the Use of Virtual Reality (VR) ob upoštevanju omejitev raziskave. Vzorec anketirancev ni as an Educational Tool for High-Functioning Autism Spectrum Disorder (ASD) Children. In Contemporary Perspective on Child Psychology and reprezentativen , kar omejuje možnosti za posploševanje Education, Ş. Çetinkaya (Ed.). IntechOpen, 20 December 2017. DOI: ugotovitev na širšo populacijo strokovnih delavcev. Raziskava https://doi.org/10.5772/intechopen.71000 temelji na samooceni in ne zajema računalniškega predznanja sodelujočih, ki so bile večinoma ženske, kar lahko vpliva na izkušnje in poznavanje VR, izražena stališča in zaznane ovire. 43 Digital Exclusion and the Experience of Being Phubbed Yeslam Al-Saggaf School of Computing, Mathematics, and Engineering Charles Sturt University Wagga Wagga NSW Australia yalsaggaf@csu.edu.au The study sought to investigate the reaction to being phubbed by questions about how technology reshapes our social interactions. It is now exceedingly common for people meeting in person to Abstract quality of face-to-face communication, raising important using the Qualtrics observational checklist. The findings of this being ignored does not have a smartphone, but because the person who ignored them prioritised the smartphone over face- study revealed that the majority of phubbing incidents occurred to-face interaction. The research on phubbing is growing at a when there were between 11 and 20 people present. The vast rate comparable to the rate at which this phenomenon is majority of these incidents involved dyads. The study findings increasing in prevalence [7]. The literature on parental phubbing also revealed that young people aged 18–24 and 25–34 were has expanded rapidly in recent years, with a number of studies phubbed more than other age groups, and the vast majority of recently looking at this issue, including [16, 19, 29, 32, 33]. That phubbees were female. Of the 105 observations recorded, the said, the recent literature shows that researchers remain curious majority of phubbing incidents were actively initiated by the about the predictors of this behaviour and the effects of being phubber—that is, they were not in response to a phone settings, such as outside cafes. The focused silent observation is referred to in the literature as phubbing [4]. Phubbing can make the person being ignored with a smartphone feel digitally was carried out using an observational checklist, which was excluded [4]. The digital exclusion arises not because the person implemented using Qualtrics. 105 observations were recorded focused silent observation of individuals being phubbed in public ignore each other with their smartphones. This social behaviour conversational partners. Data for this study were collected using notification. The analysis of data also showed that the majority phubbed on the phubbed individual. A number of recently published studies focused on the association between phubbing of phubbers were observed scrolling through their social media and the individual factors that predict it, such as fear of missing feeds, with fewer instances involving texting or phone calls. out [23, 28], addiction to the smartphone [29], addiction to social Most of those who experienced being phubbed did not display media [30], self-esteem [12], loneliness [8], and personality any visible reaction other than feeling socially excluded, and types [26]. Arenz and Schnauber-Stockmann [7] took a holistic only a small portion showed a noticeable negative response. view to what predicts phubbing behaviour. Their meta-analysis Reactions of those phubbed varied: some individuals continued has revealed that while there are 10 higher-level predictor engaging with the phubber as if the phone was not in use, while categories of phubbing behavior, namely [1] sociodemographics, others appeared visibly unhappy or awkwardly occupying [2] personality, [3] technology-related norms and experiences, themselves by looking at their surroundings to appear busy. A [4] technical equipment, [5] smartphone and [6] Internet use, [7] number of those phubbed reacted by also using their phones problematic use, [8] well-being, [9] psychopathology, and [10] (‘revenged phubbed’). Overall, the findings of the study revealed resilience, problematic smartphone use, smartphone addiction, that phubbing has a more disruptive impact on dyadic internet addiction, and SNS addiction are the strongest predictors interactions than on interactions in group settings. Phubbing has of phubbing. With respect to phubbing effects, the latest research been found to be associated with intensifying feelings of social shows that there is a positive correlation between phubbing and exclusion. The findings of this study support this association. severe depression and that young women under 25 years old Keywords show higher levels of ‘somatic symptoms’ than men in the same age group [13] suggesting that phubbing can affect not only Digital exclusion, phubbing, being phubbed, qualitative, focused psychological well-being, but it can also affect physical well- observation, dyads, phubber, phubbee, smartphones being. One line of research on phubbing that continues to be neglected is understanding the experience of being phubbed, 1. Introduction especially using qualitative research methods. Qualitative Smartphones have become nearly inseparable companions in research methods can offer rich descriptions of the observed or everyday life, yet their constant presence often interferes with the lived experience of those being phubbed [4]. In his book, ‘The Psychology of Phubbing’, Al-Saggaf [4] has specifically called for research that investigates the experience of being phubbed Permission to make digital or hard copies of part or all of this work for personal or using qualitative research methods. This study answers this call. for profit or commercial advantage and that copies bear this notice and the full The aim of this study is to investigate the reaction to being classroom use is granted without fee provided that copies are not made or distributed citation on the first page. Copyrights for third-party components of this work must phubbed. This study will investigate this reaction using silent be honored. For all other uses, contact the owner/author(s). observation. Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia © 2025 Copyright held by the owner/author(s). https://doi.org/10.70314/is.2025.digin.6 44 partner, the more likely they were to report symptoms of missing out (FOMO) on what friends are up to [27]. What is not clear from the literature is how the person being depression and anxiety. The experience of being phubbed can phubbed reacts to the experience. Individuals who are phubbed also have a negative effect on individual well-being and may experience a range of emotions, such as annoyance, relationship quality [18], highlighting the need for individuals to frustration, and disappointment [21]. They may also feel be mindful of their phone use in social situations and to prioritise disrespected or that they are unimportant [21], which can harm meaningful in-person interactions. Privileging online interaction the relationship between the phubber and the person being over co-present interaction can make the person being phubbed phubbed [10]. Phubbing can also make the individual being to feel left out [4]. The person being phubbed can use their phubbed feel socially excluded [22]. In response to being smartphone too to go online. But that is not what they want. What phubbed, individuals may attempt to draw the phubber's attention they want is probably to have a face-to-face conversation. The back to the interaction or may simply disengage from the digital exclusion caused by phubbing is introducing a divide interaction [31]. Some individuals may also engage in retaliatory between those who favour the use of smartphones and those who phubbing, using their own mobile device to ignore or distract the prefer in-person social interaction. phubber [31]. Overall, research suggests that being phubbed can Researchers used a variety of methods to investigate the elicit negative emotional responses from individuals and may experience of being phubbed. These methods include naturalistic have implications for the quality of interpersonal communication observation [24], video recordings [11], and self-report surveys and relationships. This study will investigate the reaction to [3], which all have contributed to improving the understanding being phubbed. The aim of this study is to investigate this of the experience of being phubbed in social situations. However, common in today’s society [4]. The experience of being phubbed Another factor is the social norms around smartphones’ use in a particular context, which can influence the perceived is associated with numerous negative consequences. According acceptability of phubbing behaviour [17]. The individual's level to Roberts and David [25], being phubbed can lead to feelings of of self-control, stress levels, and the availability and importance social exclusion, lower relationship satisfaction, and increased of the communication being received on the smartphone can also smartphone dependency. Furthermore, their study found that the trigger phubbing [15]. Another significant factor is the fear of more frequently an individual reported being phubbed by their The experience of being phone snubbed (known in the literature can lead to an excessive focus on the device and a corresponding decrease in attention to interpersonal communication [9]. as ‘phubbed’ in favour of a smartphone is becoming increasingly 2. Related Work is the individual's level of attachment to their smartphones, which qualitative research methods remain underrepresented as a reaction using silent observation. a qualitative method was Radesky et al. [24] study. Radesky et method for studying this topic. One of the few studies that used 3. Methodology al. [24] used naturalistic observation to examine the impact of Silent observation is a method that involves observing social smartphone use on face-to-face conversations. They found that interactions without intervening or interacting with the individuals' use of phones during conversations led to a decrease individuals being studied [14]. This method has several in conversation quality and engagement between individuals. advantages when it comes to studying the experience of being Radesky’s et al. [24] study suggests that the use of smartphones phubbed. One advantage is that it allows for naturalistic during social interactions can negatively impact the quality of observation, which means that individuals are observed in their communication, highlighting the importance of limiting phone everyday environment without the influence of an observer's use during face-to-face conversations. presence or interference [14]. Additionally, silent observation Another study that used observation as a method of data can provide a non-intrusive way to study the phenomenon of collection is Courtright and Caplan [11] study. This study used phubbing, without the need for participants to provide self- video recordings to observe how smartphones’ use affects the reports or be interrupted during their social interactions [2]. This dynamics of social interactions. They found that smartphone use can increase the validity and reliability of the study's findings by can interrupt the flow of conversation, lead to a lack of eye reducing the risk of participant reactivity or demand contact, and diminish the quality of communication between characteristics [20]. Overall, the use of silent observation as a individuals [2]. method for studying the experience of being phubbed can While research on the experience of being phubbed has shed provide a unique and valuable perspective on the reaction to light on several associated aspects, especially its negative being phubbed by conversational partners. consequences, there are still some gaps in our understanding of While silent observation has some advantages as a method for this phenomenon. For example, numerous studies have focused studying the experience of being phubbed, it also has several on the effects of phubbing in romantic relationships, with less limitations. One limitation is that it can be difficult to obtain a attention given to the impact of phubbing in other types of representative sample of participants, as individuals who are relationships, such as friendships or family relationships [4]. aware that they are being observed may behave differently than Additionally, most studies have relied on self-report measures, they would in their natural environment [6]. Additionally, silent which may not always accurately capture the subjective observation may not capture the subjective experiences of experience of being phubbed [4]. Addressing these gaps in future individuals being phubbed, as it relies solely on the observation research could provide a more nuanced understanding of how of behaviour and does not provide insight into individuals' phubbing affects those at the receiving end (the phubbees) [4]. internal experiences or emotions [6]. Moreover, silent Several factors have been identified in the research that can observation may not be feasible or ethical in all situations, as it trigger phubbing behaviour. One of the most significant factors requires access to private spaces and the ability to observe 45 individuals without their knowledge or consent [6]. Finally, occurred when there were between 11 and 20 people present silent observation can be time-consuming and resource- outside a café. It is not clear why this size of people in a public intensive, requiring trained observers to record and analyse data place was associated with the majority of phubbing cases, but it over an extended period [1]. Despite these limitations, silent is possible that a mid-sized group offers a sense of safe observation can still provide valuable insights into the experience invisibility or optimal anonymity in that if someone engaged in of being phubbed, especially when used in conjunction with phubbing a conversational partner, the phubber may think other other research methods. people present may not notice because the attention is not Data for this study were collected using focused silent focused on them. In a small group setting, phubbing is more observation of individuals being phubbed in public settings, such obvious and socially awkward. On the other hand, in a large as outside cafes, by their conversational partners. Data collection group setting, the space itself feels less intimate and more for this study was carried out in line with the ethics approval demanding of attention. (Protocol number H23549) from the Charles Sturt University Human Research Ethics Committee (HREC). Data collection began on 25 May 2023 and stopped on 19 April 2025. The focused silent observation was carried out using an observational checklist of a pre-prepared set of structured questions that guided what to observe. The silent observation focused only on answering the observational checklist structured questions. Irrelevant behaviours that do not link to the guiding questions were ignored. The observational checklist was implemented using Qualtrics. The observational checklist consisted of three groups of observational questions. The first group of questions Figure 1: The number of people present in the public place questions focused on the phubber’s act. The third group of number of people involved in the phubbing incident. The pre- determined responses for this question ranged from two observational questions focused on the reaction of the person individuals (a dyad) sitting together, to a group of three people, being phubbed. Each question in the observational checklist was phubbing incident occurred. The second group of observational A key question in this group of questions asked about the focused on capturing information about the setting where the accompanied by a set of pre-determined relevant response and a group of four people. The vast majority of phubbing incidents, 76.2% (N=80), involved dyads, with only 21% (N=22) options, which were used to prepopulate the observational of the incidents involving three people (see Figure 2 below). This checklist. The observational checklist also contained a textbox may suggest that phubbing socially excludes those closet, as Al- for textually recording qualitative observations of the incidents Saggaf [5] has previously found. of phubbing. The process of observation outside cafes took place as follows. The researcher in this project would enter a café and order a coffee. The researcher would then sit at a table outside the café and take out his phone. If, while sipping his coffee and scrolling through his phone, he observed an individual, or a group of individuals, in front of him being phubbed by another person or more, he would record the incident by filling out the observational checklist. A total of 105 observations were recorded in public places (outside cafes). After finishing his coffee, the researcher would simply leave the café. Figure 2: The number of people involved in the phubbing incident 4. Findings The question relating to the presenting age of the individual The study sought to investigate the reaction to being phubbed by being phubbed revealed that young people aged 18-24 and 25-34 conversational partners in public settings (outside cafes). 105 were phubbed more than other age groups 24.8% (N=26) and observations were recorded using the Qualtrics observational 25.7% (N=27) respectively. While people aged 35-44 were checklist. As mentioned above, the observational checklist phubbed 20% (N=21) of the time, people aged 45-54 were consisted of three groups of observational questions. phubbed less frequently 15.2% (N=16), compared to their The first group of questions focused on capturing information younger counterparts (see Figure 3 below). This finding suggests about the setting where the phubbing incident occurred. The first that romantic partners and close friends, who ‘go out’ for coffee question in this group asked about the number of people present together, phub each other the most. in the public place at the exact moment the phubbing took place. The observational checklist also captured the presenting In 55.2% (N=58) of the incidents, there were between 11 and 20 gender of the individual being phubbed. The vast majority of people present, but in 21.9% (N=23), there were more than 30+ phubbees 63.8% (N=67), were females, with the remaining 36% people outside the café where phubbing occurred. In 15.2% (N=38) being male (see Figure 4 below). This suggests females (N=16) and 7.6% (N=8) of the phubbing incidents, there were are subject to being phubbed more than their male counterparts. between zero and 10 and between 21 and 30, respectively (see Figure 1 below). It appears the majority of phubbing incidents 46 from their face-to-face conversation, leaving their conversational partner on their own. Phubbing is strongly linked with social exclusion [22, 25]. While the phubber is digitally included, the person being phubbed is socially excluded. Figure 3: The presenting age of the individual being Figure 6: Duration of phubbing phubbed The observational checklist included the possibility to record the phubber's act immediately ‘prior’ to suddenly pulling their smartphone and starting to use it. The options to choose from to capture this act included seeking permission from the phubbed person, seeing a phone alert (like the phone is lit, vibrates, or produces a sound, or ring), and whether or not the phubber had said something before phubbing their conversationalist. None of these options, however, was deemed relevant to the observed Figure 4: The presenting age of the individual being incidents. For this reason, 79% (N=83) of the observed incidents phubbed were recorded under ‘Other’. Given that the act took place in a split second, it was difficult to record explanatory notes The second group of observational questions focused on the regarding the nature of this act prior to engaging in phubbing phubber’s act. Phubbing incidents were initiated in two forms: others. The observational checklist also included the possibility active or passive. Phubbing was initiated either by the phubber, to record the phubber's act immediately after’ suddenly pulling i.e. not in response to a form of notification that the phubber had their smartphone and starting to use it. The options to choose received (active form), or by the phubber in response to a form from to capture this act included beginning to scroll through their of notification that the phone had sent (passive form). Of the 105 social media feeds, starting texting, starting to talk on the phone, observations recorded, 78.1% (N=82) were actively initiated by getting closer to the co-present person and showing them their the phubber, that is, not in response to a phone notification, and phone. The frequency analysis revealed that 31.4% (N=33) of the only 12.4% (N=13) were triggered by a phone notification, 9.5% phubbers were observed scrolling through their social media (N=10), were classified as ‘Unsure’ (see Figure 5 below). This feeds immediately ‘after’ pulling their smartphone, 14.3% finding suggests that in the case of those observed, phubbing was (N=15) were observed texting, and 12.4% (N=13) were observed largely an active act that took place unprovoked. talking on the phone. Of the 105 observations recorded, 33.3% (N=35) were categorised ‘Other’ than above, either because the observed act did not match any of the options for this category or because of the difficulty of observing such a fleeting act. The third group of observational questions focused on the reaction of the person being phubbed. The first category aimed at capturing the individual being phubbed (phubbee) immediate reaction when another person they were with face-to-face suddenly pulled their phone and started using it. 58.1% (N=61) did not show any observable reaction and therefore their response Figure 5: How phubbing was initiated was classified as Neutral. On the other hand, 33.3% (N=35) showed a noticeable negative reaction and only 8.6% (N=9) The observational checklist captured the duration of showed a visible positive reaction (see Figure 7 below). That the phubbing using three options: Momentarily (<15 seconds), majority’s response to being phubbed was neutral suggests that Quick (>15 seconds and <45 seconds), and Long (> a minute). phubbing is becoming a normalised behaviour. 71.4% (N=75) of the observed incidents of phubbing lasted more than a minute. That is, the phubbing of those observed suddenly pulling their phones and starting to use them during their face-to- face conversations with others, was not momentarily, to attend to an urgent matter; rather it was long. Only 6.7% (N=7) and 21.9% (N=23) of the phubbing was Momentarily and Quick, respectively (see Figure 6 below). This suggests in the case of those observed, the phubbing was persistent. That phubbing lasted more than a minute suggests that the phubber disengaged Figure 7: Reaction to being phubbed 47 The second category in this group aimed at capturing the focused silent observation of individuals being phubbed in public phubbee’s immediate response to being phubbed. Only one settings, such as outside cafes. The focused silent observation phubbee was observed asking the phubber to stop the phubbing, was carried out using an observational checklist, which was and two became confrontational with their phubber and while implemented using Qualtrics. 105 observations were recorded 17% (N=18) reacted to being phubbed by using their phone too, using the Qualtrics observational checklist. the vast majority, 80% (N=84) did not show any visible reaction, It appears the majority of phubbing incidents occurred when other than being observed feeling socially excluded. This social there were between 11 and 20 people present in a public place. exclusion introduced by phubbing is creating a divide between The vast majority of these incidents involved dyads. people who prefer to be digitally included and those who prefer Observations revealed that young people aged 18–24 and 25–34 to be included in the co-present interaction. were phubbed more than other age groups, and the vast majority Qualitative observations of the incidents of phubbing were of phubbees were female. Of the 105 observations recorded, the also recorded textually via the observational checklist. The majority of phubbing incidents were actively initiated by the qualitative observations offered a more nuanced understanding phubber—that is, they were not in response to a phone of how individuals react to being phubbed. The recorded notification. In most cases, phubbing was not prompted by a reflections captured a composite scene in which multiple phone alert such as a lit screen, vibration, sound, or ringtone. The interactions occurred simultaneously within a shared public data analysis showed that the majority of phubbers were space. In several instances, children—including those in observed scrolling through their social media feeds, with fewer prams—appeared to be overlooked by their caregivers, who were instances involving texting or phone calls. Most of those being focused on their phones. One mother, for example, was observed phubbed did not display any observable reaction (other than crossing a street diagonally while carrying a baby in her left arm feeling socially isolated), and only a small portion showed a and scrolling through her phone with her right hand as the traffic noticeable negative response. Reactions to being phubbed varied: light turned green. Similarly, some elderly individuals were some individuals continued engaging with the phubber as if the observed being ignored by their adult children, who were phone use was not occurring, while others appeared visibly engrossed in their devices. Among those observed being uncomfortable, awkwardly occupying themselves by looking at phubbed, reactions varied. Some continued engaging with the their surroundings to appear busy. A number of individuals phubber as if the phone use was not occurring, while others reacted to being phubbed by also using their phones—a form of appeared visibly uncomfortable, awkwardly occupying reciprocal behaviour sometimes referred to as "revenge themselves by looking around or attempting to appear busy. But phubbing. The observations also revealed that phubbing has a these were all observed feeling socially excluded. It appears that more disruptive impact on dyadic interactions than on while phubbing has made the phubber digitally included, it has interactions in group settings. excluded the person being phubbed from the face-to-face While much of the existing scholarship views phubbing as a interaction. In this sense, phubbing can be considered as a social behaviour that impacts the person being phubbed, given manifestation of a divide where one’s need to be digitally that phubbing socially isolates the phubbee, it can also be included is making another socially excluded. A number of conceptualised as a divide between those who crave digital individuals responded by also using their phones, a form of connection all the time and those who value face-to-face reciprocal behaviour sometimes referred to as "revenge interaction. This divide is not caused by a lack of access to a phubbing." In several cases, phubbers invited those they were smartphone, internet connectivity or digital literacy. It is caused previously ignoring to view something on their phone screens. by the phubber’s need to be digitally included, even if it is at the This gesture often prompted a positive response and appeared to expense of excluding a co-present conversational partner. In this energise the conversation. A small proportion of individuals sense, the smartphone, which connects, also disconnects. Further showed visible signs of dissatisfaction when their conversational research is needed to properly investigate how phubbing can be partners became distracted by their phones. The data also suggest framed as a divide. that phubbing has a more disruptive impact on dyadic Two limitations of this study need to be outlined. First, the set interactions than on group settings. In group conversations, if one of relevant response options that accompanied the observational person disengaged by using their phone, the remaining checklist questions was not comprehensive enough to capture the individuals could often continue interacting face-to-face. In subtleties associated with the phubbing experience. On the other contrast, in one-on-one conversations, the phubbed individual hand, if the set of response options was exhaustive, the was left to either mimic phone use or seek distraction elsewhere observational checklist would have taken longer to fill. Given to manage the social discomfort. Overall, while the use of the that the phubbing incidents happened fast, the recording of phone during a face-to-face conversation did make the person observations needed to be done quickly to avoid undermining the being phubbed feel socially excluded, most participants calmly accuracy of the data. Second, because what was to be observed managed the discomfort associated with the experience of being occurred quickly and, as already established, the recording of phubbed, suggesting that such phone use is not widely perceived observations needed to be done fast, it was not possible to offer as a transgression against social norms of interaction. detailed qualitative observations in the available textbox. This limited the depth of the textual qualitative observations. 5. Conclusion Recording the phubbing incidents by video and then entering the The study sought to investigate the reaction to being phubbed by enough to offer a 'thick' description of the reaction to being textual qualitative observations would have resulted in rich data conversational partners. In line with the ethics approval from phubbed. But doing so would have violated the privacy of those HREC for this study, data for this study was collected using observed. 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Human Behav. 97, 49 Artificial Intelligence Tools and Frameworks for Inclusive Digital Education: Benefits and Challenges Boštjan Šumak Maja Pušnik Darja Ivanuša Kline Faculty of Electrical Engineering Faculty of Electrical Engineering INUK Institut za napredno and Computer Science and Computer Science upravljanje komunikacij University of Maribor University of Maribor Maribor, Slovenia Maribor, Slovenia Maribor, Slovenia darja.ivanusa.kline@inuk.si bostjan.sumak@um.si maja.pusnik@um.si Abstract while adaptive environments personalize instruction. Students benefit from tutoring, gamification, and feedback; teachers gain Artificial Intelligence (AI) is emerging as a powerful driver of administrative relief and curriculum support [4]. Yet, inclusion and ethical use. Using a systematic review of literature and a processes, and privacy concerns [5]. Without safeguards, AI may structured inventory of AI tools, we analyzed benefits across reinforce inequalities or diminish the human role. Structured AI students, teachers, and institutions. Findings show that AI literacy is therefore vital [7]. Ultimately, AI offers both enhances learning through assistive technologies, adaptive opportunities and risks, but when aligned with policy pathways, and teaching efficiency, but risks such as bias, privacy frameworks and backed by training, transparency, and concerns, and unequal access remain. We conclude that AI can accountability, it can complement human teaching and foster accessibility, personalization, and engagement, while also AI can support only within responsible frameworks. Challenges addressing the challenges of infrastructure, teacher readiness, include algorithmic bias, non-inclusive datasets, opaque inclusive digital education. This study examines how AI supports requires structural pedagogical and cultural changes [6], which significantly advance equity in education, provided it is adaptive, inclusive education [6]. embedded in inclusive pedagogical frameworks and supported by responsible governance and teacher training. 2 Theoretical Backgrounds Keywords Inclusive digital education enables students with and without artificial Intelligence in education; inclusive digital education, disabilities to learn together meaningfully. International accessibility, universal design for learning frameworks highlight that students with diverse needs should be supported through inclusive environments that anticipate barriers 1 rather than react after exclusion has occurred [2]. The UN Introduction Convention on the Rights of Persons with Disabilities obliges Inclusive digital education uses digital technologies to ensure states to ensure inclusive, equitable education [3], while equitable access, enabling learners with diverse needs to UNESCO views inclusion as addressing learner diversity participate fully. The COVID-19 pandemic exposed both the through participation and reduced exclusion [2]. Research potential of online learning and systemic disadvantages for confirms benefits not only for students with disabilities but also students with special educational needs and disabilities (SEND). for broader social acceptance [5, 6]. For these learners, digital education helps overcome barriers, Inclusion requires more than placement in mainstream while higher education institutions (HEIs) increasingly aim to classrooms. Studies emphasize structural changes in curriculum design ecosystems that anticipate diversity rather than respond and pedagogy [6], while others stress that digital inclusion retroactively [1, 2]. demands access to devices, high-quality content, connectivity, The UN Convention on the Rights of Persons with and digital literacy beyond basic infrastructure [5]. At the policy Disabilities affirms the right to inclusive, equitable education [3]. level, the EU’s Digital Education Action Plan (2021–2027) Adaptive platforms and assistive tools support flexible teaching emphasizes accessible, high-quality education [1]. The European and more engaging learning, improving outcomes [4, 5]. Agency for Special Needs and Inclusive Education outlines UNESCO defines inclusion as reducing exclusion and increasing multi-level action from pedagogy and learner skills to teacher participation [2], while frameworks such as the EU Digital literacy and institutional support. Education Action Plan [1] guide practice. AI enhances Students with Special Educational Needs and Disabilities accessibility with screen readers, transcription, and translation, (SEND) form a diverse group requiring tailored support for equitable education. The UN Convention on the Rights of Permission to make digital or hard copies of part or all of this work for personal or Persons with Disabilities affirms this right [3], and UNESCO classroom use is granted without fee provided that copies are not made or distributed stresses adapted environments [2]. At the European level, SEND for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must is defined broadly, covering physical, cognitive, and socio- be honored. For all other uses, contact the owner/author(s). emotional barriers [1]. Flexible frameworks are needed to enable Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia © 2025 Copyright held by the owner/author(s). participation, while national guidelines specify provision http://doi.org/10.70314/is.2025.digin.17 “different from or additional to that normally available” [1]. 50 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia B. Šumak et al. SEND is typically classified into groups such as cognitive and Comparing both components revealed recurring themes: benefits learning disabilities, sensory and physical impairments, social such as accessibility, personalization, and efficiency, and and emotional needs, communication difficulties, and multiple or challenges including infrastructure, ethics, teacher readiness, and complex needs. bias. This dual approach ensured triangulation between theory Digital content accessibility ensures that all learners, and practice for evaluating AI in inclusive education. including those with disabilities, can engage with educational resources. UNESCO stresses that participation depends on removing such barriers [2]. Challenges vary: visually impaired 4 Results learners need alt text and contrast, hearing-impaired students The analysis of the literature and the structured review of AI tools require captions, those with cognitive disabilities struggle with revealed both significant benefits and notable challenges of complex layouts, and motor-impaired learners face difficulties artificial intelligence in inclusive education. when only precise input is required. Accessible practices such as captions, simplified navigation, and screen reader compatibility 4.1 Benefits of AI for Inclusive Education align with recommendations for universal access [5] and benefit Figure 1 illustrates the main benefits of AI for inclusive all students. Research shows they improve engagement, education, showing how accessibility, personalization, and usability, and inclusivity [8]. Embedding accessibility from the participation are supported across different learner groups. start helps institutions meet legal and ethical standards while fostering equity and participation. Universal Design for Learning (UDL) is a framework designed to remove barriers to participation by proactively creating flexible teaching methods, materials, and assessments. It is based on three principles: multiple means of representation, multiple means of action and expression, and multiple means of engagement. Research shows that UDL benefits all learners by improving motivation, equity, and outcomes [5, 8]. Extended models add strategies like flexible pacing, individualized content, and self-assessment [8]. UDL assumes variability as the norm, shifting focus from deficits to diversity [6]. Policy Figure 1: Benefits of AI for Inclusive Education frameworks, including the EU Digital Education Action Plan [1], recognize UDL as central to high-quality, accessible digital AI enhances inclusivity by offering accessibility tools, education. Integrated with AI tools, UDL strengthens inclusive adaptive technologies, and multilingual support that enable practice by combining flexibility, accessibility, and innovation diverse learners to participate on equal terms [5, 8]. Assistive [2, 4]. solutions such as text-to-speech, speech-to-text, real-time captioning, and voice assistants improve access for students with 3 visual, auditory, or language impairments, while real-time Methods translation supports non-native speakers [8]. Adaptive learning The study applied a structured review of literature, following systems tailor instruction to individual needs, providing established principles of systematic reviews but adapted to the summaries, study guides, and formative assessments that deliver scope of this research. Publications were retrieved mainly from feedback and allow students to progress at their own pace [9]. five key sources—UNESCO, UNICEF, EU policy documents, Generative AI also adapts content to cultural and linguistic peer-reviewed journals, and proceedings of major international contexts, ensuring representation for marginalized groups. At the conferences—and supplemented with targeted desk research. In same time, AI-supported collaborative platforms foster total, 47 publications meeting the inclusion criteria were participation in projects and discussions across backgrounds and analyzed. Studies and policy reports were included if they locations [5]. In addition, AI fosters inclusion through learning explicitly addressed AI in education, inclusivity, and analytics that help identify students at risk and enable timely accessibility, and if they were published within the past ten years. support, while also informing institutional decision-making on The research followed a dual approach consisting of: (1) a curriculum design, accessibility compliance, and resource structured literature review of studies and policy reports from the allocation. By aligning with international agendas such as the EU above sources [1, 2, 3, 4, 11]; and (2) an inventory and taxonomy Digital Education Action Plan and UNESCO’s framework on of AI tools. The analysis of the literature examined applications, equity and participation, AI thus contributes to inclusivity not benefits for students, teachers, and institutions, as well as only at the classroom level but also within broader educational challenges across technological, pedagogical, and ethical systems [1, 2, 5]. dimensions. The second component mapped AI tools, following 4.2 Benefits for Students UNICEF’s definition [11], including tutoring systems, chatbots, The results show that AI enhances students’ learning through dashboards, adaptive platforms, and automated assessment tools personalization, engagement, and improved outcomes. Four [12]. Using a taxonomy, tools were grouped into student-, main benefits were identified. Adaptive platforms such as teacher-, and institution-focused categories [4], with details on ALEKS and Knewton adjust difficulty in real time, while AI use, source, and licensing. Emerging solutions were tracked tutors and assistants provide tailored explanations and support through online repositories such as There’s an AI for That [13]. 51 Artificial Intelligence Tools and Frameworks for Inclusive Digital Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia Education: Benefits and Challenges for brainstorming, writing, and research [12, 9]. Gamification, interactive quizzes, and simulations increase motivation and sustain attention, with real-time feedback keeping learners active [10]. AI also simplifies complex concepts, generates summaries, and supports research, improving comprehension and performance [5, 9]. For students with special needs, tools like predictive text, speech synthesis, and accessible formats enable participation, while collaborative platforms foster teamwork [8]. Figure 2 presents the key advantages of AI for students, including personalization, engagement, and improved learning outcomes. Figure 3: Benefits of AI for Teachers and Instructors 4.4 Challenges of AI for Inclusive Education While AI offers major benefits, its integration also raises challenges across technological, pedagogical, ethical, and socio- cultural dimensions. If unaddressed, these risks could widen the digital divide and undermine inclusivity. Technological barriers include limited infrastructure, weak accessibility features, high costs, and poor compatibility with learning systems [5, 6]. Pedagogical issues involve insufficient Figure 2: Benefits of using AI for students teacher training, risks of bias, neglect of neurodiverse learners, 4.3 Benefits for Teachers and Instructors concerns stem from massive data collection, questions of and over-reliance that may weaken critical thinking [9]. Ethical For educators, the adoption of AI provides both practical and ownership and security, and opaque algorithms that erode trust pedagogical advantages. Figure 3 summarizes the main benefits [11]. Culturally, AI may reinforce Western-centric perspectives of AI for teachers and instructors, organized into seven clusters: and reduce human interaction, leading to isolation [10]. administrative efficiency, professional growth, adaptive teaching These findings highlight that AI can transform education only and curriculum design, student monitoring and feedback, when paired with inclusive design, robust infrastructure, training, inclusive and accessible education, dynamic pedagogy and and ethical safeguards. Figure 4 summarizes the main challenges engagement, and evidence-based decision making. Together, of AI integration in inclusive education across technological, these categories illustrate how AI reduces workload, supports pedagogical, ethical, and socio-cultural dimensions. professional development, enables personalized and inclusive teaching, and strengthens teachers’ ability to engage and support diverse learners. Automated grading systems, plagiarism detection, and AI- powered chatbots reduce repetitive administrative work, freeing teachers to dedicate more time to lesson planning, mentoring, and student engagement [4, 12]. Gamification elements and adaptive feedback further optimize classroom processes, while generative AI supports project-based learning with visualization, simulation, and prototyping tools that foster creativity and problem-solving [9, 10]. AI also contributes to professional development by offering instructional insights, encouraging reflective practice, and enhancing teaching competence [7]. Figure 4: Challenges of AI for inclusive education Through data-driven analytics, teachers can monitor learning progress, predict disengagement, and intervene early to prevent 5 Discussion dropouts [6, 10]. Personalized content generation and curriculum adaptation allow educators to design inclusive learning The results confirm that artificial intelligence has substantial environments that accommodate diverse student needs [5, 8]. potential to advance inclusivity, personalization, and efficiency Finally, AI-driven accessibility tools, including real-time in education, yet they also expose critical challenges that require translation and speech recognition, strengthen equity in careful management. AI technologies align with inclusive digital multilingual and diverse classrooms, ensuring that teachers can education and international policy frameworks [1, 2]. By offering reach all learners effectively [2, 8]. accessibility features like captioning, speech-to-text, and adaptive content, AI reduces barriers for students with disabilities [5, 8]. These tools reflect UNESCO and EU priorities on equity [2, 1] and extend digital inclusion beyond connectivity toward adaptability, personalization, and cultural responsiveness 52 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia B. Šumak et al. [5, 6]. AI enhances personalization, engagement, and learning Acknowledgments outcomes, complementing constructivist and connectivist The authors acknowledge the financial support from the pedagogies [5, 9]. Gamification and real-time feedback foster Slovenian Research Agency (Research Core Funding No. P2- motivation [10], while adaptive tools address gaps for students 0057). This research was done as part of the AI-ENABLE project with special educational needs [8]. For teachers, AI improves (https://aienable.eu, 2023-1-SI01-KA220-HED-000160853), efficiency, curriculum design, and professional growth, aligning which is Co-funded by the Erasmus+ Programme of the with EU priorities on digital literacy and training [7]. By European Union. reducing administrative tasks, AI enables more student-centered teaching, supporting claims that it should serve as a partner rather References than a replacement [4]. [1] European Commission. 2021. Digital Education Action Plan 2021–2027. This study has several limitations. First, as it relies on Publications Office of the European Union, Luxembourg. literature and secondary data, some findings may already be [2] UNESCO. 2021. AI in Education: Challenges and Opportunities for Sustainable Development. United Nations Educational, Scientific and outdated given the rapid evolution of AI [5, 6]. The classification Cultural Organization, Paris. of tools into student-, teacher-, and institution-focused groups [4] [3] United Nations. 2006. Convention on the Rights of Persons with also oversimplifies, since many serve multiple roles. Moreover, Disabilities (CRPD). United Nations, New York. https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf no primary empirical validation (e.g., classroom trials or large- [4] Wayne Holmes and Ilkka Tuomi. 2022. State of the Art and Practice in scale surveys) was conducted, so results should be seen as Artificial Intelligence in Education. European Journal of Education, Vol. 57, 4, 542–557. https://doi.org/10.1111/ejed.12533 indicative rather than conclusive [5, 9]. Finally, the reliance on [5] S. Z. Salas-Pilco, K. Xiao, and X. Hu, Artificial Intelligence and Learning English-language sources may introduce cultural bias and limit Analytics in Teacher Education: A Systematic Review, Education global representation [10]. Sciences, vol. 12, no. 8, p. 569, 2022. https://doi.org/10.3390/educsci12080569 The findings highlight key implications. Governance [6] J. Knox, B. Williamson, and S. Bayne. Machine behaviourism: Future frameworks must enforce ethical standards, transparency, and visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learning, Media and Technology, vol. 45, no. 1, pp. 31–45, privacy compliance such as GDPR [14]. Teacher empowerment 2020. Available: https://doi.org/10.1080/17439884.2019.1623251 through professional development and AI literacy is equally vital [7] European Commission. 2022. Ethical Guidelines on the Use of Artificial Intelligence and Data in Teaching and Learning for Educators. [7]. Inclusive design should guide technological adoption, as Publications Office of the European Union, Luxembourg. Available at: emphasized in international inclusion frameworks [2, 6]. Finally, https://education.ec.europa.eu/news/ethical-guidelines-on-the-use-of- institutions must continuously evaluate tools in response to AI’s artificial-intelligence-and-data-in-teaching-and-learning-for-educators [8] Chokri Kooli and Rim Chakraoui. 2025. AI-driven assistive technologies rapid evolution [5]. in inclusive education: benefits, challenges, and policy recommendations. Sustainable Futures, 10, 101042. https://doi.org/10.1016/j.sftr.2025.101042 6 [9] Carlos Merino-Campos. 2025. The Impact of Artificial Intelligence on Conclusion Personalized Learning in Higher Education: A Systematic Review. Trends in Higher Education, 4(2), 17. https://doi.org/10.3390/higheredu4020017 This study reviewed the role of AI in education, focusing on its [10] Jiang, X., Wang, R., Hoang, T., Ranaweera, C., Dong, C., & Myers, T. potential to enhance inclusivity, learning outcomes, and teaching 2025. AI-Powered Gamified Scaffolding: Transforming Learning in Virtual Learning Environment. Electronics, 14(13), 2732. practices. A literature review and tool analysis revealed clear https://doi.org/10.3390/electronics14132732 benefits but also significant challenges. AI improves [11] UNICEF. 2021. Policy Guidance on AI for Children. United Nations accessibility, personalization, and engagement through adaptive Children’s Fund, New York. https://www.unicef.org/globalinsight/reports/policy-guidance-ai-children platforms, tutoring systems, and assistive technologies [5]. [12] Xiao Tan, Gary Cheng, and Man Ho Ling. 2025. Artificial intelligence in Teachers benefit from automated grading, lesson planning, and teaching and teacher professional development: A systematic review. Computers and Education: Artificial Intelligence, 8, 100355. Elsevier. content generation, while institutions gain tools for data-driven https://doi.org/10.1016/j.caeai.2024.100355 decisions and inclusion strategies [6]. At the same time, [13] There’s an AI for That. 2024. AI Tools Directory. infrastructural barriers, costs, and limited interoperability restrict https://theresanaiforthat.com [14] European Union. 2018. General Data Protection Regulation (GDPR). adoption. Teachers need continuous training, and ethical Regulation (EU) 2016/679 of the European Parliament and of the Council. concerns (e.g., bias, privacy, transparency) pose risks to equity Official Journal of the European Union, L119, 1–88. and trust. Beyond highlighting opportunities and risks, the findings underline the importance of embedding AI into broader pedagogical and institutional frameworks. Inclusive design principles, such as those promoted by UNESCO and the EU, must guide AI adoption to ensure that technology strengthens rather than undermines equity [1, 2]. Teacher professional development and AI literacy are equally critical, as educators play a central role in mediating how these technologies are used in practice [7]. Future priorities include empirical validation of AI’s classroom impact to move beyond secondary evidence, alongside continuous teacher training in AI literacy. Policies should ensure ethical governance and transparency so that AI complements rather than replaces human teaching. When responsibly designed and supported, AI can help build a more inclusive, adaptive, and equitable education system. 53 Perspectives on AI in Higher Education: Survey Insights from Teachers and Institutional Management Maja Pušnik Boštjan Šumak Saša Grašič Faculty of Electrical Engineering Faculty of Electrical Engineering Faculty of Electrical Engineering and Computer Science and Computer Science and Computer Science University of Maribor University of Maribor University of Maribor Maribor, Slovenia Maribor, Slovenia Maribor, Slovenia maja.pusnik@um.si bostjan.sumak@um.si sasa.grasic@um.sii Abstract bias, privacy, and equitable access [5]. To address these issues, this study conducted a structured survey to capture stakeholder Artificial Intelligence (AI) is reshaping higher education by perspectives on AI in inclusive education, focusing on three enabling personalized learning, improved accessibility, and dimensions: (i) benefits for students, (ii) benefits for teachers, inclusive teaching. This study presents survey results from and (iii) systemic challenges in technology, pedagogy, ethics, higher education teachers, researchers, and administrators across and culture. The objectives were to evaluate perceived benefits, European institutions, focusing on perceptions of AI in inclusive identify risks, and propose evidence-based recommendations for digital education. Respondents emphasized benefits such as responsible adoption. stronger student engagement, personalized support, accessibility The article is structured as follows: Section 2 reviews the for learners with disabilities, and efficiency in lesson planning. theoretical background; Section 3 outlines the methodology; AI was also recognized for fostering cultural and linguistic Section 4 presents survey results; Section 5 discusses diversity. At the same time, concerns were raised about implications; and Section 6 concludes with recommendations. infrastructural gaps, limited training, over-reliance, and ethical risks related to bias, privacy, and academic integrity. The study supported by governance, teacher training, and inclusive design, Inclusive digital education is based on the principle that all with priorities including AI literacy, ethical safeguards, and concludes that AI can complement human-led teaching if 2 Theoretical Backgrounds learners, regardless of physical, cognitive, or socio-emotional equitable infrastructure. differences, should have equitable opportunities to participate. Keywords Guillemot, Lacroix, and Nocus describe digital inclusion as enabling students with disabilities to study alongside peers [1]. artificial intelligence; inclusive digital education; accessibility; A milestone was the UN Convention on the Rights of Persons higher education; teacher training; ethical AI with Disabilities, which guarantees inclusive, quality education [3]. UNESCO defines inclusion as addressing learner diversity 1 by reducing barriers and increasing participation [4]. Introduction Effective inclusion requires more than classroom placement. Artificial Intelligence (AI) is increasingly regarded as a Slee stresses the need for structural reforms in curricula and transformative force in education, providing tools for pedagogy [6], while Reder [7] emphasizes access to devices, personalization, adaptive learning, and inclusive pedagogy [1]. content, and digital literacy. The FCC and NDIA outline five At the same time, inclusive digital education has become a essentials: affordable broadband, appropriate devices, digital priority for higher education institutions (HEIs) and literacy, support, and accessible applications [8]. Achieving policymakers, ensuring equitable participation of students with digital equity demands systemic investment to remove barriers diverse needs, including those with special educational needs and for disadvantaged groups [9]. disabilities (SEND) [2]. This urgency is reflected in frameworks Students with special educational needs and disabilities such as the UN Convention on the Rights of Persons with (SEND) often require adapted environments. UNESCO defines Disabilities, which guarantees inclusive, quality education [3], these learners as needing support to achieve their potential [4]. and UNESCO’s definition of inclusion as reducing barriers and SEND categories include cognitive and learning disabilities, increasing participation [4]. sensory and physical impairments, social and emotional needs, Although AI shows strong potential for accessibility, adaptive and communication difficulties [10]. The European Agency learning, and assistive technologies, concerns persist around stresses flexible frameworks to ensure participation [11]. To implement inclusivity, Universal Design for Learning Permission to make digital or hard copies of part or all of this work for personal or (UDL) provides three principles: multiple means of classroom use is granted without fee provided that copies are not made or distributed representation, action and expression, and engagement [12]. for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must UDL encourages proactive design of flexible environments, be honored. For all other uses, contact the owner/author(s). improving outcomes for SEND and all students [13, 14]. Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia AI intersects with these frameworks through adaptive and © 2025 Copyright held by the owner/author(s). https://doi.org/10.70314/is.2025.digin.18 accessible tools such as tutoring systems, text-to-speech, 54 teachers by personalizing content and automating tasks, though The analysis proceeded in two stages. First, descriptive statistics challenges remain in bias, data representation, and privacy [16, were applied to summarize demographic information, AI captioning, and adaptive assessments [15]. It also supports 3.4 Data analysis 17]. In this study, inclusive digital education, SEND, adoption patterns, and the distribution of perceived benefits and accessibility, and UDL form the theoretical lens for interpreting challenges. Second, cross-tabulations and mean comparisons survey results and debating AI’s role in equity. were performed to explore differences between subgroups (e.g., by role or country). In addition, open-ended responses were 3 examined using qualitative thematic coding, allowing Methods identification of recurring themes such as creativity support, This study used a quantitative survey to explore how higher ethical concerns, and institutional readiness. education stakeholders perceive the benefits and challenges of This mixed quantitative–qualitative approach ensured both artificial intelligence (AI) in inclusive digital education. The goal breadth and depth: statistical analysis enabled systematic was to gather insights from teachers, researchers, and managers comparisons, while qualitative insights enriched interpretation on AI adoption, its potential for inclusivity, and barriers to by capturing nuanced perspectives. The methodology thus responsible use. provides a robust foundation for understanding how AI is 3.1 currently perceived as both an enabler and a challenge in Survey instrument inclusive digital education. The questionnaire was collaboratively developed by the AI- ENABLE project team, building on established frameworks of inclusive education and AI in educational practice. It consisted 4 Results of four sections: The survey provides detailed insights into how higher education teachers, researchers, and management staff perceive the 1. Background information – including gender, country, integration of artificial intelligence (AI) in inclusive education. institutional affiliation, role, discipline, and years of The findings are presented in terms of participant characteristics, 2. Awareness and use of AI tools – measuring familiarity with learning, inclusivity-related outcomes, and the main barriers that AI applications, types of tools used, and frequency of use. teaching or research experience. patterns of AI adoption, perceived benefits for teaching and 3. Perceived limit effective use. benefits of AI – covering aspects such as accessibility, personalization, student engagement, 4.1 Sample characteristics collaboration, and teacher support. 4. Perceived challenges of AI – addressing technological, A total of 200 respondents participated in the survey, comprising pedagogical, ethical, and cultural barriers. 109 females, 90 males, and one who preferred not to disclose gender. Most participants held more than one role, with 162 Questions combined multiple-choice formats, Likert-scale identifying as researchers, 125 as teachers, 60 as members of ratings (1 = strongly disagree to 5 = strongly agree), and open- management, and 39 as other professionals. The largest ended prompts to allow elaboration of personal experiences. institutional share came from a single university in Ukraine (n = 73), while additional responses were collected from a wide range ENABLE project network. A total of 200 valid responses were Slovenia (19), and Türkiye (19). Disciplines represented a broad spectrum of humanities, social sciences, and STEM, including collected. The sample comprised 109 female, 90 male, and 1 non- fields such as philology, media studies, business, and design. disclosed respondent. Participants often reported multiple roles: Respondents also varied considerably in terms of teaching researchers (n = 162), teachers (n = 125), experience, with both early-career and senior professionals management/administrators (n = 60), and other roles (n = 39). represented. Responses were distributed across institutions in several A purposive sampling strategy was applied to recruit respondents Country-level data were reported by 166 participants. The majority came from Ukraine (97), followed by Spain (31), from higher education institutions participating in the AI- 3.2 Participants of European higher education institutions. European countries, with the largest share from Ukraine (n = 97), 4.2 AI adoption, frequency, and tools followed by Spain (n = 31), Slovenia (n = 19), and Türkiye (n = 19). Academic disciplines ranged from humanities and social AI has already found broad uptake among academics. Of the 200 sciences to STEM fields, ensuring a diverse coverage of higher respondents, 138 reported using AI in their professional work, education contexts. while 61 stated they do not, and one was unsure. Frequency of use was high: 49 respondents used AI daily, 81 several times a 3.3 Data collection week, and 32 several times a month. Only a minority reported The survey was administered online through a secure platform to rare or no use. maximize accessibility across devices. Participation was General-purpose generative AI tools dominated, with voluntary and anonymous. Respondents were informed about the ChatGPT cited by 165 participants. Other tools were used at Data collection was carried out between March and June 2024. Bard (4), Canva (4), GitHub Copilot (2), Wolfram Alpha (2), DALL·E (2), and Smodin (1). The most common academic study’s purpose, and consent was obtained prior to completion. lower levels, including Gemini (17), Copilot (5), Perplexity (4), applications included designing class materials (120), checking 55 knowledge (116), designing tests (105), conducting research for perspectives and reduce meaningful human interaction in classes (74), scaffolding learning (62), and creating presentations classrooms. (60). Specialized uses also appeared in domains such as nursing (50), programming (33), creative writing (31), and design (28).. 4.7 Training, resources, and governance 4.3 Across the sample, there was a strong call for systematic teacher Perceived benefits for teaching training and AI literacy programs. Respondents emphasized that Educators consistently emphasized that AI supports teaching educators require not only basic familiarity with AI but also efficiency and quality. Respondents highlighted its usefulness in advanced training and ongoing professional development. saving time through automated grading and plagiarism detection, Institutional support in the form of modern infrastructure, secure enriching lesson planning by providing instant suggestions, and digital services, clear ethical guidelines, and transparent supporting curriculum development through the generation of governance frameworks was likewise identified as essential for teaching resources. Many also valued AI’s ability to help create successful integration. more diverse and inclusive materials, enabling them to better address student heterogeneity and accessibility needs. 4.8 Student use and encouragement 4.4 Teachers reported that students are already using AI for tasks Perceived benefits for students such as report writing, presentations, laboratory work, and Teachers generally agreed that AI enhances student learning creative assignments. Many educators encouraged this use, through personalization, engagement, and improved outcomes. noting benefits such as time-saving, better organization, Respondents stressed that AI helps create more interactive and enhanced digital competence, and preparation for employment. motivating environments via gamified exercises, quizzes, and Others, however, expressed reservations, particularly regarding simulations. Collaboration was another benefit, with AI tools plagiarism, uneven skill development, and the risk of over- enabling group work and interactive learning. reliance on AI-generated outputs. AI also supported study and research by helping students of information. In addition, educators pointed to benefits for 5 brainstorm, structure assignments, and synthesize large volumes Discussion language practice and creative tasks, such as essay writing or The survey findings provide an important snapshot of how script development. Overall, the consensus was that AI enables higher education teachers, researchers, and management staff students to work more autonomously, while also complementing perceive the role of AI in inclusive education. Taken together, traditional teaching practices. the results confirm both optimism about AI’s potential to 4.5 enhance teaching and learning and persistent concerns about Benefits for inclusive education infrastructure, ethics, and pedagogy. inclusivity. Respondents highlighted four areas in particular: (i) 5.1 Survey results confirmed that AI can act as a catalyst for AI as a supportive layer in academic accessibility, through tools such as text-to-speech, captioning, practice and alternative content formats; (ii) personalization, by adapting resources to specific learner needs; (iii) alternative The high uptake of AI—particularly ChatGPT—demonstrates communication, particularly for students with disabilities; and that generative AI has already become embedded in routine (iv) cultural and linguistic inclusivity, by enabling translation academic workflows. Teachers use it extensively for designing and adaptation of materials to diverse contexts. These findings materials, preparing tests, and checking knowledge, while indicate strong recognition of AI’s role in supporting equity students rely on it for writing assignments, presentations, and within higher education. laboratory work. This suggests that AI is increasingly perceived 4.6 not as a novel experiment but as a practical tool that supports Challenges and barriers everyday academic practice. Importantly, respondents Alongside optimism, participants expressed substantial emphasized that AI should serve as a complement to human-led concerns. Accessibility and personalization remain limited, as teaching rather than a substitute, aligning with human-centered current tools often lack integration with assistive technologies and inclusive pedagogical principles. and struggle to accommodate diverse disability profiles. Technical and financial barriers—such as high costs, 5.2 Benefits for students and inclusivity interoperability problems, and infrastructure inequalities—were Respondents widely agreed that AI enhances student learning by also widely noted. providing personalized feedback, creating interactive Pedagogical risks emerged as another significant theme. experiences, and supporting research activities. Many Respondents expressed concern about student over-reliance on highlighted its contribution to accessibility through captioning, AI, erosion of critical thinking skills, and the potential for text-to-speech, and adaptive content, which directly benefit academic dishonesty. Ethical and privacy risks were frequently students with disabilities. The ability of AI to adapt materials to cited, with educators emphasizing the sensitivity of student data, different languages and cultural contexts was also seen as a risks of bias from non-representative training datasets, and the strong enabler of inclusivity, allowing diverse student groups to opacity of AI decision-making. Finally, some raised cultural participate more fully in learning. These findings underscore concerns, warning that current tools may privilege Western 56 AI’s potential to bridge gaps in higher education, particularly for thinking further illustrate the complex environment in which AI learners who might otherwise face systemic barriers. adoption occurs. These limitations highlight that AI’s transformative potential will only be realized if equity, inclusivity, and human-centered pedagogy remain at the 5.3 Challenges and risks identified by educators forefront of its integration. Despite this optimism, the survey also revealed widespread Looking ahead, three priorities emerge: (i) investment in AI caution. Technical and financial barriers—such as high costs, literacy and professional development for educators, (ii) infrastructure inequalities, and limited integration with assistive establishment of clear institutional and policy frameworks technologies—remain major obstacles. Pedagogical concerns addressing ethics, transparency, and privacy, and (iii) targeted were equally strong: respondents pointed to risks of over- support for infrastructure and inclusive design practices to ensure reliance, reduced critical thinking, and academic dishonesty. equitable access. By addressing these priorities, higher education Ethical challenges were identified as particularly pressing, with institutions can leverage AI not simply as a technological educators worried about student data protection, bias in training innovation but as a catalyst for building more adaptive, datasets, and opaque AI decision-making. Cultural issues, accessible, and inclusive learning environments. including the dominance of Western-centric perspectives and the potential reduction of meaningful teacher–student interaction, Acknowledgments further complicate adoption. These concerns highlight that AI’s The authors acknowledge the financial support from the benefits cannot be realized without systematic attention to Slovenian Research Agency (Research Core Funding No. P2- governance, training, and inclusivity. 0057). This research was done as part of the AI-ENABLE project (https://aienable.eu, 2023-1-SI01-KA220-HED-000160853), 5.4 Implications for policy and practice which is Co-funded by the Erasmus+ Programme of the The findings suggest several directions for higher education European Union. literacy are critical to equip educators with the skills needed for References institutions and policymakers. First, teacher training and AI responsible adoption. 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Available: educators can AI become a sustainable enabler of equity in https://www.digitalinclusion.org/definitions/ learning. [8] Abah, J., “Digital equity and the challenge of educational inclusion,” Journal of Inclusive Education Research, vol. 5, no. 2, pp. 45–59, 2019. [9] European Agency for Special Needs and Inclusive Education, Artificial 6 Intelligence and Inclusive Education: Final Report. Odense, Denmark: Conclusion European Agency, 2022. [10] Booth, T., and Ainscow, M., Index for Inclusion: Developing Learning researchers, and management regarding the role of artificial [11] Department for Education, Special Educational Needs and Disability Code of Practice: 0 to 25 Years. London: Department for Education, 2015. intelligence (AI) in inclusive digital education. Based on a cross- This study explored the perceptions of higher education teachers, and Participation in Schools, 3rd ed. Bristol: CSIE, 2011. [12] Capp, M. 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H., and Gordon, D., Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST, 2014. seen to benefit through personalized learning, interactive [16] Rose, D. H., and Meyer, A., Teaching Every Student in the Digital Age: materials, and accessibility features that reduce barriers for those Universal Design for Learning. Alexandria, VA: ASCD, 2002. [17] Lane, H. B., and Conners, F. A., “Expanding the framework of Universal with special educational needs and disabilities (SEND). Design for Learning: Seven pillars for practice,” Journal of Inclusive At the same time, the results underline significant challenges. Pedagogy, vol. 12, no. 2, pp. 15–28, 2020. Respondents emphasized technological and infrastructural barriers, the need for continuous teacher training, and ethical risks related to privacy, bias, and academic integrity. Concerns about cultural representation and the potential erosion of critical 57 Mathematics and Critical Thinking in the AI ERA: Rethinking Classroom Practices Cristina P. S. Dias Luísa M. S. Carvalho Sérgio D. Correia cpsd@ipportalegre.pt luisacarvalho@ipportalegre.pt scorreia@ipportalegre.pt Portalegre Polytechnic University CARE – Research Center on Health CARE – Research Center on Health Portalegre, Portugal and Social Sciences and Social Sciences NOVAMATH – Center for Portalegre Polytechnic University Portalegre Polytechnic University Mathematics and Applications Portugal Portugal New University of Lisbon, Portugal Center for Research in Education Center of Technology and Systems and Psychology (CIEP-UE) (UNINOVA-CTS) and LASI University of Évora, Portugal Caparica, Portugal Abstract thinking in higher education contexts, aiming for total inclusive- ness. In an educational context, increasingly shaped by Artificial Intelli- gence (AI), mathematics plays a strategic role in fostering critical thinking and problem-solving within an inclusive framework. 2 Artificial Intelligence and Critical Thinking: Moving beyond traditional approaches centered on formulas Risks, Challenges, and Educational and mechanical procedures is, therefore, a pedagogical priority. Implications This study implemented and analyzed two didactic proposals AI has emerged as a transformative tool with the potential to integrating AI tools into 120-minute problem-solving sessions amplify cognition, personalize learning, and support decision- with higher education students. The first s ession emphasized making [13]. Its integration in education benefits students and guided exploration of an AI tool, focusing on question formula- institutions, while fostering inclusion [18]. Yet its ubiquity raises tion, answer analysis, and strategic use of keywords. The second concerns for critical thinking, a skill requiring interpretation and involved group work with mental calculation supported by AI, reflection [6]. Nevertheless, over-reliance on AI risks leads to where the assessment considered strategy, interpretation, and the blind acceptance of answers, weakening autonomy and rea- collaboration. Findings highlight increased student autonomy, soning [1]. Trust in virtual assistants or predictive systems may improved problem-solving skills, and deeper critical engagement foster passivity, while deepfakes further blur reality, spreading with AI in mathematical reasoning. disinformation and eroding trust [7]. Keywords Educating people to use AI critically and ethically is urgent. AI literacy must promote questioning, awareness of bias, and Artificial Intelligence, Critical Thinking, Inclusive Education reliance on diverse sources [8]. In education, AI should stimulate reasoning, not replace it. Tools such as ChatGPT and Copilot 1 Introduction can act as cognitive mediators, enabling hypothesis testing, com- The COVID pandemic accelerated the digital transformation of parison of strategies, and feedback [15]. Combining human and higher education, highlighting the role of emerging technologies AI assessments strengthens evaluation of critical thinking [19], in teaching and learning. Among these, artificial intelligence (AI) aligned with critical mathematical literacy [16]. has gained relevance for its potential to personalize learning, AI is built by humans, with subjectivity influencing data, al- support assessment, and foster student autonomy, while also con- gorithms, and applications [12]. Thus, responsibility remains tributing to inclusive practices [17, 5]. However, many teachers central. Preparing students requires cultivating ethical and criti- face difficulties in adopting such tools due to limited training and cal interaction with intelligent systems, ensuring AI becomes a the absence of clear competency frameworks [11]. collaborator rather than a substitute in developing autonomous, In mathematics education, AI represents a strategic opportu- creative citizens [13]. nity to enhance learning experiences [4]. Tools, such as ChatGPT and Microsoft Copilot, can operate as virtual tutors, offering ex- 3 Methodology planations, feedback, and adaptive guidance that reinforce under- This study adopts a qualitative, descriptive, and exploratory ap- standing of abstract concepts. More broadly, AI can support the proach to examine teaching and learning in mathematics edu- development of higher-order skills, critical thinking, argumen- cation supported by AI tools. As Bogdan and Biklen [3] note, tation, and decision-making, considered central to 21st-century qualitative research focuses on meanings participants attribute mathematics education [9]. to their experiences in natural contexts. This study examines the integration of ChatGPT and Copilot into statistical problem-solving tasks, with a focus on their im- pact 3.1 Description of Pedagogical Practice on student autonomy, hypothesis formulation, and critical This proposal was designed for two 120-minute sessions in a com- Permission to make digital or hard copies of all or part of this work for personal puter room with internet access. Its main objective was to foster or classroom use is granted without fee provided that copies are not made or understanding and application of hypothesis testing through an distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this interactive, AI-mediated approach. The first session introduced work must be honored. For all other uses, contact the owner /author(s). the fundamentals of statistical inference. Students worked in Information Society 2025, Ljubljana, Slovenia small groups, beginning with an activity to explore their precon- © 2025 Copyright held by the owner/author(s). http://doi.org/10.70314/is.2025.digin.19 ceptions, followed by a teacher-led discussion of core concepts: 58 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia Dias et al. null and alternative hypotheses (𝐻 , 0 𝐻 ), type I and II errors, sig- For the third problem situation, the aim is for students to 1 nificance level, test statistic, and p-value. ChatGPT and Microsoft recognize that this is a hypothesis test for the difference between Copilot supported this stage by reformulating textbook concepts, two means, for which the following statement is provided: generating examples (including intentionally incorrect ones), and -"Two groups of students used different methods to study illustrating AI’s role in interpreting statistical decisions. Students statistics. Group A used only textbooks; Group B used AI as were encouraged to ask questions such as: (1) How do I know if support (ChatGPT/Copilot). After a test, the results (out of I reject 𝐻 ? (2) What does a p-value of 0.03 mean? (3) Can the 0 20 points)." sample mean be used to reject 𝐻 ? 0 The first session introduced the statistical language of hypoth- The data to consider when solving the problem was given to esis testing and encouraged critical reflection on AI-generated the students, and the students were asked to search for: answers. The second focused on applying this knowledge col- -Is there a significant difference between the means of the laboratively, with groups analyzing data sets and addressing two groups? inferential questions such as: Instructions given by the teacher were the same as the previous -Do school students sleep less than 7 hours a night on average? ones. -Is there evidence that the proportion of users satisfied with AI exceeds 60%? 3.3 Pedagogical Approach to the First Problem Based on the data provided, the groups had to: (i) formulate Situation - Students’ Sleeping Hours the null hypothesis (𝐻 ) and the alternative hypothesis (𝐻 ), (ii) 0 1 In this phase, the teacher contextualizes the first Problem Situa- define the appropriate significance level (e.g. 0.05), (iii) calculate tion and addresses the students by stating: or interpret the test statistic and p-value, (iv) make a reasoned inferential decision, (v) use ChatGPT or Copilot to confirm the Let’s explore whether the students at our school sleep less - reasoning and explore alternative explanations or validate the than 7 hours a night. conclusions generated with AI support. To do this, they should review the following key concepts: the Throughout the process, the teacher took on the role of facilita- difference between 𝐻 and 𝐻 , the meaning of the p-value, the tor, circulating among the groups, promoting debate, answering 0 1 significance level (𝛼), and whether the test is one-sided (𝜇 < 7). conceptual questions, and encouraging comparison between their During the resolution, the teacher moves around the classroom own resolution and the resolution proposed by the AI. and interacts with the students, actively mediating and making some observations: 3.2 Practice Evaluation -Have you formulated the hypotheses? The assessment was formative, guided by explicit criteria, which -Why is this a one-sided test and not a two-sided test? valued: (a) the correct formulation of hypotheses, (b) the appro- -Does the p-value you considered make sense in light of the priate interpretation of the p-value, (c) the apparent justification of the statistical decision made, (d) the critical and conscious use sample mean? of AI tools (avoiding automatic or uncritical responses), (e) the The teacher began by encouraging students to share strategies clarity and rigor in communicating the results. freely, fostering collaboration. Discussion then shifted to tradi- To organize the teaching practice, the teacher distributes three tional resources for solving statistical problems. Though initially problem situations to the groups to work on the topic of Hy- shy, students soon interacted, and one group presented its solu- pothesis Testing. The three problem situations include simulated tion on the board. The teacher promoted debate by questioning data and clear questions, ready to be used either on paper or other groups, leading to disagreements about the meaning of the using ChatGPT and Copilot. The first problem situation deals p-value. Inviting an alternative answer, the teacher compared with students’ hours of sleep: strategies until the class identified the most statistically sound re- - The aim is to find out whether students at a school sleep, on sult, highlighting the value of critical analysis. Finally, the teacher average, less than 7 hours a night. A random sample of 20 gave a guided talk on digital resources, introducing AI and its students was taken. applications in research and problem-solving. - The teacher pre- Based on this data supplied, is there statistical evidence that 3.3.1 A practical introduction to the use of AI. students sleep less than 7 hours a night? sented two AI tools, ChatGPT and Microsoft Copilot, and ex- plained their potential applications in pedagogy. The teacher Instructions given by the teacher: (1) formulate the hypotheses demonstrated how to formulate transparent and objective ques- 𝐻 and 0 𝐻 ; (2) consider the significance level 05; (3) use AI 1 𝛼 = 0 . tions, how to interpret and evaluate the answers provided by AI, to calculate the p-value or compare it with the critical value; (4) and how they can support mathematical and statistical reasoning. decide whether or not to reject 𝐻 ; (5) justify your decision with 0 The teacher conducted a practical example that helped students the support of AI (you can ask ChatGPT or Copilot to run the better understand how the technology works, promoting a criti- t-test for this sample and interpret the result). cal, ethical, and responsible attitude in its use. The importance of For the second Problem-situation (satisfaction with an AI app), using appropriate keywords when formulating AI questions was the following statement was given: also stressed. The teacher also pointed out that vague or poorly - structured questions can generate inaccurate or decontextual- “A company wants to know if more than 60% of users are satisfied with its new AI application.” ized answers. For example, instead of asking “lower mean” or “statistical test”, it would be more effective and specific to ask: Instructions given by the teacher were the same as the previous ones. -Can you do a t-test to see if the sample mean is less than 7? 59 Mathematics and Critical Thinking in the AI ERA: Rethinking Classroom Practices Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia The teacher also warned of the risks of excessively long and One of 3.3.3 Mediation of Difficulties and Collective Discussion. confusing questions, which make it difficult for the AI to under- the groups showed additional difficulties, prompting the teacher stand. The teacher used the following inappropriate wording as to intervene, asking: an example: Is your alternative hypothesis consistent with the problem - -“We have a set of data and we want to know if the mean question? can be considered statistically different from the mean of -Does the p-value you obtained indicate evidence against 𝐻0? another school because the students sleep little, and we want Why? to know if this is relevant and what to do with the data...” After completing the tasks, the class held a collective discus- This intervention aimed to help students reflect on clarity and sion based on the projected answers. To encourage reflection, the precision in mathematical communication, as well as to utilize AI teacher asked questions such as: tools as a support for critical thinking, rather than as a substitute -What was the result of your sample? Was the mean less than for autonomous reasoning. The students are given some guiding 7? questions to think about, about what to ask the AI: -What was the value of the t-statistic and the p-value? - 0 Does AI understand everything at once, or should we divide - 𝐻 What decision did you make? Did you reject or not? our question into clear and objective parts? -Do you think AI helped to better interpret the problem? - Why? In statistical terms, how can we make our question clearer? - The teacher then projected an answer generated by the AI, How does AI identify keywords such as “p-value”, “mean”, “significance" or 𝐻 previously selected as clear (or confusing), asking the students 0 ? to assess its validity. One of the groups compared the AI answer It is explained to the students that the keywords serve as clues with their own, concluding that they preferred their resolution for the AI, allowing the tool to select the appropriate statistical because it was simpler and they understood the reasoning better. method (t-test, z-test, p-value, etc.) and correctly interpret the The teacher took the opportunity to emphasize that AI does desired outcome. The lesson continues with some questions for not replace human statistical reasoning, but only supports it. To the students, which serve to direct what they want to get from deepen the assessment of statistical understanding, the teacher the AI: issued a provocative challenge: -Do we want to know if there are significant differences? - 0 with a p-value of , Is the mean higher or lower than a certain specified value? - 𝐻 0.02 If the AI told you not to reject - what would you say? Is the proportion different? The group answered correctly, "if the p-value is 0 .02 and the After the theoretical explanation and the initial example, the significance level is 0.05, then as 0.02 < 0.05, we must reject 𝐻 . teacher returned to the first Problem Situation, illustrating it with 0 the statement: There is sufficient evidence against 𝐻 ." The teacher continued 0 to stimulate critical thinking with new questions: -I want to know if the students’ mean number of hours of -What if the significance level was 1%? sleep is less than 7. -What if the sample had 50 students? In this context, he reminded students of the importance of us- The answers given by the group revealed a solid understand- ing relevant keywords, such as “t-test”, ‘mean’, “less than 7”, and ing: “If 𝛼 0.01, then 0.02 > 0.01, so we don’t reject 𝐻 ”; “with 0 = “p-value”. The teacher then challenged the students to consider 50 students, the test would be more accurate. With more data, the most effective way to ask AI questions, supporting them in it becomes easier to determine if there is a real difference in formulating more transparent and more precise questions. Ex- sleeping hours.” amples of guiding questions included, “what is the parameter we are testing?”, “what is the null hypothesis (𝐻0) and the alternative 3.3.4 Discussion on statistical errors and AI limitations. To as- hypothesis (𝐻1)?", “what is the mean value taking into account sess understanding of type I and II errors, the teacher made the 𝐻 , 𝛼 , and following comment: 0 ?” “What is the significance level ( )?” “what type of test is most appropriate (t, z, one-sided, two-sided)?”. To support the -In the problem situation of hours of sleep, if 𝐻0 is true but organization of thought, the teacher also explained how to di- the p-value is and we reject with = , what 0.03 𝐻 𝛼 0.05 0 vide the questions progressively and gave examples of how to kind of mistake have we made? do implement it: , “What is the mean of the sample?” “What is the Responses generated by AI for each group: value of the mean that we are going to test?”, “What is the sample size?” - Group I: Type II error, because we rejected 𝐻 even though “What is the alternative hypothesis?” , 0 . Finally, the teacher it was true (they used ChatGPT). presented a well-structured instruction: - Group II: It could be a type I or II error, depending on the -Run a one-sided t-test on this data to see if the mean is less interpretation (they used ChatGPT). than 7. Consider 𝛼 = 0.05. - Group III: Type I error, because we rejected 𝐻 0 when it is 3.3.2 Group Work and Interactions with AI. true (they used Microsoft Copilot). Each group selected a problem and, based on prior examples, formulated questions for The teacher projected the three answers and asked the groups the AI to obtain rigorous statistical answers. With the teacher’s to evaluate them. Group III acknowledged that only their an- support and real-time projection, they saw how small changes swer was correct. Group II insisted that theirs also made sense, in wording—such as shifting from one- to two-sided tests—could but eventually recognized that the AI shouldn’t give contradic- alter conclusions. While groups worked, the teacher circulated, tory answers. Group I remained undecided. The teacher took reviewing hypotheses (𝐻 , 𝐻 ), checking test choices (t, z, one- the opportunity to explain that sometimes AI can present "hal- 0 1 /two-sided), guiding clearer questions for the AI, and ensuring lucinations" or incorrect answers. The teacher again reminded correct interpretation of p-values. the students that a Type I error consists of rejecting 𝐻 when 0 60 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia Dias et al. it is true and that a Type II error corresponds to not rejecting AI’s impact (Satone et al., 2025). Further research and curricu- 𝐻 0 when it is false. Finally, it reinforced the importance of criti- lar references are recommended to embed critical thinking as a cal thinking, emphasizing that students with essential thinking transversal competence in mathematics teaching. skills can explain their reasoning, explore multiple resolution strategies, and critique fallacious arguments [10]. Acknowledgements This work is funded under the AI-Enable project (2022-1-SI01- 3.4 Assessment and Reflection on Learning KA220-HED000088368), and the Fundação para a Ciência e a with AI Support Tecnologia, under project UIDB/00297/2020 and UID/05064/2023. The aim of learning assessment in this pedagogical practice was References not only to verify the acquisition of statistical content, but above [1] Salim B Al Maqbali and Nooritawati Md Tahir. 2024. Ai opportunities and all to gauge the development of critical thinking and intellectual risks for students’ decision-making skill. In 2024 IEEE 14th International autonomy among students when interacting with artificial intel- Conference on Control System, Computing and Engineering (ICCSCE). IEEE, 321–326. ligence tools. To this end, a descriptive evaluation summary was [2] Ahmad Al Yakin, Ahmed J Obaid, Eka Apriani, Souvic Ganguli, Abdul Latief, drawn up, focusing on four key dimensions of the work carried et al. 2024. 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Teachers should integrate self-regulation strategies to maximize 61 Good Practices of AI Use: Case Studies from Türkiye İpek Burcu Oruçoğlu Tuncer Can İrfan Şimşek Open and Distance Education Department of Foreign Language Department of Computer Application and Research Center, Education, Hasan Ali Yücel Education and Instructional Istanbul University-Cerrahpaşa, Faculty of Education, Technology, Hasan Ali Yücel Istanbul Türkiye Istanbul University-Cerrahpaşa, Faculty of Education, ipekorucoglu@iuc.edu.tr Istanbul Türkiye Istanbul University-Cerrahpa şa, tcan@iuc.edu.tr Istanbul Türkiye irfan@iuc.edu.tr Abstract education policies that prepare individuals for the future, developing flexible and accessible learning systems, and This paper presents three AI-supported good practices developed establishing guidelines for the ethical use of AI [4]. As part of workshops at Istanbul University-Cerrahpaşa with the selected good practices from Türkiye to demonstrate how AI involvement of academic staff and students. They focus on technologies can contribute to inclusive education through diverse areas, including academic writing support, inclusive concrete, context-sensitive examples. language teaching materials, and accessible video content. The Inclusive education in higher education requires not only cases demonstrate that low-cost, open-access AI tools can be access to digital tools but also pedagogically grounded, ethically effectively used in pedagogical contexts to enhance digital how artificial intelligence can support inclusive education in guidelines, and good practice examples have been developed to higher education. The practices were created during exploration guide AI integration in higher education. This paper presents in Türkiye as part of the AI-Enable Erasmus+ project illustrating the Erasmus+ supported AI-Enable Project, a framework, responsible, and learner-sensitive practices. However, without creativity and address diverse learner needs. Participants addressing challenges such as limited infrastructure and lack of reported increased confidence, engagement, and awareness of teacher training, these practices cannot be effectively inclusive practices. However, challenges such as internet access, implemented [5]. The AI-Enable Project brought together language limitations of tools, copyright concerns, and the need universities from Slovenia, Spain, Portugal, and Türkiye to that the meaningful use of AI in inclusive education depends not practices. Through exploration workshops with academic staff, only on technology itself but also on pedagogical design, ethical students, and researchers, ten good practices aligned with for ethical guidance were also noted. Overall, the findings show identify and document inclusive, AI-supported teaching implementation, and institutional support. pedagogical value, scalability, and inclusive AI principles were Keywords This paper focuses on three selected examples from Türkiye, developed. AI-Enable Project, Artificial Intelligence, Inclusive Education, ranging from academic writing support to multimodal material Good Practices, Higher Education design. These cases illustrate how AI tools can enhance inclusion in Turkish higher education. Grounded in real educational 1 Introduction offer insights into the transformative potential of AI when challenges and tested in classroom contexts, the case studies The integration of Artificial Intelligence (AI) into higher implemented thoughtfully and intentionally. education offers new opportunities for inclusive, personalized, and student-centered learning. Adaptive learning platforms and intelligent tutoring systems enable students to receive 2 Methodology individualized instruction and feedback [1]. Educators can create This study aims to present good practice examples of inclusive more flexible and inclusive learning environments that respond artificial intelligence applications implemented in higher to diverse learner needs [2]. While the impact of AI on education education institutions in Türkiye within the scope of the AI- remains a subject of ongoing debate, its potential to promote Enable Project. The three good practices featured in this paper inclusion and improve educational outcomes is increasingly were developed during exploration workshops held at Istanbul recognized [3]. University-Cerrahpaşa. These workshops brought together In this context, the growing use of AI tools such as ChatGPT, academic staff, undergraduate and graduate students, and Gemini, Napkin, and Canva highlights the importance of shaping researchers to collaboratively develop AI-supported solutions addressing educational challenges related to inclusion. Permission to make digital or hard copies of part or all of this work for personal or Each good practice was structured around the following classroom use is granted without fee provided that copies are not made or distributed components: for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).  The identified inclusion challenge Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia  © 2025 Copyright held by the owner/author(s). The AI tool(s) used https://doi.org/10.70314/is.2025.digin.4  The target student group and level of education 62 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia I. B. Oruçoğlu et al.  The expected or observed outcomes 3.3 Using AI Video Tools to Create Inclusive  Reflections on the strengths and limitations of the tools. Language Learning Materials educational practices can be meaningfully and sustainably components were created using Murf.ai and Play.ht, while Canva integrated into higher education institutions in Türkiye. and Bing Image Creator were used for visual design. These workshops were supported by Istanbul University- The practice aimed to create accessible learning Cerrahpa ş a through access to computer labs, stable internet environments for students with learning differences such as infrastructure, and institutional encouragement of AI dyslexia, attention deficit, and hearing impairment. Participants experimentation. While no formal training program was in place, took active roles in planning, producing, and evaluating content instructors provided informal peer support and curated prompts. through group work, which helped them enhance both their These grassroots support mechanisms were essential in digital creativity and awareness of inclusivity. Feedback facilitating meaningful experimentation with AI tools. indicated that the activity strongly supported motivation and technical application but also regarding pedagogical coherence, content. Participants developed scenarios using ChatGPT and sensitivity to learner diversity, and ethical awareness. These Gemini and transformed them into avatar-supported videos examples offer insights into how inclusive, AI-supported through tools such as Fliki, Pictory, and Synthesia. Audio The selected practices were analyzed not only in terms of their teachers, focused on producing diverse and inclusive video This practice conducted with pre-service English language creativity but also revealed a need for further guidance on 3 copyright issues and content verification. CASE STUDIES FROM TÜRK İ YE 3.1 AI-Supported Inclusivity in Academic 4 CONCLUSION Writing aimed to enhance equity in academic writing processes. In to support inclusive education in higher education in Türkiye. exploration workshops attended by graduate and doctoral Common features across the cases include the pedagogical students as well as academic staff, tools such as ChatGPT, integration of low-cost, open-access tools; the enhancement of Gemini, Scispace, Perplexity, and Consensus AI were used to This practice implemented at Istanbul University-Cerrahpaşa, artificial intelligence can be meaningfully and creatively utilized The three good practices presented in this paper demonstrate how for literature review, theoretical framework development, These case studies highlight that AI tools are not merely qualitative data analysis, and academic writing. technical solutions but pedagogical instruments that invite The initiative particularly aimed to alleviate barriers educators to rethink teaching and learning processes. Active support academic productivity. Participants utilized these tools systematic sensitivity to diverse learner profiles. digital creativity among both teachers and students; and a experienced by non-native English-speaking researchers, participation by students and instructors enabled shared including language difficulties, time constraints, and limited responsibility, critical reflection, and greater teacher autonomy. access to academic resources. Through prepared prompt In this context, the AI-supported creation of learning materials AI tools ethically. At the end of the process, participants reported engagement, motivation, and participation. feeling more confident and productive; however, they also At the same time, the implementations revealed several templates and sample contents, participants learned how to use not only enhanced accessibility but also increased learner highlighted the need for more guidance on ethical use and challenges. Issues such as reliance on stable internet access, the sustainable access to AI tools. linguistic limitations of AI tools, concerns over copyright and 3.2 content accuracy underscored the need for institutional measures Using AI Tools to Create Inclusive Worksheets and Audio Materials for Pre- became evident that teachers require more structured guidance, to ensure ethical and sustainable integration. Moreover, it Service Language Teachers exemplary practices, and professional development opportunities This good practice aimed to support English language teacher to use AI effectively within pedagogical settings. candidates in producing inclusive instructional materials for In conclusion, this study illustrates both the potential and the students with diverse learning styles. Participants created reading critical considerations of using AI to foster inclusive education, and grammar exercises aligned with CEFR levels using ChatGPT through three concrete examples from Türkiye. These practices and Gemini and generated natural-sounding audio content with may inspire not only local efforts but also broader initiatives text-to-speech (TTS) tools such as Murf.ai, Play.ht, and across higher education contexts in Europe. These practices, ElevenLabs. Canva and Piktochart were actively used in the while developed in a local university context, offer a scalable design of visual materials. framework that can be adapted to different higher education The resulting materials were diversified to address auditory, institutions. Their emphasis on low-cost tools, participatory visual, and kinesthetic learning preferences. Accessibility was design, and contextual relevance makes them suitable for enhanced by providing audio content via QR codes. As a result replication across diverse educational settings. For AI to play a of the practice, the teacher candidates gained valuable skills in meaningful role in inclusive education, it must be embedded in using AI tools both creatively and pedagogically. Challenges pedagogically sound, ethically grounded, and participatory included dependence on internet connectivity and limited approaches—beyond mere technological availability. experience in effective prompt engineering. Further research is needed to evaluate the long-term impact of AI-supported inclusive practices on student outcomes. 63 Good Practices of AI Use: Case Studies from Türkiye Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia Comparative studies across different universities or cultural contexts may offer additional insights into best practices for scaling and adapting these approaches. Developing institution- wide policies that ensure ethical use and sustainable infrastructure will also be essential in the coming years. Acknowledgments This research was done as part of the AI-ENABLE project (https://aienable.eu, 2023-1-SI01-KA220-HED-000160853), which is Co-funded by the Erasmus+ Programme of the European Union. References [1] Jain, M., Kumar, P., Bhansali, I., Liao, Q., Truong, K., & Patel, S. (2018). FarmChat: A conversational agent to answer farmer queries. Proceedings of ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 2(4), 1- 22. https://doi.org/10.1145/3287048. [2] Adıguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152. [3] Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European journal of education, 57(4), 542-570. https://doi.org/10.1111/ejed.12533. [4] Telli, S. G., & Aydın, S. (2025). Üniversitelerde Yapay Zekânın Kullanımı: Dönü şümler, Getiriler ve Geleceğe Hazırlık. Journal of University Research, 8(1), 139-148. https://doi.org/10.32329/uad.1609305. [5] Salas-Pilco, S. Z., Xiao, K., & Oshima, J. (2022). Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review. Sustainability, 14(20), 13572. https://doi.org/10.3390/su142013572. 64 Good Practices in AI Use: Case Studies from Spain Olga Dziabenko Diego López-de-Ipiña Javier García Zubía Faculty of Engineering Faculty of Engineering Faculty of Engineering University of Deusto University of Deusto University of Deusto Bilbao, Spain Bilbao, Spain Bilbao, Spain olga.dziabenko@deusto.es dipina@deusto.es zubia@deusto.es Diego Casado-Mansilla Unai Hernández Jayo Angela García Perez Faculty of Engineering Faculty of Engineering Online Training Unit University of Deusto University of Deusto University of Deusto Bilbao, Spain Bilbao, Spain Bilbao, Spain dcasado@deusto.es unai.hernandez@deusto.es angelagarcia@deusto.es Abstract educators to promote the equitable and ethical integration of AI in teaching and learning. This paper presents the outcomes of the implementation of The paper consists of four sections. Section 2 provides an artificial intelligence (AI) tools during co-creation workshops overview of AI tools and their potential to enhance inclusive conducted within the framework of the Erasmus+ project AI- higher education. Section 3 outlines the structure, content, and ENABLE – Enhancing Inclusive Education in Higher Education outcomes of the co-creation workshop, which explored both the Institutions with Artificial Intelligence. Two case studies - one benefits and barriers to adopting AI in university classrooms. The from the Faculty of Social and Human Sciences and the other implementation of AI tools is described in detail through two from the Faculty of Engineering, both from University of Deusto, specific use cases. Finally, section 4 concludes with key insights Spain - are examined to illustrate how the integration of AI- regarding the implementation of AI-driven tools, based on the driven tools can enhance inclusivity and transform traditional two use cases from the University of Deusto, Spain. classroom environments. The findings underscore the need for implications of AI, the development of comprehensive AI 2 future higher education practices to prioritize the long-term State of-the-art of Inclusive AI literacy programs, and the adoption of innovative pedagogical Artificial intelligence (AI) tools in education have strategies aimed at fostering inclusive learning environments. demonstrated considerable potential to enhance student involvement, streamline administrative processes, and enrich Keywords overall learning experiences. To explore the current landscape of AI tools, inclusive digital education, higher education, good educational AI applications, a comprehensive web-based review was conducted under the AI-ENABLE project’s task State of the practices, case study, personalized learning . art analysis of AI technologies and tools and their integration in education . This review involved the identification, 1 Introduction documentation, and classification of a wide range of AI tools is broadly acknowledged [1, 2, 3], the study on its practical model. The tools identified span various domains, including implementation and alignment with inclusive pedagogical programming support, media processing, chatbot interactions, practices remains underdeveloped. This paper addresses this gap and research facilitation, with licensing options ranging from Although the potential of artificial intelligence (AI) in education according to the technology, potential application, and licensing relevant to educational settings. Each tool was analyzed by critically examining AI tools, assessing their applicability to free access to subscription-based services. This mapping activity inclusive education, and implementation it in the real higher was completed in September 2024 [4] education classroom setting. Furthermore, the study presents The rapid and continuous development of AI technologies is findings from institutional pilot projects conducted with co- the reason why the collection of outcomes presented in AI- creation workshop approach. By integrating these dimensions, ENABLE is not complete and could be already out of date. As the authors provide a comprehensive overview of AI-supported such, it is imperative that educators and institutional stakeholders inclusive education and offer evidence-based recommendations remain proactive in monitoring and evaluating emerging AI tools for higher education institutions (HEIs), policymakers, and to ensure alignment with the evolving needs of modern, technology-enhanced education. Inclusive education, as a foundational principle of equitable Permission to make digital or hard copies of part or all of this work for personal or learning, ensures that all students, regardless of their abilities, classroom use is granted without fee provided that copies are not made or distributed backgrounds, or learning preferences, have access to meaningful for profit or commercial advantage and that copies bear this notice and the full and effective educational opportunities. AI-powered tools citation on the first page. Copyrights for third-party components of this work must represent a transformative approach to inclusive pedagogy, be honored. For all other uses, contact the owner/author(s). enabling educators to create adaptive, accessible, and DIGIN 2025 Conference, 18 September 2025, Maribor, Slovenia © 2025 Copyright held by the owner/author(s). personalized learning environments. These tools support http://doi.org/10.70314/is.2025.digin.5 differentiated instruction, assistive learning technologies, and 65 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia enhanced student engagement strategies, thereby fostering lessons (Polyglot Media); generating grasping presentation inclusive classroom practices. (Canva, MagicSlides, SlidesAI, Genially). Figure 1 illustrates the interconnection of various categories of AI tools and their contributions to inclusive 2.5 Accessibility course delivery. Below, selected examples of AI-driven AI tools enhance accessibility for diverse learners by tools that support inclusive education are presented. offering: text-to-speech, translation, and sign language interpretation (e.g., DeepL, Alexa/Siri, Google Assistant); AI- driven summarization and voice interaction for reading difficulties (e.g., Semantic Reader, TalkingPDF, AudioPen); text-to-audio conversion for visual impairments and dyslexia (Listening, Audioread, Amberscript); complex-to-simple texts for cognitive challenges (Diffit, Eduaide); lecture transcription for hearing impairments (Otter, Fireflies). 2.6 Engagement and Creativity AI tools improve engagement and equip diverse learning styles through generating art and visualizing concepts (Midjourney, DALL-E, Canva, Napkin.ai, etc.); creating music Figure 1: Using AI Tools for Inclusive Education (created converting text to video for abstract topics ( or listening AI-generated explanations (MusicLM, Audiosonic); with Napkin.ai) AI-powered storytelling ( Fliki, HumanPal); StoryBooks); gamified interactive 2.1 quests (Adventure AI, Gamify Learning, Kiwi Video). Teaching Tasks Automation Therefore, AI-powered tools are streamlining and AI tools help minimize administrative burdens and promote transforming education by delivering personalized learning professional development for educators by supporting tasks such experiences, simplifying administrative tasks, and handling as grading, scheduling, and lesson planning (TeacherMatic, inclusivity. Through adaptive and emerging learning Teachology AI, TeacherDashboard.ai); proposing diverse and technologies, accessibility features, and dynamic content accessible materials (SALLEY, CourseGenie); offering inclusive creation, these tools provide tailored support for diverse learners, best practices (Educator Lab, Almanack); providing AI-powered helping to create an inclusive and effective educational classroom management (AITeacha, Interflexion). environment. 2.2 Assessment and Feedback AI-powered assessment tools facilitate evaluation and 3 Co-creation Workshop: Exploration of AI feedback by designing quizzes from lessons or videos Tools for Pedagogical Innovation (Quizgecko, Yippity, Conker, Video2Quiz); creating customized A co-creation workshop including three sessions was tests and activities (MagicSchool, ClassPoint AI, implemented at the University of Deusto, Spain. The initial TeacherToolsGPT); enhancing writing (Grammarly, QuillBot, session introduced the AI-ENABLE project, outlining its goals, Bard); summarizing research (PaperBrain, Scholarcy); ensure objectives, target audience, and overall structure. Participants fair evaluation through detecting plagiarism and automating engaged in a critical analysis of the benefits, challenges, and grading (Smodin, formative); tracking student performance and barriers associated with the integration of AI-driven applications tailoring interventions (TeacherDashboard.ai). in educational settings [5]. The second session focused on the principles of Universal Design for Learning (UDL) [6] and its 2.3 Personalized Learning application within engineering higher education. The AI- AI-driven tutoring tools like ENABLE scenarios illustrating the use of AI tools to support ChatGPT , Claude AI , YouChat , and inclusive teaching practices in engineering classrooms were AcademicGPT offer continues personalized support, helping students grasp complex concepts at their own pace. presented. Participants then began developing their own Cognimates AI scenarios for integrating existing AI tools into their respective , Perplexity AI , and Ai Tutor self-direct students by guiding problem-solving. courses. Over the following weeks, these scenarios were Carnegie Learning and Docebo platforms assess student progress and adapt lessons, while implemented and tested in classroom environments. In the Moodle’s AI plugin concluding session, educators met again to share, reflect upon, creates dynamic assessments. Flint , MyLessonPal , and CourseMind and discuss the outcomes of their designed scenarios. assist educators in managing personalized learning effectively. 3.1 Use Case 1: Community Service Study 2.4 Collaboration and Communication This case was incorporated into a Community Service Study AI supports communication and collaboration in the within the Social Work Degree program. 15 second-year students classroom by facilitating discussions & knowledge sharing from diverse academic disciplines, including Psychology, ( Engineering, and Business, all of whom have chosen a Claude AI , Socrates.ai ); converting materials into flashcards and conversations ( community service pathway participated in the study. The Jungle.ai , ChatPDF ); assisting multilingual implementation plan for integrating AI tools was designed to 66 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia address two primary objectives: (1) student support, by comprehension and to assist learners with dyslexia by enhancing reading comprehension and providing tailored simplifying complex language and elucidating challenging accommodations for a student with special needs; and (2) terminology. For example, Ginger deconstructs abstract community engagement, by facilitating effective communication vocabulary such as “commitment,” which may be conceptually with diverse populations, including older adults, immigrants for advanced or contextually nuanced for certain students. whom Spanish is a second language, and individuals with The integration of Ginger into the educational process has intellectual disabilities or cerebral palsy. facilitated comprehension of reading materials, understanding of In the “Social Engagement and Values” course (FAV, 2nd abstract and sophisticated terms, and increased learner year) of the Social Work Degree, Grammarly for writing confidence in both reading and writing tasks. It was noted that by feedback, Napkin for visualizing content and ideas, Anki for offering precise explanations and alternative phrasings, the tool creating the game-based learning approach, Ginger for sentence has enhanced accessibility to academic texts, thereby promoting restructuring, and Voiceitt for supporting individuals with deeper cognitive engagement and critical thinking while atypical speech were applied. mitigating frustration and supporting sustained interaction with Napkin (https://www.napkin.ai/) enhances and adapts course content. diagrams, visualizes teachers' notes and creates engaging class Anki (https://apps.ankiweb.net/) is a flashcard-based learning presentations. This tool allows for dynamic and intuitive tool that supports knowledge retention through repetition, diagramming, enabling instructors to refine complex concepts, expression, and practice. In the classroom, it effectively presents tailor visual content to diverse learning needs, and foster deeper key terms and concepts using spaced, randomized repetition, student understanding. Integrated into instructional practice, engages students with interactive flashcards that reinforce Napkin allows teachers to: understanding, supports language development by enhancing - Adapt diagrams to align with lesson goals and diverse vocabulary through structured review and promotes systematic learning styles. learning and reinforces core concepts in an accessible format. - Visualize notes by converting content into clear, engaging Grammarly (https://www.grammarly.com/) supports a self- formats that aid retention. directed writing process by providing students with personalized, - AI-driven feedback. Students begin by reviewing their own diary Create presentations with accessible, interactive slides supporting varied learner needs. entries or notes and identifying areas for improvement. During Napkin improves the clarity and accessibility of educational class, they participate in peer review sessions, exchanging materials, contributing to a more interactive and inclusive feedback to refine their ideas and strengthen arguments. After learning environment. incorporating peer suggestions, students use Grammarly Voiceitt independently to polish their work -improving grammar, clarity, , ( https://www.voiceitt.com/ ) is an inclusive voice AI tool designed to support both knowledge acquisition and the logical flow, and overall coherence. development of interpersonal competencies essential for This iterative process fosters continuous writing meaningful and inclusive community engagement. The tool improvement. The final activity involves a structured key- translates atypical speech into standard, intelligible speech, sharing session, where students present their revised texts and thereby enhancing communication accessibility. reflect on their learning progress. from diverse community members, including older adults, Initially, Voiceitt was employed to process video testimonies 3.2 Use Case 2: Software Process and Quality individuals with cerebral palsy, and newcomers facing Engineering lectures traditionally depend on text-heavy slides, pronunciation challenges that contribute to language barriers. monochromatic diagrams, and code examples. The main Subsequently, it was integrated into live conversations with these objective of AI-driven tools adoption was to enhance the visual groups. These interactions offer students valuable insights into aspect of these lectures for Software Process and Quality subject. the lived experiences, perspectives, and specific needs of Many concepts within Agile methodologies and DevOps tools— marginalized populations, thereby fostering empathy, awareness, requiring thorough understanding—are often represented and social sensitivity. This experiential learning activity equips through graphical elements such as boards and charts. students for effective engagement with similar communities Consequently, it is essential to employ tools that provide throughout their academic and professional practice. Voiceitt descriptive access to these visuals for learners who rely on contributes to the following learning outcomes: reading/writing accommodations and for students with visual - Deeper understanding: Community narratives offer impairments. Additionally, efforts should be directed towards practical insight into inclusion, accessibility, and disrupting the predominance of textual content by integrating communication. concise, synthesized charts that are also accessible through - Improved empathy and communication: Exposure to descriptive means for blind individuals. The AI tools selected to authentic voices fosters respectful, effective interaction achieve the objectives were Microsoft Seeing AI, CLIP with diverse individuals. interrogator, Napkin.ai, GitHub copilot and ClickUP. The testing - Professional readiness: Builds cultural competence and key protocol included: skills for ethical, impactful community service. 1) To explain a SCRUM’s burndown chart, the CLIP Interrogator Ginger (https://www.gingersoftware.com/) is an AI-driven tool was used by importing the SCRUM’s burndown chart into writing assistant designed to correct grammar, enhance stylistic it. The resulting prompt — “a bar chart with the words sprint quality, and provide context-sensitive language refinements. It burndown chart, only with blue, rutkowski |, was implemented to support students in improving reading retaildesignblog.net, agile, unique features, desk fan, steps 50, oddly familiar, centered in image, wotc, very accurate coherent 67 Information Society 2025, 6–10 October 2025, Ljubljana, Slovenia O.Dziabenko et al. image, uplifting mood, enterprise workflow engine, absolute As a summary, lecturers found these tools beneficial for ability chad, burn, ux” - failed to accurately capture the chart's essential to make learning more interactive, breaking the monotony of information. This demonstrates the tool's limitations in passive lectures. These brief interruptions help sustain attention, interpreting data-driven visuals, requiring a more refined reinforce content, and keep students engaged. It is also important prompting strategy. to show that generative AI can enhance learning without 2) Importing the burndown chart into ChatGPT and using the encouraging passivity. prompt 'explain this burndown chart' produced sufficient and adequate results. Hence, ChatGPT provided clear and insightful 3.3 The teacher’s voice feedback, beginning with the 'Key Takeaways': The following testimonies reflect the overall positive experience a) Consistent Work Done: The team is reducing work at a provided by lecturers. “I find beneficial” … “their ability to steady rate (5 points per iteration). foster presence, participation, and learning-driven b) Remaining Work Trend: The team appears slightly behind empowerment… Spanish versions availability is a significant the ideal burndown line. advantage”; “the available for each variety task allows students c) Project Completion Prediction: If the team continues at this to choose the best fit for their individual needs and work/learning pace, they may need extra time to complete all the planned styles”; “the easy and intuitive usage of these tools”; “help work. many students grasp complex topics and conceptual d) Actionable Insights: The team can assess whether they need relationships”. “However, I have concerns regarding “AI tools, to adjust workload distribution, increase velocity, or modify specifically regarding intellectual property rights, data privacy, sprint goals. and the implementation of subscription fee after an initial period 3) ClickUp, proved to be a valuable tool in the classroom, of user engagement”; “that students rely too much on AI, particularly during lessons on Agile project planning. substituting it for their own effort and hindering independent Collaborative work is a key component of engineering education, learning”; “data privacy is a concern for me. Where does the involving role definition, task planning, and progress tracking— information go? It’s quite sensitive. What about the rights to my areas where ClickUp was effectively utilized. Students shared information?” their projects with the instructor, enabling real-time monitoring “At the beginning of the session, I was reluctant about using of their progress. This visibility helped identify groups facing AI in the classroom. However, I have now changed my mind.” difficulties, allowing for timely intervention and support. Additionally, the Trello-ClickUp integration streamlined Trello cards, ensuring synchronization across multiple teams. This paper presents two use cases implemented during co- 4) Napkin.ai was used to generate diagrams, graphs, and visual creation workshops at the Faculty of Social and Human Sciences workflow by automatically generating ClickUp tasks from new 4 Conclusion explanations to enhance the slides used in previous courses. For and the Faculty of Engineering at the University of Deusto, instance, Figure 2, generated for the SCRUM unit, provides a Spain. It highlights the transformative role of AI-driven good slides’ summary. technology in higher education, promoting inclusivity through personalization, accessibility, and ethical practices. During the AI-ENABLE workshop sessions, selected AI tools were tested and piloted in classrooms. As a result, educators reported significant benefits from AI integration; however, they also identified key challenges such as algorithmic bias, ethical concerns, and unequal access. These risks can be mitigated through AI literacy training, transparent policies, and continued human oversight in AI-assisted learning. Addressing these issues will require collaboration among educators, policymakers, technologists, and researchers. Acknowledgments Figure 2: Using AI Tools for Inclusive Education (created This research was conducted as part of the “AI-ENABLE: with Napkin.ai ) Enhancing Inclusive Education in Higher Education Institutions with Artificial Intelligence” project (2023-1-SI01-KA220-HED- 5) Seeing AI: Talking Camera for the Blind was tested to help 000160853). Funded by the European Union. Views and students with visual impairments receive descriptions of opinions expressed are however those of the author(s) only and classroom activities and better understand the education charts do not necessarily reflect those of the European Union or the through clear and detailed narration. This app is available on the European Education and Culture Executive Agency (EACEA). App Store and Google Play. Furthermore, this tool can Neither the European Union nor EACEA can be held responsible supplement traditional screen readers such as JAWS and/or for them. Narrator. 6) Students integrated GitHub copilot into their learning programming workflow, thus receiving support for various coding activities. 68 References [1] Stefania Giannini, 2023, Reflections on generative AI and the future of [4] AI-ENABLE project, 2024, D2.1 State of the art analysis of AI education. UNESCO. DOI: https://doi.org/10.54675/HOXG8740. technologies and tools and their integration in education, unpublished [2] U.S. Department of Education, Office of Educational inclusive education [5] AI-ENABLE project, 2024, D2.2 Framework for AI integration in Technology, Artificial Intelligence and Future of Teaching and [6] , unpublished Learning: Insights and Recommendations, Washington, DC, 2023, Applied Special Technology, July 2024, available at available at CAST, Universal design for learning guidelines: Version 3.0. Center for https://tech.ed.gov https://udlguidelines.cast.org [3] Holmes W. and Tuomi I. (2022), State of the art and practice in AI in education, European Journal of Education: Research, Development and Policy, Volume 57, Issue 4, pp. 542-570, DOI: https:// doi.org/10.1111/ejed.12533. 69 70 Indeks avtorjev / Author index Al-Saggaf Yeslam ........................................................................................................................................................................ 44 Benko Boris .................................................................................................................................................................................. 12 Burger Gregor .............................................................................................................................................................................. 26 Čampelj Borut ................................................................................................................................................................................ 7 Can Tuncer ................................................................................................................................................................................... 62 Carvalho Luísa ............................................................................................................................................................................. 58 Casado-Mansilla Diego ................................................................................................................................................................ 65 Colnar Simon ............................................................................................................................................................................... 15 Correia Sérgio .............................................................................................................................................................................. 58 Debevc Matjaž ............................................................................................................................................................................. 32 Demšar Jani .................................................................................................................................................................................. 26 Dias Cristina ................................................................................................................................................................................. 58 Dziabenko Olga ............................................................................................................................................................................ 65 Flogie Andrej ................................................................................................................................................................................. 7 García Perez Angela ..................................................................................................................................................................... 65 García Zubía Javier ...................................................................................................................................................................... 65 Grašič Saša ................................................................................................................................................................................... 54 Hellström Gunnar ......................................................................................................................................................................... 32 Hernández Jayo Unai ................................................................................................................................................................... 65 Horvat Laura ................................................................................................................................................................................ 36 Ivanuša Kline Darja ...................................................................................................................................................................... 50 Kejžar Anamarija ......................................................................................................................................................................... 15 Kerneža Maja ................................................................................................................................................................................. 7 Kiswarday Vanja Riccarda ..................................................................................................................................................... 22, 40 Klančar Andreja ........................................................................................................................................................................... 40 Kožuh Ines ................................................................................................................................................................................... 36 López-de-Ipiña Diego .................................................................................................................................................................. 65 Lovrenčič Držanič Irena ............................................................................................................................................................... 36 Masič Štefan ................................................................................................................................................................................. 18 Olumide Jumoke .......................................................................................................................................................................... 32 Oruçoğlu İpek Burcu .................................................................................................................................................................... 62 Pešl Nuša ...................................................................................................................................................................................... 40 Petrovčič Andraž .......................................................................................................................................................................... 36 Pluke Mike ................................................................................................................................................................................... 32 Privošnik Petra ............................................................................................................................................................................. 22 Pušnik Maja ...................................................................................................................................................................... 18, 50, 54 Sawicka Agata .............................................................................................................................................................................. 32 Şimşek İrfan ................................................................................................................................................................................. 62 Šumak Boštjan ....................................................................................................................................................................... 50, 54 Vičič Krabonja Maja ...................................................................................................................................................................... 7 Zemljak Dejan ................................................................................................................................................................................ 7 71 Digitalna vključenost v informacijski družbi Digital Inclusion in Information Society Uredniki l Editors: Boštjan Šumak Maja Pušnik Saša Grašič