20.500.12556/RUL-179469 Are the benefits of emergency remote education truly benefits? Ethical dilemmas and research results on emergency remote education from the perspective of prospective teachers and the foundations of pedagogical study programmes Ali so prednosti izobraževanja na daljavo v sili resnično prednosti? Etične dileme in izsledki raziskav o izobraževanju na daljavo v sili z vidika bodočih učiteljev in temeljev pedagoških študijskih programov Commencing in March 2020 and continuing during the 2020/2021 academic year, all university education was forced to introduce emergency remote education due to restrictions imposed in countries affected by the Covid-19 pandemic. In the present empirical study, which includes a representative sample of students from one of the education faculties in Slovenia, data was obtained on the conditions and implementation of study programmes via emergency remote education. The areas of study were the material conditions for studying, the pedagogical process in emergency remote education, the ethics of the rules of performance and assessment, and the academic community. The study provides an analysis of the changes that took place in the implementation of the pedagogical process during emergency remote education from the students' perspective and an examination of the extent to which it provided equal opportunities for students. The results show that the success of students in their studies depends on technical conditions and the environment; that rapid transitions from one type of studying to another (from emergency remote education to hybrid or entirely at the faculty) are not recommended; that the teaching process was based on the concept of face-to-face teaching, partly adapting to different conditions on this basis; and finally, that the “desire for comfort†entered into the assessment of the quality and fairness of the educational process. Based on the values of our professional ethical judgement and the results of the study, we conclude that higher education teachers should be aware that providing comfort to some students who have the appropriate conditions for studying or simply preferring to teach from the comfort of home are not adequate reasons to maintain online delivery of courses compared to the criteria of justice and quality in education. Z marcem 2020 in v študijskem letu 2020/21 je bilo vse univerzitetno izobraževanje zaradi omejitev, uvedenih v državah, ki jih je prizadela pandemija covida-19, prisiljeno uvesti izobraževanje na daljavo v sili. V tej empirični študiji, ki vključuje reprezentativni vzorec študentov ene izmed pedagoških fakultet v Sloveniji, so bili pridobljeni podatki o pogojih in izvajanju študijskih programov prek izobraževanja na daljavo v sili. Področja preučevanja so bila: materialni pogoji za študij, pedagoški proces v izobraževanju na daljavo v sili, etičnost pravil izvedbe in ocenjevanja ter akademska skupnost. Študija prinaša analizo sprememb, ki so se zgodile pri izvajanju pedagoškega procesa med izobraževanjem na daljavo v sili z vidika študentov, in preučitev, v kolikšni meri je ta študentom zagotavljal enake možnosti. Izsledki kažejo, da je uspešnost študentov pri študiju odvisna od tehničnih pogojev in okolja; da hitri prehodi iz ene vrste študija v drugo (iz izobraževanja na daljavo v sili v hibridno ali v celoti na fakulteti) niso priporočljivi; da je pedagoški proces temeljil na konceptu neposrednega poučevanja in da se je na tej podlagi deloma prilagajal različnim razmeram; in končno, da je v oceno kakovosti in pravičnosti izobraževalnega procesa vstopila »želja po udobju«. emergency remote education pedagogical study programmes ethics distance learning justice prospective teacher pedagoški študijski programi izobraževanje na daljavo v sili etika učenje na daljavo pravičnost bodoči učitelj višje in visokošolsko izobraževanje učitelji true false true Angleški jezik Slovenski jezik Podatek o licenci CC-BY 4.0 je naveden na spletni strani revije (https://ojs.cepsj.si/index.php/cepsj/about). (Datum opombe 14. 2. 2026) Članek v reviji 2026-02-14 11:15:05 2026-02-14 11:15:07 2026-02-25 12:23:53 0000-00-00 00:00:00 2025 0 0 Str. 191–226 no. 3 (varia issue) Vol. 15 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 378 2232-2647 10.26529/cepsj.1672 184993027 RAZ_Hodnik_Tatjana_2025.pdf RAZ_Hodnik_Tatjana_2025.pdf 1 6DEBD00534F68D1F5C74C8DAD30CD3EA 1a1994d8c21047c8cca77e50fd5a8dec0d40818f68ba46e732342e59206958bb 7402380c-098e-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=228005 https://cepsj.si/index.php/cepsj/article/view/1672 0 d82343b0-098d-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=228004 Pedagoška fakulteta 0 0 0