20.500.12556/RUL-182110 Uvajanje umetne inteligence v izobraževanje Besedilo obravnava vlogo umetne inteligence (UI) v izobraževanju kot prelomno, a komple-ksno področje, ki zahteva pedagoško in etično premišljeno integracijo. Uvodoma razlikujemo med »spontanimi« in »načrtovanimi« tehnologijami ter opozorimo, da orodja, kot je Chat-GPT, v šole pogosto vstopajo brez ustreznega vrednotenja, usposabljanja in strategij. Empirič-ne raziskave kažejo pozitivne učinke generativne UI (Gen-UI) na učne dosežke in motivacijo, hkrati pa opozarjajo na tveganja (halucinacije, odvisnost, plagiatorstvo, zmanjšana interakcija in kognitivna angažiranost). Razprava o prihodnosti UI se usmeri v tri perspektive: zamenjava učitelja, prepoved in nadgradnja; zadnja zagovarja UI kot podporo, pri čemer učitelj ostaja ključni organizator učnega procesa. Etični in pravni razmisleki (varstvo podatkov, algoritmična pristranskost, pravičnost) ter zahteva po transparentnosti, odgovornosti in pismenosti v UI tvorijo okvir odgovorne rabe Gen-UI. Na ravni didaktičnih strategij UI omogoča individuali-zacijo (prilagajanje učenja, inteligentni tutorji), inovativne pristope (igrifikacija, povezave z virtualno ali nadgrajeno resničnostjo) in razvoj učne analitike od deskriptivne do prediktivne/preskriptivne, kar podpira pravočasno pedagoško ukrepanje. V zaključku poudarimo, da so najboljši učinki UI dosegljivi v sinergiji med podatkovno podprtimi orodji in učiteljevo stro-kovno presojo, ob hkratnem spoštovanju etičnih standardov in potreb učečih. The text discusses the role of artificial intelligence (AI) in education as a groundbrea-king but complex field that requires thoughtful pedagogical and ethical integration. First, we distinguish between »spontaneous« and »planned« technologies and point out that tools like ChatGPT often enter schools without proper evaluation, training, and strate-gies. Empirical research suggests that generative AI has positive effects on learning out-comes and motivation, but also highlights risks (hallucinations, dependence, plagiarism, reduced interaction, and cognitive engagement). The debate on the future of AI focuses on three perspectives: replacing the teacher, prohibition, and augmentation; the latter advocates AI as a support, with the teacher remaining the key mediator of learning. Ethical and legal considerations (data protection, algorithmic bias, fairness) and the de-mand for transparency, accountability, and literacy in AI provide the framework for re-sponsible use of Gen-AI. At the level of didactic strategies, AI enables personalization (adaptive paths, intelligent tutors), innovative approaches (gamification, project-based learning, links to VR/AR), and the development of learning analytics from descriptive to predictive/prescriptive, which supports timely pedagogical intervention. In conclusion, we emphasize that the best effects of AI are achieved through the synergy between da-ta-supported tools and the professional judgment of teachers, while respecting ethical standards and the contextual needs of learners. generativna umetna inteligenca (Gen-UI) individualizacija učenja učna analitika etični in pravni vidiki pedagoški modeli generative artificial intelligence (Gen-AI) pedagogical models personalized learning learning analytics ethical and legal aspects true false true Slovenski jezik Angleški jezik Članek v reviji 2026-04-24 11:42:24 2026-04-24 11:42:35 2026-04-25 04:48:49 0000-00-00 00:00:00 2026 0 0 Str. 21-37 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.01 276083715 274395651 Radovan+et+al.pdf Radovan+et+al.pdf 1 55A02198B9D003FF51CA755BD0613402 4f56aff6ade42eee2fb913a69f56cdf0b0f92d7d7611d7b89bd9b16cd15eb5b1 864ad8c4-3fc2-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233060 https://ebooks.uni-lj.si/ZalozbaUL/catalog/view/911/1305/13111 1 edd568ed-3fc1-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233057 Filozofska fakulteta 0 0 0