20.500.12556/RUL-184633 Odnos, znanje in stališča učiteljstva do vloge šole pri razvijanju digitalnega državljanstva magistrsko delo Teachers’ attitudes, knowledge and viewpoints on the role of schools in developing digital citizenship Razmislek o posledicah tekoče moderne (Bauman, 2000) ter o njeni prihodnosti vključuje vprašanje obstoja in delovanja posameznika v digitaliziranem okolju. Z razvojem novih digitalnih prostorov se spreminja tudi razumevanje državljanstva, ki postaja vse bolj individualizirano, digitalni svet pa pod vprašaj postavlja državljansko identiteto in jo izzove k novemu definiranju. Digitalno državljanstvo je eden izmed novodobnih konceptov, ki pridobiva na pomenu zaradi nikoli prej videnih izzivov in zahtev, ki jih pojav in razvoj omrežne družbe prinaša. Umešča se v širši okvir digitalnih kompetenc – je presečna kompetenca znotraj več digitalnih kompetenc in predstavlja zmožnost odgovorne, etične in varne uporabe digitalnih tehnologij ob hkratnem upoštevanju človekovih pravic in dolžnosti v digitalnem prostoru (Vuorikari idr., 2023). Presega tehnično pismenost in zajema predvsem vrednostni in vedenjski vidik digitalnih kompetenc. V sodobnem času je eno izmed poglavitnih okolij, v katerih se otroci in mladostniki nahajajo, virtualno okolje, ki časovno prevzema vedno večji del njihove vsakdanje rutine. Otroci in mladostniki se prek digitalne participacije že neformalno politično udejstvujejo. Digitalna participacija se glede na otrokov kulturni in socialni kapital precej razlikuje, zato je digitalna neenakost ena izmed bolj pogostih posledic v globalnih digitalnih sistemih. Potreba po sistematičnem vključevanju vsebin digitalnega državljanstva v vzgojno-izobraževalne procese se v zadnjem obdobju vse izraziteje pojavlja tudi na ravni Evropske Unije ter se postopoma prenaša v nacionalne izobraževalne politike držav članic. Pri tem pa ni mogoče prezreti vloge učiteljev kot ključnih nosilcev implementacije teh vsebin. Upoštevati je treba njihovo administrativno in pedagoško obremenjenost, stopnjo usposobljenosti za poučevanje vsebin digitalnega državljanstva, vprašanje merljivosti vzgojno-izobraževalnih ciljev ter njihov odnos do digitalnih tehnologij in zaznanega vpliva teh tehnologij na razvoj otrok in mladostnikov. V magistrskem delu raziskujemo odnos, znanje, sposobnosti in stališča do vloge šole pri razvijanju digitalnega državljanstva med osnovnošolskimi učitelji ter se bolj kot na izobraževanje prek digitalnih tehnologij osredotočamo na izobraževanje o digitalnih tehnologijah ter njihovem vplivu na vsakdanje življenje ljudi. Raziskava prispeva k razumevanju profesionalne pripravljenosti in usposobljenosti učiteljev za soočanje z izzivi digitalizirane družbe ter spodbuja k bolj poglobljeni razpravi o vlogi šole pri oblikovanju odgovornih digitalnih državljanov. Teoretični del magistrskega dela najprej raziskuje transformacijo koncepta državljanstva v digitalni dobi in opisuje družbene, politične in tehnološke spremembe, ki pogojujejo nastanek digitalnega državljanstva. V nadaljevanju se osredotoča in analizira vpliv digitalnih tehnologij na otroke in mladostnike ter z njim povezane (digitalne) neenakosti. V osrednjem delu teoretičnih izhodišč predstavimo in obravnavamo evropski koncept (digitalnega) državljanstva – nastanek, razvoj in domene digitalnega državljanstva. Nadalje utemeljujemo in argumentiramo potrebo po zgodnjem in sistematičnem vključevanju digitalnega državljanstva v šolski prostor, ki bi deloval kot preventiven in korekcijski mehanizem za zmanjševanje (digitalnih) neenakosti. Zaključni del teoretičnega poglavja pojasnjuje, kakšno vlogo odigrajo znanje, sposobnosti, odnos in posameznikova stališča – v našem primeru učiteljeva, na uspešno implementacijo reform v šolski sistem. V empiričnem delu smo izvedli kvantitativno raziskavo na podlagi šestih raziskovalnih vprašanj, ki se osredotočajo na poznavanje pojma digitalno državljanstvo, zaznano pomembnost posameznih kompetenc v vsakdanjem življenju, samooceno usposobljenosti za razvijanje digitalnega državljanstva pri pouku ter na stališča učiteljstva do vloge šole pri razvijanju digitalnega državljanstva. V raziskavi so sodelovali 104 učitelji, ki so v šolskem letu 2024/25 poučevali na razredni, predmetni ali na obeh stopnjah v eni izmed slovenskih osnovnih šol. Namen raziskave je bil analizirati znanje, samooceno usposobljenosti poučevanja digitalnega državljanstva, stališča in odnos osnovnošolskih učiteljev do digitalnega državljanstva. V spletnem vprašalniku nas je zanimalo, ali med učitelji obstajajo razlike glede na stopnjo poučevanja, fazo profesionalnega razvoja in predhodne izkušnje z izobraževanjem o digitalnem državljanstvu. Na podlagi ugotovljenih rezultatov raziskave smo v sklepnem delu magistrskega dela oblikovali in zapisali konkretne smernice, ki bi pripomogle k boljšemu poznavanju digitalnega državljanstva in učinkovitejšemu vključevanju vsebin digitalnega državljanstva v osnovne šole ter zmanjšale razlike, ki se med učiteljstvom pojavljajo glede na stopnjo poučevanja, fazo profesionalnega razvoja in predhodne izkušnje z izobraževanjem o digitalnem državljanstvu. Reflection on the consequences of so-called liquid modernity (Bauman, 2000) and on its future includes the question of the existence and functioning of the individual in a digitalized environment. With the development of new digital spaces, the understanding of citizenship is also changing, becoming increasingly individualized, while the digital world calls civic identity into question and challenges it to be redefined. Digital citizenship is one of the contemporary concepts that is gaining importance due to the unprecedented challenges and demands brought about by the emergence and development of the network society. It is situated within the broader framework of digital competences – it is a cross-cutting content area within several digital competences and represents the ability to use digital technologies responsibly, ethically, and safely, while simultaneously respecting human rights and duties in the digital space (Vuorikari et al., 2023). It goes beyond technical literacy and primarily encompasses the value-based and behavioral dimension of digital competences. In contemporary society, one of the primary environments in which children and adolescents are situated is the virtual environment, which occupies an ever-growing portion of their daily routines. Through digital participation, children and adolescents are already engaging informally in political activities. Digital participation varies considerably depending on a child’s cultural and social capital; therefore, digital inequality is one of the more common consequences within global digital systems. The need for the systematic integration of digital citizenship content into educational processes has in recent years become increasingly evident at the level of the European Union and is gradually being transferred into the national education policies of Member States. In this regard, the role of teachers as key agents in implementing these contents cannot be overlooked. It is necessary to take into account their administrative and pedagogical workload, their level of competence for teaching digital citizenship content, the question of measurability of educational objectives, and their attitudes toward digital technologies and the perceived impact of these technologies on the development of children and adolescents. This master’s thesis examines the attitudes, knowledge, and viewpoints of primary school teachers regarding the role of schools in fostering digital citizenship, focusing more on education about digital technologies and their impact on everyday life than on education through digital technologies. The research contributes to understanding teachers’ professional readiness and competence in addressing the challenges of a digitalized society and encourages a more in-depth discussion on the role of schools in shaping responsible digital citizens. The theoretical part of the thesis first explores the transformation of the concept of citizenship in the digital age and describes the social, political, and technological changes that condition the emergence of digital citizenship. It then focuses on and analyzes the impact of digital technologies on children and adolescents and the related (digital) inequalities. In the central part of the theoretical framework, the European concept of (digital) citizenship is presented and discussed—its origins, development, and domains. Furthermore, the need for the early and systematic integration of digital citizenship into the school environment is justified and argued, as it can function as both a preventive and corrective mechanism for reducing (digital) inequalities. The concluding part of the theoretical chapter explains the role that knowledge, skills, attitudes, and individual dispositions—specifically those of teachers—play in the successful implementation of reforms within the school system. In the empirical part, a quantitative study was conducted based on six research questions focusing on familiarity with the concept of digital citizenship, the perceived importance of individual competences in everyday life, self-assessment of competence in fostering digital citizenship in the classroom, and teachers’ attitudes toward the role of schools in developing digital citizenship. The study included 104 teachers who, in the 2024/25 school year, taught at the first and second level, third level, or at all levels in one of the Slovenian primary schools. The aim of the study was to analyze primary school teachers’ knowledge, self-assessed competence in teaching digital citizenship, attitudes, and viewpoints regarding digital citizenship. The online questionnaire examined whether differences among teachers exist with regard to teaching level, stage of professional development, and previous experience with education in digital citizenship. Based on the research findings, the concluding part of the master’s thesis formulates and presents concrete guidelines intended to enhance understanding of digital citizenship and to support the more effective integration of digital citizenship content into primary schools, as well as to reduce differences among teachers related to teaching level, stage of professional development, and previous experience with education in digital citizenship. informacijska družba osnovnošolski učitelji digitalno državljanstvo informacijska družba digitalne tehnologije stališča učiteljstvo osnovna šola Digital citizenship information society digital technologies attitudes knowledge viewpoints teachers primary school true false false V. Gregorič Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-11 08:30:10 2026-07-11 08:30:32 2026-07-14 09:01:16 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 106 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 316:37.011.3-051(043.2) 206045 284661763 52323.pdf 52323.pdf 1 E8B31C2FC6D995D9E82CEC48CC863BAC 73f8c14c9c4042b12f6a4a7e535c6ce46ada4f6c3f8fd32bb83b5d90d9591570 e241a733-7cf1-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237577 Pedagoška fakulteta 0 0 0