20.500.12556/RUL-188472 Uporaba umetne inteligence pri mladostnikih za namene svetovanja in psihosocialne podpore The Use of Artificial Intelligence in Adolescents for Counseling and Psychosocial Support V magistrskem delu raziskujem uporabo umetne inteligence pri mladostnikih za namene svetovanja in psihosocialne podpore. Mladostniki se v obdobju odraščanja srečujejo s številnimi osebnimi, čustvenimi, socialnimi in drugimi stiskami, pri čemer se ob tradicionalnih oblikah pomoči, kot je šolska svetovalna služba, vse bolj uveljavljajo tudi digitalne oblike podpore. Med njimi posebno mesto zavzemajo orodja umetne inteligence, ki so mladostnikom dostopnejša, anonimna in pogosto doživeta kot neobsojajoča. Osrednji problem mojega magistrskega dela je vprašanje, ali srednješolci uporabljajo umetno inteligenco pri osebnih vprašanjih in stiskah, kako pogosto jo uporabljajo, katere prednosti in omejitve ji pripisujejo ter kako jo primerjajo s pogovorom s šolsko svetovalno delavko. Namen naloge je raziskati razširjenost uporabe umetne inteligence med srednješolci in ugotoviti, za katere vrste težav jo uporabljajo, kateri razlogi vplivajo na izbiro umetne inteligence namesto šolske svetovalne službe ter kako mladostniki ocenjujejo učinkovitost obeh oblik pomoči. V empiričnem delu je bila uporabljena kombinirana kvantitativna in kvalitativna raziskava. Podatki so bili zbrani s spletnim anketnim vprašalnikom na platformi Arnes 1KA, v raziskavo pa so bili vključeni 304 srednješolci iz Slovenije. Kvantitativni del je zajemal predvsem zaprta vprašanja, kvalitativni del pa odprte odgovore, ki so omogočili dodaten vpogled v doživljanje anketirancev. Rezultati kažejo, da je umetna inteligenca med srednješolci zelo razširjena, vendar jo najpogosteje uporabljajo za šolske obveznosti, učenje in splošna vprašanja. Za pogovor o osebnih, čustvenih ali socialnih težavah jo uporablja manjši, a še vedno pomemben delež mladostnikov. Vsaj enkrat na teden jo za ta namen uporablja 27,4 % anketirancev. Med najpomembnejšimi razlogi za izbiro umetne inteligence namesto pogovora s šolsko svetovalno delavko so se pokazali anonimnost, stalna dostopnost, hiter odziv in manjši strah pred obsojanjem. Hkrati rezultati kažejo, da mladostniki pri šolski svetovalni službi prepoznavajo predvsem prednost strokovnosti, osebnega stika in človeškega odnosa, vendar se nanjo pri različnih težavah obračajo razmeroma redko. Umetno inteligenco doživljajo kot koristno predvsem pri kratkoročni pomoči, razjasnjevanju misli, iskanju nasvetov in hitri podpori, medtem ko šolska svetovalna služba ostaja pomembna pri strokovni, osebni in dolgoročnejši obravnavi stisk. Glavni prispevek magistrskega dela je vpogled v razmeroma novo področje uporabe umetne inteligence med slovenskimi srednješolci za namene svetovanja in psihosocialne podpore. Glavna ugotovitev magistrskega dela pa je, da lahko umetna inteligenca za mladostnike predstavlja pomemben dopolnilni vir podpore, vendar ne more nadomestiti strokovnega znanja, osebnega odnosa in celostnega razumevanja, ki jih omogoča šolska svetovalna služba. In my master’s thesis, I explore the use of artificial intelligence among adolescents for the purposes of counselling and psychosocial support. During adolescence, young people face numerous personal, emotional, social and other forms of distress. Alongside traditional forms of support, such as the school counselling service, digital forms of support are becoming increasingly established. Among these, artificial intelligence tools occupy a special place, as they are more accessible and anonymous for adolescents and are often perceived as non-judgmental. The central problem of my master’s thesis is whether and how often secondary school students use artificial intelligence when dealing with personal issues and distress, what advantages and limitations they attribute to it, and how they compare it with talking to a school counsellor. The aim of the thesis is to examine the prevalence of artificial intelligence use among secondary school students, identify the types of difficulties for which they use it, determine which reasons influence their choice of artificial intelligence instead of the school counselling service, and explore how adolescents assess the effectiveness of both forms of support. In the empirical part, a combined quantitative and qualitative research approach was used. Data were collected through an online questionnaire on the Arnes 1KA platform, and the study included 304 secondary school students from Slovenia. The quantitative part mainly consisted of closed-ended questions, while the qualitative part included open-ended responses, which provided additional insight into the respondents’ experiences. The results show that artificial intelligence is widely used among secondary school students, although most often for schoolwork, learning and general questions. A smaller, yet still significant, proportion of adolescents use it to discuss personal, emotional or social difficulties. A total of 27.4 % of respondents use it for this purpose at least once a week. The most important reasons for choosing artificial intelligence instead of talking to a school counsellor were anonymity, constant availability, quick response and reduced fear of being judged.At the same time, the results show that adolescents primarily recognise the advantages of the school counselling service in its professional expertise, personal contact and human relationship; however, they turn to it relatively rarely for various difficulties. Artificial intelligence is perceived as useful mainly for short-term help, clarifying thoughts, seeking advice and obtaining quick support, while the school counselling service remains important for professional, personal and longer-term support in dealing with distress.The main contribution of the master’s thesis is its insight into the relatively new field of artificial intelligence use among Slovenian secondary school students for the purposes of counselling and psychosocial support. The main finding of the master’s thesis is that artificial intelligence can represent an important complementary source of support for adolescents, but it cannot replace the professional knowledge, personal relationship and holistic understanding provided by the school counselling service. mladostniki umetna inteligenca šolska svetovalna služba psihosocialna podpora adolescents artificial intelligence school counselling service psychosocial support true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-09-23 09:02:08 2026-09-23 09:02:15 2026-09-24 04:25:25 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 59289 20632.pdf 20632.pdf 1 4AA7B2481E8C90D286C25671C0D9AA84 fe779920cda3b7c108b0b62b3205ef613c1141840314058c37d9764751502afc a634833c-b71c-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=248647 Fakulteta za socialno delo 0 0 0