20.500.12556/RUL-189313 Inkluzivna tematska pot za priložnostno učenje odraslih z gibalno oviranostjo Inclusive Thematic Trail for Informal Learning among Adults with Mobility Disabilities Magistrsko delo obravnava inkluzivno tematsko pot kot okolje priložnostnega učenja odraslih z gibalno oviranostjo v javnem odprtem prostoru. Izhaja iz razlikovanja med dostopnostjo in inkluzivnostjo. Dostopnost je nujni pogoj za udeležbo, sama po sebi pa še ne zagotavlja enakopravnega vključevanja. Namen raziskave je bil preučiti značilnosti inkluzivne tematske poti glede na premik od dostopnosti k inkluzivnosti ter ugotoviti, kako jo načrtovati tako, da odraslim z gibalno oviranostjo omogoča enakopravno vključevanje v priložnostno učenje. Teoretski okvir povezuje priložnostno učenje odraslih in koncept učne krajine z inkluzivnostjo, s pravičnostjo ter z načeli inkluzivnega oblikovanja. Empirični del temelji na kvalitativni eksplorativni študiji primera tematske poti Odkrivaj Vipavo skozi čas, kulturo in naravo. V raziskavi je sodelovalo šest odraslih oseb z gibalno oviranostjo in pet strokovnih udeleženk. Podatki so bili zbrani s polstrukturiranimi intervjuji, z opazovanjem z udeležbo in analizo dokumentov ter analizirani s tematsko vsebinsko analizo. Inkluzivnosti tematske poti ni mogoče zagotoviti zgolj z odpravljanjem fizičnih ovir. Na možnost udeležbe vplivajo tudi informacijska, organizacijska, učna in odnosna razsežnost poti ter vključevanje uporabnikov v načrtovanje in preverjanje rešitev. Digitalne rešitve lahko za nekatere obiskovalce razširijo možnosti dostopa, za druge pa ustvarijo novo oviro. Učenje se na poti prepleta z gibanjem, druženjem in doživljanjem kraja, zato so pomembni lasten tempo, povezovanje z lastnimi izkušnjami in možnost, da obiskovalec v učno izkušnjo tudi sam nekaj prispeva. Na podlagi empiričnih ugotovitev in teoretskih izhodišč je oblikovan model načrtovanja in oblikovanja inkluzivne tematske poti z osmimi povezanimi elementi, in sicer: dejanska možnost udeležbe, izbira in prilagodljivost, pripoznanje raznolikosti, enakovredna udeležba, prispevanje in soustvarjanje, glas in vpliv uporabnikov, odnosi in podpora ter osebna relevantnost in izkustvenost učne vsebine. Osrednja ugotovitev je, da inkluzivna tematska pot ni zgolj dostopna pot z dodatnimi prilagoditvami, temveč učno okolje, ki različnim posameznikom omogoča smiselno in enakovredno udeležbo. This master's thesis examines inclusive thematic trail as an environment for informal learning among adults with mobility disabilities in public open space. It is based on the distinction between accessibility and inclusivity. Accessibility is a necessary condition for participation, but does not ensure equal participation. The aim of the study was to examine the characteristics of an inclusive thematic trail in relation to the shift from accessibility to inclusivity and to determine how such a trail can be designed to enable equal participation of adults with mobility disabilities in informal learning. The theoretical framework connects informal adult learning and the concept of learning landscape with inclusivity, justice and principles of inclusive design. The empirical part is based on a qualitative exploratory case study of the thematic trail entitled Odkrivaj Vipavo skozi čas, kulturo in naravo (Discover Vipava through Time, Culture and Nature). Six adults with mobility disabilities and five professionals participated in the study. Data were collected through semi-structured interviews, participant observation and document analysis, and examined using thematic content analysis. The inclusivity of thematic trail cannot be assured solely by removing physical barriers. Opportunities for participation are also shaped by the informational, organisational, learning and relational dimensions of the trail, as well as by user involvement in the design and testing of solutions. Digital solutions may broaden access for some visitors while creating a new barrier for others. Learning on the trail is intertwined with movement, social interaction and the experience of place; therefore, a self-determined pace, connections with personal experiences and opportunities to contribute to the learning experience are important. Based on the empirical findings and theoretical framework, a model for the planning and design of an inclusive thematic trail was developed, comprising eight interrelated elements: real opportunity to participate, choice and flexibility, recognition of diversity, equal participation, contribution and co-creation, user voice and influence, relationships and support, as well as personal relevance and experiential nature of the learning content. The central finding is that an inclusive thematic trail is not merely an accessible trail with additional adaptations, but a learning environment that enables meaningful and equal participation of diverse individuals. učna krajina tematska pot inkluzivnost pravičnost gibalna oviranost learning landscape thematic trail inclusion justice mobility disability true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-10-03 07:16:20 2026-10-03 07:16:29 2026-10-12 08:37:09 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 642273 293490947 75484.pdf 75484.pdf 1 A565B0119A68B2D08F1A229E4DC300BA 6e07d74257cc3818ca76ec9588c230a7b841799260e52662306747766234143c 77327839-bee9-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=249785 Filozofska fakulteta 0 0 0