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Projects / Programmes source: ARIS

Systemic aspects of educational strategies and encouraging social inclusion in education

Periods
Research activity

Code Science Field Subfield
5.01.00  Social sciences  Educational studies   

Code Science Field
S285  Social sciences  Social pedagogy 

Code Science Field
5.03  Social Sciences  Educational sciences 
Keywords
Key words: education, education system and policies; compulsory education; higher education; teacher education; inclusiveness; marginalized children and youth; vulnerable families and individuals; emotional and social learning; experience of learning
Evaluation (rules)
source: COBISS
Points
8,967.46
A''
1,045.01
A'
2,915.79
A1/2
4,689.36
CI10
684
CImax
38
h10
14
A1
29.65
A3
1.23
Data for the last 5 years (citations for the last 10 years) on July 20, 2024; A3 for period 2018-2022
Data for ARIS tenders ( 04.04.2019 – Programme tender , archive )
Database Linked records Citations Pure citations Average pure citations
WoS  89  348  293  3.29 
Scopus  134  755  652  4.87 
Researchers (15)
no. Code Name and surname Research area Role Period No. of publicationsNo. of publications
1.  17009  PhD Tatjana Hodnik  Educational studies  Researcher  2021 - 2024  646 
2.  39244  PhD Florian Klauser  Interdisciplinary research  Junior researcher  2019 - 2020  17 
3.  18389  PhD Urban Kordeš  Interdisciplinary research  Researcher  2019 - 2024  301 
4.  26199  PhD Milena Košak Babuder  Educational studies  Researcher  2021 - 2024  474 
5.  16082  PhD Janez Krek  Philosophy  Head  2019 - 2024  430 
6.  19638  PhD Irena Lesar  Educational studies  Researcher  2019 - 2024  245 
7.  11611  PhD Mojca Peček Čuk  Educational studies  Researcher  2019 - 2024  350 
8.  21371  PhD Špela Razpotnik  Criminology and social work  Researcher  2020 - 2024  506 
9.  54754  Jakob Saje  Educational studies  Junior researcher  2020 - 2023 
10.  12453  PhD Igor Saksida  Literary sciences  Researcher  2021 - 2024  1,672 
11.  50601  Nika Šušterič  Educational studies  Junior researcher  2019 - 2022  37 
12.  52474  PhD Darja Tadič  Educational studies  Researcher  2023 - 2024  77 
13.  05263  PhD Pavel Zgaga  Philosophy  Retired researcher  2019 - 2024  981 
14.  13902  PhD Darja Zorc Maver  Educational studies  Researcher  2019 - 2024  289 
15.  55877  Monika Zupančič  Educational studies  Junior researcher  2021 - 2024 
Organisations (1)
no. Code Research organisation City Registration number No. of publicationsNo. of publications
1.  0588  University of Ljubljana, Faculty of Education  Ljubljana  1627082  30,878 
Abstract
The systemic aspects of education strategies and the promotion of social inclusion in education is a programme with two dimensions: education as a system linked to modern societies and the promotion of social inclusion. The programme is divided into three areas: A. Conceptual justifications in the field of education and their consequences for the critical analysis of transformations of (high) school systems; B. Researching paradigmatic changes in inclusion concepts, their effects in the implementation process at the level of social and educational policies, and the search for more effective models of implementing inclusion; C. Researching the experience of knowledge enaction from the viewpoints of empirical phenomenology, neuroeducation and enactivism.   The research goals and content require an approach with both, qualitative and quantitative methods. In particular, we will analyse the following aspects: A1 By developing the theory of action in education we will provide theoretical frameworks for understanding the specifics of the action in education; on this basis we will explore new issues such as, "violent extremism" (with a link to civic education, etc.), and will join the general discussion on inclusion. A2 In examining the contemporary transformations of higher education systems and their effects, we will analyse the actual and potential roles and purposes of (higher) education in the current social context, the concept of a 'third mission' of universities, including their integrity; new forms of exclusion in higher education, etc. B1 In the development of concepts of inclusiveness, we will analyse in detail the paradigmatic shifts that are recognizable in various understandings of inclusion, the concepts of justice that support the implementation of inclusion relevant to all, new forms of exclusion as a result of specific conceptions of inclusiveness, etc. B2 With regard to the implementation of solutions in educational and social policies and practices, we will analyse the gaps between legislation and practice, and evaluate existing legislative and expert solutions; we will analyse new forms of exclusion as a result of current policies and models, etc. B3 In the implementation at the level of education of pedagogical workers we will evaluate, on the basis of the salutogenic paradigm, teacher education programmes, compare the beliefs of higher education staff and students about inclusion, and propose changes in initial study programmes and continuous professional development. C1 Work in the field of empirical-phenomenological and neuroeducational research of the experiential aspect of knowledge enaction will be carried out on the following levels: 1. methodological analysis of self-referential problems in first-person research; 2. phenomenological and intersubjective aspects of knowledge enaction; 3. transfer of knowledge to the fields of neuroeducation and neurophenomenology.
Significance for science
We see a potential contribution to the development of science in the following: - a new conceptualization of the educational act and a contribution to the theory of educational practices; - a development of targeted higher education studies as an interdisciplinary field in Slovenia (so far weakly established) and contributions to the international discussion in this field; - an analysis of teacher education systems and their effects on the quality of education; - analysis of concepts of inclusion throughout the educational vertical and especially in the field of teacher education; - theoretical and empirical study of the situation of vulnerable pupils and students; - justification of new etiological interpretations and typologies of social exclusion; - an analysis of the mechanisms of reproduction of social exclusion in the field of education; - an extension of the understanding of learning processes and the construction of knowledge based on the findings on experiential modalities; - validation of existing cognitive and learning styles, as well as meta-memory theories; - theoretical and empirically grounded knowledge, translatable into educational policies at national and European level; - critical review and update of key competences in the field of social and emotional learning; - developing a categorical apparatus, including the development of Slovenian terminology.
Significance for the country
We see a potential contribution to social and cultural development in the following elements: - conceptual background for the development of the education system, especially in the field of inclusion and the promotion of democratic culture: (a) contribution to the design of Evidence-Based Education Policies; cooperation with the Ministry of Education and other relevant national institutions; (b) contribution to the creation of new pedagogical strategies in school (institutional) and out-of-school (extra-institutional) professional work; - access to foreign knowledge: in our research, we connect closely with some researchers from other countries; with their help, and with available literature, we open access to foreign knowledge and communicate it in appropriate forms to the interested domestic public (publication of original scientific articles and reviews, translations, round tables e.g. the "School Field Seminar", the website http://ceps.pef.uni-lj.si/, lectures, etc.); - Human resources development: (a) two young researchers are involved in the group (from 2016 and 2017); two doctoral students who are conducting research in this thematic field will be invited to join (2019); the group provides them with an environment in which they are able to develop their potentials, while at the same time contributing to joint results; (b) We are continuously transferring research achievements and findings to the modules of the Doctoral School at the Faculty of Education at the University of Ljubljana, as well as at the Doctoral School at Fachhochschule Burgenland (Eisenstadt, Austria); (c) We also transfer research achievements to our undergraduate and masters programmes (including frequent mentorships and supervisions); - promotion of the state: members of the group actively participate in various intergovernmental and non-governmental international bodies; about half of our doctoral students are foreigners and, in the course of their studies, they are fairly well acquainted with the results of our research.
Most important scientific results Interim report
Most important socioeconomically and culturally relevant results Interim report
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