Projects / Programmes source: ARIS


January 1, 2022 - December 31, 2027
Research activity

Code Science Field Subfield
5.01.00  Social sciences  Educational studies   

Code Science Field
5.03  Social Sciences  Educational sciences 
Life and professional mobility, Education and training, Society of future, digital restructuring, deficit occupations
Evaluation (rules)
source: COBISS
Data for the last 5 years (citations for the last 10 years) on November 29, 2023; A3 for period 2017-2021
Data for ARIS tenders ( 04.04.2019 – Programme tender, archive )
Database Linked records Citations Pure citations Average pure citations
WoS  251  1,500  1,280  5.1 
Scopus  361  2,451  2,138  5.92 
Researchers (27)
no. Code Name and surname Research area Role Period No. of publicationsNo. of publications
1.  04433  PhD Boris Aberšek  Mechanical design  Head  2022 - 2023  729 
2.  21895  PhD Silva Bratož  Linguistics  Researcher  2023  214 
3.  11606  PhD Majda Cencič  Educational studies  Researcher  2022 - 2023  480 
4.  12549  PhD Mara Cotič  Educational studies  Researcher  2022 - 2023  1,265 
5.  32881  PhD Sonja Čotar Konrad  Psychology  Researcher  2022 - 2023  201 
6.  57184  PhD Daniel Doz  Educational studies  Researcher  2023  51 
7.  57152  Lara Drožđek  Mathematics  Junior researcher  2022 - 2023 
8.  24998  PhD Darjo Felda  Educational studies  Researcher  2022 - 2023  1,201 
9.  37112  PhD Andrej Flogie  Educational studies  Researcher  2022 - 2023  133 
10.  34888  PhD Mitja Gorenak  Economics  Researcher  2022 - 2023  177 
11.  08097  PhD Milena Ivanuš Grmek  Educational studies  Researcher  2022 - 2023  624 
12.  24751  PhD Janja Jerebic  Administrative and organisational sciences  Researcher  2022 - 2023  110 
13.  50884  PhD Maja Kerneža  Educational studies  Researcher  2022 - 2023  48 
14.  24897  PhD Matjaž Kljun  Computer science and informatics  Researcher  2022 - 2023  166 
15.  30506  PhD Barbara Kopačin  Educational studies  Researcher  2023  287 
16.  11544  PhD Metka Kordigel Aberšek  Literary sciences  Researcher  2022 - 2023  609 
17.  16083  PhD Mitja Krajnčan  Educational studies  Researcher  2022 - 2023  644 
18.  19530  PhD Jurka Lepičnik Vodopivec  Educational studies  Researcher  2022  1,022 
19.  13351  PhD Alenka Lipovec  Educational studies  Researcher  2022 - 2023  510 
20.  52513  Urška Martinc  Philosophy  Technical associate  2022 - 2023  25 
21.  26533  PhD Igor Pesek  Educational studies  Researcher  2022 - 2023  209 
22.  30714  PhD Marjetka Rangus  Political science  Researcher  2022 - 2023  121 
23.  31097  PhD Andreja Špernjak  Educational studies  Researcher  2022 - 2023  175 
24.  35806  PhD Tina Štemberger  Educational studies  Researcher  2022  236 
25.  11436  PhD Milena Valenčič Zuljan  Educational studies  Researcher  2022 - 2023  427 
26.  21918  PhD Elizabeta Zirnstein  Law  Researcher  2022 - 2023  241 
27.  23286  PhD Amalija Žakelj  Educational studies  Researcher  2023  411 
Organisations (7)
no. Code Research organisation City Registration number No. of publicationsNo. of publications
1.  0586  University of Maribor, Faculty of Organizational Sciences  Kranj  5089638018  10,309 
2.  0588  University of Ljubljana, Faculty of Education  Ljubljana  1627082  30,255 
3.  0589  University of Maribor, Faculty of Education  Maribor  5089638013  12,932 
4.  2158  University of Primorska Faculty of Education  Koper  1810014003  14,829 
5.  2547  University of Maribor, Faculty of natural sciences and mathematics  Maribor  5089638051  17,657 
6.  3045  University of Maribor, Faculty of Tourism  Brežice  5089638054  3,579 
7.  7097  University of Primorska, Faculty of management  Koper  1810014002  10,965 
oday's society faces a range of problems, both in the economic, social and cultural spheres. All these problems, however, have a common cue, that is, education. The analysis of the status quo clearly shows that solutions in the field of education, especially in Slovenia, are non-systemic. These solutions rarely lay the groundwork for the real needs of society and systematic research. We can detect short-term and long-term anomalies in the labour market: oshort-term anomalies are mainly related to unskilled or insufficiently trained staff for new challenges; olong-term, systemic anomalies, mainly reflected in the lack of a particular staff (deficit occupations) in various areas such as health, health care, tourism, education. These anomalies also stem mainly from a lack of relevant and reliable research, incomplete analyses and misinterpretations. As a society, we have started to be aware of this issue, but the solutions we implement are non-systemic and non-systematic and are not based on serious research and their findings. In addition to detecting and remediation of short-term problems, the proposal for this programme group addresses in particular the long-term problems and challenges that are ahead. In doing so, we are starting from the premise that the society of the future is already creating a set of entirely new jobs and requirements, completely new professions that are still in one form or another today, and tomorrow will be aimed primarily at them. We will therefore systematically approach research and analysis of best practices in the world, while developing the necessary learning content, stimulating learning environments and appropriate formal and informal forms of education based on serious and fundamental research. If we want the professions, which are predominantly deficit-defiance today, often to be professions that are demanding and require intensive study and complex skills, career opportunities research must be narrowly linked to labour market needs and their requirements. If we want to keep pace with developed companies, our development must be carefully planned and carried out in a timely manner (and as soon as possible!). Although most of the world and Slovenia are with it, somehow still at a crossroads, in space-time between the third and fourth industrial revolutions, we need to explore, analyse and learn about the future, systematically develop them, highlight their long-term attractiveness, and create sufficient stimuli of learning and work environments for them to develop individual occupational and life mobility. The results from the fundamental research of the proposed programme group will not only be of interest from a theoretic point of view, but will also have applied value. We will also promote quality and cooperation between institutions and organisations offering learning opportunities, businesses, social partners and other relevant entities from across Europe.
Significance for science
The results based on the basic research of the proposed program group will not only be interesting from a theoretical point of view, but will also have an applied value, a relatively high impact on the quality of education both in Slovenia and abroad. Mathematical models and simulation and the results will not only tell us whether certain development guidelines and methods of education are good or bad, i.e., ethical or unethical, but will create or at least propose systemic solutions and standards, with which we will be able to assess all future development guidelines in education. Thus, the potential negative effects of such an approach to education could be nipped in the bud. It will also improve the quality and cooperation between institutions or organizations offering learning opportunities, businesses, social partners and other relevant entities from across Europe. The proposed program will also facilitate the development of appropriate practices related to the introduction of modern learning methods and learning environments, appropriate cognitive, social and emotional competencies in the field of pedagogy, didactics and their transfer to the social field and labour market. At the same time, we have developed extremely good connections with various European and other ministries of education and other educational organizations at home and around the world through successfully completed projects so far. On this basis, we can justifiably expect the scientific, professional and socio-economic success of the proposed program.
Significance for the country
If the program group will have a significant impact in the field of economy, this impact will be all the more visible in the social and cultural field. Society's current stage of development is a consequence of the human ability to learn and adapt. However, it was only with the occurrence of a systematic approach to learning and teaching that the society we know today began to emerge. The same goes for culture. The overall impact of education on social and cultural activities is indescribable; it is so extensive that it would be pointless to list individual achievements. All members of our program group are part of the sphere of education, we are agents of education, we have participated in the creation of a large part of this society and its culture, from primary to tertiary-level education, and we have helped to create thousands of graduates, who are the driving force of development in various sectors of the economy, society and culture. The potential impact of the work of this research group on social and cultural activities will be reflected: o in the short term, especially in the field of non-formal education and training, which will significantly improve the quality of social and cultural activities; o in the long run, we will draw up guidelines for the development of the whole society following the Japanese model of Society 5.0, where not only technological (economic), but also humanistic, social and cultural activities are emphasized as the foundation of the society as a whole. Members of this program group have worked and will continue to work in various areas of interest: infrastructure, public administration, the cultural sector, health care, protection of natural and cultural heritage, promotion of the state, access to foreign knowledge, etc. Members of this program group have been and will continue to be involved in international collaborations, with an emphasis on the study of good practice examples from the field of human resources development.
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