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Description
Digitization changes the way we live, work and interact. The so-called "fourth industrial revolution" created gaps between the needs highlighted by EU strategic documents and research findings on the transversal competences of teaching staff. The project focuses on reducing the gap between strategic documents and empirical research findings and enhancing the competences of pedagogical workers, namely in three of the six areas of transversal competences: intrapersonal, interpersonal and media/informational. Main project results are: improved social and emotional competence and literacy of various stakeholders in the field of education and artificial intelligence by developing new models and practices; better cooperation between institutions at different levels and types of education.
Summary of project results
The project aimed to address several issues and challenges related to digitalisation in education and the growing need for robust socio-emotional competencies and artificial intelligence (AI) literacy among teachers:
- gap between strategic needs and actual competencies (there is a significant discrepancy between the strategic needs outlined in EU documents and the actual competencies of teachers, especially in the context of the digital transformation in education);
- insufficient teacher training in transversal competencies (the project identified a lack of comprehensive training for teachers in key transversal competencies, which are crucial for the holistic development of students and for navigating the complexities of modern educational environments);
- low levels of AI literacy and socio-emotional competencies - SEC (empirical studies have shown that teachers generally possess low levels of AI literacy and socio-emotional competencies, which are essential for effectively integrating technology into teaching and for managing the socio-emotional climate of the classroom);
- lack of high-quality educational materials in AI literacy (there is a notable deficiency in high-quality, research-based educational materials that support the development of AI literacy, which impedes the ability of educators to deliver relevant and effective AI education);
- need for improved integration of SEC and AI literacy (the project stresses the importance of integrating socio-emotional learning (SEL) and AI literacy to foster ethical considerations in AI use, which are intrinsically linked to socio-emotional competencies);
- challenges posed by the COVID-19 pandemic (the closure of schools during the COVID-19 pandemic highlighted the critical gaps in digital and socio-emotional competencies among teachers, exacerbating the challenges in remote teaching and learning).
These challenges were addressed by focusing on developing educational modules that integrate AI literacy with socio-emotional learning, establishing a sustainable competence center, and fostering collaboration among educational institutions at various levels. The overarching goal was to modernize teaching approaches and create a supportive learning environment that bridges the gap between current competencies and strategic educational needs.
Main activities and outputs were:
- 8 pedagogical meetings for mutual learning among educators, which served as platforms for knowledge exchange and capacity building in both AI literacy and socio-emotional competencies (SEC).
- Developed, designed and implemented 4 educational modules focusing on the three identified areas of transversal competencies: intrapersonal, interpersonal, and media/information literacy. These modules employed the Universal Design for Learning (UDL) framework to ensure accessibility and transferability.
- 1 sustainable Competence centre created, which aims at fostering ongoing development and dissemination of best practices in teaching AI literacy and SEC.
- Integration of artificial intelligence (AI) literacy with socio-emotional learning (SEL), particularly emphasizing the ethical aspects of AI that relate closely to the competencies required for effective teaching.
- Developed innovative practices and models for enhancing teacher competencies in AI literacy and socio-emotional skills. This included the creation of new, high-quality, research-based educational materials in the field of AI literacy.
- Scientific contributions were made (Catalogue of literature, Plans for Modules A, B, C and D and monograph Artificial Intelligence Literacy and Social-Emotional Skills as Transversal Competencies in Education) to the understanding of how SEC and AI literacy develop in synergy and how these can be integrated effectively into educational settings.
- Improved collaboration between educational institutions at various levels, from kindergarten and elementary school level to higher education, facilitating better integration of cross-disciplinary knowledge and skills.
- Significantly raised levels of both SEC and AI literacy among educators, which in turn is expected to influence their teaching practices and the overall educational environment.
These activities and outputs collectively aim to bridge the gaps between current competencies and the strategic needs identified in educational policy documents, responding directly to the challenges posed by the fourth industrial revolution and the digital transformation in education.
The project achieved substantial results and impacts across various target groups, significantly advancing the development of high education teachers'' social-emotional competencies (SEC) and artificial intelligence (AI) literacy. Students in pedagogical study programmes received training in transversal competencies, preparing them to meet the demands of modern educational environments. By acquiring highly relevant competencies, students enhanced their employability in the educational sector, where demand for tech-savvy, emotionally intelligent educators is rising. Pedagogical and administrative staff in partner institutions developed better collaboration techniques through the project’s activities, such as pedagogical meetings and mutual learning sessions. Adult learners benefited from tailored educational modules that addressed specific needs, enhancing their lifelong learning pathways and adapting to new societal roles and jobs influenced by AI technologies. Through better-equipped teachers and modernized curricula, children and students experienced improved educational outcomes, particularly in understanding and using technology ethically and effectively. The project also fostered stronger ties between educational institutions and local authorities, leading to improved community engagement and support for educational initiatives.
Sustainable Competence centre ensures ongoing support and development of the project''s achievements, providing a resource for continuous improvement in education.
Summary of bilateral results
The involvement of the Norwegian Nord University significantly enhanced the project''s impact and outcomes, particularly in the integration of social-emotional competencies (SEC) and artificial intelligence (AI) literacy. Norway has a progressive educational system where SEC is already well-integrated into curriculums. This existing framework provided a model for blending SEC with AI literacy, enabling a more holistic approach to teacher education. The Nord University contributed to the development of educational modules for high-education teachers that effectively combined SEC with AI, leveraging their experience in ethical AI usage and emotional intelligence in education. This collaboration ensured that the modules were not only innovative but also deeply rooted in practical, real-world applications that are relevant to both, Slovenian and international educational contexts. Collaboration with the Norwegian project partner led to joint research efforts, resulting in publications (e.g. Catalogue of literature) that have contributed to the international body of knowledge on integrating AI and SEC in education. This has elevated the project’s visibility and impact on the global stage. Norwegian experts provided training sessions and workshops for Slovenian participants, sharing best practices and innovative teaching methods that are being used in Norway. This has helped to upskill the project team and broaden their perspectives on education. The involvement of a respected international institution expanded the project''s professional network, facilitating further collaborations and exchanges that will continue beyond the project''s duration. There are plans to continue the bilateral collaboration, especially through publishing joint scholarly articles, academic exchanges and teaching mobility or further international projects.