Jasna Mažgon
Biographic Data
| ID | 1152624 |
|---|---|
| NAME | Jasna Mažgon |
| GIVEN NAMES | Jasna |
| FAMILY NAME | Mažgon |
| SIGNATURE | MAŽGON J |
| AFFILIATIONS | University of Ljubljana |
| ORCID | 0000-0002-9594-4674 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Challenges of Using Large Language Models
The increasing use of artificial intelligence (hereafter AI) in education, particularly through large-scale language models such as ChatGPT and Bing, offers both challenges and opportunities. These models facilitate interaction in conversations and can perform tasks that require natural language processing, from answering questions to solving problems. However, their integration into education raises concerns about the credibility and reliability…
What Do Future Educators Read and How Do Certain Factors Influence Their Reading Habits
In this paper, we present selected findings from a 2024/2025 study on the reading habits of students from two major Slovenian universities enrolled in teacher education programs and compare them with data from a similar study conducted in 2017/2018. Understanding the reading practices of future educators is essential for improving reading engagement in schools and society as a whole. The data obtained from a selected student sample corroborate pr…
How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thu…
How to Run an Empty School
In mid-March 2020, Slovenia declared the COVID-19 epidemic, which led to the closure of schools and the transition to remote education. This article presents the findings of a study conducted during the lockdown among school heads in primary and secondary schools. The authors identify the challenges and issues the school heads faced in the first weeks of the epidemic and examine the positive experiences that may represent examples of good practic…
Evaluating Future School Counselors’ Competences for Inclusive Education
The article discusses results of a study that evaluated university students’ competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations dependi…
Self-Evaluation as a Factor of Quality Assurance in Education
Using an empirical research study based on a systematic sample of teachers, school counselors, and principals working in Slovenian primary and secondary schools, we examined how frequently these education professionals self-evaluate their work. The multiple regression models demonstrated that educators’ interest in research work and belief in the necessity of continuous professional development have the strongest impact on their views of the impo…
How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thu…
Self-Evaluation as a Factor of Quality Assurance in Education
Using an empirical research study based on a systematic sample of teachers, school counselors, and principals working in Slovenian primary and secondary schools, we examined how frequently these education professionals self-evaluate their work. The multiple regression models demonstrated that educators’ interest in research work and belief in the necessity of continuous professional development have the strongest impact on their views of the impo…
Evaluating Future School Counselors’ Competences for Inclusive Education
The article discusses results of a study that evaluated university students’ competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations dependi…
How to Run an Empty School
In mid-March 2020, Slovenia declared the COVID-19 epidemic, which led to the closure of schools and the transition to remote education. This article presents the findings of a study conducted during the lockdown among school heads in primary and secondary schools. The authors identify the challenges and issues the school heads faced in the first weeks of the epidemic and examine the positive experiences that may represent examples of good practic…
How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thu…
The Challenges of Using Large Language Models
The increasing use of artificial intelligence (hereafter AI) in education, particularly through large-scale language models such as ChatGPT and Bing, offers both challenges and opportunities. These models facilitate interaction in conversations and can perform tasks that require natural language processing, from answering questions to solving problems. However, their integration into education raises concerns about the credibility and reliability…
What Do Future Educators Read and How Do Certain Factors Influence Their Reading Habits
In this paper, we present selected findings from a 2024/2025 study on the reading habits of students from two major Slovenian universities enrolled in teacher education programs and compare them with data from a similar study conducted in 2017/2018. Understanding the reading practices of future educators is essential for improving reading engagement in schools and society as a whole. The data obtained from a selected student sample corroborate pr…
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Educational Strategies and Epistemologies (2 works) · Medical education (2 works) · Medicine (2 works) · Political science (2 works) · Sociology (2 works) · 2019-20 coronavirus outbreak (1 works)