Page 65 - International Perspectives on Effective Teaching and Learning in Digital Education

Innovative Teaching Methods in Higher Education: The Case of University of Primorska

Chi-square test were carried out to test whether there are differences in the
frequency of using active teaching strategies according to academic position,
scientific field, teaching experience and the average number of students in
one semester through the last two academic years. The results of chi-square
tests only show statistically significant differences (p = .8) in frequency of
using learning centres according to scientific field and in the frequency of
using role-playing (p = .) according to length of teaching experience and
according to academic position (p = .). Regarding the frequency of using
learning centres, the analysis show they are most frequently used in natural
and technical science. Related to role-playing, the results show that they are
more often used by assistants and assistant professors compared to associate
or full professors. Also, role play is most often used by professors with 1 or
less years of work experience.

Digital Tools and AI Generated Tools
The EU Digital Education Action Plan (1–7) (European Commision,
) is a renewed European Union (EU) policy initiative that sets out a shared
vision of high-quality, inclusive, and accessible digital education in Europe
and aims to support the adaptation of Member States’ education and training
systems to the digital age. Following this Action Plan, we sought to collect
data on digital learning technologies embedded in higher education teach-
ing and learning.
The results in Table 4 show, that Google Drive and YouTube are the most
frequently utilized tools across all categories. Interactive and gamified tools
(e.g., Kahoot, Quizlet) have some engagement but could be better integrated
to maximize educational benefits. Tools like Brainscape, Socrative, and Edu-
caplay are underutilized, possibly due to lack of awareness, accessibility, or
perceived usefulness.
Chi-square test were carried out to test whether there are differences in
the frequency of using digital tools according to academic position, scien-
tific field, teaching experience and the average number of students in one
semester through the last two academic years. However, the results revealed
no statistically significant differences.
As it can be observed from Table 5, ChatGPT is the most popular among AI
tool in terms of adoption, with a sizable number of respondents using it at
least ‘sometimes’ or more frequently. Mendeley shows relative utility among
academic tools, likely due to its niche in citation management and research
support. Visual AI tools like DALL-E 3 have some usage, but creative tools like
Midjourney and music AI tools (Soundful, AIVA) are barely used. Adoption of

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