Page 8 - International Perspectives on Effective Teaching and Learning in Digital Education

Andreja Klančar, Tina Štemberger, Mirko Prosen, and Sabina Ličen

in higher education, providing a critical analysis of pedagogical applications
and sustainability implications.
In a conceptual contribution, Sabina Ličen and Mirko Prosen synthesise
research on inclusive instructional design through an integrative literature
review, proposing a digital standard for effective and accessible online course
development. The chapter by Barbora Bazalová, Dana Zámečníková, Veronika
Včelíková, and Pavla Pitnerová turns attention to students with diverse needs
in the Czech Republic, presenting strategies for inclusive digital learning and
present tools that enhance participation and equity. Milena Ivanuš Grmek,
Monika Mithans, and Sabina Ograjšek examine the digital competences of
future teachers, arguing for reforms in initial teacher education to better ad-
dress technological integration. Danijela Ljubojević and Nikoleta Gutvajn
contribute a comparative analysis of foreign language teachers‘ digital com-
petencies in Serbian higher education institutions, using the DigCompEdu
framework to benchmark preparedness.
Mojca Žefran and Silva Bratož focus on inquiry-based learning as a method
for cultivating digital skills among university students, providing empirical
evidence for learner-centered pedagogies. Stanko Pelc analyses faculty dig-
ital literacy and perceptions of technology integration at the University of
Primorska, identifying tensions between pedagogical intention and techno-
logical proficiency. Martin Červený and Kemal Elyeli examine technology-en-
hanced teaching methods for nursing students, demonstrating their effec-
tiveness in promoting both knowledge acquisition and skill development.
Boris Ilić and colleagues address student engagement in distance learning,
offering strategic insights into sustaining participation and motivation in vir-
tual nursing education.
Manuel Lillo-Crespo’s chapter addresses culturally congruent digital learn-
ing for health professions across Europe, advocating for inclusive practices
that support transnational professional mobility. Mateja Lorber, Lucija Gosak,
Gregor Štiglic, and Adrijana Svenšek present an interdisciplinary perspective
on digital technology in healthcare education, illustrating how digital tools
can simultaneously enhance student learning and patient care. In their sec-
ond contribution, Mirko Prosen and Sabina Ličen investigate students‘ per-
ceptions of e-learning in nursing education, identifying factors that shape
satisfaction and learning efficacy. Igor Karnjuš, Mirko Prosen, and Sabina
Ličen explore the use of simulation-based learning for developing cultural
competencies in nursing, based on a systematic review of international lit-
erature. In a complementary chapter, Igor Karnjuš and colleagues analyse
assessment tools for non-technical skills in healthcare simulations, offering

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