https://doi.org/10.59132/viz/2026/2-3/75-81
Prispevek obravnava vprašanje, kako učitelji v razmerah generativne umetne inteligence (UI) premišljeno razvijajo digitalne kompetence učencev kot skupni cilj prenovljenih učnih načrtov. izhajajoč iz mednarodnih okvirov (DigComp 3.0, AIlit Framework, UNESCO) pokaže, da UI hkrati predstavlja novo vsebinsko področje in spremembo učnega okolja, ki zahteva premik v učiteljevi vlogi: od posredovalca vsebin k usmerjevalcu kritičnega razmišljanja in varuhu kognitivne avtonomije učencev. Predstavi konkretne didaktične pristope za vsakdanji pouk – od kritičnega vrednotenja virov do refleksivne rabe UI-orodij – ter model postopnega uvajanja, ki temelji na digitalni minuti, portfelju in sodelovanju učiteljev. Na podlagi analize slovenskega prostora utemelji potrebo po sistematičnem, usklajenem pristopu na ravni šole.
Abstract
Teachers in Age of Artificial Intelligence: Thoughtful Integration of Digital Competencies Development
This paper examines how teachers can strategically develop students’ competencies in the context of generative artificial intelligence (AI) as a common objective of reformed curriculum. Drawing on international frameworks (DigComp 3.0, AIlit Framework, UNESCO), it shows that AI represents both a new content area and a transformation of the learning environment. This shift necessitates a change in the teacher’s role, moving from a transmitter of content to a facilitator of critical thinking and a guardian of students’ cognitive autonomy. The paper presents practical didactic approaches for everyday teaching, including the critical evaluation of sources and the reflective use of ai tools. Additionally, it proposes a model for gradual implementation based on concepts, such as “digital minute,” portfolios, and teacher collaboration. An analysis of the Slovenian context highlights the need for a systematic, coordinated approach at the school level.