{"id":1741,"date":"2026-03-13T15:29:49","date_gmt":"2026-03-13T15:29:49","guid":{"rendered":"https:\/\/brain.hr\/?p=1741"},"modified":"2026-03-16T10:52:08","modified_gmt":"2026-03-16T10:52:08","slug":"objavljeni-rezultati-istrazivanja-i-preporuke-za-primjenu-digitalnih-tehnologija-u-obrazovanju","status":"publish","type":"post","link":"https:\/\/brain.hr\/en\/objavljeni-rezultati-istrazivanja-i-preporuke-za-primjenu-digitalnih-tehnologija-u-obrazovanju\/","title":{"rendered":"Published Research Results and Recommendations for the Use of Digital Technologies in Education"},"content":{"rendered":"

The Croatian Academic and Research Network \u2013 CARNET and the Catholic University of Croatia conducted a study within the BrAIn project on the use of digital technologies and artificial intelligence and their relationship with the well-being of children and young people<\/strong> during the 2024\/2025 school year. In the educational context, students most frequently use digital technologies in ICT, Mathematics, science subjects and foreign languages. For learning and school tasks, they most commonly use smartphones, the internet, and artificial intelligence (AI). Students recognize both the positive and negative aspects of using digital technologies and artificial intelligence in education. On average, they hold a positive opinion about the use of digital technologies in their school and believe they have satisfactory support for using them.<\/p>\n\n\n\n

The research results show that digital technologies in education bring advantages such as easier access to information, improved visualization of learning content, and greater student engagement. However, stakeholders also recognize challenges such as reduced concentration, superficial learning, and other potential negative effects on students\u2019 well-being. The use of artificial intelligence-based tools, predominantly chatbots, is increasing due to their potential in education, but some stakeholders express caution due to concerns about reliability and possible negative impacts on students\u2019 development, health, and critical thinking.<\/p>\n\n\n\n

U\u010denici digitalne tehnologije naj\u010de\u0161\u0107e koriste za zabavu, komunikaciju i dru\u0161tvene mre\u017ee, dok za \u0161kolu primarno koriste uredske alate, alate za izradu prezentacija, aplikacije za rje\u0161avanje matemati\u010dkih zadataka i online kvizove. Alate umjetne inteligencije, ve\u0107inom chatbotove, za u\u010denje gotovo svakodnevno koristi oko 26 % osnovno\u0161kolaca i 40\u201350 % srednjo\u0161kolaca, naj\u010de\u0161\u0107e za tra\u017eenje informacija, obja\u0161njenje gradiva i pomo\u0107 u zadacima.<\/p>\n\n\n\n

Roditelji\/skrbnici imaju uglavnom pozitivno mi\u0161ljenje o u\u010dincima primjene digitalnih tehnologija u obrazovanju, smatraju\u0107i kako digitalna tehnologija djeci mo\u017ee olak\u0161ati zajedni\u010dki rad na \u0161kolskim zadacima te komunikaciju me\u0111u dionicima obrazovnog sustava. Pozitivnije op\u0107e mi\u0161ljenje o korisnosti digitalnih tehnologija u obrazovanju imaju roditelji\/skrbnici koji su digitalno i UI pismeniji te koji \u010de\u0161\u0107e zajedno s djecom koriste digitalne tehnologije. Ve\u0107i oprez roditelji\/skrbnici izra\u017eavaju prema uvo\u0111enju umjetne inteligencije, isti\u010du\u0107i bojazan od prevelikog oslanjanja na UI i gubitka kriti\u010dkog razmi\u0161ljanja. No, prepoznaju potencijal umjetne inteligencije za personalizirano u\u010denje i pomo\u0107 djeci u u\u010denju.<\/p>\n\n\n\n

Nastavnici koriste tehnologije za prezentaciju gradiva, ponavljanje i administrativne poslove, a u manjoj mjeri i alate umjetne inteligencije uglavnom za pripremu nastave. Uo\u010den je i trend prema kojemu nastavnici osnovnih i srednjih \u0161kola digitalne tehnologije smatraju neizostavnim dijelom nastave. Prepoznaju potencijal, posebno u kontekstu personaliziranog u\u010denja i asistivne tehnologije, ali isti\u010du potrebu za edukacijom, dostupno\u0161\u0107u alata i jasnim smjernicama.<\/p>\n\n\n\n

Na temelju istra\u017eivanja izra\u0111ene su preporuke za razli\u010dite dionike obrazovnog sustava s ciljem kori\u0161tenja prednosti tehnologija uz smanjivanje rizika u interesu dobrobiti djece i mladih. Preporuke nagla\u0161avaju va\u017enost kriti\u010dkog razmi\u0161ljanja, za\u0161tite privatnosti, sprje\u010davanja elektroni\u010dkog nasilja te pronala\u017eenja ravnote\u017ee izme\u0111u digitalnog i svakodnevnog \u017eivota. Njihov je cilj pomo\u0107i \u0161kolama i obiteljima da koriste prednosti digitalnih tehnologija i umjetne inteligencije, uz istodobno smanjivanje rizika i o\u010duvanje dobrobiti djece i mladih.<\/p>\n\n\n\n

About the research<\/strong><\/h2>\n\n\n\n

The study \u201cThe Use of Digital Technology and the Well-being of Children and Young People\u201d <\/strong>was conducted in 46 schools (24 primary and 22 secondary schools) from 16 counties participating in the BrAIn project between January and May 2025, using a combination of quantitative and qualitative methodology. A total of 3,913 students, 924 parents\/guardians, and 382 teachers participated in the survey part of the research. In addition, 92 focus groups were conducted with 299 students, 51 parents\/guardians, and 128 teachers, and interviews were carried out with 23 expert associates and 22 school principals.<\/p>\n\n\n\n

<\/h2>\n\n\n\n

<\/p>\n\n\n\n

\n
Download the Summary of the research findings<\/a><\/div>\n\n\n\n
Download the Recommendations<\/a><\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

Hrvatska akademska i istra\u017eiva\u010dka mre\u017ea \u2013 CARNET i Hrvatsko katoli\u010dko sveu\u010dili\u0161te u okviru projekta BrAIn proveli su istra\u017eivanje o kori\u0161tenju digitalnih tehnologija i umjetne inteligencije te njihovom odnosu s dobrobiti djece i mladih u \u0161kolskoj godini 2024.\/2025. U obrazovnom kontekstu u\u010denici najvi\u0161e koriste digitalne tehnologije u nastavi Informatike, Matematike, prirodoslovnih predmeta i stranih jezika, a za u\u010denje […]<\/p>\n","protected":false},"author":8,"featured_media":1746,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-1741","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-novosti"],"acf":{"radovi_source_url":"","radovi_button_label":"Pro\u010ditajte izvorni rad"},"_links":{"self":[{"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/posts\/1741","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/comments?post=1741"}],"version-history":[{"count":11,"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/posts\/1741\/revisions"}],"predecessor-version":[{"id":1764,"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/posts\/1741\/revisions\/1764"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/media\/1746"}],"wp:attachment":[{"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/media?parent=1741"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/categories?post=1741"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/brain.hr\/en\/wp-json\/wp\/v2\/tags?post=1741"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}