News
Customize list
-
UI in the context of university practices, youth protection and the issue of supervision
Artificial intelligence in education is no longer simply a question of using tools. Rules, trust, security, institutional accountability and the question of who controls the systems that are having an ever-greater impact on learning, work and decision-making are coming to the fore.
-
The latest issue of PublIKaTor has been released
This summer, we are once again publishing a new issue of PublIKaTor, in which we have compiled key information about the operations of the UL Digital Center during the first half of the year and begun planning activities for the second half of the year.
-
Four new microMOOCs on the use of UI for higher education lecturers will be available from 20 July
The Digital UL Centre is launching four standalone online micro-MOOCs on the pedagogically sound, safe and responsible use of artificial intelligence. They are aimed at university lecturers, research staff, teaching assistants and other staff involved in teaching, preparing teaching materials or assessing students’ knowledge.
-
From the classroom to the laboratory: AI takes on new roles
AI is increasingly becoming part of learning, research, decision-making and everyday life, but its benefits are accompanied by significant questions regarding responsibility, fairness and trust. This newsletter explores how students are using AI, how universities are developing guidelines and new pedagogical approaches, and how AI is transforming academic work. It also highlights linguistic and global inequalities, the potential for biased or misleading results, and privacy concerns. Examples of AI’s use in healthcare and sport are also presented.
-
The RE:ABCD method for thoughtful planning and redesign of teaching
For many higher education lecturers, the summer months are a time to review their courses, prepare new versions and consider which teaching activities it would be sensible to adapt before the start of the new academic year. RE:ABCD – a method for planning individual teaching activities, revamping a teaching module or comprehensively updating a course, which we have developed at the UL Digital Centre – can assist them in this.
-
There is not yet a magic orb to solve all the issues surrounding the use of AI in education
News reports from the past two weeks suggest that the debate on artificial intelligence in education is still moving away from individual tools. The focus is on questions such as what pupils and students should know, how institutions should set limits on permissible use, how to deal with the burden of testing and assessment, and whether schools and universities have sufficient staff, expertise and infrastructure to make informed decisions.
-
AI and a balance between comfort, judgement and responsibility
Artificial intelligence is increasingly moving from individual tools into the infrastructure of everyday decision-making. It is no longer simply a question of whether it can help us write a text, summarise material or find an answer. A more difficult question is coming to the fore – what happens when we start to rely on it in situations where we should be developing our own judgement, understanding and responsibility? Below is a round-up of news from the last two weeks regarding the use of AI in education and beyond.
-
AI Between Trust, Evaluation and Human Judgement
In recent days, news about artificial intelligence in education has centred on a question that universities can no longer put off: how to use AI in a way that helps students learn, without losing sight of what a university education is meant to develop – independent thinking, professional judgement, an understanding of sources, the ability to argue a case, and responsibility for one’s own work.
-
Artificial intelligence is changing the way we think, learn and work
In this edition of the AI Newsletter, we present the latest news on how artificial intelligence is transforming the ways in which research, learning, assessment and work are carried out in higher education and wider society. Among other things, we highlight concerns regarding the impact of AI on research habits and critical thinking, changes in assessment and academic integrity, the growing importance of AI literacy, and the shift by universities from individual trials towards systematic policies on the use of AI. We also present examples of AI integration into course redesign, discussions on future skills and working in the age of AI, and current social and technological trends – from robotaxis in Ljubljana to the development of autonomous AI systems and smaller, specialised language models.
-
AI between regulation, new tools and questions about the value of knowledge
Over the past two weeks, developments in the field of artificial intelligence in higher education have intensified at the intersection of three forces. On the one hand, universities are testing new tools that promise personalisation and a reduction in the workload of teaching staff; on the other hand, they are facing increasingly vocal concerns from teaching staff. At the same time, the final trilogue on the AI Omnibus has collapsed at European level, meaning that the deadline of 2 August 2026 for the full implementation of the AI Act remains in force and will also have a direct impact on higher education practice. In Slovenia, reflection continues on what AI means for the quality of knowledge and competences; at the same time, visitors can view an interesting exhibition on five decades of AI development in the country, which concluded on 3 May with guided tours in English.
