Odnos protestantske in medkulturne hermenevtike

protestantizem;sveto pismo;predgovori;protestantska hermenevtika;medkulturnost;medkulturna interpretacija;diskurzivna analiza;drugost/tujost;podomačevanje;TITLE: This contribution is an attempt to connect the first of Vlačić's two prefaces to Clavis (The Key to the Bible);as a text which is generally recognised to be of fundamental significance to Protestant hermeneutics;with the latest ideas in intercultural hermeneutics;not only on the theological level;but also on the level of a possible intercultural literary discipline or intercultural interpretation. Particular attention is paid to "language conditions" and "cultural-historical determinism";to the anticipated "intentional integrity" of the text and to individual analyses or (im)possibilities of arriving at the "integral meaning" of a particular text in the context of intercultural;inter-subjective dialogue between interpreters;texts and disciplines./KEYWORDS: Protestant hermeneutics;intercultural interpretation;discourse analysis;otherness/foreignness;domesticating;info:eu-repo/classification/udc/274-275"158":27-275-277"19/20"


Reformacija u romanu Bogovec Jernej Ivana Pregelja

slovenska književnost;slovenska proza;roman;zgodovinski roman;Bogovec Jernej;protestantizem;Ivan Pregelj;TITLE: Pregelj's novel Bogovec Jernej with its theme situated in the Reformation period can be interpreted as a another example of literary evaluation and questioning of the great stories of the national collective which ensure the necessary continuity and imperative cohesiveness of each national memory. With special emphasis on the contextual determinants;but also belonging to the genre of historical novel;analysis of novel Bogovec Jernej will try to answer the question what is the position and function of the Reformation within the presented historical events and how is it evaluate within the national cultural memory. Accordingly;as the fundamental objective of the analysis will take the question what is the author / narrator's attitude towards the Reformation;how is it presented within his evoking of the past;i.e. how it is determined according to canonical memory and is there any indication of possible his reinterpretation and instrumentalization./KEYWORDS: Ivan Pregelj;Bogovec Jernej;historical novel;Reformation;info:eu-repo/classification/udc/821.163.6-311.6.09Pregelj I.

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○  Sodelavke in sodelavci 26. simpozija
•  2006
○  Sodelavke in sodelavci 25. simpozija
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Simpozij Obdobja 27:
Reformacija na slovenskem (ob
500-letnici Trubarjevega
rojstva)
[image]
OBDOBJA 27
Reformacija na Slovenskem (ob 500-letnici Trubarjevega rojstva) /
The reformation in Slovene land (on the 500th anniversary of
Truba’s birth)
Urednik: Aleksander Bjelčevič
Leto izida: 2010
Št. strani: 668
ISBN: 978-961-237-380-1
VSEBINA
Aleksander Bjelčevič
Samo še ena obletnica? Prenesi PDF
LITERATURA
Aleksander Bjelčevič
Kaj spada v starejšo književnost do pisanic? Prenesi PDF
Iskra V. Čurkina
Словенские протестанты и формирование словенской
идентичности Prenesi PDF
Monika Deželak Trojar
Adam Skalar in njegov rokopisni kodeks – Skalarjevo prevajalsko
delo Prenesi PDF
Alojz Jembrih
Trubarova zauzetost kod prevođenja i tiskanja hrvatskih knjiga u
Urachu Prenesi PDF
Božidar Jezernik
Ali je Primož Trubar upesnitve vreden junak? Prenesi PDF
Marija Klobčar
“Inu koledniki ob božiči pojo” – Trubarjeva interpretacija ljudske
pesmi in ljudskega Prenesi PDF
Zvonko Kovač
Odnos protestantske i interkulturne hermenevtike Prenesi PDF
Ivana Latković
Reformacija u romanu Bogovec Jernej Ivana Preglja Prenesi PDF
Anita Laznik
Protestantizem v esejistiki Marjana Rožanca Prenesi PDF
Vlado Nartnik
Petrov stol pomlad izgane Prenesi PDF
Matija Ogrin
Skalarjev rokopis, 1643. Meditativna proza v kontekstu katoliške
obnove Prenesi PDF
Maria Jose Olarziregi, Barbara Pregelj
Zlata doba, železna doba ali doba literature? Vprašanje
periodizacije, reformacije in protireformacije v luči slovenske,
baskovske in španske literarne zgodovine Prenesi PDF
Timothy Pogačar
Škoda, da je bil Trubar luteranec Prenesi PDF
Denis Poniž
Trubar v slovenski dramatiki Prenesi PDF
Marija Stanonik
Filološki in teološki vidik besede pri Primožu Trubarju (odlomek)
Prenesi PDF
Nadežda Starikova
Эпоха Реформации в словенской исторической прозе (роман
И.Тавчара «Хроника усадьбы Высокое») Prenesi PDF
DIDAKTIKA IN PEDAGOGIKA
Milena Mileva Blažić
Poučevanje starejše književnosti v devetletki – študij primera
Trubar Prenesi PDF
Petra Kodre
Protestantizem pri pouku književnosti v slovenski šoli v 20. stoletju
Prenesi PDF
Boža Krakar Vogel
Obravnava književnosti reformacije kot didaktični izziv Prenesi PDF
Sonja Starc
Učbeniška besedila o Primožu Trubarju. Izbor izraznih sredstev
vrednotenja v verbalnih in večkodnih besedilih ter njihova vloga na
besedilni ravni Prenesi PDF
Elena Tomova
Protestantske teme pri poučevanju slovenskega jezika na Plovdivski
univerzi v Bolgariji Prenesi PDF
Tadej Vidmar
Ideja vseživljenjskosti učenja pri slovenskih protestantih Prenesi
PDF
Alenka Žbogar
Pouk književnosti slovenske reformacije za 21. stoletje Prenesi PDF
JEZIK
Aleksandra Bizjak Končar
Trubarjeva pridiga Sermo de vocabulo fidei in sodobni pridižni
diskurz Prenesi PDF
Gordana Čupkovič, Ana Gospić
Književni i jezično-stilski aspekti glagoljske i ćirilske Table za dicu
Prenesi PDF
Robert Grošelj
Vezljivost treh glagolov mišljenjskega pomena in njihovih
predponskih tvorjenk v slovenskem jeziku 16. stoletja Prenesi PDF
Nataša Hribar, Gjoko Nikolovski
Oblikovanje slovenskega in makedonskega knjižnega jezika Prenesi
PDF
Tjaša Jakop
Dvojinske oblike v delih protestantskih piscev Prenesi PDF
Ihar Klimau
“Прымаж Трубар як біблейны перакладчык: (на прыкладзе
Прыпавесці пра сейбіта, Мц. 13:1-23; Мк. 4:1-20, 23)” Prenesi
PDF
Andreja Legan Ravnikar
Terminološki in stilistični vidik poimenovanja verskih pojmov v
prostestantizmu in obdobju katoliške prenove Prenesi PDF
Irena Orel
Kranjski jezik v besedilih 16. in začetka 17. stoletja Prenesi PDF
Francka Premk
Trubar, Dalmatin, Bohorič, Krelj in prevajalsko načelo “ad rudes”
Prenesi PDF
Petra Stankovska
Vpliv protestantskih izobražencev na pravopis slovenskega in
češkega jezika v 16. stoletju Prenesi PDF
Irena Stramljič Breznik
Besedna družina bog v slovenskih biblijskih prevodov 16. stoletja
Prenesi PDF
Jože Toporišič
Kako zapisovati glasovje knjižne slovenščine Prenesi PDF
Andreja Žele
Pomen Bohoričeve slovnice za slovensko skladnjo Prenesi PDF
GLASBA IN SLIKARSTVO
Simona Menoni
Poslikava nekdanje kapele v gradu Negova Prenesi PDF
Jurij Snoj
Dalmatinova pesmarica in slovensko reformirano bogoslužje Prenesi
PDF
KULTURA, ZGODOVINA in BIOGRAFIKA
Andrej Bartol
Poskus pojasnitve vprašanja o izvoru Trubarjevega rodu Prenesi
PDF
Zrinka Blažević
Konfensionalni identitet i konfensionalna kultura slovenskog
protestantizma iz perspektive teorije konfesionalizacije Prenesi PDF
Sergio Bonazza
Novo o fra Gregoriju Alasii da Sommaripa Prenesi PDF
Silvano Cavazza, Sebastiano Blancato
Primož Trubar in Gorizia and in Friuli Prenesi PDF
Jože Ciperle
Nikodem Frischlin – nemirni poet, rektor protestantske stanovske
šole v Ljubljani (1582–1584) Prenesi PDF
Cvetka Hedžet Tóth
Paul Tillich – kaj je to protestantsko načelo Prenesi PDF
Pavle Jović, Vladimir Osolnik
Razsvetljenci med prvimi biografi Primoža Trubarja Prenesi PDF
Marko Kerševan
Reformacija, protestantsko krščanstvo in značilnosti moderne
družbe Prenesi PDF
Dorothea König
Nemško poznavanje Slovenije v Trubarjevem času Prenesi PDF
Marko Mugerli
Povezanost švicarske in slovenske reformacije Prenesi PDF
Jurij Pelešenko
РЕФОРМАТОРСКИЕ ТЕНДЕНЦИИ В УКРАИНСКОЙ КУЛЬТУРЕ
КОНЦА XV-НАЧАЛА XVI ВВ Prenesi PDF
Peter Scherber
Nikodem Frischlin in njegovo delovanje na Kranjskem (1582-1584)
Prenesi PDF
Igor Škamperle
Verska reformacija in prenova cerkve – Stičišča, nasprotja, dileme
Prenesi PDF
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Književne i jezično-stilske odrednice glagoljske i ćirilske Table za dicu

glagolica;hrvaščina;abecednik;abecedarij;protestantizem;Tabla za dicu;1561;jezikovne variante;grafične variante;besedilne variante;TITLE:After establishing basic coordinates of Slovene-Croatian literary relations during the Reformation;this article offers a detailed analysis of literary-textual and linguo-stylistic components of Tabla za dicu;the Glagolitic and Cyrillic spelling-book from the year 1561. This religious propagandist;didactic and public booklet unifies texts from various sources and belongs within the continuity of Protestant alphabet books;as well as Croatian Glagolitic booklets. Through analysis of graphic and linguistic variants it appears that Tabla continues the Croatian Glagolitic tradition of building the literary language which has its source in various natural idioms as well as in traditional literacy./KEYWORDS:abecedarium;text variants;graphic variants;linguistic variants;glagolism;info:eu-repo/classification/udc/811.163.42-26:003.349:274"1561"


Konfesionalni identitet i konfesionala kultura slovenskog protestantizma iz perspektive teorije konfesionalizacije

teorija konfesionalizacije;protestantizem;slovenski protestantizem;pravo;16. st.;TITLE:Drawing upon Reinhard's and Schilling's concept of confessionalization conceived as a macrohistorical interpretative paradigm which examines the phenomena of the functional intertwining of ethno-confessional identity construction with the processes of the political centralization;institutionalization;social homogenization and disciplining during the early modern period;this paper is aimed at exploring the interpretative possibilities of the confessionalization paradigm on the case of Slovenian Protestantism. Starting from the assumption that from the 1550's Protestantism was the official political and confessional programme of the Carinthian;Styrian and Carniolian Estates which were the main financial and political protectors of the Protestant movement in order to ensure effective ideological means for their political emancipation of the Habsburg Archdukes;this paper will focus upon an analysis of the correspondence of the Slovenian Protestants edited and published by Jože Rajhman in 1997. This interpretative historical (re)construction of the modalities of cooperation of the key protestant mediators and Estates on creating new educational and church institutions;as well as new Slovenian/Slavonian (Windisch) confessional/political identity;language and culture in the second half of the 16th century will hopefully provide a new insight into the complex social and cultural processes of confession building in the Slovene lands in the early modern  period./KEYWORDS: confessionalization theory;Slovenian Protestantism;16th century;info:eu-repo/classification/udc/342.55(497.4)"155":274


govor Obrova;skadanski ćićki tip;čakavsko narečje;ikavsko-ekavski dialekt;robni poddialekt;južnonotranjski govori;dialektologija;Obrov;TITLE:Based on the author's field research the article analyses the linguistic characteristics of the speech of Obrov in the Republic of Slovenia which has been identified by Ribarić;Malecki and Rigler as a chakavian Istro-Romanian speech of the Skadan type. What has been noted are the linguistic features identified as those by which the speech of Obrov is connected to the chakavian dialect;the ikavian-ekavian dialect and its border subdialect;as well as those that have simultaneously developed in the chakavian speech varieties bordering southern Notranjska speech varieties and those that are the result of the influence on that idiom of southern Notranjska speech varieties./KEYWORDS:dialectology;border subdialect;speech of Obrov;Chakavian dialect;Skadan type of the chakavian Istro-Romanian speech;ikavian-ekavian dialect;south Notranjska speech varieties;Obrov;info:eu-repo/classification/udc/811.163.42'282:811.163.6'282(497.4 Obrov)

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•  2021
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•  2020
○  Sodelavke in sodelavci 39. simpozija
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•  2019
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•  2018
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•  2015
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○  Sodelavke in sodelavci 34. simpozija
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○  Sodelavke in sodelavci 33. simpozija
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○  Odmevi v medijih 32
○  Sodelavke in sodelavci 32. simpozija
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○  Odmevi v medijih 31
○  Sodelavke in sodelavci 31. simpozija
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○  Odmevi v medijih 30
○  Sodelavke in sodelavci 30. simpozija
•  2010
○  Odmevi v medijih 29
○  Sodelavke in sodelavci 29. simpozija
•  2009
○  Odmevi v medijih 28
○  Sodelavke in sodelavci 28. simpozija
•  2008
○  Sodelavke in sodelavci 27. simpozija
•  2007
○  Sodelavke in sodelavci 26. simpozija
•  2006
○  Sodelavke in sodelavci 25. simpozija
1. Homepage
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3. Zborniki
4. Obdobja 26
Simpozij Obdobja 26:
Slovenska narečja med
sistemom in rabo
[image]
OBDOBJA 26
Slovenska narečja med sistemom in rabo / Slovene Dialects –
System and Use
Urednica: Vera Smole
Leto izida: 2009
Št. strani: 606
ISBN: 978-961-237-332-0
VSEBINA
Vera Smole
Uvodna beseda Prenesi PDF
I NAREČJA V ZGODOVINI OBLIKOVANJA
KNJIŽNIH JEZIKOV
Irena Orel
Starejša besedila kot vir za proučevanje govorjenih različkov
Prenesi PDF
Majda Merše
Prislovi v delih slovenskih protestantskih piscev 16. stoletja med
narečno in nadnarečno rabo Prenesi PDF
Najda Ivanova
About the Comparative Historical Research in Non-Equivalent Lexis
in South Slavic Languages (J. Majciger, M. Pleteršnik, B. Raič.
Slovanstvo, 1879) Prenesi PDF
Andreja Legan Ravnikar
Krščanska terminološka leksika v Slovarju stare knjižne
prekmurščine Prenesi PDF
Đuro Blažeka
Mađaronski «međimurski jezik» u listu «muraköz – megyimurje»
1941–1944 Prenesi PDF
II VSEBINE IN METODE SODOBNIH
NAREČJESLOVNIH RAZISKAV
Hubert Bergmann
Na obrobju – slovenski dialektološki material v arhivu Slovarja
bavarskih narečij na Avstrijskem (WBÖ) Prenesi PDF
Jože Toporišič
Glasoslovje in naglas moščanskega govora v primeri s slovenskim
knjižnim jezikom Prenesi PDF
Silvana Vranić
Prilog istraživanju govora Obrova Prenesi PDF
Sanja Zubčić
Akcenatski sustav mjesnoga govora Obrova Prenesi PDF
Władysław Kryzia
Ena poljska govorica. Paralele s slovenščino Prenesi PDF
Еlena С. Uzenjova
Старообрядческие говоры в Болгарии: Современное состояние
Prenesi PDF
Tjaša Jakop
Kategorija števila v standardni slovenščini in narečjih Prenesi PDF
Inesa Kuryan
Primerjalni pregled nevtralizacije in izgube srednjega spola v
regionalni slovenščini, beloruščini in poljščini Prenesi PDF
Vlado Nartnik
K alterniranju predlogov in predpon v Črnovrškem dialektu Ivana
Tominca Prenesi PDF
Tijmen Pronk
The second Proto-Slavic palatalization in Slovene dialectal
morphophonology and the etymology of špik ‛mountain top’ Prenesi
PDF
Danila Zuljan Kumar
Členitev po aktualnosti v govorjenem narečnem besedilu Prenesi
PDF
Viktor Majdič
Nekatere značilnosti govora vasi Proseniško na meji med
srednještajerskim in srednjesavinjskim narečjem, zlasti leksikalne
Prenesi PDF
Jožica Škofic
Zemljepisna lastna imena med narečjem in knjižnim jezikom
Prenesi PDF
Mojca Horvat
Besedje za mrzlico v slovenskih narečjih (po gradivu za Slovenski
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O klasifikaciji slovenskog i hrvatskog jezika s posebnim osvrtom na kajkavsko narječje

dialektologija;slovenska narečja;hrvaška narečja;slovenski jezik;hrvaški jezik;narečja;dialekti;južnoslovanski jeziki;srednjejužnoslovanski diasistem;TITLE:The dialect classification;i.e. the division into basic dialect groups;in Slovene is compared with that of Croatian and the central-southern Slav diasystem;especially with the Kajkavian dialect group. The division of Slovene into two parts (north-west and south-east) corresponds to the division of Croatian into three diaelct groups (Kajkavian;Čakavian and Štokavian) or the central-southern Slav diasystem into four dialect groups;although these classifications differ considerably. The division of Slovene into seven (eight) basic groups and Croatian (and central-southern Slav) into three (four) dialects is not on the same level. The Slovene foundation is made up of groups of 37 "dialects". Croatian dialect groups are defined in the same way;but each contains 6 to 7;or even as many as 15 dialects;which are not defined in the same way as Slovene dialects./KEYWORDS:dialectology;Slovene;Croatian;Slovene dialects;Croatian dialects;dialect group;dialects;south Slavic languages;central-southern Slav diasystem;info:eu-repo/classification/udc/811.163.6'28:811.163.42'28


Dijalekt i dijalektalna književnost u nastavi hrvatskog jezika

hrvaška književnost;narečje;narečna književnost;učni načrt;srednja šola;osnovna šola;učbeniki;TITLE:This paper gives an idea about the presence of dialects and dialectal literature in the Croatian language curriculum for primary and secondary education. Furthermore;it shows to what extent the students are acquainted with the literature in Croatian dialects and encouraged to creatively explore it. Research is based on the curriculum and textbook study;a survey among the students of Croatian language on their experiences from primary and secondary education as well as on ideas about the need of knowing and cherishing dialects. We will be able to outline the current position of the dialects by synthesizing the survey and the curriculum and textbook study results. On the basis of the current situation we will offer some possibilities with which to contribute to the preservation of dialects and dialectal literature./KEYWORDS:Croatian literature;dialect;dialectal literature;curriculum;secondary school;primary school;textbooks;info:eu-repo/classification/udc/37.016:811.163.42'242:811.163.42'282(497.5)


dialektologija;čakavsko narečje;govor Obrova;ikavsko-ekavski dialekt;slovenska narečja;južnonotranjski govori;akcentski sistem;tipi podaljšav;akcentska tipologija samostalnikov;Obrov;TITLE:The subject of this research is the accentual characteristics of the speech variety of Obrov;which is according to Rigler placed with the speech varieties of Klana;Rupa;Pasjak;Starod;Račice;Podgrad;Podbeže and Skadanščina on the chakavian side of the contact area between southern Notranjska and chakavian speech varieties. The aim of this research is to determine the accentuation inventory and the distribution of accents;with special attention to the types of lengthening and the accentual patterns of nouns./KEYWORDS:speech variety of Obrov;dialectology;chakavian dialect;ikavian-ekavian dialect;southern Notranjska speech varieties;accentuation;types of lenghtening;accentual patterns of nouns;Obrov;info:eu-repo/classification/udc/811.163.42'282(497.5 Istra):811.163.6'282(497.4 Obrov)


Otvoreni metodički sustav u nastavi književnosti

književna didaktika;didaktika književnosti;metodični sistem;odprti metodični sistem;metodični model;metodika;srednje šole;Hrvaška;TITLE:The selection and application of a certain methodological approach in the teaching of literature depends on how educational goals are conceived;as well as on the culturological and social functions of instruction. Thus in the history of the teaching of literature in Croatia dogmatic-reproductive and reproductive-explicative methodological approaches have been applied. In the last few decades;these approaches have been replaced by interpretative-analytical;problem-creative and correlationintegrative approaches.
Contemporary methodological theory introduces;depending on programmes and organisation;new approaches: communicational;open;multimedia- and team. An open methodological approach will be presented here;characterised by the establishment of didactic communication in terms of offering content;methods and forms for students' (individual;tandem or group) independent learning;research and creative work. Content may be proposed by the teacher or by a student. After it has been selected;methods and forms of class and extra-class work are proposed and chosen;depending on the character of the content and set goals (educational and/or functional objectives). This system implies abandonment of the traditional organisation of class and extra-class work. In addition to basing the organisation of a class period/ double period/ cycle of periods on the didactic themes offered;the selection of a didactic theme and responsibility for its implementation;this approach establishes new evaluation strategies;i.e.;a new grading method. An open methodological approach will be illustrated by a methodological model representing its parts (didactic steps): 1) didactic offer;2) research work;3) presenting results;and 4) new assignments./KEYWORDS:didactic of literature;methodical approach;open methodical approach;methodical model;methodic;high school;Croatia;info:eu-repo/classification/udc/82(497.13):373.51.016

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Fragmentarna i cjelovita koncepcija tumačenja romana

slovenska književnost;književna didaktika;didaktika književnosti;metodične teorije;roman;odlomek;celota;literarne študije;fragmentarna in celovita koncepcija obravnave romana;moderni roman;tradicionalni roman;Ivan Cankar;TITLE:The basic differentiation of methodological theories of the novel proceeds from the contrast extract vs. whole text;which leads to two basic approaches to teaching the novel: i. e. fragmentary and integral concepts of interpretation. The possibility of consistent and efficient application of these two concepts is discussed in relation to the criterion of the poetic;generic and type individuality of the novelistic form;especially with regard to distinguishing between its traditional and modern structure./KEYWORDS:Slovene literature;didactics of literature;mettodological theories;novel;fragments;fragmentary and integral concepts of novel interpretation;modern novel;traditional novel;Ivan Cankar;info:eu-repo/classification/udc/821.163.6-31:371.3


književna didaktika;didaktika književnosti;visokošolska didaktika;literarna interpretacija;seminarska interpretacija;literarna komunikacija;seminarski kontekst;konstruktivizem;radikalni konstruktivizem;strategija izvajanja;medkulturni dialog;literarne študije;ustvarjalnost;TITLE:The issue is addressed of how to interpret literature when literary methodology is in a continual state of flux and methodological pluralism prevails;as well as in relation to the current teaching of literature at university. The author's already established concept of seminar interpretation is linked to the understanding of literature as some kind of "aesthetic reality";a linguistic-aesthetic communication that is best served by a pluralistic;polyvalent;intercultural and dialogic approach to understanding and systematising literature./KEYWORDS:literary didactics;didactics of literature;higher education didactics;interpretation of literature;seminar interpretation;literary communication;seminary context;constructivism;radical constructivism;application strategy;intercultural dialogue;creativity;info:eu-repo/classification/udc/82.0-801.73:378.147


Integration of sustainable development goals in higher education and research processes related to forestry and wood science

Uhan, Zala;Pezdevšek Malovrh, Špela;Jošt, Matej;Remic, Katarina

Uhan, Pezdevšek Malovrh, Jošt, Remic: Integration of Sustainable Development Goals in Higher Education and Research...
  75 (1) 87-98 (2024)  87
Zala Uhan1*, Špela Pezdevšek Malovrh1, Matej Jošt2, Katarina Remic2
Integration of Sustainable Development
Goals in Higher Education and Research
Processes Related to Forestry and Wood
Science
Uključivanje ciljeva održivog razvoja u visoko
obrazovanje i znanstvena istraživanja vezana za
šumarstvo i drvo
ORIGINAL SCIENTIFIC PAPER
Izvorni znanstveni rad
Received – prispjelo: 31. 5. 2023.
Accepted – prihvaćeno: 13. 12. 2023.
UDK: 502.131.1; 630*10
https://doi.org/10.5552/drvind.2024.0120
ABSTRACT • Global challenges, including climate change, land and ecosystem degradation, and a growing popu-
lation have direct or indirect impact on natural resources and are forcing people to seek new ways of production and
consumption that respect the ecological limits of our planet. To meet the challenges, the 2030 Agenda for Sustainable
Development was adopted by 193 countries at the United Nations Summit in September 2015. The forest-wood chain
has also been identified as closely linked to sustainable development and the Sustainable Development Goals (SDGs).
Especially in countries with high forest cover, such as Slovenia, forest-wood chain is recognized in policy documents
as key element for achieving the SDGs. The importance of the SDGs is not only recognized in national legislation, but
also in relation to higher education and research institutions. With the aim to investigate how well higher education
teachers and students are familiar with SDGs and whether they consider them important for the forestry and wood
industry and if high education teachers and researchers integrate the SDGs into educational programs and research,
survey was conducted with the employees (n=61) and students (n=185) of the University of Ljubljana, Biotechnical
Faculty, Department of Forestry and Renewable Forest Resources and Department of Wood Science and Technology.
The results show that both employees and students of the Department of Forestry and Renewable Forest Resources as
well as employees and students of the Department of Wood Science are familiar with SDGs. All the respondents find
SDGs important for the forestry and wood industry. All the participants especially emphasized SDG 15 – Life on land.
The results also showed that, in the future, employees of both departments plan to integrate more SDGs into their edu-
cational and research process. Finally, it was concluded that educational and research institutions and integration of
SDGs into their educational and research process could be an important step towards sustainability and achieving
goals of 2030 Agenda for Sustainable Development. Students who will work in the forestry and wood industry sectors
in the future could integrate and promote more sustainable practises in the sectors if they have sufficient knowledge
of the SDGs and high perception of sustainability.
KEYWORDS: sustainable development goals; forestry; wood science; education; research
*	 Corresponding author
1	 Authors are researchers at University of Ljubljana, Biotechnical Faculty, Department of Forestry and Renewable Forest Resources, Ljubljana, Slovenia. https://
orcid.org/0009-0008-3003-7943; https://orcid.org/0000-0003-2005-6194
2	 Authors are researchers at University of Ljubljana, Biotechnical Faculty, Department of Wood Science and Technology, Ljubljana, Slovenia. https://orcid.
org/0000-0003-2500-2427; https://orcid.org/0000-0003-3240-9049
© 2024 by the author(s).
Licensee University of Zagreb Faculty of Forestry and Wood Technology.
This article is an open access article distributed
under the terms and conditions of the
Creative Commons Attribution (CC BY) license.
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88
  75 (1) 87-98 (2024)
SAŽETAK • Globalni izazovi kao što su klimatske promjene, uništavanje zemljišta i ekosustava te sve veći broj
stanovnika izravno ili neizravno utječu na prirodne resurse i potiču ljude da traže nove načine proizvodnje i po-
trošnje koji poštuju ekološka ograničenja našeg planeta. Kako bi odgovorile na te izazove, 193 zemlje usvojile
su na skupu Ujedinjenih naroda u rujnu 2015. Agendu održivog razvoja do 2030. Lanac šuma – drvo također je
prepoznat kao usko povezan s održivim razvojem i ciljevima održivog razvoja (SDG). Osobito je u zemljama koje
imaju veliku pokrivenost šumama, poput Slovenije, lanac šuma – drvo u političkim dokumentima prepoznat kao
ključni element za postizanje ciljeva održivog razvoja. Važnost ciljeva održivog razvoja nije naglašena samo u
nacionalnom zakonodavstvu već i u obrazovnim i istraživačkim institucijama. Cilj istraživanja bio je utvrditi ko-
liko su nastavnici i studenti u visokom obrazovanju upoznati s ciljevima održivog razvoja, smatraju li ih važnima
za šumarstvo i drvnu industriju te integriraju li nastavnici i znanstvenici ciljeve održivog razvoja u obrazovne
programe i istraživanja. Na Biotehničkom fakultetu Sveučilišta u Ljubljani, na Odsjeku za šumarstvo i obnovljive
šumske resurse te na Odsjeku za znanost o drvu i drvnu tehnologiju, provedena je anketa sa zaposlenicima (n = 61)
i studentima (n = 185). Rezultati pokazuju da su zaposlenici i studenti obaju odsjeka upoznati s ciljevima održivog
razvoja. Svi ispitanici smatraju da su ciljevi održivog razvoja važni za šumarstvo i drvnu industriju. Svi su posebno
istaknuli cilj održivog razvoja 15 – Život na kopnu. Rezultati su također pokazali da zaposlenici obaju odsjeka
planiraju u budućnosti integrirati više ciljeva održivog razvoja u svoj obrazovni i istraživački proces. Zaključili
smo da bi integracija ciljeva održivog razvoja u obrazovni i istraživački proces mogla biti važan korak prema
održivosti i postizanju ciljeva Agende održivog razvoja do 2030. Studenti koji će u budućnosti raditi u sektoru
šumarstva i drvne industrije mogli bi integrirati i promicati održive prakse u tim sektorima ako imaju dovoljno
znanja o ciljevima održivog razvoja i visoku svijest o održivom razvoju.
KLJUČNE RIJEČI: ciljevi održivog razvoja; šumarstvo; znanost o drvu; obrazovanje; istraživanje
1 	 INTRODUCTION
1. 	UVOD
Natural resources are the fundamental basis for
life and human well-being. Global challenges, includ-
ing hunger and poverty, gender inequality and inequal-
ity in general, climate change, land and ecosystem deg-
radation, deforestation, biodiversity loss, resource
depletion and a growing population have direct or indi-
rect impact on natural resources and are forcing people
to seek new ways of production and consumption that
respect the ecological limits of our planet (European
Commission, 2018).
Until 1972, these challenges were not adequately
addressed neither by general public nor policy makers
(UNEP, 2023). In 1972, the Declaration of the United
Nations Conference on the Human Environment was
adopted addressing global challenges. Since then, vari-
ous policy documents were adopted such as the Rio
Declaration on Environment and Development (1992),
the Agenda 21 (1992), the Millennium Declaration
(2000), the Johannesburg Declaration on Sustainable
Development (2002) and the Rio+20 Outcome Docu-
ment (2012), which, together with various other envi-
ronmental and development conventions as well as re-
gional and global commitments, led to the development
of the 2030 Agenda for Sustainable Development
(United Nations, 2015). The 2030 Agenda for Sustain-
able Development was adopted by 193 countries at the
United Nations Summit in September 2015 (United
Nations, 2015). The 2030 Agenda for Sustainable De-
velopment integrates the three dimensions of sustaina-
ble development - economic, social and environmental
(United Nations, 2015). These three dimensions are
integrated into the 17 overarching Sustainable Devel-
opment Goals (hereafter: SDGs) and 169 associated
targets, with the aim of addressing economic, social
and environmental issues addressing crucial global
challenges (Gue et al., 2020; Niestroy, 2016; Ramirez
et al., 2019; Belmonte-Ureña et al., 2021; Katila et al.,
2019). The SDGs and their targets form a complex, in-
tegrated system with clear sectoral emphasis but also
strong interlinkages among goals and targets. The 2030
Agenda for Sustainable Development forms an over-
arching framework that is expected to guide govern-
ment and non-state actors’ efforts at different scales,
from global to local, until 2030 (Katila et al., 2019).
Regarding the legal status of the SDGs, it is important
to note that they are not legally binding at the national
level. However, the 2030 Agenda for Sustainable De-
velopment influences and informs international agree-
ments, policies and programmes (United Nations,
2015). Individual countries can integrate SDGs into
their legal and policy frameworks and make them le-
gally binding.
The 2030 Agenda for Sustainable Development
offers an extensive framework for shaping and coordi-
nating governmental policies. Cultural differences of
the general public and understanding of sustainability
can influence the willingness of people to accept and
understand SDGs (Guan and Zhang, 2023). Some pre-
vious studies (Novieastari, 2022; Zamora-Polo et al.,
2019) suggest that the general public knowledge, espe-
cially among university students, about sustainability
and 2030 Agenda for Sustainable Development is not
sufficient.
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Since forests cover about 35 % of European land,
they are crucial for provisioning timber for wood indus-
try (Forest Europe, 2020). Therefore, both sectors are
crucial for sustainable development at all scales, from
global to local. Forests are explicitly mentioned in the
context of SDG 15 – Life on land, where sustainable use
of forests and reversing biodiversity loss is mentioned.
In relation to SDG 6 – Clean water and sanitation, for-
ests are seen as water-related ecosystems (United Na-
tions, 2015). Furthermore, there are strong synergies
between forests and SDG 13 – Climate action, as for-
ests are important for carbon sequestration and storage
(United Nations, 2015). Although the wood industry is
not explicitly mentioned in the context of the SDGs,
there are strong links to SDG 9 – Industry, innovation
and infrastructure (Mancini et al., 2019). This specific
goal is focused on promoting inclusive and sustainable
industrialization, where wood, wood products and
wood residues could represent a sustainable raw mate-
rial for extended value chains organized along the key
principles of circular bioeconomy (i.e., adding value
through the cascading use biomass, closing the energy
and material loops). In line with this, the wood industry
can be considered as part of SDG 9 – Industry, innova-
tion and infrastructure (United Nations, 2015; IN-
TRuST, 2022). The forest-wood chain, considered by
most countries as a sector that includes both forestry
and wood processing, is also recognized in the connec-
tion with other SDGs like SDG 1 – No poverty, SDG 2
– Zero hunger, SDG 3 – Good health and well-being,
SDG 5 – Gender equality, SDG 7 – Affordable and
clean energy, SDG 8 – Decent work and economic
growth, SDG 11 – Sustainable cities and Communities
and SDG 12 – Responsible Production and Consump-
tion. SDG 17 – Partnerships for the goal is also related
to the forestry and wood industry because partnerships
and support facilitate the achievement of the goals, not
only in social initiatives, but also in the industry and
above all in environmental protection strategies (Ma et
al., 2022; Baumgartner, 2019; Hazarika and Jandl,
2019; United Nations, 2015).
Slovenia has a forest area of 58.0 % (ZGS, 2022).
Consequently, wood is the most important strategic
raw and industrial material (MGTŠ, 2021; MGRT,
2020). The importance of the forest-wood chain is rec-
ognized in multiple strategies and policy documents.
For example, the Slovenian Development Strategy
2030 (MKRR, 2017), which is the fundamental strate-
gic document of Slovenia, also recognizes the impor-
tance of forests and wood industry for achieving SDGs.
Furthermore, the Slovenian Industrial Strategy 2021-
2030 (MGTŠ, 2021) promotes wood-based industry,
decarbonization of energy-intensive industries (e.g.,
paper industry) and transition to a low-carbon circular
economy. This is also recognized in the National

Energy and Climate Plan 2030 (MOPE, 2020).

Forest-related policy documents (e.g., the Operational
Programme of the National Forest Programme 2022-
2026 (2022)), recognize sustainable forest manage-
ment as a key instrument to achieve the 2030 Agenda
for Sustainable Development Goals.
The importance of the SDGs is recognized not
only in the national strategic documents, but also in
the strategic documents of higher education and sci-
entific research institutions (University of Freiburg,
2021; SLU, 2019; CZU, 2023; Wageningen Univer-
sity and Research, 2022; BOKU, 2020; Univerza v
Ljubljani, 2022). The importance of SDGs is also rec-
ognized by the Biotechnical Faculty, which is part of
the University of Ljubljana (Biotehniška fakulteta,
2023), where it is possible to study forestry and wood
science. However, some previous research shows that
there are also challenges and gaps in the implementa-
tion of SDGs in the higher education and research
process globally (Grano and Correia, 2020). Anyhow,
higher education and scientific research institutions
can contribute to SDGs from a variety of perspec-
tives: research, education, operations and governance
and external leadership (SDSN Australia/Pacific,
2017). In addition, Belmonte-Ureña et al. (2021) re-
port that scientific research plays a crucial role in the
success of the SDGs, Walentowski et al. (2020) report
that well-educated young academics are key to put-
ting knowledge-based thinking into practice for re-
sponsible resource management for a sustainable
world, and Zuluaga-Ortiz et al. (2022) report that uni-
versities influence the basic competencies of students
in order to produce good professionals. In addition,
some previous studies (e.g. Novieastari et al., 2021;
Omisore et al., 2017; Zamora-Polo et al., 2019) sug-
gest that knowledge and awareness about the SDGs is
not sufficient among young people, especially stu-
dents in higher education. Based on the insights
gained from reviewing previous research articles and
the limited availability of research articles on the top-
ic of higher education teachers and researchers’
knowledge of the SDGs and their influence on stu-
dents’ knowledge of the SDGs, the aim of this study
was to: 1) find out how well the higher education
teachers, researchers and students of the Department
of Forestry and Renewable Forest Resources (hereaf-
ter: Department of Forestry) and the Department of
Wood Science and Technology (hereafter: Depart-
ment of Wood Science) of the Biotechnical Faculty of
the University of Ljubljana know the SDGs (i.e. ac-
quaintance, understanding), and 2) whether they con-
sider the SDGs to be important for the forestry and
wood industry (i.e. perceived significance), and 3)
investigate whether high education teachers and re-
searchers integrate the SDGs into educational pro-
Uhan, Pezdevšek Malovrh, Jošt, Remic: Integration of Sustainable Development Goals in Higher Education and Research...
90
  75 (1) 87-98 (2024)
grammes and research, and 4) how they will integrate
the SDGs into their educational and research process
in the future.
2 	 METHODS
2. 	METODE
The data for this study was collected by develop-
ing the structured questionnaire for the employees
(higher education teachers and researchers) and students
of the Department of Forestry and the Department of
Wood Science. The questionnaire for employees con-
sisted of 17 questions and a questionnaire for students
consisted of 10 questions. The questionnaire for em-
ployees was pre-tested in March 2023 by five employ-
ees, and the questionnaire for students was pre-tested by
the same five employees in September 2023. Based on
the pre-tests, both questionnaires were revised to make
the questions as understandable and precise as possible.
Most of the questions were Likert-type scale responses
(Likert, 1932), some of them required additional expla-
nations (open questions), and some were binary. The
surveys were conducted on-line, using 1KA programme
(FDV, 2017). The questionnaire was distributed to all
employees who are engaged in educational or research
process (n= 84) and all students (n= 440) of the Depart-
ment of Forestry and the Department of Wood Science.
The data (available in Uhan et al., 2023) for employees
were collected between 4 and 19 April 2023, and the
data for students were collected between 15 September
and 27 October 2023.
Within the employees’ survey period activity, 61
persons completed the survey, which means that the re-
sponse rate was 73 % (Figure 1). Within the students’ sur-
vey period activity, 185 persons completed the survey,
which corresponds to a response rate of 42 % (Figure 2).
The collected data were imported and coded in
MS Excel and processed in JASP, version 17.1 (JASP
team, 2023). To check the quality of the data and to
detect errors, outliers and missing values, all data were
first checked with frequencies. Variables in the ques-
tionnaires were analysed using frequency distributions
and mean values. In order to determine the differences
between departments, the non-parametric Mann-Whit-
ney U test was used (Navarro et al., 2019).
3 	 RESULTS AND DISCUSSION
3. 	REZULTATI I RASPRAVA
Altogether 61 higher education teachers and re-
searchers completed the survey, 51 % from the Depart-
ment of Forestry and 49 % from the Department of
Wood Science. The largest share of respondents among
employees of both departments were teaching assis-
tants and researchers (31 %), followed by assistant pro-
fessors (23 %), full professors (20 %), specialist advis-
ers (13 %) and associate professors (8 %). One senior
lecturer and a teacher of skills also participated in the
survey. Among the respondents, the majority (over 90
% all together) are engaged in research work, and 66 %
of them also identified themselves as being engaged in
education (Figure 1).
Altogether 185 students responded to the survey,
44 % from the Department of Forestry and 56 % from
the Department of Wood Science. Most of the students
who participated in the survey in both departments
were undergraduates, from Academic Study Pro-
grammes (51 %) and Professional Study Programmes
(31 %), while the students enrolled in Masters’ Study
(18 %) made up a significantly smaller proportion of
respondents (Figure 2). The distribution of the answers
represents a direct consequence of number of enrolled
students per specific studies and specific year as in both
departments there are more students enrolled in Aca-
demic Study Programmes or Professional Study Pro-
grammes (Department of Forestry – 86 %, Department
of Wood Science – 81 %).
61 %
39 %
94 %
6 %
70 %
30 %
87 %
13 %
0 %
10 %
20 %
30 %
40 %
50 %
60 %
70 %
80 %
90 %
100 %
Active / aktivni
Non-active / neaktivni
Active / aktivni
Non-active / neaktivni
Educational activity
obrazovna djelatnost
Research activity
istraživačka djelatnost
Department of Forestry
Odsjek za šumarstvo
Department of Wood Science
Odsjek za znanost o drvu
Figure 1 Respondents educational and research activities of employees
Slika 1. Obrazovne i istraživačke aktivnosti ispitanih zaposlenika
Uhan, Pezdevšek Malovrh, Jošt, Remic: Integration of Sustainable Development Goals in Higher Education and Research...
  75 (1) 87-98 (2024)  91
3.1 	 General knowledge about sustainable
development goals
3.1. 	Općenito poznavanje ciljeva održivog
razvoja
The first part of the survey focused on the employ-
ees and students’ general knowledge about the SDGs.
Both rated their knowledge about the SDGs on a Likert-
type scale from 1 (I know very little about the SDGs) to
5 (I know a lot about the SDGs). The employees rated
their knowledge about the SDGs with an average value
of 3.4, where 27 % rated their general knowledge about
the SDGs as good. Furthermore, no statistical differ-
ences were found between employees of the Department
of Forestry and the Department of Wood Science (Mann-
Whitney U-test, U=305, p=0.087) in relation to their
knowledge about the SDGs. Students rated their general
knowledge about the SDGs with an average value of 2.9.
56 % of students rated their general knowledge about the
SDGs as good. Among students from both departments
no statistical differences were found (Mann-Whitney U-
test, U=4076.000, p=0.069). Differences in general
knowledge about the SDGs between employees and stu-
dents
were
significant
(Mann-Whitney
U-test,
U=3608.000, p=0.003), employees rated their general
knowledge about the SDGs as better. The importance of
familiarity with the SDGs was also studied by Jabeen
(2022), who found that the knowledge about the SDGs
had increased. Alm et al., (2020), who studied student
awareness and knowledge about the SDGs, emphasized
that higher education teachers in higher education insti-
tutions and universities can play a crucial role in achiev-
ing the SDGs. However, previous studies report that low
percentage of students and employees have good knowl-
edge about the SDGs (Smaniotto et al., 2019; Omisore
et al., 2017), which is not consistent with our study, es-
pecially concerning the results of students’ survey. On
the contrary, Fajar Jati et al. (2019) report that 89.5 % of
students are aware of the SDGs and 62.5 % have good
knowledge about the SDGs, which is in line with our
results. However, Fajar Jati et al. (2019) focused only on
students and did not include employees.
3.2 	 Importance of sustainable development
goals for forestry and wood industry
sectors
3.2.	 Važnost ciljeva održivog razvoja za
sektor šumarstva i drvne industrije
The employees and students of both departments
were asked to judge the general importance of the
SDGs for the forestry and wood industry sectors (Fig-
ure 3 and Figure 4) on five-point Likert-type scale from
1 (Not important) to 5 (Very important). Both the em-
ployees and students of the Department of Forestry
have rated SDG 6 – Clean water and sanitation and
SDG 15 – Life on land as the most important SDGs for
forestry. Employees rated both SDGs with an average
value of 4.7, while students gave SDG 6 – Clean water
and sanitation a lower value (average value 4.5) and
SDG 15 – Life on land even lower rating (average val-
ue 4.4). The results are in line with expectations as for-
ests are seen as one of the water-related ecosystems in
SDG 6 – Clean water and sanitation. The emphasis on
SDG 15 – Life on land is also expected as it focuses on
the protection, restoration and sustainable use of ter-
restrial ecosystems, and halting the loss of biodiversity
recognizes forests and their rich biodiversity as essen-
tial for sustainable development (Katila et al., 2019).
In addition, employees also rated SDG 7 – Affordable
and clean energy (average value 4.5), SDG 12 – Re-
sponsible consumption and production (average value
4.5), and SDG 13 – Climate action (average value 4.5)
as very important. Students additionally recognized the
importance of SDG 12 – Responsible consumption and
production (average value 4.2), and SDG 13 – Climate
action (average value 4.2). Results are in line with pre-
vious research since forests play an important role in
the supply chain for energy production, and because
the role of forest is also recognized for ensuring access
to affordable, reliable and sustainable energy services
6 %
8 %
42 %
12 %
23 %
9 %
0 %
5 % 10 % 15 % 20 % 25 % 30 % 35 % 40 % 45 %
Academic study programme
prijediplomski sveučilišni studij

Professional study programme
prijediplomski stručni

Master’s study
diplomski studij

Department of Forestry
Odsjek za šumarstvo

Department of Wood Science
Odsjek za znanost o drvu
Figure 2 Distribution of students who have responded
Slika 2. Raspodjela studenata koji su odgovorili
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92
  75 (1) 87-98 (2024)
though SDG 7 – Affordable and clean energy (Katila et
al., 2019). In addition, responsible consumption and
production can make a positive contribution to forest
conservation and contribute to a more sustainable sup-
ply of wood and forest raw materials (Katila et al.,
2019). Forests are regularly mentioned in the context
of the climate change, carbon sequestration and stor-
age, and reduction of greenhouse gas emissions, which
is the main goal of SDG 13 – Climate action (Katila et
al., 2019).
The employees of the Department of Wood Sci-
ence have rated SDG 9 – Industry, innovation and in-
frastructure as the most important, with an average
value of 4.6. Results are expected as this goal is centred
on three main pillars: industry, infrastructure and in-
novation, which is the focus of wood industry sector
(United Nations, 2015). In addition, the employees
also recognized SDG 7 – Affordable and clean energy
(average value 4.5), SDG 12 – Responsible consump-
tion and production (average value 4.5), and SDG 15
– Life on land (average value 4.5) as important. Stu-
dents from the Department of Wood Science recognize
the majority of SDGs as important for wood industry:
SDG 2 – Zero hunger, SDG 3 – Good health and well-
being, SDG 4 – Quality education, SDG 6 – Clean wa-
ter and sanitation, SDG 7 – Affordable and clean en-
ergy, SDG 8 – Decent work and economic growth,
SDG 9 – Industry, innovation and infrastructure and
SDG 15 – Life on land (with average value 4.5 each).
The recognition of SDG 7 - Affordable and clean en-
ergy is also expected as wood industry contributes to
the affordable and clean energy through sustainable
Figure 3 Importance of each SDG for forestry or wood sector (employees)
Slika 3. Značajnost svakoga od SDG-ova za šumarstvo ili drvnu industriju (zaposlenici)
Figure 4 Importance of each SDG for forestry or wood sector (students)
Slika 4. Značajnost svakoga od SDG-ova za šumarstvo ili drvnu industriju (studenti)
3.8
3.8
4.2
4
3.5
4.7
4.5
4
4.3
3.4
4.1
4.5
4.5
3.9
4.7
3.3
4.2
3.9
3.7
4.3
4.4
4.1
4.4
4.5
4.5
4.6
3.7
4
4.5
4.3
3.4
4.5
3.8
3.8
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Likert-type scale rating
ocjena na Likertovoj ljestvici
SDG
1
SDG
2
SDG
11
SDG
10
SDG
9
SDG
8
SDG
7
SDG
6
SDG
5
SDG
4
SDG
3
SDG
12
SDG
13
SDG
14
SDG
15
SDG
16
SDG
17
Average values / prosječne vrijednosti
Department of Forestry / Odsjek za šumarstvo
Department of Wood Science / Odsjek za znanost o drvu
SDG
1
SDG
2
SDG
11
SDG
10
SDG
9
SDG
8
SDG
7
SDG
6
SDG
5
SDG
4
SDG
3
SDG
12
SDG
13
SDG
14
SDG
15
SDG
16
SDG
17
3.9
4.1
4.1
4.3
3.9
4.5
4.0
4.0
4.0
3.7
3.7
4.2
4.2
4.1
4.4
3.8
3.9
4.4
4.5
4.5
4.5
3.7
4.5
4.5
4.5
4.5
3.9
4.1
4.4
4.1
4.2
4.5
4.1
4.1
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Department of Forestry / Odsjek za šumarstvo
Department of Wood Science / Odsjek za znanost o drvu
Likert-type scale rating
ocjena na Likertovoj ljestvici
Average values / prosječne vrijednosti
Uhan, Pezdevšek Malovrh, Jošt, Remic: Integration of Sustainable Development Goals in Higher Education and Research...
  75 (1) 87-98 (2024)  93
use of traditional wood fuels (firewood and charcoal),
processed wood fuels (pellets), liquid biofuels and bio-
power, which can play an important role in the provi-
sion of energy (Katila et al., 2019). The relation to
SDG 12 – Responsible consumption and production is
also expected as the wood industry promotes responsi-
ble consumption and production, as wood is neither a
toxic raw material nor hazardous waste (Verkerk et al.,
2021; Maier, 2021). Furthermore, wood industry offers
complementary opportunities to forestry to achieve the
SDGs within the forest-wood chain, so the importance
of the wood industry in the context of SDG 15 – Life on
land is predictable. SDG 15 – Life on land focuses
mainly on the sustainable management of all types of
forests and halting deforestation, to which a responsi-
ble and sustainable wood industry can contribute (Ka-
tila et al., 2019); this can explain why the employees
and students emphasized this SDG. Finally, SDG 8 –
Decent work and economic growth, that was identified
by both employees and students of the Department of
Wood Science as an important one (average value 4.5),
which mainly refers to the promotion and support of
sustainable economic growth, is probably recognized
because wood industry is related to sustainable eco-
nomic growth (Maier, 2021).
3.3 	 Integration of sustainable development
goals into higher educational and
research process
3.3. 	Uključivanje ciljeva održivog razvoja u
proces visokoškolskog obrazovanja i
istraživanja
The survey conducted among employees of both
departments also included the part about the integration
of the SDGs in their research and educational process.
These results were compared with the students’ answers,
to determine whether the students recognize the integra-
tion of the SDGs into the educational process in both
departments. The results of the employees of both de-
partments (Figure 5 and Figure 6) show that higher edu-
cation teachers at the Department of Forestry most fre-
quently integrate SDG 13 – Climate Action (average
value 4.0) and SDG 15 – Life on land (average value
4.0) into their educational process, which is expected as
both SDGs are related to the sustainable use of natural
resources (United Nations, 2015). For example, SDG 13
– Climate action and SDG 15 – Life on land are inte-
grated in the courses: Wildlife Ecology and Manage-
ment Planning, Management of Wildlife Populations,
Close-to-nature Silviculture, Silviculture, Dendrology
with Breeding of Forest Trees, Introduction to Nature
Conservation, The Basics of Forest Protection, Use of
Forest Biomass and Forest Policy. It was also found that
the research process of the employees of the Department
of Forestry is mainly related to SDG 15 – Life on land
(average value 3.1) and SDG 13 – Climate action (aver-
age value 2.7); however, the integration of the SDGs
into their research work is much lower. For example, the
employees of the Department of Forestry are currently
engaged in the projects related to SDG 13 – Climate ac-
tion (average value 2.7) (Learning to realize multiple
forest policy objectives under climate related stress and
disturbance and Natural regeneration and tending of
forests following large-scale disturbances: harmoniza-
tion of ecological, economic and forest policy aspects)
and to SDG 15 – Life on land (average value 3.1) (Effi-
cient management of private forests to support wood
mobilization, Learning to realize multiple forest policy
objectives under climate related stress and disturbance,
and Support for improved management of the interac-
tions between large herbivores and forests).
Figure 5 Involvement of SDGs in teaching and research at Department of Forestry and Renewable Forest Resources
Slika 5. Uključenost SDG-ova u obrazovanje i istraživanje na Odsjeku za šumarstvo i obnovljive šumske resurse
2.5
2.3
3
3.1
2.5
3
3.2
2.7
3.1
2.1
3.1
3.7
4
2.6
4
2.3
2.7
1.2
1.1
2.5
2.1
1.7
1.9
1.9
1.9
1.9
1.3
1.5
2.4
2.7
1.3
3.1
1.3
1.6
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
SDG
1
SDG
2
SDG
11
SDG
10
SDG
9
SDG
8
SDG
7
SDG
6
SDG
5
SDG
4
SDG
3
SDG
12
SDG
13
SDG
14
SDG
15
SDG
16
SDG
17
Likert-type scale rating
ocjena na Likertovoj ljestvici
Average values / prosječne vrijednosti
Education activity of employees at Department of Forestry / obrazovna djelatnost na Odsjeku za šumarstvo
Research activity of employees at Department of Forestry / istraživačka djelatnost na Odsjeku za šumarstvo
Uhan, Pezdevšek Malovrh, Jošt, Remic: Integration of Sustainable Development Goals in Higher Education and Research...
94
  75 (1) 87-98 (2024)
On the contrary, higher education teachers from
the Department of Wood Science most frequently inte-
grate SDG 12 – Responsible Consumption and Produc-
tion (average value 4.1) and SDG 7 – Affordable Clean
Energy (average value 3.9) into their education and re-
search process. For example, SDG 12 – Responsible
consumption and production and SDG 7 – Affordable
and clean energy are integrated, in the courses: Environ-
mental Protection in Wood Industry, Biotechnology in
Wood Industry, Biotechnology of Higher Fungi, Envi-
ronmental and Economic Aspects of Wood Protection
and Wood Modification, Economics of Wood-Industry
Company and Basics of Entrepreneurship, Management
of Wood Industry Company with Microeconomics,
Management of Production Processes in Wood Industry,
Organization of Production in Wood Industry Company.
Similar to the Department of Forestry, the SDGs are
considered to a lower extent in the research process of
employees of the Department of Wood Science than in
the educational processes. The research process current-
ly relates to SDG 4 – Quality education (average value
3.6) (Alliance of Centres of Vocational Excellence in the
Furniture and Wood Sector, Study in the shortage of per-
sonnel in the wood industry as a basis for the renewal of
training and SDG 7 – Affordable clean energy (average
value 3.5) (Affordable Clean Energy: Wood and Ligno-
cellulosic Composites).
Further, answers of the employees from both de-
partments were compared with the students results (Fig-
ure 7). The results show that the students from the De-
partment of Forestry find SDG 12 – Responsible
consumption and production (average value is 4.1) as the
most integrated SDG in the forestry studies, followed by
SDG 12 - Responsible consumption and production,
SDG 7 – Affordable and clean energy (average value is
3.9), SDG 13 – Climate action (average value is 3.8) and
SDG 9 – Industry, innovation and infrastructure (aver-
age value is 3.5). These SDGs are integrated, for exam-
ple, into the courses: Close-to-nature Silviculture, Silvi-
culture, Forest Management and Planning, Introduction
to Nature Conservation, Basics of Forest Protection, For-
est Policy, Meteorology, Old-growth Forests and Forest
Reserves and Planning of Harvesting Technologies. Stu-
dents from the Department of Wood Science emphasized
only two SDGs– SDG 4 – Quality education (average
value is 3.6) and SDG 7 – Affordable and clean energy
(average value is 3.5). These SDGs are integrated, for
example, into the courses: Environmental Protection in
Wood Industry, Environmental and Economic Aspects of
Wood Protection and Wood Modification, Economics of
Wood-Industry Company and Basics of Entrepreneur-
ship, Management of Wood Industry Company with Mi-
croeconomics, Management of Production Processes in
Wood Industry, Organization of Production in Wood In-
dustry Company and Technical Mechanics.
SDGs are integrated into education and research
process at the Department of Forestry and the Depart-
ment of Wood Science, probably because most of the
current research programmes (e.g., Horizon Europe, In-
teregg Europe, Forestvalue, Forestvalue2) include top-
ics related to sustainable development and achieving
SDGs (Borchardt et al., 2023; European Commision,
2020; Interreg Europe, 2023; Forestvalue, 2023). More-
over, research process in higher education institutions is
Figure 6 Involvement of SDGs in teaching and research at Department of Wood Science and Technology
Slika 6. Uključenost SDG-ova u obrazovanje i istraživanje na Odsjeku za znanost o drvu i drvnu tehnologiju
2.1
2.3
3.1
3.4
3.1
3.1
3.9
3.3
3.5
2.4
3.1
4.1
3.8
2.5
3.3
2.3
2.5
2.1
2
3.1
3.6
2.4
3.1
3.5
3.3
3.3
2.5
3.1
3.5
3.4
2.3
3
2.3
2.8
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
SDG
1
SDG
2
SDG
11
SDG
10
SDG
9
SDG
8
SDG
7
SDG
6
SDG
5
SDG
4
SDG
3
SDG
12
SDG
13
SDG
14
SDG
15
SDG
16
SDG
17
Education activity of employees on Department of Wood Science
obrazovna djelatnost na Odsjeku za znanost o drvu
Research activity of employees on Department of Wood Science
istraživačka djelatnost na Odsjeku za znanost o drvu
Likert-type scale rating
ocjena na Likertovoj ljestvici
Average values / prosječne vrijednosti
Uhan, Pezdevšek Malovrh, Jošt, Remic: Integration of Sustainable Development Goals in Higher Education and Research...
  75 (1) 87-98 (2024)  95
directly related to the education process and therefore
SDG 4 – Quality education (Elsen et al., 2009). The stu-
dent’s responses confirm that courses in both depart-
ments integrate SDGs, but students do not always recog-
nize that specific SDGs are integrated into the course, as
the results show that students recognized different
courses in relation to SDGs and emphasized different
SDGs than employees, which could be a consequence of
the limitations regarding emphasis on the SDGs, which
was also recognized by Leal Filho (2023).
3.4 	 Future integration of sustainable
development goals into educational
and research process
3.4. 	Uključivanje ciljeva održivog razvoja u
proces visokog obrazovanja i istraživanja
u budućnosti
This part of the research focused only on employ-
ees of both departments. They were asked whether they
intend to incorporate more SDG-related content in
their educational and/or research process in the future.
Employees of both departments rated this question
with an average value of 3.7 on a Likert-type scale
from 1 (I will not include the SDGs at all) to 5 (I will
definitely include the SDGs). From the results, it can
be concluded that SDGs are likely to be more included
in the educational and research process of employees
of both departments. The results are promising since
integrating sustainable development and SDGs into the
educational programmes, curricula and research cre-
ates meaningful learning outcomes (Lozano et al.,
2017; Alm et al., 2020; Walentowski et al., 2020; Bel-
monte-Ureña et al., 2021).
4 	 CONCLUSIONS
4. 	ZAKLJUČAK
Sustainable development is a comprehensive topic
that affects the economy, society and environment. Fur-
ther, forest-wood chain represents an opportunity to
achieve the 2030 Agenda for Sustainable Development.
Moreover, higher education and research institutions
were recognized as important actors who should inte-
grate SDGs into their research and educational process
and spread awareness about sustainability. Employees at
the Department of Forestry and the Department of Wood
Science of the Biotechnical Faculty of the University of
Ljubljana already integrate SDGs in both educational
and research processes. Further, it is important to note
that the employees intend to include more SDGs in their
work in the future, recognizing that their curriculum in-
fluences students’ knowledge about the SDGs and their
perception of sustainability. Based on these facts it can be
concluded that educational and research institutions and
integration of SDGs into their educational and research
process could be an important step towards sustainability
and achieving goals of 2030 Agenda for Sustainable De-
velopment. Students who will work in the forestry and
wood industry sectors in the future could integrate and
promote more sustainable practises in the sectors if they
have sufficient knowledge of the SDGs and high percep-
tion of sustainability. New approaches in the industry
could help in achieving goals of the 2030 Agenda for
Sustainable Development. The study and its findings
open up an interesting discussion on the relevance of the
SDGs for higher education in the forest-wood chain.
Figure 7 Involvement of SDGs in teaching at Department of Forestry and Department of Wood Science based on students’
responses
Slika 7. Uključenost SDG-ova u obrazovanje i istraživanje na Odsjeku za šumarstvo i Odsjeku za znanost o drvu na temelju
studentskih odgovora
SDG
1
SDG
2
SDG
11
SDG
10
SDG
9
SDG
8
SDG
7
SDG
6
SDG
5
SDG
4
SDG
3
SDG
12
SDG
13
SDG
14
SDG
15
SDG
16
SDG
17
2.4
2.5
2.9
2.7
2.4
3.0
2.7
2.8
2.9
2.3
2.6
2.9
3.2
2.5
3.4
2.2
2.5
2.1
2.2
2.5
2.8
2.4
2.2
2.7
2.9
3.0
2.3
2.4
2.9
2.7
2.2
2.5
2.4
2.6
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Department of Forestry / Odsjek za šumarstvo
Department of Wood Science / Odsjek za znanost o drvu
Likert-type scale rating
ocjena na Likertovoj ljestvici
Average values / prosječne vrijednosti
Uhan, Pezdevšek Malovrh, Jošt, Remic: Integration of Sustainable Development Goals in Higher Education and Research...
96
  75 (1) 87-98 (2024)
The study must consider some limitations regard-
ing the interpretation of the results, as there were some
limitations in the survey implementation. The main
drawback of the study is that the population studied is
very limited as it focuses on only two departments of
one university. However, the results open up promising
possibilities for a future extension of the study to simi-
lar higher education programmes at other universities
(Europe and globally). Another major drawback is that
the results are based on self-assessment. Therefore, the
results, especially the answers to the questions on fa-
miliarity with the SDGs, cannot be viewed with abso-
lute certainty.
Acknowledgements – Zahvala
We would like to thank all higher education
teachers and researchers as well as students who par-
ticipated in the research and contributed with their
opinions.
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Corresponding address:
ZALA UHAN
University of Ljubljana, Biotechnical Faculty, Department of Forestry and Renewable Forest Resources,
Večna pot 83, 1000 Ljubljana, SLOVENIA, e-mail: zala.uhan@bf.uni-lj.si


Napomene o interpretaciji dječje književnosti u školi

mladinska književnost;otroška književnost;osnovne šole;literarna interpretacija;literarna recepcija;komunikacija;komunikacijski proces;funkcija književnosti;književno sporočilo;primernost;TITLE:This paper points to some important issues relating to the interpretation of literature in primary school: interpretation is an "evaluated response";but is at the same time a two-way communicative and interdisciplinary process whose quality is influenced by the nature of the syllabus and the selection of texts for required reading;which raises the issue of "taboo" themes. Moreover;it should be taken into account that each literary work is written in a specific period;which influences "understanding" of the text. However;all these elements are secondary to the basic fact that school interpretation is a cognitive process;but its primary purpose is to stir the emotional world of young readers;contributing to their all-round development./KEYWORDS:youth literature;literature for children;primary schools;interpretation for literature;reception of literature;communication;communicative process;function of literature;message of literature;suitability;info:eu-repo/classification/udc/373.31.016:003-028.31