@article {1439,
	title = {TEXTILE LITERACY OF NINTH-GRADE STUDENTS IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {674-685},
	abstract = {Today{\textquoteright}s world is facing a problem with the growth of textile products and in particular, textile waste, which already represents a serious environmental problem. From the point of view of ensuring sustainable handling of textile products, it is thus very important that individuals have the appropriate knowledge, attitudes and skills for sustainable handling of textile products or that they are properly {\textquoteleft}textile literate{\textquoteright}. After all, appropriate textile literacy enables individuals to act according to the concept of sustainable development. The purpose of this research, which included 80 students from three Slovenian schools, who had completed their lower secondary education in the 2018/2019 school year, was to find out what their basic textile knowledge was and how they transferred it into their daily lives. Ninth graders were found to be deficient in basic textile skills, with girls having statistically significant better knowledge than boys. The girls were also statistically significantly better at recognising the connection between the acquired knowledge and everyday life and achieved a better result in terms of sustainable handling of textile products. The research findings can help teachers to be aware of the critical points in textile teaching in the context of sustainable development. The results also suggest that the current placement of textile content in the fifth grade, without further upgrading of the content in higher grades is not optimal. Most of the surveyed students had high grades in the fifth grade, but knowledge that is vital from the point of view of the sustainable behaviour of an individual is low in the ninth grade. These results can provide useful information for school policy makers who want to follow modern concepts of sustainable development.},
	keywords = {active learning strategies, cross-curricular integration, ninth-graders, sustainable development and textile literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.674},
	url = {http://oaji.net/articles/2021/457-1628687603.pdf},
	author = {Barbara Zaman and Francka Lov{\v s}in  Kozina}
}
@article {1119,
	title = {THE RELATIONSHIP BETWEEN TEACHERS{\textquoteright} EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {175-188},
	abstract = {Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher{\textquoteright}s perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training.},
	keywords = {Home Economics, home economics education, Home Economics teachers, teachers{\textquoteright} competencies, teachers{\textquoteright} education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.175},
	url = {http://oaji.net/articles/2017/457-1524597478.pdf},
	author = {Stojan Kostanjevec and Francka Lov{\v s}in  Kozina and Martina Erjav{\v s}ek}
}
@article {886,
	title = {STUDENTS{\textquoteright} CONFIDENCE IN THEIR FINANCIAL MANAGEMENT ABILITIES: THE ROLE OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {108-117},
	abstract = {The aim of this study was to investigate the impact of gender, age, parent{\textquoteright}s education, scholarship and students{\textquoteright} education on students{\textquoteright} confidence in their financial management capability and knowledge. In the research, 259 students participated from two different faculties {\textendash} the Faculty of Education and the Faculty of Economics. This investigation has revealed that the likelihood of students{\textquoteright} confidence in their financial management capability and knowledge is significantly smaller for students who do not specialize in economics or business studies, and for female students. The likelihood of confidence in their financial management capability and knowledge also statistically significantly increases with the father{\textquoteright}s educational level, but, interestingly, not with the mother{\textquoteright}s. The results also showed, although it is not statistically significant, that students on scholarships on average express a higher confidence in their financial management capability and knowledge. Therefore, the adequacy of the current educational policy (formal and non-formal education) should be considered. },
	keywords = {confidence, financial literacy, money management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.108},
	url = {http://oaji.net/articles/2014/457-1420361486.pdf},
	author = {Francka Lov{\v s}in  Kozina and Nina Ponikvar}
}
@article {547,
	title = {CRITICAL POINT IN FINANCIAL LEARNING PROCESS OF PRIMARY SCHOOL CHILDREN IN SLOVENIA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {35-46},
	abstract = {Financial literacy is very important because only financially literate individuals are able to identify the pitfalls of money management. The objectives of the study were to observe how children perceive the role of money in everyday life based on their opinions about possessing money, money management and certain dilemmas about different possibilities to earn money. Expert writings reveal that many parents frequently act as bad role models, because they themselves tend to be poorly informed about their own personal financial issues and choices. Therefore, the best way to start teaching young people about basic economic and financial facts and skills is to incorporate these issues into classroom lectures. The following article features the analysis of a study in which 206 primary school pupils have taken part. Allowance was provided to 130 pupils, which agree, that because they have allowance, are better money manager. The majority of the pupils surveyed were of the opinion that they would be able to manage their finances even better if their parents would talk to them about money more often, and if the parents would also invest more time to convey a better perception of the value of money and things to them. The greatest amount of influence on the pupils{\textquoteright} ability to manage money comes from their parents. School, in the form of an educational institution, also bears a substantial amount of influence concerning this particular matter. The Slovenian education system gives not enough attention to vital issues such as money management and consumer protection. This study can be useful information for teacher about critical point in children money management. },
	keywords = {financial education, money management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.35},
	url = {https://oaji.net/articles/2014/457-1405179789.pdf},
	author = {Francka Lov{\v s}in  Kozina and Tadeja  Per{\v c}i{\v c} and Verena  Koch}
}
