Background: Stress is an inevitable phenomenon of students’ way of life nowadays. In particular, stressors are associated with study obligations and interpersonal relationships. In a time of rapid ...social changes, the problem of stress among young people is highly dynamic and complicated; therefore, academic studies and research regarding this subject are among the most important tasks of society. Our study aimed to analyse the stress and coping strategies among the students of selected faculties of the University of Ljubljana.Methods: We surveyed 622 students of the first and third year of six faculties of the University of Ljubljana, of which 40.5% were men and 59.6% women. The questionnaire was summarized according to the questionnaire used in the project “Risk Factors for Non-Communicable Diseases in Adult Population of Slovenia” was used in our study. The data were processed with SPSS. The basic statistics were calculated, and the hypotheses were checked at the level of 5% of the statistical risk (p ≤ 0.05) using the Chi-square test.Results: The survey showed that most students (46.8%) feel stress occasionally, 30.4% of them often, and 4.7% every day. The students of the Faculty of Medicine are more affected by stress than other students are, especially in comparison to the students of the Faculty of Sport. Women suffer from stress more than men do. A total of 82.2% of the students claimed the burden of study as the reason for tension, stress and a feeling of heaviness. Among them, most students were from the Faculty of Medicine and the least were from the Faculty of Sport; most of them were women. The students of the Faculty of Mechanical Engineering and the Faculty of Medicine study and learn continuously. Outside the examination period, 38.5% of students sleep only 5 to 6 hours per day. Only 12.8% of students can easily handle stress, 70% of them handle stress with some effort and 16.5% of them with great effort; among them, students of the third year and men cope with stress better than others do. As a coping strategy, a large majority (72%) of students mention sports activity, mostly students of the Faculty of Sport, and the least students of the Faculty of Education. Only 5.2% of students never engage in sport; most are active in sports from 3 to 5 days a week, from 30 to 60 minutes.Conclusion: The study highlighted the problem of stress and coping with it with students from selected faculties of the University of Ljubljana. The survey has shown a high prevalence of self-reported stress, with the vast majority of students reporting physical activity as the most used method of coping. There were significant differences with the corresponding confidence level 95% in terms of gender and faculty. Further research and the implementation of effective measures could improve the quality of life of students, which would later also contribute to reduced levels of burnout in the workplace, as young people as students would be better aware of this problem and knew the appropriate preventive measures.
The first excursion to Greece for classicists after World War II – and likely the first one since the university was established in 1919 – was devised by Professor Milan Grošelj for his classical ...seminar in 1958. Those were the years when every effort was made to eliminate classical gymnasia in Slovenia, and they were eventually abolished in 1958. However, we, the students of those days, still considered ourselves fortunate. Our professors were professionally sound; they took their calling seriously and were aware that they were not merely experts but also teachers and educators. Therefore, the excursions were a serious matter, far from merely fun and charming trips.
Foreign research reports low use of mobile devices for reading e-texts among students, so we investigated mobile reading behaviour among UL students. Since the results of the online survey showed ...that low use of mobile devices for reading e-texts is also characteristic of UL students, we wanted to investigate in more detail the reasons and barriers to the use of mobile devices for reading e-texts. The paper summarises the results of a survey which showed similar results to foreign surveys: students already use mobile devices (most often a smartphone) to read e-texts, but not frequently and not to read longer texts. Barriers are the smaller screen and keyboard, poorer page clarity and poorer ability to highlight text. The surveys also provided information on the most appropriate formats of library services for mobile devices and the most appropriate formats of training on how to use these services. The findings of the research are important for academic libraries, as e-resources constitute a large part of their services and mobile technology is already an important part of student life.
In March 2021, Prof. Dr. Katarina Čufar received the Jesenko Lifetime Achievement Award, the most prestigious prize of the Biotechnical Faculty, University of Ljubljana. This is the third award for ...Katarina Čufar within just a few months, as at the end of 2020 she also received the Golden Plaque from the University of Ljubljana and the Zois Prize of the Republic of Slovenia for significant scientific achievements and exemplary teaching.
About a year before the pandemic struck, personal archives of Anton Sovre (1885–1963) were rediscovered, and they eventually made their way to the National and University Library in Ljubljana. During ...the fifties, Anton Sovre was the undisputed éminence grise of the field of classics in Slovenia and among the new sources now available to researchers is an essay on “Perspective Development of Classical Philology” from 1959. The document was written in the tradition of the Five-Year Plans, and its rhetoric is often amusing. Its content, however, was written mainly by Sovre’s best student. At that time, Kajetan Gantar (1930–2022) had already defended his PhD thesis on Homer. Due to political reasons, he was initially blocked from getting a university position. However, the situation changed somewhat during the thaw in the sixties, when he could finally get the position of lecturer, and he eventually became the leading classical scholar and translator in the country and Sovre’s successor. His proposal for the future of the discipline shows strategic thinking, which was confirmed by the decades that followed.
Richard Klemen was the first teacher of enzymology at the University of Ljubljana. His early career in Ljubljana ended in January 1942 when he moved to Vienna, Austria. During the war he conducted ...experiments that led him to describe the so-called Hofmann-Klemen effect in clay. Later he was a research assistant and titular associate professor in the field of biochemical technology at the Vienna Technical University and finally a lecturer at the University of Natural Resources in Vienna. His life is an interesting example of a scientist and educator whose Gottscheer German origin would probably prevent him from continuing his career in post-war Yugoslavia. At the same time, he did not achieve in Austria the positions and status that his former colleagues and students had achieved in Slovenia. Although he was almost forgotten, he remains important as the first trained enzymologist and teacher of enzymology in Slovenia. This article also presents his full bibliography.
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Na Univerzi v Ljubljani se vsak semester izvaja študentska evalvacijska anketa, ki je namenjena spremljanju mnenja študentov o posameznih predmetih in pedagoškem delu visokošolskih učiteljev ter ...visokošolskih sodelavcev. Cilj raziskave je bil analizirati, kako visokošolski učitelji in sodelavci sprejemajo to povratno informacijo in kako se odzivajo nanjo. Na anketni vprašalnik je odgovorilo 244 visokošolskih učiteljev in sodelavcev, od katerih jih 15 povratnih informacij študentov ne bere, zato je končni vzorec zajemal 229 oseb. Udeleženci imajo do povratnih informacij na splošno pozitiven odnos, manj enotni pa so pri strinjanju o tem, ali bi morale imeti poglavitno vlogo pri odločitvah o napredovanju. Negativne povratne informacije jih sicer motivirajo, da izboljšajo svoje pedagoško delo, pozitivne pa v njih vzbudijo občutke samozavesti. Večini dajo ideje, kako spremeniti svoj način poučevanja, ter jih k spremembi tudi spodbudijo. Statistično pomembne razlike so se pokazale med asistenti v primerjavi z docenti, izrednimi in rednimi profesorji pri občutenju samozavesti ob prejemu pozitivnih povratnih informacij ter občutenju dvoma o lastnih sposobnostih kot visokošolski učitelj ob prejemu negativnih povratnih informacij. Ugotovitve lahko služijo organom univerz pri razumevanju odzivanja visokošolskih učiteljev ter kot smernice pri oblikovanju strategij za ravnanje s povratnimi informacijami o pedagoškem delu.
At the end of 2020, Prof. Dr. Dr. h.c. Nikolaj Torelli became a Professor Emeritus of the University of Ljubljana. The title of Professor Emeritus is awarded to retired Professors for their ...significant contributions to the operation, reputation, and development of the University of Ljubljana. We briefly introduce our new Professor Emeritus and his work.
The purpose of this article is to explore the social and spatial dynamics within the university libraries of the University of Ljubljana and the University of Vienna. The analysis shows that ...university libraries are crucial for shaping the academic environment and culture and play an important role in city-university relations. Understanding these dynamics is essential for planning and developing university spaces that can effectively respond to the needs and activities of their users. The article applies qualitative research methods and uses interviews with professors, students and assistants along with on-site observations to analyse the dynamics and transformative role of university spaces in Ljubljana and Vienna.
The early beginnings of Slovenian medical education take root in the Enlightenment-era Academia operosorum (Academy of the Industrious, 1693–1725) and its medical section with the physician Marko ...Gerbec, although the Jesuit College introduced higher education in Ljubljana already in 1619. In 1782, a Medico-Surgical Academy was established in Ljubljana, the first to provide a secondary level of medical education. Later on, when a part of present Slovenian lands was included in the Illyrian Provinces (1809–1813) as a part of Napoleon’s French Empire, with Ljubljana as capital, the school advanced to the level of a medical faculty (École Centrale). The subsequent restoration of Austrian sovereignty prevented the school from completing even the first class of graduates’ training. In 1848, Medico-Surgical Academy was dissolved and only midwifery schools remained.
It was only after disintegration of the Austro-Hungarian Monarchy, as a consequence of the World War I, that in 1919 the first Slovenian University was established in Ljubljana, and within it a incomplete medical faculty was offering four preclinical semesters. In 1940, fifth and sixth semesters were added to the Faculty. The liberation impetus led in July 1945 to the establishment of a complete medical faculty including five years course divided in ten semesters. In the 1949/1950 academic year, the Faculty of Medicine was separated from the University and trained one generation of physicians as a medical college; in 1954, it was reintegrated into the University. During that period, in autumn 1949, the Faculty of Stomatology was established, which soon joined with the Faculty of Medicine, whereupon two departments were established: one for general medicine and one for stomatology (dental medicine). In the 1968/1969 academic year, the Faculty of Medicine introduced a master’s programme, and in 1995 a uniform doctoral programme; in the academic year 1989/1990 the programmes of medicine and dental medicine were extended to twelve semesters.
In 1975, the new Ljubljana Medical Centre building was finished and the Faculty thus obtained the necessary lecture halls, classrooms, and rooms for clinical practice. In the next decade, in 1987, the main preclinical institutes moved to the new building of the Faculty and students finally received state-of-the-art lab classrooms, facilities, and other infrastructure. In 2015, the Faculty also constructed a new building for preclinical institutes for biochemistry and cell biology. Throughout the years the programme has continued to improve and stay up to date, and the Bologna system of education was introduced in the academic year 2009/2010.
In its hundred years of existence, the Faculty of Medicine has trained approximately 9,000 physicians and 2,000 dentists, and awarded more than 1,700 doctors of science degrees and more than 1,000 master of science degrees in the postgraduate programme for physicians and dentists; it has also trained many students in graduate clinical training programmes. The Faculty of Medicine is oriented towards the future, a strong connection between theory and practice, interdisciplinary and international cooperation, and especially training new high-quality medical professionals.
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