As Slovenia concluded its Dialogue Clubs initiative on April 1, 2025, educators from various disciplines, including computer science, informatics, languages, and primary education, have reflected on the profound impact these collaborative forums have had on their teaching methodologies and professional development.

Embracing Halliday’s Language Functions in Dialogue Clubs

The Dialogue Clubs provided a platform for teachers to explore Michael Halliday’s seven functions of language—instrumental, regulatory, interactional, personal, heuristic, imaginative, and representational. By understanding and applying these functions, educators have improved their ability to facilitate student communication and comprehension. Language teachers, for example, observed that fostering conversations and collaboration strengthens student relationships, while questioning and exploring topics enhances their critical thinking and problem-solving abilities.

The Role of Digital Tools in Structured Inquiry and Exploration

Today’s students increasingly use digital tools to explore topics of interest and search for answers in a structured manner. Key practices include using search engines to form specific questions, accessing Slovenian online platforms, and utilising digital maps, simulations, and virtual tours. Such structured inquiry is often guided by teachers, who help students develop research questions, select reliable sources, and present their findings, fostering independence, responsibility for learning, and digital literacy.

Spotlight on the Heuristic Function of Digital Technology

One of the significant areas of focus within the Dialogue Clubs was the heuristic function of digital technology, which involves using language—and by extension, technology—for inquiry, exploration, and learning. This function empowers students to leverage digital tools for satisfying curiosity, seeking information, and deepening their understanding of the world.

Educators discussed how this function is closely linked to cognitive development, with questions like “What is this?” driving discovery and critical thinking. The heuristic use of digital tools encourages learners to ask questions, conduct research, and independently construct knowledge. For example, programming and experimenting with technology embody this function, providing opportunities for problem-solving, technical exploration, and system understanding.

Which Digital Tools Support Curiosity-Driven Learning?

Curiosity is driven by digital tools that enable independent exploration, combine interactivity with content-rich sources, and stimulate investigative thinking and creativity. These platforms foster independent exploration, creativity, and collaboration while expanding students’ horizons and supporting their ability to learn independently.

Connecting New Information with Real-World Contexts

Students are increasingly using online platforms to connect information to real-world contexts—whether by using YouTube to explain scientific phenomena, searching for “how-to” content to understand everyday processes, or connecting online information to real-world issues such as environmental concerns, transportation, or healthy lifestyles. By connecting online information with life’s questions, students develop critical thinking, interdisciplinary connections, and digital research skills—essential abilities for succeeding in today’s world.

Desires for Further Development in Dialogue Clubs

As the Dialogue Clubs initiative concludes, educators have expressed a desire for continued development in the following areas:

• Advanced Digital Tool Integration: Teachers seek more comprehensive training on incorporating advanced digital tools to enhance student engagement and learning outcomes.
• Cross-Disciplinary Strategies: There is an interest in developing strategies that bridge various subjects, fostering a more integrated and holistic educational experience.
• Sustained Collaborative Networks: Educators hope to maintain networks that allow continuous sharing of resources, challenges, and successes beyond the formal conclusion of the Dialogue Clubs.

Dialogue Clubs as Catalysts for Interdisciplinary Collaboration and Digital Literacy

The collaborative nature of the Dialogue Clubs has fostered a more integrated approach to teaching. While computer science and informatics teachers have not yet directly partnered with language educators, the discussions within the Clubs have sparked ideas for future interdisciplinary projects. These could include digital storytelling or research-based activities using technology, enhancing both digital literacy and content learning. These approaches reflect the interconnected skills needed in today’s world.

Student Engagement and the Evolving Role of Educators

Students have shown increased enthusiasm when learning experiences are interactive and relevant to their digital realities. Projects that involve creating content for social media platforms or developing simple applications have been particularly engaging. In this context, the role of the teacher has evolved to include:

• Facilitator: Guiding students through the learning process.
• Observer: Assessing and providing feedback.
• Active Participant: Collaborating with students to co-create knowledge.

Shared Challenges and Collective Insights

Despite students’ proficiency with mobile technology, a common challenge identified by educators is the gap in students’ skills with educational applications and academic digital tools. This has highlighted the need for stronger digital literacy as part of core education. Dialogue Club participants shared strategies for addressing these gaps and improving digital competencies for academic success.

The Need for Computer Science and Informatics as a Compulsory Subject

One key aspiration voiced by educators is the inclusion of computer science and informatics as a compulsory subject in primary education. As digital technologies increasingly shape the world, students must develop not only basic digital literacy but also computational thinking and problem-solving skills from an early age. Making this subject mandatory would ensure all students, regardless of their background, acquire the competencies needed for future academic and professional success.

Conclusion

The Dialogue Clubs initiative in Slovenia has fostered a collaborative environment where educators from diverse backgrounds could share experiences, address challenges, and co-develop strategies. This collective effort has enriched individual teaching practices and contributed to a more cohesive and forward-thinking educational landscape, well-positioned to meet the complex demands of educating students in the digital age.