Pädagogische Hochschule Niederösterreich
Copyright (c) 2026 Christian Spreitzer http://creativecommons.org/licenses/by-nc-nd/4.0
„Eine*r wird gewinnen?!” - Zufallsexperimente mit Würfeln im Mathematikunterricht der 4. Schulstufe versprachlichen
Seit dem Wintersemester 2022/23 wird an der Pädagogischen Hochschule Wien ein Seminar realisiert, das sprachliche Bildung gezielt mit Mathematik und Naturwissenschaften in der Ausbildung von Primarstufenlehrpersonen verknüpft. Ausgangspunkt ist die Annahme, dass fachliches Lernen in diesen Unterrichtsgegenständen eng mit spezifischen sprachlichen Anforderungen verbunden ist. Ziel der Lehrveranstaltung ist es daher, Studierende für die Bedeutung bildungssprachlicher Kompetenzen im Fachunterricht zu sensibilisieren und ihnen Ansätze für eine sprachbewusste Gestaltung von Mathematik- und Sachunterricht zu vermitteln. Das von zwei Hochschullehrenden aus unterschiedlichen Fachbereichen entwickelte Konzept orientiert sich am Ansatz der Durchgängigen Sprachbildung (Gogolin et al., 2020). In verschiedenen Lernphasen setzen sich die Studierenden mit fachlichen, sprachlichen und fachdidaktischen Perspektiven auseinander. Aufbauend darauf entwickeln sie eigene Lernszenarien für den Volksschulunterricht, in denen fachliche Inhalte der Mathematik und sprachliche Lernziele systematisch miteinander verbunden werden. Durch eine gezielte Auswahl und Implementierung von digitalen Tools im Fachunterricht können darüber hinaus vielfältig sinnstiftende, differenzsensible Lernanlässe für alle Schüler*innen der Volksschule geschaffen werden. Durch eine Didaktisierung dieses Konzepts sollen zukünftige Lehrpersonen darauf vorbereitet werden, bildungssprachliche Kompetenzen von Schüler*innen gezielt zu fördern, um damit eine aktive Teilhabe am Mathematikunterricht zu ermöglichen.
13. Jg. (2026), Nr. 2: More of Mathematics: Konferenzband zum Tag der Mathematik
Copyright (c) 2026 Mag. David Stadler-Bier, Mag.a Linda WÖHRER , BEd MA, Robert Hobl http://creativecommons.org/licenses/by-nc-nd/4.0
Der Beitrag ist die schriftliche Fassung der Eröffnungsansprache der Vizerektorin anlässlich des Tages der Mathematik am 23. Februar 2026 an der PH NÖ. Es gilt das gesprochene Wort.
Copyright (c) 2026 Edda Polz http://creativecommons.org/licenses/by-nc-nd/4.0
Stop-Motion-Videos als Zugang zu Sachaufgaben in der Primarstufe
Sachaufgaben nehmen im Mathematikunterricht der Primarstufe eine besondere Rolle ein, da sie mathematisches Lernen mit realitätsnahen und alltagsrelevanten Situationen verbinden. Doch für viele Kinder stellen sie eine große Herausforderung dar. Dieser Beitrag greift ein Verständnis von Sachrechnen auf, das Sachaufgaben als Prozesse des Modellierens versteht. Dabei stehen durch die Entwicklung eigener Sachgeschichten nicht allein das Rechenergebnis, sondern vor allem das Verstehen der Situation, das Entwickeln eines tragfähigen Modells sowie das Reflektieren des Lösungswegs im Mittelpunkt. Der Beitrag zeigt, wie Stop-Motion-Filme diesen Lösungsprozess auf motivierende und lernwirksame Weise begleiten können. Durch das schrittweise Erarbeiten von Sachsituationen mit Spielsachen und Alltagsmaterialien wird der Modellierungskreislauf in kleine, überschaubare Schritte zerlegt. Stop-Motion-Filme unterstützen dabei Denk- und Kommunikationsprozesse und dokumentieren gleichzeitig mathematische Lernprozesse. In diesem Artikel werden die didaktischen Aspekte dieses Ansatzes vorgestellt und anhand eines konkreten Unterrichtsbeispiels erläutert.
Copyright (c) 2026 Sabine Apfler http://creativecommons.org/licenses/by-nc-nd/4.0
Der Mathematikunterricht kann sowohl für Lehrkräfte als auch für die Schüler*innen eine große Herausforderung sein. Die Heterogenität einer Klasse zeigt sich in unterschiedlichen Herangehensweisen, Lösungsansätzen und Sprachkompetenzen. Diese Arbeit zeigt Möglichkeiten auf, wie die Lern-App eSquirrel als digitale Unterstützung für den Unterricht dienen kann. Sie stellt sich sowohl als Lehrunterstützung für Pädagog*innen dar, als auch als Lernunterstützung für Schüler*innen. Um der Heterogenität konstruktiv zu begegnen, können durch eSquirrel individualisierte Lernszenarien gestaltet sowie begleitet werden. Überdies fördert der spielerische Zugang die Motivation zum eigenständigen Wissenserwerb.
Copyright (c) 2026 Roman Haas, Michael Maurer http://creativecommons.org/licenses/by-nc-nd/4.0
KI als Lernbegleiter. Förderung von Autonomie durch einen Chatbot in der MatheArena-App
Digitale Werkzeuge führen zu einer tiefgreifenden Veränderung von Lehr- und Lernprozessen. Dies führt zu dem nachfolgenden Beitrag über einen auf pädagogischer Basis entwickelten KI-Chatbot und dessen Integration in die mobile Mathematik-Lernplattform MatheArena. Individuelles Lernen soll durch eine dynamische individuelle Unterstützung gefördert werden, die auf die spezifischen Kontextbedingungen eingeht und so die Motivation der Lernenden fördert. Der Chatbot ergänzt adaptive Aufgabenvorschläge der App, die auf einem Elo-Algorithmus basieren und den Schwierigkeitsgrad laufend anpassen. Didaktisch orientiert sich der Ansatz am sokratischen Tutoring: Statt fertige Lösungen zu liefern, begleitet der Chatbot Lernende durch Fragen, Hinweise und Unterstützung bei eigenständigem Problemlösen. Technisch basiert das System auf dem Large Language Model Gemini Flash, das hinsichtlich pädagogischer Steuerung, Themenfokus und Datenschutz optimiert wurde. Der Beitrag diskutiert, wie ein solcher Chatbot sinnvoll in die Didaktik eingebettet werden kann, um mathematisches Denken und Problemlösekompetenzen in digitalen Lernumgebungen gezielt zu fördern.
Copyright (c) 2026 Thomas Benesch, Eva-Maria Infanger, Corinna Hörmann http://creativecommons.org/licenses/by-nc-nd/4.0
Editorial to the special issue "All Learning Paths Lead to Knowledge"
13. Jg. (2026), Sonderausgabe 1: Engineering Pedagogy
Copyright (c) 2026 Roman Hrmo, Lucia Krištofiaková http://creativecommons.org/licenses/by-nc-nd/4.0
Comparison of the Applicability of Graduates of Pedagogical Faculties to Practice at SOŠD
The article focuses on comparing the readiness of two groups of early-career teachers to enter the teaching profession at the Secondary Vocational School of Transport in Bratislava (SOŠD). In practice, disproportions are observed in the induction process between full-time graduates of faculties of education and employees who complete their teaching qualifications alongside their employment. We assume that the extent of teaching practice during university studies significantly affects the success of the adaptation process and the ability of an early-career teacher to work effectively with students.
Copyright (c) 2026 Martin Zatkalík, Silvia Bartelt http://creativecommons.org/licenses/by-nc-nd/4.0
AI-Enhanced Distance English Teaching: Pre-Service EFL Teachers’ Attitudes and Experiences
This study explores pre-service English as a foreign language (EFL) teachers’ attitude towards artificial intelligence (AI) in English language teaching, as well as their experience with AI-enhanced online teaching. A questionnaire survey was conducted with 22 master’s students enrolled the Didactics of Distance English Teaching course at Constantine the Philosopher University in Nitra, Slovakia in 2024. As part of the course, all participants designed and delivered a micro-teaching activity, which provided a context for integrating AI tools. The survey addressed the following issues: previous training in AI-supported pedagogy, use of AI tools during micro-teaching, perceived effectiveness of such tools, concerns related to AI in education, and perceived balance between benefits and drawbacks of AI in distance English teaching. By addressing these questions, the study contributes to ongoing discussions of AI in teacher education and aims to inform the design of training programs that prepare pre-service EFL teachers for effective AI integration into teaching English language.
Copyright (c) 2026 Veronika Vrábelová, Zuzana Sándorová http://creativecommons.org/licenses/by-nc-nd/4.0
Synthesising Perspectives on Formative Assessment in ELT
This review synthesises historical and contemporary perspectives on formative assessment in English Language Teaching (ELT), examines common practices and benefits, and identifies gaps in existing research. Peer-reviewed studies were retrieved primarily from Web of Science and Scopus using the keywords ‘formative assessment’ AND (“TEFL” OR “EFL”), supplemented by the snowball method. Findings indicate that common practices include feedback, peer and self-assessment, portfolios, questioning, and low-stakes testing, with technology-based tools increasingly supporting personalised learning. Reported benefits encompass enhanced motivation, autonomy, and achievement; however, implementation is frequently constrained by limited teacher expertise, insufficient training, time pressures, and institutional cultures that prioritise summative testing. Professional development and supportive school environments are critical for overcoming these barriers. A notable gap is the absence of empirical research on formative assessment practices in Slovakia, underscoring the need for localised studies. Despite methodological limitations and the lack of new empirical data, this review provides a conceptual framework for educators and researchers and offers directions for future research.
Copyright (c) 2026 Gregor Vnučko http://creativecommons.org/licenses/by-nc-nd/4.0
The Influence of Digital Technologies on Students’ Cognitive Function and Mental Health
Digital technologies have transformed education and student life by providing unprecedented access to information and flexible learning opportunities. However, their excessive use has also raised concerns regarding knowledge retention and mental health. This paper investigates the ways in which excessive reliance on digital tools contributes to declining critical thinking skills, superficial knowledge acquisition, and increasing psychological difficulties among students. Drawing on international research as well as a survey of Slovak university students, the study highlights the phenomenon of “digital amnesia,” whereby dependence on search engines and digital devices undermines long-term memory retention. Furthermore, it explores links between intensive online activity and symptoms of anxiety, depression, sleep problems, and decreased concentration. The findings suggest that while digital technologies enhance access to information, they simultaneously undermine deep learning processes. The paper emphasizes the responsibility of educational institutions to foster digital literacy, critical thinking, and mental well-being, ensuring that students use technologies wisely while preserving knowledge and resilience.
Copyright (c) 2026 Jozef Vlčej, Petr Adamec http://creativecommons.org/licenses/by-nc-nd/4.0
Monitoring Indoor Environmental Quality in a University Classroom
Indoor environmental quality in educational facilities is a critical factor influencing student well-being and learning efficiency. This study aimed to assess classroom environmental quality by measuring key parameters, including temperature, relative humidity, and carbon dioxide (CO₂) concentration, at two different heights (1.2 m and 2.65 m). The results demonstrated that air quality is significantly affected by the number of students, insufficient air circulation, and inadequate ventilation. CO₂ measurements showed that the recommended threshold of 1000 ppm was often exceeded at the beginning of lessons, with a maximum recorded concentration of 3540 ppm. No statistically significant differences were observed between the two measurement heights. Relative humidity ranged from 34 to 51%, in line with recommended classroom values, whereas temperature occasionally exceeded recommended limits. Based on these findings, measures to improve indoor environmental quality are proposed, with the implementation of efficient ventilation systems identified as a key intervention.
Copyright (c) 2026 Ivana Tureková, Iveta Marková, Marcela Holzknechtová, Jozef Harangozó http://creativecommons.org/licenses/by-nc-nd/4.0
Evaluation of a Workshop as a Form of Continuing Professional Development for Primary Education Teachers in the Context of Developing Students' Manual Skills
The development of students’ manual skills in primary education is a key competency, important not only for their personal growth but also for their future career development. Despite this, a noticeable deficiency in these skills exists, contributing to declining interest in traditional craft and technical fields. This situation underscores the need for continuous professional development to enable teachers to effectively foster students’ practical skills. The aim of this article is to evaluate a workshop focused on promoting manual skills as a form of lifelong professional learning for primary school teachers. The research focused on analyzing the opinions of participants who completed the workshop, which were gathered through a questionnaire survey. The survey results revealed that this form of professional development was perceived as highly effective and relevant. Teachers expressed satisfaction with the connection between theory and practice and confirmed that they plan to implement the knowledge and skills gained in their teaching practice. The data suggest that practical workshops constitute a valuable and necessary component of continuing professional development for teachers, potentially contributing to the enhancement of students’ manual skills in Slovakia.
Copyright (c) 2026 Viera Tomková http://creativecommons.org/licenses/by-nc-nd/4.0
Reflection on the Teaching Practice Experience of Students of Teacher Education Programmes
The purpose of this study is to examine in detail the reflections on pedagogical practice of undergraduate student teachers. The intention is to explore students' reflections on their pedagogical practice at its various stages, the factors influencing these reflections and students’ self-reflection in the context of their future teaching profession. A qualitative research methodology was employed. Data were obtained through content analysis of written reflections of pedagogical practice experiences. Data analysis was conducted using the grounded theory method, which involved three phases: open coding, axial coding, and selective coding. The study population consisted of 143 students of teacher education programmes at the Faculty of Education, Comenius University in Bratislava, who carried out their pedagogical practice in the academic year 2023–2024. The analysis of reflections revealed key concepts and their interrelationships in students' thinking about pedagogical practice. This paper contributes to the understanding of the impact of reflective pedagogical practice on students' thinking about their future profession. The results suggest that reflective pedagogical practice is important for the professional development of student teachers and the linking of theoretical knowledge with practical experience. The study highlights the role of supervising teachers as role models who significantly shape the professional identity and motivation of future teachers.
Copyright (c) 2026 Eva Tóblová, Vladimíra Zemančíková http://creativecommons.org/licenses/by-nc-nd/4.0
New trends in Teaching the Subject of Information Society
This paper explores emerging trends in the teaching of the subject Information Society, highlighting how rapid technological developments and societal shifts are reshaping educational approaches. The study examines key pedagogical innovations, including the integration of artificial intelligence (AI), blended and hybrid learning environments, mobile and immersive technologies, and an increased emphasis on digital, media, and information literacy. It also addresses the growing importance of teaching ethical, civic, and critical perspectives on digital life, data use, and online communication. These trends reflect a broader shift from traditional, skills-based instruction toward learner-centered, interdisciplinary models that prepare students for active participation in a digitally connected world. The paper concludes by identifying the challenges educators face—such as digital equity, teacher training, and curriculum relevance—and offers recommendations for adapting teaching practices to meet the needs of the 21st-century information society. When enrolling in a course, it is essential to address learners’ initial motivation, the evaluation and classification of individual modules, and the process of familiarization with the curriculum. For teachers to guide students in using the internet as part of the learning process, they must first develop strong ICT and digital literacy competencies. This includes acquiring the ability to understand and explain fundamental concepts related to ICT and digital technologies, use computers and digital devices effectively, work with datasets and textual materials, create and interpret tables, charts, and figures, manage databases, develop presentations, and obtain, share, and communicate information. Furthermore, teachers should be able to use the internet proficiently, manage email communication, and create digital content such as web pages, blogs, and vlogs.
Copyright (c) 2026 István Szőköl, Miroslav Osifčin, Silvia Tóthová, Marcela Satmáryová http://creativecommons.org/licenses/by-nc-nd/4.0
The Use of Animations in the Educational Process
Appropriate instructional illustrations represent active elements in the educational process and play a significant role in supporting learners’ understanding of subject matter. Animated visualizations may be used in traditional classroom instruction, distance learning environments, or blended and flipped classroom models. The visual impact of animations can function as a motivational factor while simultaneously supporting individual learning pace, which is an important consideration in contemporary education. Although numerous ready-made animations are available online, they are not always freely accessible and are often limited by language, level of detail, or relevance to specific instructional objectives. In some cases, available materials may be either overly simplified or excessively complex for a given topic. Consequently, the creation of custom-made animations may offer a more effective solution. Recent developments in artificial intelligence have introduced new possibilities in this area, as AI-based tools can generate animations either from textual input (e.g., ChatGPT, Copilot, AskGPT, Claude) or through specialized animation platforms (e.g., RunwayML, Kaiber, NVIDIA Omniverse).
Copyright (c) 2026 Tibor Szabó, Rastislav Žitný http://creativecommons.org/licenses/by-nc-nd/4.0
Using Generative AI to Evaluate Pre-Service Teachers’ Project-Based Learning Designs
This paper presents an innovative application of generative artificial intelligence to the evaluation of project-based learning (PBL) lesson preparation by pre-service teachers of vocational subjects. Using a system prompt grounded in the Gold Standard PBL criteria (Larmer, Mergendoller, & Boss, 2015), the AI analyses project quality in terms of intellectual challenge, authenticity, student voice and choice, reflection, critique and revision, and public product, with particular attention to the development of critical thinking and problem-solving skills. The evaluation process includes criterion-based commentary, identification of strengths and areas for improvement, and the provision of constructive feedback to students. The primary aim is to support the development of key professional competencies among future teachers and to enhance their ability to design meaningful and effective project-based instruction. The paper further discusses the pedagogical benefits, limitations, and ethical considerations associated with this approach.
Copyright (c) 2026 Nikola Straková, Jan Válek, Peter Marinič http://creativecommons.org/licenses/by-nc-nd/4.0
Programming and Technical Skills of Students Using a Microcontroller
The article presents an analysis of some research results. The research was conducted using a pre-test and post-test. The test was conducted before and after the practical part of the project, the aim of which was to verify the development of students' knowledge and skills in the field of BBC micro:bit microcontroller programming and technical skills. The testing focused on a basic understanding of the principles of the BBC micro:bit microcontroller, the ability to navigate the MakeCode environment, and the application of knowledge in solving simple tasks. The research was conducted at an elementary school and involved students in grades 5–9. Eighty-four students took the entrance test, and 65 students took the exit test after completing the course using specially designed teaching aids. The results indicate a positive impact of experimental teaching on the development of students' programming and technical skills.
Copyright (c) 2026 Miroslav Šebo, Adam Lednár http://creativecommons.org/licenses/by-nc-nd/4.0
Artificial Intelligence as a Tool to Support Task Design in the Flipped Classroom
The flipped classroom model shifts the acquisition of new content to students’ independent preparation, allowing contact time to be dedicated to active learning and practical application through creative tasks. The efficacy of this pedagogical approach depends on the quality of activities designed to foster the application of knowledge, skill development, and collaborative engagement. This paper examines the potential of artificial intelligence (AI), particularly generative models, as a tool for supporting the design of such tasks during the in-class phase. By exploring the utility of AI in developing problem-based scenarios, role plays, and project-based activities, the paper demonstrates how these technologies can assist educators in creating in-class experiences that are meaningful, engaging, and effective for university students.
Copyright (c) 2026 Peter Pšenák, Ildikó Pšenáková http://creativecommons.org/licenses/by-nc-nd/4.0
Challenges and Opportunities for Vocational Education Teachers in the Context of Social and Technological Change
This article analyses the challenges and opportunities faced by vocational education teachers in secondary schools within the context of ongoing social and technological transformation. It focuses on the impact of pedagogical innovation, digital tools, and organisational mechanisms on teacher professionalism and the quality of practical training. The theoretical and empirical sections of the study intersect current trends in vocational education with the everyday realities of teachers, culminating in recommendations aimed at increasing the effectiveness and relevance of practical teaching in secondary schools.
Copyright (c) 2026 Dáša Porubčanová, Silvia Jakabová, Katarzyna Frączewska-Wójt http://creativecommons.org/licenses/by-nc-nd/4.0
From Needs Analysis to Training: Building AI Literacy Among VET Teachers in Slovakia
As Artificial Intelligence (AI) becomes increasingly integrated into education and the labour market, enhancing teachers’ AI literacy has become crucial, particularly in vocational education and training (VET). Within the Erasmus+ project VETAssIst – Artificial Intelligence as VET Teacher Assistant (No. 2024-1-HU01-KA220-VET-000253387), we conducted a national online survey to examine Slovak VET teachers’ experiences with and attitudes towards AI use in teaching and learning. Using a Google Forms questionnaire, we gathered responses from 208 teachers across various VET disciplines, complemented by 38 in-depth qualitative interviews. The findings revealed significant gaps in AI literacy, digital skills, and technical readiness, both at the teacher and institutional levels. Drawing on these findings, we created customised professional development sessions that helped teachers build digital skills and gain confidence in applying AI within their classrooms. So far, 78 VET teachers have participated in these training sessions. The paper highlights key outcomes of these initiatives, including improvements in teachers’ ability to integrate AI tools into lesson planning, assessment, and classroom management. The study underscores the need for systemic support and sustained professional development to prepare VET educators, and indeed all teachers, for the challenges and opportunities presented by AI driven education.
Copyright (c) 2026 Ivana Pondelíková, Katarína Welnitzová http://creativecommons.org/licenses/by-nc-nd/4.0
Factors Influencing Pre-Service English Language Teachers’ Presentation Skills
Being able to express oneself verbally has been a sign of success since ancient Greece. However, expressing oneself accurately, speaking engagingly, and captivating an audience are skills that require continuous development. While some individuals possess an innate "orator", most find their speech influenced by various factors that impact their overall presentation skills. This research aims to ascertain which factors most significantly affect presentation skills in the university preparation of pre-service English language teachers. Although this topic has been studied before, there is a scarcity of data specific to Generation Z and their difficulties in proper self-presentation in a foreign language, particularly within pedagogical research. Besides observation and individual feedback, instruments like the Personal Report of Communication Apprehension and State Trait Anxiety Inventory provided a clearer understanding of students' overall condition.
Copyright (c) 2026 Daniela Myjavec http://creativecommons.org/licenses/by-nc-nd/4.0
Curiosity-Driven Change: Evaluating AI Tools and Teacher Preparedness in Slovak VET
This article explores the readiness of Slovak vocational education and training (VET) teachers to integrate artificial intelligence (AI) into their practice, as part of the Erasmus+ project VETAssIst – Artificial Intelligence as VET Teacher Assistant (No. 2024-1-HU01-KA220-VET000253387). Building on earlier tool evaluations, the study analyses national findings from interviews and questionnaires that reveal stark contrasts between AI pioneers, teachers who actively experiment with tools like ChatGPT, Canva, or Copilot, and non-pioneers, who remain cautious due to lack of training, infrastructure, or institutional support. A key outcome of the project is the evaluation of 37 AI tools across categories such as chatbots, lesson design, assessment, collaboration, and media creation. Tools like Padlet, Fobizz, Miro, and Microsoft Copilot stood out for their pedagogical relevance and ease of use. While many tools offer free access, concerns persist about data privacy, limited non-English functionality, and reliance on premium features. In response to these gaps, the project has developed a modular training programme to be piloted in autumn 2025, aimed at equipping VET teachers with AI literacy, ethical awareness, and practical skills. The article argues that a structured, context-sensitive approach, combining professional development with critical reflection, is essential for responsible AI adoption in Slovak VET schools.
Copyright (c) 2026 Jana Luprichová http://creativecommons.org/licenses/by-nc-nd/4.0
AI and Its Use in Educating Students in Occupational Health and Safety (OHS) within the Dual VET System in Slovakia
Occupational health and safety (OHS) represents a key component of vocational education and training, particularly in the dual VET system, which links theoretical instruction in school with practical training at the employer’s workplace. This paper analyses the implementation of OHS principles in Slovak vocational schools, focusing on the legislative framework, stakeholders' responsibilities, and the integration of OHS content into teaching. OHS education plays an essential role in preventing accidents, fostering responsible work behaviour, and building a culture of safety among future professionals. The paper also examines emerging opportunities for using artificial intelligence (AI) to modernise and enhance OHS training. AI-supported tools – such as adaptive learning systems, automated knowledge assessment, predictive analytics for risk identification, and VR/AR simulations – enable personalised learning, safe practice of high-risk scenarios, and more efficient fulfilment of safety requirements for both schools and employers. These technologies can significantly improve students’ understanding of OHS principles and increase the effectiveness of dual VET. Although a standalone OHS subject is not commonly included in Slovak vocational school curricula, OHS content is typically incorporated into vocational subjects or delivered through thematic units and mandatory training. Effective implementation of OHS principles requires close cooperation between the school, employer, and student, contributing to safer learning conditions and better preparation of graduates for the labour market.
Copyright (c) 2026 Daniel Lajčin, Gabriela Gabrhelová, Silvia Barnová, Slávka Krásna, Zuzana Geršicová http://creativecommons.org/licenses/by-nc-nd/4.0
Pedagogical Strategies for the Development of Critical Thinking, Communication Competences and Empathy in Managing the Professional Doctors´ Education
The cultivation of critical thinking, communication skills, and empathy are fundamental pillars of contemporary educational management. Consequently, it is essential to evaluate pedagogical strategies that facilitate the development of these core competencies within medical education. This paper examines active and experiential learning methodologies, reflective practice, professional collaboration, and the integration of innovative technologies. Furthermore, emphasis is placed upon the significance of assessment, self-reflection, and the ethical-psychological dimensions of a clinician’s professional evolution. The objective of this study is to underscore the necessity of an integrated educational model that synthesises clinical erudition with humanity, empathy, and professional responsibility toward patients.
Copyright (c) 2026 Martin Krč, Zuzana Strenáčiková http://creativecommons.org/licenses/by-nc-nd/4.0
Students’ and Teachers’ Digital Practices In and out of the CLIL Classroom in Slovakia
This study examines and compares the digital literacy practices of students and teachers engaged in Content and Language Integrated Learning (CLIL) in Slovakia. Drawing upon data from two national-level surveys—the Digital Literacies Student Survey (DLSS) and the Digital Literacies Teacher Survey (DLTS)—the research investigates the ways in which both cohorts access, utilise, and perceive digital technologies both within and beyond the classroom environment. Quantitative data derived from 38 student respondents and four in-service CLIL teachers revealed notable discrepancies in digital engagement, tool usage, and perceived competence. Whilst students reported high levels of informal digital activity—predominantly via mobile devices and social media platforms—teachers exhibited a more cautious and moderately integrated approach towards the use of digital instruments within CLIL lessons. The findings highlight a generational and pedagogical gap in digital literacy application, with implications for teacher training, curriculum design, and strategic policy development. Recommendations emphasize the need for enhanced professional development and the alignment of instructional practices with students' existing digital competencies to support effective bilingual education.
Copyright (c) 2026 Elena Kovacikova, Dorothea Bagalova, Zdena Kralova http://creativecommons.org/licenses/by-nc-nd/4.0
Reading Comprehension of Vocational Teachers in Slovakia: A Case Study
This case study explores the relationship between reading comprehension and critical thinking among vocational teachers in Slovakia, highlighting the role of these competencies in professional and pedagogical practice. Reading comprehension is essential not only for processing specialized texts but also for adapting information to diverse learning needs of students in vocational education. At the same time, critical thinking enables teachers to evaluate information, make informed decisions, and foster problem-solving skills in their learners. The study investigates to what extent vocational teachers demonstrate proficiency in both areas and how these skills support their teaching effectiveness. Attention is given to the influence of teaching experience, field of specialization, and continuous professional development. Findings indicate that strengthening reading comprehension and critical thinking is very much needed for improving instructional quality and preparing students for rapidly changing labour market demands. The study underscores the importance of targeted training programs and policy support in this context.
Copyright (c) 2026 Jana Kollár Rybanská, Filip Tkáč, Katarína Krpálková Krelová, Pavel Krpálek http://creativecommons.org/licenses/by-nc-nd/4.0
Perceptual Differences Toward Women Professionals in the Field of Information Technology Among Male and Female Students
The persistent underrepresentation of women in the field of Information Technology (IT) continues to raise questions about gender perceptions and their influence on career choices, workplace dynamics, and educational experiences. This study examines the perceptual differences regarding women professionals in IT among male and female university students. Using a mixed-methods approach, data were collected through a structured questionnaire and follow-up interviews conducted with undergraduate students enrolled in IT-related programs. The analysis examined attitudes toward women’s competence, leadership, and contributions to technological innovation, as well as perceptions of gender equality and career advancement opportunities in the IT sector. Findings reveal significant gender-based differences: female students generally express more favourable and equitable perceptions of women in professional roles, while male students demonstrate greater adherence to traditional gender stereotypes. These perceptual gaps highlight the ongoing influence of social and cultural factors on how future IT professionals perceive gender roles in the technology sector. The study underscores the need for educational interventions that promote inclusivity, challenge gender bias, and foster a more supportive environment for women pursuing IT careers.
Copyright (c) 2026 Jana Jurinová, Juraj Miština http://creativecommons.org/licenses/by-nc-nd/4.0
Sources and Manifestations of Stress in the Professional Life of Teachers in Relation to Their Managerial and Key Competencies
In this article, we examine the sources of stress and their manifestations in teachers’ professional lives, with particular attention to their managerial and key competencies. Special emphasis is placed on the identification of stressors that teachers encounter on a daily basis and on the impact of these stressors on professional performance. The teaching profession places substantial demands on teachers’ personalities, which play a decisive role in managing workload and require a range of key personal attributes and competencies necessary for effectively coping with demanding situations. In contemporary educational contexts, it is essential to systematically monitor and map the sources and manifestations of stress experienced by teachers. Awareness of stress symptoms is valuable not only for teachers themselves but also for a wider professional and administrative audience, as it enables more effective adaptation to challenging situations and supports the efficient management of teaching activities.
Copyright (c) 2026 Oľga Ilenčíková, Peter Paška http://creativecommons.org/licenses/by-nc-nd/4.0
Quality Assurance of PLC Systems Teaching at Secondary Vocational Schools
Education in the field of PLC systems represents an important segment of the curriculum at secondary vocational schools, where students prepare for their future professional careers in the industrial sector. This paper addresses the challenge of how the appropriate quality of PLC systems teaching should be ensured in these schools. The authors present a methodology by which the quality assurance of PLC systems teaching can be supported. Furthermore, based on the results of applying the proposed methodology in practice, they formulate a proposal of measures to enhance the current quality of PLC systems instruction.
Copyright (c) 2026 Alena Hašková, Ivana Tureková, Tomáš Macák http://creativecommons.org/licenses/by-nc-nd/4.0