Opis
SPIS TREŚCI
Słowo wstępu [PL] 11
Preface [EN] 15
Úvodné slovo [SK] 19
Úvodní slovo [CZ] 23
ROZDZIAŁ I / CHAPTER I
NOWOCZESNE METODY DYDAKTYCZNE I TECHNOLOGIE EDUKACYJNE [PL] 27
MODERN TEACHING METHODS AND EDUCATIONAL TECHNOLOGIES [EN] 27
MODERNÉ DIDAKTICKÉ METÓDY A VZDELÁVACIE TECHNOLÓGIE [SK] 27
MODERNÍ DIDAKTICKÉ METODY A VZDĚLÁVACÍ TECHNOLOGIE [CZ] 27
Zuzana Budayová
Grywalizacja i postawy wobec sztucznej inteligencji (AI) [PL] 29
Gamification and attitudes towards artificial intelligence (AI) [EN] 29
Gamifikácia a postoje k umelej inteligencii (AI) [SK] 29
Gamifikace a postoje k umělé inteligenci (AI) [CZ] 29
Abstract
Objectives: The aim of the work is to analyze the concept of gamification, its principles and applications in various fields such as education, health, marketing and business, while focusing on assessing the effectiveness and challenges associated with its implementation.
Methods: This work uses an analysis of the available literature and research studies focused on gamification. Theoretical approaches and empirical research are taken into account, which evaluate the impacts of gamification on the motivation, engagement and performance of participants in various fields.
Results: Gamification is an effective tool for increasing motivation and engagement in fields such as education, health and marketing. According to research, gamified applications improve academic performance, promote a healthy lifestyle and increase customer loyalty. However, the effectiveness of gamification depends on the correct implementation of game mechanisms, the context and individual differences of participants. Incorrectly designed systems can have a negative impact on motivation and can lead to frustration.
Conclusion: Gamification has significant potential to improve motivation and engagement in various fields, but its effectiveness is conditioned by appropriate design and implementation. To achieve optimal results, it is necessary to take into account the individual characteristics of the participants and the context in which the game mechanisms are applied.
Keywords: gamification, motivation, engagement, education, customer loyalty
Iwona Kwiatkowska, Andrzej Dąbkowski
Od nauki do praktyki: innowacyjne strategie edukacyjne w samorządzie i biznesie z wykorzystaniem arteterapii i Instrumental Enrichment [PL] 39
From theory to practice: innovative educational strategies in local government and business using art therapy and Instrumental Enrichment [EN] 39
Od teórie k praxi: inovatívne vzdelávacie stratégie v samospráve a podnikaní s využitím arteterapie a Instrumental Enrichment na základe vybranej literatúry [SK] 39
Od teorie k praxi: inovativní vzdělávací strategie v samosprávě a podnikání s využitím arteterapie a Instrumental Enrichment [CZ] 39
Abstract
This article, „From Science to Practice: Innovative Educational Strategies in Local Government and Business Using Art Therapy and Instrumental Enrichment”, addresses the ambitious and interdisciplinary problem of combining Prof. Reuven Feuerstein’s Instrumental Enrichment (IE) method, which focuses on cognitive modifiability, with art therapy, which impacts the emotional and social spheres, creating a powerful tool in the development of human capital. Furthermore, it analyzes an innovative, integrated educational model combining Prof. Reuven Feuerstein’s Instrumental Enrichment (IE) method with art therapy techniques. The aim of the study is to demonstrate that the synergy between structured cognitive training and emotional-creative expression is an effective response to the challenges of the contemporary labor market (BANI environment, AI development). The article presents the „Think-Feel-Act” model, which serves to develop cognitive modifiability and soft skills in employees of the business sector and local government. Literature analysis indicates that while EI provides tools for precise information processing and impulsivity reduction, art. therapy builds resilience, empathy, and counteracts burnout. The results indicate differences in implementation: in local government, the emphasis is on humanizing services, while in business, it’s on increasing innovation.
Keywords: Instrumental Enrichment, art therapy, cognitive modifiability, local government, business, adult education, well-being
Justyna Cherchowska, Božena Švábová
Gry jako środek dydaktyczny wspomagający proces korekcyjno-kompensacyjny u uczniów ze specjalnymi potrzebami edukacyjnymi [PL] 65
Games as a didactic tool supporting the corrective-compensatory process in students with special educational needs [EN] 65
Hry ako didaktický prostriedok podporujúci korekčno-kompenzačný proces u žiakov so špeciálnymi vzdelávacími potrebami [SK] 65
Hry jako didaktický prostředek podporující korekční-kompenzační proces u žáků se speciálními vzdělávacími potřebami [CZ] 65
Abstract
This article addresses the issue of using games as a teaching tool to support the remedial and compensatory process for pupils with special educational needs, with particular emphasis on children with intellectual disabilities. The aim of the study is to demonstrate the role of games in stimulating the development of cognitive, emotional and social functions, and to highlight their significance in educational and therapeutic work. The article discusses the theoretical foundations for the use of games in special education, highlighting their motivational, didactic, compensatory and diagnostic functions. It also presents the characteristics of selected types of educational games, such as language, maths, perception, logic and dexterity games, along with examples of their practical application in working with pupils. Attention is drawn to the importance of selecting games appropriate to the individual needs and abilities of the pupil, and to their role in developing key competences such as concentration, memory, logical thinking, hand-eye coordination and social skills. It was emphasised that educational games, thanks to their attractive and engaging format, increase motivation to learn, encourage pupils’ active participation in the educational process, and enable effective support for development in areas requiring correction and compensation. The findings suggest that the systematic and purposeful use of games is an effective tool for supporting the therapeutic process and enhancing the effectiveness of educational interventions.
Keywords: games, teaching aid, corrective and compensatory process
Marcela Kopincová, Simona Vojtášová Berová
Nowoczesne podejścia dydaktyczne w edukacji w obszarze techniki i bezpieczeństwa [PL] 99
Modern didactic approaches in education in the field of technology and safety [EN] 99
Moderné didaktické prístupy vo vzdelávaní v oblasti techniky a bezpečnosti [SK] 99
Moderní didaktické přístupy ve vzdělávání v oblasti techniky a bezpečnosti [CZ] 99
Abstract
The paper analyses modern didactic approaches in technology and safety education in Slovak upper-secondary vocational schools. It responds to the increasing digitalisation of society, the changing nature of work, the need for safety literacy and the requirement that vocational education should develop not only knowledge but also students’ capacity to act professionally, creatively and responsibly. Based on analysis, synthesis and comparison of Slovak, Czech and international sources, the study proposes a didactic framework integrating project-based, problem-based, simulation-based, cooperative and digitally supported instruction. The paper draws on subject didactics of technical and vocational subjects, research on STEAM and design thinking, and current European documents on digital competences. The outcome is a methodological model applicable to empirical research in vocational schools, focused on technical understanding, risk identification, problem solving, digital safety, cooperation and student reflection.
Keywords: technology education, safety education, subject didactics, project-based learning, problem-based learning, digital technologies, vocational school
ROZDZIAŁ II / CHAPTER II
UWARUNKOWANIA ROZWOJU UCZNIA I STUDENTA [PL] 113
CONDITIONS OF STUDENT DEVELOPMENT [EN] 113
PODMIENKY ROZVOJA ŽIAKA A ŠTUDENTA [SK] 113
PODMÍNKY ROZVOJE ŽÁKA A STUDENTA [CZ] 113
Silvia Jakabová, Gabriela Gabrhelová
Praktyczne umiejętności życiowe uczniów szkół średnich w odniesieniu do dobrostanu i osiągnięć akademickich [PL] 115
Practical life skills of secondary school students in relation to wellbeing and academic achievement [EN] 115
Praktické životné zručnosti žiakov stredných škôl vo vzťahu k wellbeingu a akademickým výsledkom [SK] 115
Praktické životní dovednosti žáků středních škol ve vztahu k wellbeingu a studijním výsledkům [CZ] 115
Abstract
The paper analyses the relationships between secondary school students’ wellbeing, their positive life orientation, the development of practical life skills, and academic achievement. The aim of the paper is to examine, on the basis of theoretical knowledge and the authors’ pilot findings, how the psychosocial classroom climate and wellbeing-supportive pedagogical practices relate to the conditions for developing practical life skills and to students’ outcomes in the environment of a secondary vocational school. The theoretical section defines wellbeing as a multidimensional construct reflected in learning, motivation, self-regulation, the quality of relationships, and the psychosocial classroom climate. Attention is also given to practical life skills, especially self-regulation, decision-making, problem-solving, cooperation, communication, coping with stress, and responsibility. The empirical part is a pilot study using methodological triangulation. The study was conducted in two classes of a secondary vocational school in the Slovak Republic (N = 32) and combined a questionnaire-based measurement of classroom climate, non-intervention classroom observation, and structured interviews with pedagogical staff. The findings suggest that a more positively perceived classroom climate, higher perceived teacher support, and greater perceived fairness are associated with more favourable results in the observed subject and at the same time create better conditions for the development of life skills applicable in practice.
Keywords: wellbeing, positive life orientation, practical life skills, psychosocial classroom climate, academic achievement, secondary school
Zuzana Mičková, Jana Levická
Postrzegane zainteresowanie rodziców i kontrola behawioralna w odniesieniu do występowania problemów lękowych w okresie adolescencji [PL] 129
Perceived parental interest and behavioral control in relation to the presence of anxiety problems in adolescence [EN] 129
Vnímaný rodičovský záujem a behaviorálna kontrola vo vzťahu k výskytu úzkostných problémov v adolescencii [SK] 129
Vnímaný rodičovský zájem a behaviorální kontrola ve vztahu k výskytu úzkostných problémů v adolescenci [CZ] 129
Abstract
Anxiety symptomatology is among the most common internalizing problems during adolescence. Important factors associated with anxiety problems include the quality of the family environment; however, a key role is also played by how adolescents perceive their relationship with their parents. The present study focuses on two important domains: perceived parental interest and parental behavioral control. Parental attention and interest, together with the natural need for monitoring in order to ensure the child’s safety, represent manifestations of parental care. The development of adolescent autonomy enters into a dyadic interplay with parental care and is individually experienced as either support or restriction. It is therefore necessary to differentiate between specific dimensions of parental influence, as not all forms of parental involvement have the same significance for adolescents’ psychological functioning. In this study, the occurrence of anxiety problems in adolescents was examined in relation to the dimensions of parental interest and behavioral control separately. Age cohorts were taken into account, and groups of male and female adolescents were compared (N = 875; boys: n = 386; girls: n = 489) aged 10–19 years using the Social and Health Assessment (SAHA) questionnaire (Weissberg et al., 1991). The results indicated a significant association between perceived parental interest as well as parental monitoring and the level of anxiety symptomatology in adolescents, with higher levels of perceived interest and control associated with higher levels of anxiety symptoms. At the same time, a higher level of anxiety symptomatology was confirmed in girls compared with boys.
Keywords: adolescence, anxiety symptomatology, parental interest, parental monitoring
Soňa Šrobárová
Postrzegane obciążenie akademickie i strategie radzenia sobie wśród studentów uczelni wyższych: badanie jakościowe [PL] 147
Perceived academic pressure and coping strategies among university students: A qualitative study [EN] 147
Vnímaný akademický tlak a stratégie zvládania u vysokoškolských študentov: kvalitatívna štúdia [SK] 147
Vnímaná akademická zátěž a strategie zvládání u vysokoškolských studentů: kvalitativní studie [CZ] 147
Abstract
Academic pressure represents a significant source of stress among university students and may negatively affect their psychological well-being and academic performance. The present study aims to explore how students perceive academic pressure, identify the most stressful situations they encounter, and examine the coping strategies they employ in managing academic demands.
A qualitative research design was adopted, using semi-structured interviews with eight university students. The data were analyzed using thematic analysis following Braun and Clarke (2006), complemented by elements of open and axial coding. The analysis resulted in three main themes: perceived sources of academic pressure, emotional responses to stress, and coping strategies.
The findings indicate that academic stress arises from the interaction between external demands, such as exams, deadlines, and workload, and internal pressures, including fear of failure and high self-expectations. Emotional responses were characterized primarily by anxiety, frustration, and feelings of being overwhelmed, often experienced as persistent rather than situational. Participants reported using both adaptive coping strategies, such as planning and seeking social support, and maladaptive strategies, including procrastination and avoidance.
Furthermore, the results suggest a dynamic process in which emotional responses mediate the relationship between stressors and coping behaviors, while coping strategies may either alleviate or reinforce stress over time. The study highlights the importance of understanding students’ subjective experiences and emphasizes the need for targeted psychological support and the development of effective coping skills in academic settings.
Keywords: academic stress, coping strategies, university students, qualitative research, psychological well-being
Dorota Trzeciak, Martyna Szablewska
Trudne sytuacje w edukacji w przygotowaniu uczniów szkół ponadpodstawowych [PL] 171
Difficult situations in education in the preparation of upper secondary school students [EN] 171
Náročné situácie vo vzdelávaní pri príprave žiakov stredných škôl [SK] 171
Náročné situace ve vzdělávání při přípravě žáků středních škol [CZ] 171
Abstract
This article provides a theoretical and empirical analysis of challenging situations in education during the preparation of vocational high school students in the Slovak and Polish contexts. The starting point is a pilot qualitative study conducted as part of preliminary research for a doctoral dissertation on a sample of 19 vocational secondary school teachers in Slovakia and Poland. The original focus of the study was problematic manifestations of student behavior, their causes, and strategies for dealing with them.
In this study, these results have been reinterpreted within a broader pedagogical framework as difficult situations in education. Situations understood in this way affect the learning process, classroom relationships, the psychosocial climate, and the development of students’ life skills. The secondary analysis was supplemented by a comparative analysis of Slovak and Polish academic sources concerning difficult school situations, learning conditions, school environment safety, the school’s organizational climate, the teacher’s interaction style, and the promotion of well-being. The analysis shows that difficult situations do not arise solely as a result of a student’s individual failure, but are the result of the interplay of behavioral, relational, organizational, family, and social factors.
The following were identified as key factors: reduced engagement in learning, a disrupted classroom atmosphere, conflictual interactions between teachers and students, teachers’ uncertainty in dealing with problem behaviors, and weaker links between the school and support mechanisms. The findings point to the need for a pedagogical approach that combines prevention, safety support, formative feedback, interactive teaching, and the systematic development of students’ social-emotional competencies.
Keywords: challenging situations in education, secondary vocational school, student preparation, school climate, teacher interaction style, well-being, life skills
ROZDZIAŁ III / CHAPTER III
KOMPETENCJE, KREATYWNOŚĆ I PRZYWÓDZTWO W EDUKACJI [PL] 187
COMPETENCES, CREATIVITY AND LEADERSHIP IN EDUCATION [EN] 187
KOMPETENCIE, KREATIVITA A VEDENIE VO VZDELÁVANÍ [SK] 187
KOMPETENCE, KREATIVITA A VEDENÍ VE VZDĚLÁVÁNÍ [CZ] 187
Oľga Ilenčíková, Gabriela Gabrhelová, Marta Bednárová, Branislav Hargaš
Zarządzanie trudnymi sytuacjami w zawodzie pedagoga [PL] 189
Managing challenging situations in the teaching profession [EN] 189
Zvládanie náročných situácií v profesii pedagóga [SK] 189
Zvládání náročných situací v profesi pedagoga [CZ] 189
Abstract
The paper addresses the management of demanding professional situations in the teaching profession, which is associated with high levels of stress and responsibility. The aim of the study was to examine which coping strategies teachers use and how their use varies according to gender, length of teaching experience, and teacher category. The results show that these factors significantly influence teachers’ preferences in stress management. Based on the findings, practical recommendations are proposed to help schools create a supportive environment that considers individual teacher needs, promoting psychological well-being and stability in the workplace.
Keywords: teacher, stress, coping strategies, coping with load
Dáša Porubčanová, István Szőköl
Strategie wsparcia i diagnoza kompetencji miękkich w kontekście kształcenia zawodowego i uczenia się przez całe życie nauczycieli [PL] 217
Support strategies and diagnostics of soft skills in the context of vocational training and lifelong teacher education [EN] 217
Stratégie podpory a diagnostika mäkkých zručností v kontexte odborného vzdelávania a celoživotného vzdelávania učiteľov [SK] 217
Strategie podpory a diagnostika měkkých dovedností v kontextu odborného vzdělávání a celoživotního vzdělávání učitelů [CZ] 217
Abstract
The aim of the paper is to analyse the importance of soft skills in teachers’ work, to define the place of their pedagogical diagnosis, and to point out possibilities for their development in the pre-service preparation of future teachers and in the further education of in-service teachers. The text is based on the assumption that teacher professionalism cannot be defined solely by subject-matter expertise and didactic preparedness, but also by the level of communicative, relational, cooperative, reflective, and self-regulatory abilities. The paper also includes a qualitatively oriented pilot study conducted among secondary school teachers in Slovakia (N = 19). The findings showed that teachers consider soft skills to be an important prerequisite for high-quality pedagogical work; however, their diagnosis and development in school practice are carried out mainly on an ongoing, situational basis and rely largely on teachers’ professional experience. At the same time, the findings point to the need for a more systematic strengthening of the development and diagnosis of soft skills in the pre-service preparation of future teachers as well as in the further education of in-service teachers.
Keywords: soft skills, educational assessment, teacher, future teacher, lifelong learning, professional development
Aleksandra Adamiak
Przywództwo edukacyjne w zarządzaniu szkołą [PL] 237
Educational leadership in school management [EN] 237
Edukačné vedenie v riadení školy [SK] 237
Vzdělávací leadership v řízení školy [CZ] 237
Abstract
The text discusses educational leadership as a key element of school management in the context of dynamic social, technological, and organizational changes. It emphasizes the importance of the principal’s and teachers’ roles in creating an environment based on collaboration, trust, autonomy, and shared responsibility for students’ learning processes. The author points to the evolution of management concepts, from industrial models to humanistic and knowledge-based approaches, where human capital is crucial. Attention is drawn to the need for reflective leadership, employee participation, and continuous development of competencies in response to changing educational challenges. A school should support the development of both students and teachers while continuously improving itself.
Keywords: educational leadership, school management, change, school principal’s attitude, teacher’s attitude, education, school, responsibility for the learning process
Janka Bursová, Michal Vaľko
Employee psychological well-being as a performance factor [EN] 263
Dobre samopoczucie psychiczne pracowników jako czynnik wydajności [PL] 263
Psychická pohoda zamestnancov ako faktor výkonnosti [SK] 263
Psychická pohoda zaměstnanců jako faktor ovlivňující výkonnost [CZ] 263
Abstract
This study examines employee psychological well-being as a determinant of performance using a comparative research design. Instead of mediation analysis, the study focuses on differences in employee performance across groups with varying levels of psychological well-being. Data were collected from 186 employees across multiple sectors. The results of t-tests and ANOVA indicate statistically significant differences in performance between employees with low, medium, and high levels of psychological well-being. The findings confirm that higher psychological well-being is associated with significantly better performance outcomes. The study highlights the importance of promoting well-being as a strategic organizational factor.
Keywords: mental well-being, support, performance, strategy, t-test
