Critical thinking is a core priority of modern education, yet its effective support in schools continues to pose significant challenges. The aim of this study was to identify, through students' self-assessment, the attributes of critical thinking in which students would welcome teacher support during instruction. The study was conducted on a sample of 104 final-year students from Slovak vocational secondary schools, with the Critical Thinking Questionnaire (CThQ) as the primary data collection tool. The results indicate that students most frequently identify memory as a significant weakness, which may limit the development of higher-order critical thinking skills such as analysis, evaluation, and creation. Based on these findings, we recommend placing greater emphasis on supporting memory processes and linking them to the application of acquired knowledge in more complex cognitive operations. Furthermore, our analysis suggests that aligning students' and teachers' perceptions of learning needs represents a key factor for the effective development of critical thinking in the educational process.
The use of the artificial intelligence technology is spreading rapidly in all areas of activity, which is due to the impact of technology not only on increasing the level of human activity indicators, but also on increasing the competitiveness level of enterprises when using this technology in their operational activities. The main areas of operational activity of enterprises in which the artificial intelligence technology is used are highlighted, which include automation, organization, transport and logistics and marketing activities, management and personnel activities, quality control and monitoring. The impact of the links between the main areas and types of activities of enterprises on the competitiveness of these enterprises is described and formalized. Positive factors that, if the artificial intelligence technology is integrated into the production activities of the enterprise, increase its competitiveness, are highlighted. Attention is paid to studying the AI impact on increasing competitiveness of enterprises represented in regional and international markets for the sale of manufactured products/services, and implementation of the artificial intelligence technology in operational activities of these enterprises. Current trends in the AI use in operational activities of enterprises are analyzed.
Aim. The aim of the study is to substantiate the pedagogical conditions for the formation of the cognitive activity of older preschoolers using board games and to determine their role in the modern educational process of preschool education institutions. Methods. The research is based on the analysis of monographic sources, dissertations and pedagogical studies, as well as on the generalisation of practical experience in organising board game-based activities. The methodological approach includes theoretical modelling of pedagogical conditions and their structuring within the educational environment. Results. The study identifies and characterises three interrelated pedagogical conditions: the creation of a board games area for independent joint rule-based play activity, the purposeful enrichment and awareness of the cognitive content of board games, and the transfer of acquired cognitive experience into children’s independent free play. It is established that their implementation ensures the activation of cognitive processes, the development of social interaction, and the formation of the ability to demonstrate agency. Conclusions. Board games are proven to be an effective pedagogical tool that integrates educational content, promotes the development of generalised cognitive skills, and supports the transition from guided to independent cognitive activity. Originality. The novelty of the research lies in the systemic justification of pedagogical conditions as a unified methodological framework for the effective use of board games in the formation of cognitive activity of older preschoolers.
Municipal budgets are often read as accounting statements, though they also shape the social and spatial futures of cities. This article examines how a metropolitan district translates fiscal rules into public value under decentralization, post-pandemic pressure, and dependence on intergovernmental finance. It develops a budget-to-place translation framework through a secondary documentary analysis of a 2024 research on the Bratislava-Petr & zcaron;alka area. The corpus comprises the research institution's discussion, budget figures for 2021-2024, and documented transport, housing, school, cycling, and public space projects. Results identify three tensions. First, a welfare-maintenance logic dominates: education absorbs 51% of the EUR 70.74 million 2024 budget, while nearly 70% of planned capital investment is directed to school reconstruction. Second, fiscal autonomy is selective: own and shared revenues expand, yet transformative projects rely on European grants, state funds, and borrowing. Third, procedural openness does not automatically produce delivery capacity: participatory budgeting and disclosure coexist with delayed infrastructure and maintenance backlogs. The case also shows that municipal housing can operate as social infrastructure and workforce policy rather than as a narrow revenue instrument. Balanced budgets should therefore be evaluated not only for compliance but also for their capacity to convert resources into equitable, durable, and intelligible urban outcomes.
The integration of artificial intelligence (AI) into vocational education presents both significant opportunities and complex ethical challenges. This study examines the use of AI among learners attending secondary technical and vocational schools, with a particular focus on the boundary between legitimate learning support and academic dishonesty. A quantitative questionnaire survey was conducted with 1,745 learners from Slovakia, the Czech Republic, Hungary and Poland. The collected data were analysed using descriptive statistics and a thematic analysis of open-ended responses. The results indicate widespread use of AI tools among the surveyed learners. Most respondents reported regular use of AI to understand learning materials, generate texts, complete assignments and support project work. Many respondents reported confidence in evaluating AI-generated content, suggesting a perceived level of digital literacy and critical awareness. Nevertheless, open-ended responses revealed several forms of academically dishonest AI use, particularly for generating code, writing essays, preparing presentations and completing tasks without meaningful cognitive engagement. Thematic analysis identified key motivations such as time efficiency and pragmatic task management, alongside a nuanced awareness of the ethical boundary between legitimate assistance and misconduct. The findings highlight the urgent need for pedagogical approaches that promote responsible and ethical use of AI. Moreover, the study reinforces the view that, in an increasingly technology-driven educational landscape, competencies in interacting with AI, such as formulating effective prompts, verifying outputs, and engaging in critical evaluation, are becoming essential skills for vocational school graduates.
