This article addresses the challenges faced by pupils with a different mother tongue (hereafter referred to as 'foreign pupils') in the Czech educational system. It focuses on their preparation for the standardised entrance examination for four-year upper secondary schools, particularly in terms of language proficiency and teacher preparedness.The research is grounded in the implementation of the course, entitled 'Preparation for Entrance Exams to Secondary Schools', in the years 2024 and 2025. Additionally, it is informed by a meticulous linguistic analysis of examination materials in both the Czech language and mathematics.The findings unequivocally demonstrate that the requirements of these compulsory tests align with levels B2–C2 (as defined by the Common European Framework of Reference for Languages [CEFR]), which falls short of the level that can be attained by foreign students receiving maximum statutory support during their final school years. The discrepancy between the expected language proficiency and the possible language training received by foreign pupils has been shown to increase the risk of school failure.The analysis further demonstrates that a deficiency in teachers' preparedness in the domains of Czech as a second language and intercultural communication diminishes the efficacy of pupil support. The study proposes measures to address this mismatch, including the realistic setting of language goals, the adaptation of assessment materials, systematic teacher training, and the strengthening of cooperation between schools and counselling institutions.
This paper traces the historical development of perspectives on specific learning disabilities in the Czech Republic, from the earliest insights in antiquity to the contemporary inclusive trends in education. It captures the evolution from the medical model to the psychological approach and, more recently, to pedagogical interpretations. The paper highlights key figures, legislative milestones, and institutional changes that have influenced the approach to educating pupils with specific learning disabilities. Attention is also given to educational support systems, remedial care, and current challenges in the fields of diagnosis and education. The text demonstrates how societal views on these pupils have evolved and how the system of care has shifted towards individualization, respect, and interdisciplinary collaboration.
This article discusses sexting as a form of cyberbullying and its selected correlations in three groups: secondary school students, university students, and adults aged 18-45. Research conducted between 2020 and 2025 revealed that the phenomenon of sexting has changed over time, that there are differences between the sexes, and that protective and risk factors vary depending on the age of the respondents. Analyses of gender differences showed that girls experience sexting significantly more often. There were different patterns of relationships between age and sexting: among secondary school students, the frequency increased with age, while among university students and adults it decreased. The results concerning personality traits showed that among secondary school students, sexting was associated with openness to experience, and among adults with lower conscientiousness. The key predictor was the educational functionality of the family of origin: lower functionality was associated with more frequent sexting among school pupils and adults. The results confirm the relationship between sexting and age, which implies the need to adapt preventive measures to the stage of life and the specific psychosocial functioning of the groups studied.
The study aims to analyse the relationship between technology and modernity on the one hand and Romanticism on the other. The study examines the recurrent interactions between these two styles of thinking and acting in history. It uses them as a methodological tool to interpret the relationship between society and history and digital technologies in the age of the information revolution. The study emphasises the concept of implicit religion as a form of a particular interpretation of technology in the life of society. Analysing concrete examples, it draws on the specifics of Czech realities and points out some aspects of Czech-digital-romanticism formation.
The aim of our study is to explore Romani mothers' narratives about school, especially in relation to how they accept or reject school expectations directed at Romani pupils. Methodologically, we focus on the discursive framing of how the needs of Romani mothers are constructed. Our research study is grounded in the premise that understanding the lived reality of a parent requires insight into how they interpret their own identity and experiences with social roles. These roles are particularly significant as they are affirmed within the institutional structures of the school system.
The inflow of international students into the Czech Republic has significantly increased over the past decade, contributing to the country's cultural diversity and academic richness. However, these students experience various forms of challenges as they adjust to life in a new environment. This paper explores the adjustment experiences of international students in the Czech Republic, focusing on roles of financial stability, the prevailing social conditions in their adjustment and inclination to complete the study abroad programme. The study uses a mixed research method to gather and analyse data gotten from 112 international students from the Masaryk University in the Czech Republic. 102 of these participants provided data through a survey via a questionnaire which was analysed, while 10 students provided data via interviews carried out with the use of the Zoom application. From the results of this study, the study will explore the role of universities and the Czech society in facilitating the adjustment process of international students.
The aim of the study is to offer a basic insight into the theoretical background of the issue of Roma national identity, which takes different forms among various social actors and is an important topic of research and social practice not only in the context of the Czech Republic. The study works with three main theses related to the topic of Roma national identity, which it discusses with the help of expert literature. The theses of the study are as follows: 1) The concept of Roma national identity is not shared by all Roma in the Czech Republic, and therefore nationality cannot form an overarching and unifying element of Roma identity, in which other aspects play an important role. 2) The reasons why the Roma do not claim a Roma identity may be diverse and will differ for different Roma people. This diversity is based on the different identities of Roma people, which must be accepted in academic and social terms. 3)The national dimension of Roma identity and the associated ethno-emancipation movement can be seen as a source of the Roma struggle for human rights and equal life opportunities, as well as a potential obstacle to the transformation of a nationally oriented society into a civil society.
The article explores competency-based education in the military field. The introductory part of the article presents historical trends, supplemented by the necessary setting of the issue in the context of developments in this field. The article includes a passage summarizing the latest trends, i.e. the current models of competencies, a summary of the education and development of military professionals according to competencies and, in terms of practical application, the correlation between competency models and the process of implementing the education in the chosen department of the University of Defence. This is a critical area for educating future soldiers, undergoing dynamic changes with the introduction of modern educational approaches.
This article aims to explore Ivan Yushchyshyn's educational ideas concerning the purpose and content of educating Ukrainian youth. It analyzes two main goals of education: practical (preparing individuals for societal life) and spiritual (cultivating moral qualities, values, and creative abilities). The focus lies on the educational ideal, national consciousness, and the Ukrainian national idea. The article examines how school textbooks in Ukrainian language, history, geography, and natural sciences contribute to educating pupils' national consciousness. It delves into the requirements for teachers and their pivotal role in educating young people. Furthermore, it highlights the importance of cooperation between schools, families, churches, and public organizations in fostering youth patriotism. I. Yushchyshyn's works offer valuable theoretical propositions and practical recommendations that remain relevant to contemporary educational processes.
The study presents selected results from a survey focused on the teaching of history to Ukrainian students (who arrived in the Czech Republic due to the conflict following February 24, 2022) in Czech schools. It analyses which history topics are challenging for Ukrainian students considering the current international situation, whether teachers need to moderate or adjust certain history lessons with Ukrainian students in mind, and whether teachers encounter instances of Ukrainian students disputing their presentation of historical topics. The analysis also examines the support provided to history teachers in teaching these students. Additionally, it outlines other types of difficulties teachers face when integrating Ukrainian students in subjects beyond history. The findings are contextualized within another research.
For many centuries, the preservation and development of the Ukrainian national culture and education was possible only due to the efforts of prominent public figures and spiritual leaders. These included the Ukrainian monastic communities, which contributed significantly to the social and cultural development of Galicia in the late 19th - early 20th centuries, particularly the Sisters Servants. The purpose of the article is to highlight the contribution of the Servant Sister Josaphata Hordashevska to the foundation and development of preschool for rural Ukrainian children, and to the organisation of charitable activities for the benefit of adults, including the elderly and sick. The Congregation of the Sisters Servants of Mary Immaculate was established in 1892 with the purpose to provide educational and social services for the rural population. The first Sister Servant, Josaphata Hordashevska, set an inspiring example of the devoted service to the Ukrainian people in the field of preschool education and socio-pedagogical assistance. Her deeds demonstrated the example of a holy life, full of sacrificial and tireless service to the needs of others. Josaphata’s teaching career began in a preschool educational institution for Ukrainian children, the first of this kind in Galicia, in 1893. Thanks to her efforts, the Congregation established significant number of preschools, orphanages and Christian schools, implemented advanced methodological approaches and developed new curriculum for the Ukrainian children. In their pedagogical activities, the Sisters Servants applied principles of humanization, consistency with nature, individual approach to the personality, reliance on the positives and the national character of education. As a Congregation leader, Sister Josaphata was deeply concerned with the teaching process in preschools and their financial provision. Moreover, she initiated the acquisition of pedagogical education for the teaching Sisters and cared for their constant professional improvement. In addition to educational and spiritual mission, the Sisters Servants provided the medical care and assistance to the sick, poor, disabled and elderly. They ensured psycho-emotional support for their patients and offered various household services. Therefore, active and sacrificial work of the Sisters Servants in Galicia resulted in the formation of the network of Ukrainian preschools, orphanages, and other educational institutions, strengthening the tradition of helping the elderly and sick.
The article presents the political, social, and educational activities of one of the largest Catholic socio-political women's organizations operating in interwar Poland. The goals and areas of the organization’s diverse activities have been outlined, focusing primarily on the work to activate women in social life and their pursuit of equal rights, which was combined with the traditional role of women defined by social norms and the social teachings of the Catholic Church. The article also discusses the traditional family model and upbringing promoted by the association, as well as the role of women (femininity) in both private and public spaces.
The article presents the results of a comprehensive study of the historiographical aspects of the evolution of pedagogical personnel education in the Ukrainian educational tradition, aimed at achieving the heights of creativity, mastery and professionalism in pedagogical work. This research focuses on historical periods of formation and development of theoretical and methodological instruments for analysis of the substantive pillars of pedagogical profession and preparatory courses for future teachers in Ukraine from ancient times to the lastest decades.
The formation of ethnic identity is one of the many tasks of modern education. It is the way to educate an aware and creative human being capable of taking care of their ancestral heritage and multiply the cultural assets of the region where they come from and live. Not all regions can boast a well-preserved ethnic culture so it is worth drawing on the experience of those that have their own heritage and take numerous measures to pass it on to future generations. In Poland, models and inspiration can be sought in Podhale where the tradition and culture of the region is still alive. It is obviously the family home that is essential in the process of passing it on. However, effective regional education must also be carried out outside the home, which is why this paper presents a broad spectrum of activities of various institutions, organisations and communities involved in the transmission of Podhale culture to children and young people. The various forms of culture-oriented education present in Podhale that are analysed in the article below
The article focuses on the military-political reports of the Military Office of the President of the Czechoslovak Republic from 1936 and builds on the previous article dealing with 1935, which was conceived in a similar way and is a direct continuation.1 Czechoslovak-Polish relations in the interwar period were far from ideal. However, there were mutual contacts2 and the Czechoslovak military attaché in Poland and other representatives of the diplomatic corps played a very important role in this respect. Their surviving reports are quite detailed and tell of important changes and developments in Poland. This study presents them with a commentary on the events mentioned and with the necessary setting in the contemporary context.
This year marks sixty years since the signing of the August ceasefire, which temporarily halted the bloody conflict between Cypriot Greeks and Cypriot Turks. This contribution aims to highlight the key and often overlooked moments in the history of the Republic of Cyprus in the second half of the 20th century, which significantly influenced not only the events on the island but also international politics—both in the context of the Cold War and in the relationship between the Turkish Republic and a unified Europe1, Greece, the USA, and not least the USSR. From a geopolitical standpoint, Cyprus was a strategic point between the USSR, the Suez Canal, and Europe, as well as an important link to the oil fields in the Persian Gulf region.2 From the aforementioned, it was clear that the events of 1964 could not have escaped the attention of the key players in global affairs at that time, and thus Cyprus became yet another hot spot of the Cold War.
The article highlights the views of Mykola Shlemkevych - a Ukrainian scholar, educator, philosopher and public figure - on the ideal, purpose and content of the education of Ukrainian youth. The main concepts of the ideal of education language, culture, history, tradition); moral (love, faith, kindness, truth, beauty) and national values (the Ukrainian idea, national unity, national consciousness, patriotism, national interests). Attention is focused on the spiritual origins of the Ukrainian people, encompassing the principles of nationalism and humanism; on patriotism; on achieving personal freedom; advocacy of democratic ideas.
The study presents the results of a questionnaire survey on the involvement of Ukrainian students (who arrived as a result of the war conflict) in the teaching of history at Czech elementary schools. It is part of a broader research, and this study focuses on the results related to the availability of teaching materials, the knowledge of Ukrainian students, their testing, and evaluation. The results indicate that in the spring of 2023, teachers did not agree on the state of availability of history teaching materials for Ukrainian students. If anything was lacking, it was most commonly worksheets and textbooks. They also often lack assistants for Ukrainian students. An interesting aspect is the effort of Czech teachers to incorporate Ukrainian history into Czech history education. Most respondents cannot assess the historical knowledge of Czech and Ukrainian students. Those who compare them mostly state that the knowledge of Ukrainian students is inferior, citing the different thematic placement of history classes in Ukraine as the main cause. It is positive that Czech teachers generally observe improvements in the history skills of Ukrainian students. They attribute this improvement primarily to the enhancement of their language skills. In the case of testing Ukrainian students in history, teachers most often choose a combination of written and oral exams, usually in the Czech language. Ukrainian students can frequently use an online translator, especially during written tests. Only a minority of Ukrainian students have an assistant available. During the research period (spring 2023), they were mostly tested on a reduced curriculum. Evaluation is usually done using grades, but a common approach is a combined form where the evaluation is supplemented with verbal feedback. Ukrainian students are generally assessed less strictly than Czech students. The results are compared and contextualized with the findings of other research.
If it is true that every country has its own "fateful dates", then in the case of the Republic of Turkey one should definitely not forget about the years ending with the number "three". The aim of this short reflection is to highlight the neglected events of 1963, which fundamentally influenced the direction of Turkey in the second half of the 20th century.
Educational mission of the Faculty of Military Leadership (until 2014 as Faculty of Economics and Management) of the University of Defence (Brno, Czech Republic) underwent since its origin in 2004 to 2018 number of changes. By analysing the structure of study programmes and the number of employees and students, the goal of this article is to identify the main periods in the development of the faculty as well as its role in the educational system. The results are as follows. The first period was a reaction to a process of professionalization of army, i.e., the replacement the conscript army by professionals that led into decrease of number of military students and parallel orientation towards civilian study programmes in national security. The second stage was influenced by the financial crisis of 2007 - 2008; that is why a gradual reduction of military study took place as well as serious considerations about the dissolution of the faculty and university, respectively. The third, final, period began in 2013 - 2014. Its main element was the change of characteristics of study programmes and their connection to the "militarization" of the faculty; reorganization of the structure of the faculty in 2014; the gradual increase of the number of military students at the expense of civilian students; and, finally, the cancelation of civilian study programmes. Year 2018, when personal changes in management of faculty took place together with a consideration about principles of a new study programme, could be regarded as the beginning of a qualitative new period in history of Faculty of Military Leadership that lasts until present day - and as such is out of focus of this study.
