The study aimed to determine the extent of ESD integration into pedagogical education programmes in Kyrgyzstan and to formulate recommendations for their further development. The study was based on a comparative analysis of pedagogical programmes, questionnaires completed by teachers and students, quantitative analysis of survey responses, and SWOT analysis. The results showed that sustainabilityrelated content is unevenly represented in pedagogical curricula: 30% of respondents reported their full inclusion, 50% reported partial inclusion, and 20% indicated that these issues were absent. Respondents also demonstrated strong interest in additional training and supported project-based learning, interdisciplinary approaches, and cooperation with practitioners and experts. The study recommends strengthening curriculum content, expanding teacher training, and introducing practice-oriented methods for sustainability-oriented teacher education. Its significance lies in supporting the improvement of pedagogical education in Kyrgyzstan by preparing future teachers to promote environmental awareness, social responsibility, and sustainable development values.
The aim of the article is to develop a typology of consumers functioning on cultural routes treated as a specific submarket of cultural tourism. The study assumes that consumers on cultural routes do not constitute a homogeneous group, but differ in terms of personality traits, motivations, lifestyle, and consumer behavior. Empirical research was conducted on three selected cultural routes: the Way of St. James, the Trail of the Eagles’ Nests, and the Industrial Monuments Route of the Silesian Voivodeship. The study employed the direct interview method and included 600 respondents. Cluster analysis using Ward’s method and the k-means method was applied to identify consumer types. As a result, four types of consumers on cultural routes were distinguished: the “silent participant,” the “enthusiast of new experiences,” the “closed-to-the-world consumer,” and the “pretender.” The results indicate significant psychographic diversity among tourists visiting cultural routes, which may constitute an important premise for marketing activities and tourism offer management within such markets.
The aim of this article is to identify and interpret types of cross-border tourists for whom culture constitutes one of the declared components of tourist behaviour in the Polish-Czech borderland. The empirical context of the study is the Euroregion Cieszyn Silesia, where cultural heritage, events, sightseeing, recreation, shopping and everyday border mobility create a complex space of participation in culture. The article assumes that cultural experience is designed and consumed in a networked configuration: it connects places, institutions, narratives, services, activities and social relations. The analysis is based on survey data collected among Polish and Czech tourists. From an operational database comprising 1,219 observations, 171 respondents were selected who indicated cultural tourism as one of a maximum of three declared forms of activity both on the Polish side and on the Czech side of the border. The selection criterion was deliberately conservative: the study focused only on cross-border tourists who used culture during one stay on both sides of the Euroregion, rather than on respondents interested in culture in a general or one-sided way. Culture was therefore not treated as an exclusive motive, but as an important component of a broader package of cross-border practices. A two-stage cluster analysis procedure was applied: hierarchical clustering using Ward's method with squared Euclidean distance, followed by non-hierarchical k-means clustering. Four segments were identified: occasional sightseeing and leisure explorers, Czech cultural-shopping-event pragmatists, Polish active-event culture integrators, and health-shopping cultural spa visitors. The results show that the cross-border cultural tourist is not a homogeneous figure of cultural audience, but a diversified user of the borderland who combines culture with sightseeing, events, recreation, shopping and health. The article contributes to cultural management by showing how behavioural typologies can support the design of cross-border cultural and tourism products, event calendars and integrated visitor journeys.
The objective of this study is to examine and assess the presence of territorially bound cultural television content in public and private broadcasting. The focus will be on relevant news programmes representing both private and public TV coverage in Czechia. It is well-known fact that media transfer information selectively, presenting merely a part of a highly complex reality. The same applies for the widely perceived sphere of territorially related culture, which frequently suffers from inadequate media portrayals. It has been found that locally and regionally anchored cultural themes are more prominently represented in public TV coverage rather than a private one. This is in consonance with the fact that public TV news reporting generally tends to more intensive coverage of serious themes among which culture can be ranked. On the other hand, private broadcasters are inclined to emphasize commercially driven, entertainmentoriented, or tabloid-style content. The study contributes to the discussion on various aspects of media portrayals of territorially bound culture.
The aim of this study was to identify the impact of digital technologies on the quality of the educational process in higher education institutions in Kyrgyzstan. Particular attention was paid to the adaptation of educational institutions to new challenges, including digitalisation, blended learning, and the development of a competency-based approach to teaching. The methodology included the generalisation of educational programmes, a survey of 500 respondents in Kyrgyzstan, a comparative analysis of higher education models in various countries (Poland, Germany, Ukraine), and the examination of strategic documents concerning education development. The study showed that the use of adaptive management strategies, digital tools, and personalised learning methods has a positive impact on students’ academic performance and motivation levels. The conclusions confirm that quality education management requires a comprehensive approach that combines technological, pedagogical, and organisational aspects. The practical significance of the study lies in the potential use of its results for the development of educational strategies, improvement of teacher training systems, introduction of new approaches to student assessment, the creation of management models that ensure the flexibility and adaptability of educational institutions to current challenges.
The purpose of the research was to evaluate the effectiveness of benchmarking technologies in the educational process through the analysis of changes in student motivation, independent work productivity, and academic achievement. A quasi-experimental study with 300 undergraduate students (150 experimental, 150 control) from two Kazakhstani universities was conducted over one semester. The experimental group used modular interactive tools, and outcomes were measured via surveys, teacher assessments, and pre-post comparisons of motivation, independent work productivity, and academic achievement. It was found that interactive tools significantly increase student engagement in the initial process, encouraging active participation in assignments and the exploration of additional learning materials. The practical significance of the study lies in the potential for implementing benchmarking technologies to streamline the educational process and enhance students’ academic achievement. The findings may be used to develop recommendations for integrating benchmarking technologies into education programmes and improving learning outcomes. They support the enhancement of teaching methods, promote active independent learning, and contribute to the development of students’ professional skills through the use of interactive digital tools.
This study explores the strategic integration of artificial intelligence (AI) into Kazakhstan’s educational system, focusing on its impact on personalised learning, intelligent tutoring, and administrative optimisation. Using a systematic literature review, comparative analysis of pedagogical models, and content analysis of regulatory frameworks, the study identifies three key vectors for AI development: adaptivepersonalised learning, collaborative educator-technology interaction, and administrative-analytical optimisation. Findings show that AI enhances academic performance, reduces learning time, and increases learner engagement, particularly in subjects requiring adaptive content and interactivity. The study highlights the importance of a balanced integration strategy, where AI supports pedagogy rather than replacing it, and emphasises the need for robust digital infrastructure and teacher professional development. It also identifies challenges in AI adoption between urban and rural schools in Kazakhstan. The research contributes a multidimensional framework for evaluating AI integration and provides strategic recommendations for its sustainable implementation within national educational systems.
The aim of the study was to examine the application of technological innovations in the educational process across different countries in order to determine the impact on the modernisation of education. The methodology of the study included content analysis and a comparative analysis of the experiences of Kazakhstan, China, the USA, Kyrgyzstan, and the UK, considering the cultural, economic, and political characteristics of each country. An analysis was carried out of the role of digital technologies in forming a new paradigm of interaction between teachers and students, as well as in identifying the key factors that ensured the successful implementation of innovative educational platforms. The study found that digital transformation contributed not only to the technical renewal of the learning environment but also changed the role of the educator, enhancing the importance of a personalised approach, interactivity, and continuity in learning. Innovative technologies such as adaptive platforms, cloud services, virtual and augmented reality, gamification, and mobile learning opened up new opportunities for increasing student motivation and developing cognitive and communicative skills. The analysis showed that achieving sustainable results in the digital transformation of education in the five countries required a systemic approach that included coordination at the national level, stable funding, active implementation of innovations, the provision of equal access to digital resources for all participants in the educational process.
The rapid advancement of artificial intelligence (AI) technologies is reshaping cultural management by transforming the ways cultural resources are preserved, managed, interpreted and disseminated. Although the number of studies addressing AI applications in the cultural sector has increased considerably in recent years, the intellectual structure, thematic evolution, and strategic implications of this research domain remain insufficiently explored. Therefore, the aim of this study is to conduct a comprehensive bibliometric and science mapping analysis of scientific publications devoted to artificial intelligence in cultural management, identify the principal research trends and thematic clusters, and evaluate the opportunities, challenges and strategic prospects associated with AI adoption in the context of sustainable development. The study is based on a dataset of 6,869 publications indexed in the Scopus database. Bibliometric and science mapping techniques were applied using Biblioshiny and VOSviewer, including publication trend analysis, thematic mapping, co-occurrence analysis, factorial analysis, Bradford’s Law and Three-Field Plot visualisation. In addition, a SWOT analysis was employed to assess the strategic implications of AI implementation in cultural management. The findings reveal a substantial increase in scientific interest in the field, particularly since 2017, and identify cultural heritage preservation, museums, machine learning, deep learning, virtual reality and digital transformation as the dominant research themes. The results demonstrate that AI has considerable potential to contribute to sustainable development through the preservation of cultural heritage, enhancement of cultural accessibility, support for creative industries and stimulation of innovation. At the same time, important challenges associated with ethics, copyright, algorithmic bias and digital inequality require continued scholarly and policy attention.
A B S T R A C T The study's aim was to determine the elements that impact socio-economic discipline teachers' professional self-realisation and to formulate suggestions for enhancing teaching methods via coaching. A sample of 105 teachers from various Ukrainian universities was used in the methodology, and their professional self-realisation was evaluated using the PERMA-Profiler Measure, the Self-Actualisation Test, the Positive Mental Health Scale, the modified BBC Subjective Wellbeing Scale, and the technique for evaluating the plasticity of their personalities' worldviews. According to the study, coaching dramatically raises socionomic instructors' professional self-realisation while also improving their emotional health, professional competence, and job happiness. Significant gains were noted in teacher involvement, physical health, and interpersonal relationships. In addition to promoting resilience, coaching aids educators in adjusting to obstacles like digitalisation and AI integration, underscoring its importance in promoting ongoing professional development.
The aim of this study was to scientifically substantiate and develop a theoretical model for synthesising ethnopedagogical principles with artificial intelligence technologies in educational systems to implement a culturally and spiritually oriented learning process. The study utilised methods of system analysis, structural-functional modelling, comparative analysis, and synthesis of theoretical approaches, as well as empirical methods of quasi-experimental research with a control group, including questionnaires, indepth interviews, focus groups, and structured observation. Research into modern artificial intelligence capabilities demonstrated the high potential of adaptive learning systems, machine learning algorithms, and natural language processing technologies for personalising the educational process, taking into account the ethnocultural characteristics of learners. A three-tier conceptual model of an integrative ethnopedagogical approach was developed, consisting of a cultural-values framework, an adaptive interface, and technological components with a hybrid architecture based on modified educational platforms. The practical significance of the study lies in the creation of a methodological basis for the development of culturally responsive educational technologies capable of preserving ethnocultural diversity in the context of global digitalisation.
With the rapid development of digital technologies and the need to adapt educational processes to the requirements of modernity, the study of the features of hybrid education has become increasingly important. The purpose of this article was to evaluate the role of HyFlex technologies in facilitating hybrid learning. In order to test the effectiveness of HyFlex technologies, an experiment was conducted to assess students’ performance and motivation, as well as to compare results across groups studying in traditional face-to-face, distance, and hybrid formats. The results of the study indicated that the most effective models of educational programmes combine elements of traditional and distance learning, thereby providing enhanced flexibility and adaptability. Based on the findings, a teaching methodology incorporating HyFlex technologies was developed, combining both face-to-face and distance components to create a hybrid learning experience. After the implementation of this methodology, concrete results were obtained: students who were taught using the new methodology achieved benchmark test scores that were 15% higher than those taught exclusively in traditional or distance learning formats. The results demonstrate that integrating HyFlex technology into education significantly enhances student achievement and motivation, while promoting more effective and adaptive learning.
The study aimed to investigate the influence of cultural traditions on contemporary pedagogical practic-es in the field of art education in China. The research methodology was based on the principles of cul-tural-historical analysis and cultural anthropology approaches, using content analysis and comparative-analytical methods. The study found that elements such as the symbolism of traditional art, Confucian educational imperatives, rituals, and the “shi-tu” system remain significant in the modern educational process. It was revealed that China has an institutionally embedded system for the transmission of cul-tural traditions, built on the principles of mentorship, hierarchical pedagogical interaction, Confucian values, and structured curricula that combine classical aesthetic concepts with modern artistic practices. The educational process was based on philosophical, symbolic, and moral reflections on art, contributing to students’ deep understanding of aesthetic heritage. In Kyrgyzstan, in contrast, an open interdiscipli-nary approach, focused on folk traditions, informal educational formats, and interaction with local knowledge bearers, dominated. This approach primarily fulfilled an identity function and took the form of a cultural workshop or creative laboratory. The comparison of models revealed that combining tradi-tional and modern elements is effective both in terms of academic continuity and through the inclusion of communities in the educational process. Cultural traditions remain not only a heritage element but also a factor in the formation of creative identity in the educational environment. The practical signific-ance of the research lies in the possibility of applying the obtained results to update art education pro-grams in China, considering the cultural context and needs of the modern student.
Microbreweries have increasingly emerged as important actors at the intersection of gastronomy, cul-ture, entrepreneurship, and tourism. While their role in beer tourism has been explored in selected na-tional contexts, comparative analyses remain limited, particularly in Central and Eastern Europe. This article examines how microbreweries stimulate the development of tourism offers in the Visegrad Group countries (the Czech Republic, Slovakia, Poland, and Hungary). The study is based on an online survey conducted among beer consumers from the four Visegrad Group countries (N = 796). Using descriptive and comparative analysis, the research explores tourist motiva-tions, participation in beer-related activities, and consumption patterns associated with microbreweries. The findings demonstrate that microbreweries contribute to tourism development through multiple mechanisms, including the enrichment of experiential and gastronomic tourism, the reinforcement of local identity and authenticity, and the diversification of destination offers. While the Czech Republic represents a mature beer tourism market rooted in brewing heritage, Poland and Hungary exhibit more experience- and lifestyle-oriented patterns, with microbreweries functioning primarily as complementa-ry attractions. Slovakia occupies an intermediate position, emphasizing regional authenticity and expe-riential learning. The study contributes to the emerging literature on beer tourism by providing a comparative perspec-tive on microbreweries as tourism development entities. The results highlight the context-dependent nature of microbreweries’ tourism functions and underline their potential role in strengthening destina-tion competitiveness and diversification within the Visegrad Group countries.
The emergence of COVID-19 in late 2019 necessitated rapid global responses across various sectors, including education. As traditional in-person classes were suspended worldwide, higher education insti-tutions swiftly transitioned to emergency remote learning, presenting educators with unprecedented challenges in curriculum adaptation and delivery. While online learning offered flexibility and interactive tools, technical barriers, pedagogical adjustments, and disparities in access posed significant obstacles. Our survey at Ludovika University of Public Service explored the impacts of digital education on teaching dynamics, student engagement, and overall effectiveness in comparison to traditional methods, reveal-ing mixed experiences and highlighting the need for enhanced protocols and standards in online educa-tion to ensure its quality moving forward. Our results indicate that while there were no significant dif-ferences between students' and instructors' perceptions regarding the depth of knowledge acquisition or support within the virtual learning environment, students reported significantly higher motivation and concentration levels during online education compared to instructors. Technical distractions during online education were also perceived as significantly greater by instructors than by students. Recom-mendations formulated at the conclusion of our study aim to optimise educational practices and ad-dress these findings at Ludovika University of Public Service's Faculty of Law Enforcement.
In times of polycrisis — where multiple social, economic, and environmental crises are overlapping — heritage-based service design offers an opportunity to build communities and empower their identities while helping them adapt to economic conditions. As such, this is a good method of coping with the negative consequences of polycrisis. This paper presents a case study analysis of the Craft School in Ci-eszyn, Poland, as an innovative approach to overcoming systemic uncertainty. Based on the analysis, interviews, and observation, the author demonstrates that craft-based service design may be a way of creating a shared experience and history in a community, which strengthens social ties and builds resil-ience. The applied service design process made it possible to define the needs of the Craft School par-ticipants and, consequently, prepare a relevant curriculum. In effect, the students not only acquired a variety of craft-related skills but also developed strategies that allowed them to face the challenges of the polycrisis situation. The study results highlight the potential of service design in the area of living heritage as a tool that can support individuals and communities in unstable times.
This study aims to evaluate the significance of educational multiculturalism within the educational sys-tem, drawing on key perspectives related to this concept. The research identifies the critical compo-nents necessary for fostering culturally tolerant education. To achieve the study’s objectives, the au-thors employed general scientific research methods, including analysis, synthesis, comparison, and ge-neralization, along with forecasting techniques. Interviews with educational and political figures from various European countries were analysed, focusing on their views regarding multiculturalism in educa-tion. This analysis highlighted prevalent opinions on racial and intercultural differences in today’s world and pinpointed the primary obstacles hindering the implementation of a multicultural approach in Eu-ropean schools. The study proposes several solutions to these challenges, such as enhancing teacher training with a focus on interethnic relations and the cultural characteristics of diverse ethnic groups, and integrating representatives of ethnic minorities into the educational process. A survey was pre-sented as a method to assess the effectiveness of the proposed educational strategies. Ultimately, the study concludes that incorporating multicultural approaches in contemporary education offers clear benefits. The practical significance of this research lies in identifying the connections and methods for integrating a culturally tolerant approach into education, which can enhance the overall educational process.
This article examines how historical underground spaces in Czech cities are being reclaimed as pro-grammable cultural infrastructure. Using nationwide mapping of 26 sites, it combines desk research, site observation, interviews with managers, and analysis of online reviews. It proposes typologies by spatial form, cultural activity, and governance, and shows three levers enable successful reuse: governance partnerships; environmental control and comfort; and legibility with coherent narrative design. These levers convert subterranean specificities such as microclimates and acoustics into accessible expe-riences. Comparative evidence reveals stable pairings between underground types and specific cultural activities. Visitor feedback highlights clear routes, guide quality, safety, and memorable anchors, while humidity, crowding, and accessibility barriers depress satisfaction. The study contributes to debates on adaptive reuse, placemaking, and cultural management by clarifying how subterranean conditions re-shape costs, risks, and experiential value, and by specifying managerial thresholds for dependable, relia-ble year-round programming in mostly medium-sized Central European cities.
The article attempts to define and interpret the concept of the cross-border market for tourism services. In its first part, a systematic literature review focused on the cross-border market, particularly for tour-ism services. The analysis was based on one hundred selected scientific publications written in English and available in the SCOPUS database, using the Bibliometrix (biblioshiny) software. The literature re-view indicates a growing interest among researchers in the issue of cross-border markets. However, there is a noticeable research gap concerning cross-border tourism markets' definition, determinants, and functioning. Therefore, in the second part of the article, based on a critical analysis of the literature and classical definitions of a market, a definition of the cross-border market for tourism services is pro-posed. The structure and determinants of this market within the Polish-Czech borderland are also pre-sented. The author’s findings may serve as a starting point for further in-depth analyses, particularly regarding consumer behavior on the Polish-Czech cross-border tourism market, or the process of shap-ing relationships between tourism providers and recipients of their offer in border regions.
The article aims to identify and characterize consumer segments purchasing services from cultural insti-tutions based on their preferred purchase channel—physical, digital, or hybrid—taking into account demographic variables such as age, gender, place of residence, and level of education. The study was conducted on a nationwide sample of 1,844 respondents who had purchased services from cultural in-stitutions within the past 12 months. The research was carried out using an online survey, and the data were subjected to statistical analysis using segmentation analysis and intergroup comparisons. The analysis's results revealed five distinct consumer segments differing in their preferred method of purchasing cultural services. The largest group consisted of hybrid consumers who balanced the use of both physical and digital channels. Consumers with higher levels of education and residents of large or major cities were significantly more likely to use digital channels. In contrast, older individuals, rural residents, and those with lower levels of education demonstrated a stronger preference for physical access. The findings have important implications for managing cultural institutions, both at the opera-tional level (selection of distribution channels) and at the strategic level (designing customer experience and developing inclusive policies).
