Search

Die Verbindungslinien zwischen Digital Humanities (DH) und Literaturdidaktik sind in Anbetracht des geringen Umfangs bisheriger Ansätze nicht unmittelbar evident. Deswegen thematisiert der erste Teil des vorliegenden Beitrags Berührungspunkte für eine weiterführende literatur- und mediendidaktische Auseinandersetzung. Der zweite Teil skizziert ergänzend Parallelen in der Entwicklung von wissenschaftlicher Methodik im Spiegel der Mediengeschichte und fragt, wie man die eigene Forschungsgeschichte erzählt, wozu der Begriff der ‚Schwellisierung‘ vorgeschlagen wird. Auf diesen Grundlagen wird eine Arbeitsdefinition für literaturdidaktische DH erstellt. Der dritte Teil führt schließlich konkrete Beispiele für DH in der Literaturdidaktik mit einem Schwerpunkt auf der rechnergestützten, quantitativen Analyse von Curricula aus (Distant bzw. Scalable Reading). Abstract (english): Moretti goes Didactics. Quantitative Empirical Research, Thresholdisation and Digital Humanities in Literature Didactics (Focus On Distant / Scalable Reading) Connections between digital humanities (DH) and literature didactics appear to be rather scarce so far, at least with regard to the number of existing attempts. Hence, the first part of the paper at hand addresses potential overlaps for an advanced approach in literature and media didactics. The second part outlines further parallels considering the development of scientific methods as reflected in media history and asking how to tell one’s own history of research. In this context, the article proposes to frame such links as processes of ‘thresholdisation’ and outlines a working definition of DH in literature didactics. The third and last part discusses examples of DH against this background focusing on quantitative analyses of curricula (distant and scalable reading respectively).

The paper discusses the potential of virtual exchange (VE) to promote the development of Internationalization at Home (IaH) approaches. With that aim, the GAZUFES VE project was undertaken in the COVID-19/post-pandemic scenario between two universities in the Global South: one in Brazil and another one in Turkey. The theoretical framework informing the research is that of VE as a strategy to internationalize higher education and English teacher education. The methodology employed is qualitative, using content analysis to analyze data collected through reflection reports, interviews, journals, and observations produced by the project informants: preservice English teachers, researchers, teacher trainers and international relations office (IRO) staff in the two institutions involved in the GAZUFES project. Results of the analysis suggest that the GAZUFES project made a significant contribution to English Language Teaching (ELT) education and IaH in the contexts researched, not least by raising the awareness at the IRO offices and the two institutions about the potential of VE for IaH approaches. The implementation of the GAZUFES project was a teacher-led innovation in the two institutions involved and more work is required to institutionalize VE projects beyond individual teachers’ efforts. Results are discussed in terms of the challenges and benefits of VE for ELT education in general and IaH in particular through the inclusion of voices and perspectives of different agents in the two institutions (student teachers, researchers, teacher trainers and IRO staff) involved in the GAZUFES project.

In task-based mathematics classes, where several solution approaches may be valid, diagnosing students’ solution processes and adaptively supporting them is a significant challenge for teachers. The question arises as to how mathematics teachers can successfully support students in solving these mathematical tasks and which aspects constitute adaptive teaching interventions. However, few studies have analyzed adaptive teaching interventions in the context of mathematics didactics. This paper first presents a detailed model of adaptive teaching interventions. Based on this model, the interventions of four secondary school mathematics teachers were analyzed using two methodological approaches. The applicability of the model was analyzed, and factors that hinder the adaptivity of teachers’ interventions were identified. The results show that 41–63 % of all identified teaching interventions were adaptive. Up to 55 % of the teachers’ interventions took place even though the students were not facing barriers within their learning processes. The sampled teachers faced major difficulties in diagnosing and in addressing the barriers in students’ solution processes. Furthermore, up to 65 % of all teaching interventions analyzed did not enable students to overcome barriers in their solution processes.

Research shows that children aged 3 to 6 years do not fully grasp the concept of geometric shapes. This paper aims to examine children’s intuitive knowledge of triangles and squares. We analysed the effects of distractors on identification and the neglected properties of (non)examples. The purpose of the study was to establish the developmental path in the identification of shapes. It was operationalized by determining types of interfering distractors in shape recognition and properties neglected. The data obtained from individual interviews were processed by the method of statistical and descriptive qualitative analysis. A classification was made of distractors and properties of non-examples affecting identification.

The paper deals with the field of participatory action of individuals placed in professional centres, which represents a special conceptual challenge in both the theory and practice of such engagement. We present the results of a quantitative study involving 231 children/adolescents from all professional centres (more specifically, residential treatment institutions and housing groups) in Slovenia, which provide education for children/adolescents with emotional and behavioural difficulties and/or disorders. The results show that the participatory involvement of children/adolescents in such institution – especially in support processes that have a significant impact on their personal and school/professional biographies – is not encouraging and that, to a greater extent than in traditional forms of residential treatment institutions, it is in the domain of individuals placed in housing groups.

Digital skills are necessary for first-year students at Austrian universities. This paper unveils results from two surveys among first-year students at Graz University of Technology (TU Graz): Pre-Covid-19 data (n=921) is derived from a larger study on digital literacy among first-year students in Styria (Janschitz et al., 2021, N=4,676). The same questions were posed in the 2021 ‘Welcome Days’ survey after the Covid-19 distance learning phases (n=1,207). Surprisingly, the only significant change is a noticeable increase of skills concerning the digital signature. This article additionally presents the development of a lecture on digital skills that was implemented at TU Graz as a massive open online course (MOOC).

Since the Artificial intelligence (AI) revolution catalyzed by ChatGPT, the discourse of students’ digital competence has become prevalent in German higher education institutions (HEIs). While educators recognize the potential for using AI in higher education, concerns persist about students needing more necessary skills. This paper presents findings from a comprehensive lecturer survey that provides insights into educators’ perspectives on the opportunities and challenges associated with AI integration in HEIs. Furthermore, it addresses the conditions required for successful AI implementation in German HEIs to promote, rather than hinder, students’ digital competence and future skills.

Augmented reality (AR) and machine learning (ML) are rapidly growing technologies with immense potential for transforming education. Web-based augmented reality (WebAR) provides a promising approach to delivering immersive learning experiences on mobile devices. Integrating machine learning models into WebAR applications can enable advanced interactive effects by responding to user actions, thus enhancing the educational content. However, there is a lack of effective methodologies to teach students WebAR development with integrated machine learning. This paper proposes a methodology with three main steps: (1) Integrating standard TensorFlow.js models like handpose into WebAR scenes for gestures and interactions; (2) Developing custom image classification models with Teachable Machine and exporting to TensorFlow.js; (3) Modifying WebAR applications to load and use exported custom models, displaying model outputs as augmented reality content. The proposed methodology is designed to incrementally introduce machine learning integration, build an understanding of model training and usage, and spark ideas for using machine learning to augment educational content. The methodology provides a starting point for further research into pedagogical frameworks, assessments, and empirical studies on teaching WebAR development with embedded intelligence.

Education is a basic human category and need. Man is born without any knowledge and experience, and in the process of upbringing and education, he needs to realize himself as an autonomous being. Therefore, it is the task of participants and creators of educational policies to provide methods to achieve this goal. Also, it is necessary to provide a competent teacher who will be able to ensure the fulfillment of educational intentions. Education is dealt with by philosophy and pedagogy. Pedagogy deals with specific issues related to education, and philosophy, within the framework of the philosophy of education, deals with phenomena related to education and educational practice, approaching holistically. In this paper, we will present certain educational attitudes from antiquity, the pragmatist theory of J. Dewey, and indicate which competencies a teacher should possess in modern teaching.

Purpose: This paper provides an overview of studies that integrate adult learners’ perceptions on e-Learning courses related to healthcare, by identifying and describing characteristics and key factors of these courses and by delineating factors that should be considered when designing e-Learning courses for healthcare practitioners. Methods: A scoping review was conducted of studies evaluating university level e-Learning courses in healthcare disciplines (2010–2020), following the PRISMA-ScR method for data identification, screening, selection and extraction. The data was prepared according to the study, participants, and course characteristics as well as the evaluation of learners’ success, engagement and perceptions. Findings: Of the 246 identified studies, 12 met the inclusion criteria for this study. The evaluation of the e-Learning courses in the sample was generally positive for both online and hybrid models for all outcome variables. Three factors influencing the structure, process and outcome quality of e-learning courses stood out: the functionality of the learning management system (LMS) (i.e., structure quality); the importance of real-time interaction and feedback (i.e., process and outcome quality); and the influence of initial expectations on process and outcome quality. Originality: A substantial body of research has addressed issues related to outcomes and course design across e-Learning courses. Yet, there is no consensus on what can be defined as a successful, high-quality e-Learning course from an adult learner’s perspective. This research highlights factors to consider when designing e-Learning courses for healthcare practitioners that integrates the adult learner’s perspective.

RESEARCH OBJECTIVE: Governments across the world were forced to impose social distancing and lockdown measures to prevent the spread of COVID-19, caused by coronavirus SARS-CoV-2 that emerged in December 2019. Following the declaration of COVID-19 as a pandemic, the disruptions, including restrictive measures such as school closures had severe impacts on the physical, emotional and mental health of all people, especially children with special needs. There was also scant data, particularly in low-to-middle-income countries. Existing literature stems mostly from western countries, thus the need to perform a comprehensive review on this topic. THE RESEARCH PROBLEM AND METHODS: The primary objective of the systematic review is to understand the impact of COVID-19 and restrictive measures such as school closures on the educational outcomes and physical and mental health of school-going children with special needs. THE PROCESS OF ARGUMENTATION: This systematic review used the PRISMA 2020 checklist where four databases and grey literature were searched for full text articles, peer reviewed publications in the English language that were published during January 2019–December 2021. RESEARCH RESULTS: The literature search identified 1294 publications, of which 25 key papers were selected. These studies investigate the impact on children with special needs across the globe, with a majority of papers from Europe. We found that COVID-19 and the digitalization of schooling had severe impacts on the physical and mental health of children with special needs and their parents/caregivers. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: These studies highlight the need for an inclusive school environment to ensure that the learning outcomes for children everywhere are achieved. Further, a hybrid model that includes classroom learning with novel inventive methods would be beneficial for children with special needs.

RESEARCH OBJECTIVE: The research investigates how young boys progress in life after the loss of their fathers. It explores the adjustments they make, the coping mechanisms they develop to navigate life, and the male roles they assume in the family. Additionally, it examines how family can aid and support their coping and adjustment process. THE RESEARCH PROBLEM AND METHODS: This study utilises a case study methodology focused on gaining an understanding of the lives of two adolescent boys who experienced the death of their fathers in the early formative years of their lives. THE PROCESS OF ARGUMENTATION: The paper focuses on five themes- family dynamics, life transitions with and without their fathers, post-loss reassignment of family roles, present circumstances, and future goals. RESEARCH RESULTS: A qualitative analysis of the data revealed that participants’ belief systems, family support, and striving toward future goals helped them to be resilient in this event. CONCLUSIONS RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: While most research typically emphasises the negative impacts of death on people, this study demonstrates how individuals’ can be resilient, dependent on both person-related factors and environmental factors. To help adolescents who are grieving become resilient, the paper offers intervention and coping strategies through counselling, the availability of support networks, and combined efforts by the state and educational institutions.

RESEARCH OBJECTIVE: The purpose of this article is to show, based on UNICEF and UNHCR documents, the problems of migrant children that hinder/impede their inclusion in the education of the host community and to identify ways to deal with these problems. THE RESEARCH PROBLEM AND METHODS: Using document analysis, I will answer the following questions: What threats are children on the move exposed to? What are the priority areas for action? How can they be protected and integrated into the new education system? THE PROCESS OF ARGUMENTATION: The paper presents the causes and risks associated with migration for children, important concepts for educational practice, recommendations and proposed solutions RESEARCH RESULTS: The documents show the risks faced by children on the move. Such children are often marginalized and stigmatized in host communities. Ensuring their well-being (meeting their psychological needs and respecting their rights) is a priority and a necessary condition for them to be able to start education. The discussion shows the importance of education in dealing with difficult conditions or in counteracting negative phenomena (discrimination, xenophobia). Education is treated as capital that is supposed to give these children a chance for a better future. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The following conclusions can be drawn for practice from UNICEF and UNHCR documents: children on the move should have the same rights and opportunities for education as their peers in host com- munities; they need friendly and safe places to live, play and learn; children have resources and experiences that should be considered when organizing educational environments.

This paper illustrates the important contribution of Italian university musicology to the training of future music educators, emphasizing the formative role of the history of music (or musics) not only for future musicians or musicologists, but for the training of all students. It also highlights some problematic aspects of the current regulatory framework for the teaching of music history.

The article studies the translation of the Ancient Greek literature into Ukrainian as an important and historically conditioned process that influenced the translation tradition in Ukraine. The authors trace the history of translation dating from the period of Kyivan Rus to modern times by applying linguistic, chronological and thematic approaches. As a result of the conducted study the authors define main directions and trends of assimilation of the classical Ancient Greek literature by the Ukrainian context through translation in its cultural and historical dimension, as well as characterize the translations of the Ukrainian scientists and outline their contribution into the classical literature corpus formation. It has been revealed that in different historical periods, translated literature performed definite functions (it was used in religious worship, as the material for original literature creation, in intellectual discussions). Since the 19th century, there existed a tendency when translators (M. Zerov, I. Franko, Lesya Ukrainka, V. Svidzinskyi, P. Nishchynskyi, M. Rylskyi, G. Kochur, Borys Ten, M. Lukash, M. Moskalenko, A. Sodomora, etc.), guided by their own preferences, cultural trends, national needs, political attitudes, consciously chose original texts for translation, carried out scientific investigations and added commentaries to their publications, thereby creating a scientific discussion in the Ukrainian society. It was also found out that translations of Homer's works into Ukrainian led to the emergence of a certain translational tradition (the same phenomenon is observed in Western Europe), when Ukrainian translators developed a methodology that allowed them not only to convey the ideological and content component of the original poems, but also to reproduce the rhyming of ancient poetry. The paper concludes that modern translators from the Ancient Greek language continue to popularize ancient literature and the legacy of the holy fathers, thereby supporting the continuity of the Ukrainian school of translation.

Different linguistic classifications of Spanish and Slovak make the differences between these two languages. The genetic criterion classifies languages, clustering them into language families, the largest among which is the Indoeuropean one. The typological criterion divides languages according to their grammatical structures. Meanwhile, Slovak is genetically a Slavonic language, and Spanish is a Romance language. Therefore, they both belong to different language families. Also, according to the typological criterion, Slovak is a synthetic language, and Spanish is an analytic language. Based on a theoretical study of the standard features and differences between the Slovak and Spanish verb systems, we formulated the hypotheses about language interferences, which are accepted or rejected at the end of the research. The current research aims to examine the errors in the use of past tenses by Slovak university students who study Spanish as a foreign language, and then analyze where these errors are due to interference with their native language. The present paper observes what errors students make in using past tenses in Spanish. The research question is: What interferences do Slovak learners of the Spanish language experience in the use of past tenses? We applied scientific methods (an observation, a textual analysis, a synthesis) to conduct the study. The first method was an observation. Applying this method made it possible to gather data by watching the process of doing grammatical exercises in Spanish during classes held from September 2020 to May 2022 for the first- and second-year students at the Faculty of Applied Languages of the University of Economics in Bratislava. These students knew English and were generally better at it than Spanish. We also conducted a textual analysis that primarily looked at the learners’ short-text writing skills. We used a form with 30 phrases the respondents needed to complete using past tenses. Then, we assessed the written and spoken communication skills of students. The analysis results show that, on the one hand, most respondents needed help distinguishing between the past continuous and simple past tenses, resulting in misuse. On the other hand, we found some slight errors in phrases in which the present perfect tense was supposed to be used.

The paper calls into question the development of the digital competence of future philologists, taking into account the Turkish and Ukrainian experiences. The study of digital competence development is attracting increasing interest due to a growing need for experts capable of processing the enormous streams of continuously transmitted information and experts willing to improve their digital skills for professional growth. The purpose of the study is to broaden the current knowledge about the ways of developing digital competence. In this respect, the paper investigates two systems of future philologists' training in Ukraine and Turkey in the Digital Tools for Translation course. The authors analyze the experience of the Turkish and Ukrainian higher education institutions regarding the use of appropriate ICT tools using theoretical and empirical methods. Fifty-two future philologists from Turkey and Ukraine took part in the research. The study presents the results from observing the training and interviews with Ukrainian and Turkish students. The Shapiro-Wilcoxon method (non-parametric criterion) was used to verify the results. An analysis has highlighted the positive experience of Turkish universities, which can be implemented in future philologists training in Ukrainian universities. The findings of this study support the idea that the insufficient level of digital competence development lengthens and complicates the period of adaptation of graduates to modern working conditions. The authors found that the integration of Ukrainian higher education into the European higher education area occurs in times of globalization and the digitalization of society, which radically changes the nature of many activities. This research has clearly shown that digital competence development is more effective with the implementation of a holistic approach when students enhance digital competence while acquiring all other competencies. Our research suggests that the digitalization of education reduces the gap between graduates' digital competence level and modern society's expectations.

The study of course leadership in higher education focusses on an understudied area of research, with a limited number of publications discussing the role of the course leader in higher education, and a distinct lack of research on how course leaders in higher education undertake their professional practice. This lack of a pre-existing theory points the researcher towards grounded theory to investigate and generate a new theory on course leaders’ experiences. Since leadership, and therefore course leadership, is an inherent complex social process, selection of grounded theory as a research methodology to explain how course leaders in higher education practice seems a logical choice. Grounded theory has been successfully used to investigate phenomena in education and in leadership practice in other disciplines. We therefore argue that grounded theory is an appropriate selection for research in education and higher education settings for areas of research where no theory currently exists. Moreover, grounded theories focussing on professional practice have been published in various contexts demonstrating that it is an appropriate method for investigating course leaders’ professional practice. Finally, this paper outlines some perceived weaknesses of using a grounded theory approach for researching course leadership, and offers means to navigate these.

En aquest article analitzem la política lingüística en dos països que compten amb diverses llengües oficials, Suïssa i Sud-àfrica, i en els quals el paper de la llengua anglesa ha evolucionat respecte a les llengües "nacionals" locals des de la dècada de 1990. Ens centrem en la política lingüística com a manifestació de les lluites socials i, fent especial èmfasi en l’anglès, estudiem els documents polítics actuals en aquests dos contextos tan diferents. L’ús de la “neutralitat” com a lent analítica ens permet demostrar que la política lingüística va més enllà dels plans d’estudi i de la inclusió o exclusió de les llengües i, al seu lloc, neutralitza les idees socials que estan en consonància amb la concepció d’un futur “d’èxit” en una conjuntura sociohistòrica determinada. Per acabar, reflexionem sobre la neutralitat com a component de les ideologies lingüístiques, en virtut de les quals s’autoritzen llengües específiques per a objectius polítics contingents i canviants, cosa que té conseqüències com ara la inclusió en la política educativa o l’exclusió de la política educativa de determinades llengües i la distribució desigual del coneixement, els recursos i l’autoritat.

Teachers' digital competence has been emphasised for improving quality education at all levels worldwide. In Zanzibar, the educational policy adopted digital lesson content (DLC) for teaching and learning in ordinary secondary schools. The study investigated the teachers' digital competence and factors that affect their use of DLCs for teaching and learning. One fifty-four (154) secondary school teachers from Wete district were given 5-point Likert Scale questionnaires. Inferential and descriptive statistics were used to analyse the collected data with the help of SPSS version 25. The study found that the teachers' digital competence is high for using it in teaching and learning. Also, it was observed that the digital competence of the teachers was significantly associated with their attitude and in-service training. The paper concludes that using DLCs in third-world countries takes work. However, it is possible if the government and private sectors, such as NGOs, invest seriously in secondary school levels. Also, it recommends that responsible leaders distribute digital devices and plan regular in-service training for teachers on integrating DLCs at secondary schools to cope with the global vision of 2025. Last, the paper recommends further study considering a large sample size of secondary schools in Zanzibar through random sampling techniques.

The paper is devoted to using innovative technologies in the professional training of future ship engineers. It highlights the need for tutors to make lessons interesting and exciting and to create a situation where every cadet can be active. The research emphasises that the main target of maritime education today is not just to accumulate knowledge and skills but to prepare cadets as independent subjects of educational activity who can learn and upgrade their knowledge. The article describes the benefits of digital technologies for online maritime education and training, including various videoconference services. It also discusses the psychological theory of learning based on the psychology of human relationships, which is crucial to interactive learning technologies. The paper concludes by describing various technologies for information visualisation, such as cloud technologies and gamification, and recommends tools like Mentimeter, Aha Slides, and Poll Everywhere for collaborative work and knowledge exchange. The research also suggests that using whiteboard resources during Maritime English lessons can serve cadets as a visual platform for displaying essential Maritime English vocabulary, supporting interactive discussions, conducting simulated exercises and role-playing scenarios.

Collaborative Online International Learning (COIL), uses technology to facilitate the engagement of students from different countries in collaborative coursework and sharing of cultural perspectives. The existing literature concerning COIL exchanges points to the need to further explore student satisfaction and engagement with such exchange projects, and whether course learning outcomes are being achieved. This practice paper describes a COIL exchange between students of health psychology at Mary Immaculate College, Ireland, and Sacred Heart University, in the United States. During this 10-week project students were required to engage in synchronous and asynchronous activities. Following the completion of the COIL project, students were given a questionnaire to assess their course satisfaction and whether learning outcomes were achieved. Findings indicate that students were satisfied with the exchange and learning outcomes were met. Overall, COIL may serve as another teaching approach to help students learn course specific material, understand multicultural viewpoints, and enhance their professional skill set.

In recent years we have seen a growing recognition by educators of the value of Virtual Exchange (VE) in the context of Internationalisation at Home (IaH) (de Wit, 2016). Research has shown the benefits of VE for language learners, as it emphasises the development of transferable skills (European Commission, 2021; Godwin-Jones, 2020). In this paper, we report on the development of Erasmus Speaks, an innovative, transnational Virtual Exchange Project offered at a third-level research institution in Ireland in autumn 2020. This new element replaced the Erasmus study-abroad period for over 600 European language students in response to Covid-19 pandemic travel restrictions. The high completion rate of the project, reflected in the large number of Transnational Erasmus+ Project (TEP) digital badges awarded to participants, show that this task-based project met its objectives in relation to language learning, intercultural awareness, digital literacy and transferable skills.

The project titled “Infrastructures for Digital Arts Teaching and Research in Higher Education” (LeFo) funded by the BMBWF between 2020 and 2024 is being carried out at the University of Continuing Education Krems, the University of Arts Linz and the University of Applied Arts Vienna. In addition to the expansion of the Archive of Digital Art (ADA) for research and teaching at universities and the development of innovative New Media Art documentation with VR and mixed-reality experiences, the project supports the establishment of a global network of New Media Art archives. This paper focuses on the (pre)history, special challenges and selected solution approaches of the initiative to date.

Nowadays, there are many online courses like MOOCs (Massive Open Online Courses) available from different providers (e.g. edX, Coursera, openHPI, OpenWHO, iMOOX). To support learners, aggregators like Class Central or MOOChub were established. These aggregators hold catalogs with the offerings of the providers making them a central entry point for the users. Such catalogs are based on metadata, which needs to be formatted in a proper way. This metadata can then be used for filtering courses and recommendation engines also. With more and more emerging AI-based recommendation services for learning opportunities and learning path assistants, the need for well-maintained and meaningful metadata is growing massively. In this paper, we report on our research about different systems for categorizing the fields of study, topic, or subject, which can be used to enhance existing metadata formats. An overview of field of study categorization systems of different entities (e.g. international, national, and private organizations) is given. The systems are compared regarding their usefulness in metadata formats for the description of courses. The results are utilized to refine our own metadata format and represent a further step towards a standardized metadata format for courses and automatically generated metadata.

The paper focuses on the development of the concept of education for sustainable development in the regions where the research is conducted; with the presentation of respondents' opinions for all three observed areas. The author's contribution to this work is reflected in pointing out the basic factors and essential problems that arise when reforming the educational system in order to apply the concept of education for sustainable development. The paper offers solutions to these problems, providing established guidelines on how to reform the education system. In this case, it is about the perception of students of three regional centers - Niš and Kosovska Mitrovica in Serbia, and East Sarajevo - Pala in Bosnia and Herzegovina. The results of our research show that a very small number of students are familiar with the emergence of the idea of OR, which confirms the fact that awareness and especially knowledge of citizens about OR, both at the level of the EU and especially at the level of Serbia, is far from desirable and necessary. The results of the research can be useful for decision makers who participate in the creation of the educational system; and they would be particularly significant for the reform of the education system in Serbia, where education for sustainable development is still viewed as a theoretical rather than a practical issue.

This paper presents a research focused on dance contents, specific dance programs and preschool children motor fitness. The main goal of this paper was to collect and analyze studies that as an experimental treatment had the contents of dance activities and their impact on the preschool children motor fitness. The necessary literature and papers were collected through the following databases: Google Scholar, PubMed, SCI index and the available professional literature at the Faculty of Sport and Physical Education in Niš, as well as other available literature. The following keywords were used: influence, effects, preschool age, preschoolers, exercise, dance, dance activities, motor skills, motor skills and their adequate translation into English. Twelve papers that met the set criteria were selected for the final analysis. The following conclusion was drawn: there is a positive impact of dance contents on the preschool children motor fitness, therefore, they can be recommended for use as the adequate contents of the PE curricula in preschool institutions.

This practice report describes the design and implementation of a collaborative and virtual exchange-embedded virtual summer school for postgraduate students in the context of European Higher Education. The two-week virtual summer school on multilingualism and intercultural learning brought together 40 students who collaborated to produce ten video-case studies based on their experiences as educators in a number of contexts. We share our experiences as organisers and participants and offer insights from the process of planning for, engaging with and evaluating the summer school. Our paper draws on quantitative and qualitative data, i.e., a pre and post summer school survey, a qualitative evaluation questionnaire and a student-participant account to evidence how the experience benefitted participants. Our findings demonstrate the effectiveness of the model presented here: participants’ understanding of key concepts of interculturality and multilingualism increased, there was a statistically significant difference in perceived development of digital competences and presentation skills, and more than 90% of the participants were very satisfied with their training and international collaboration opportunities. In conclusion, we propose a set of learning points that may support others to design and deliver a collaborative model of summer school and the use of ‘skills passports’ in alternative to accreditation.

This paper explores the application of Agile frameworks in education to enhance the learning process. The lack of a generalized approach to Agile in education prompted an analysis and comparison of various frameworks, including Scrum, eduScrum, Agile Learning Loops (ALL), and other Scrum-based approaches. The Agile Manifesto was also reinterpreted for educational settings. The review highlights the differences and similarities among these frameworks in terms of their suitability for education, support for classic increments, project-based approach, documentation, technological stack, and role distribution. The analysis concludes that while Agile is increasingly used in education, there is no standardized methodology. The reviewed frameworks offer valuable insights, but their implementation requires experimentation and adaptation to individual educational contexts.

RESEARCH OBJECTIVE: The aim of the paper was to discuss a function of passion in professional personal lives of eminent Cracow musicians. THE RESEARCH PROBLEM AND METHODS: The paper raises the problem of the role of passion in the process of shaping musical eminence, answers the question of the scope of experiencing it as well as it manifesting in activities of outstanding individuals. In conducted research and interpretations, the qualitative perspective and biographical method were applied. The leading technique was problem-concentrated qualitative interview, partially structured, carried out with ten eminent instrumentalists. THE PROCESS OF ARGUMENTATION: The theoretical basis for this reading of the experience of educational biographies was provided by the Model of Authentic Vocation of J. Weller and the Dualistic Model of Passion of A. Bonneville-Roussy, G. Lavigne and R. Vallerand. The interpretations of the research material described the topography of experiencing passion. RESEARCH RESULTS: The article describes autonomous passion associated with musical mastery, instrumental motivation to practice, as well as distinguishes important factors that determine the experience of passion, persistence or burnout (tenacity, ambition, community transfer, conflict of motives, work overload), and concretizes the qualities of musical passion of outstanding musicians: professionalization, love of music, integrity, creativity, strength and determination in pursuit of goals, as well as humility in the face of challenges. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: Deciphering the senses and meanings that prominent Cracow musicians attributed to passion suggests that it was autonomous, harmonious and instrumental, motivated by the pursuit of mastery, and that the trajectories of the musicians’ professional biographies were a manifestation of a “professionalization of passion,” which formed the core of their educational experience and constituted and defined their life creed.

Der Beitrag untersucht am Beispiel von vier kanonischen Gedichten, was das Schreibprogramm ChatGPT leistet, wenn man es zum Verfassen analytischer Texte auffordert. Er fragt, inwiefern künstliche Intelligenz Schreibaufgaben im Bereich der Lyrikanalyse meistern kann, welche in der Schule vorkommen, und was für Rückschlüsse dies bezüglich Software und schulischer Anforderungen erlaubt. Nach einer Erläuterung der Voraussetzungen der Untersuchung werden schriftliche Ergebnisse von ChatGPT vorgestellt, die die Bereiche Thema, Form, Sprachbildlichkeit und Perspektive betreffen. Die Qualität der Ergebnisse ist sehr unterschiedlich. Sie ist am besten, wo vergleichsweise allgemeine Formulierungsmuster als Beschreibung des individuellen Textes verstanden werden können, nämlich im Bereich von Themenbestimmung oder inhaltlicher Interpretation. Sie ist am schwächsten, wo diffizile analytische Fragen zu bewältigen sind, also Formfragen oder solche der literarischen Bildlichkeit. Abschließend diskutiert der Beitrag, was ‚Schreiben‘ in Anbetracht von Digitalität und neuen Textgeneratoren meint und was dies für den Literaturunterricht bedeutet. Abstract (english): Writing through Artificial Intelligence. ChatGPT and automated poetry analyses By using four canonical poems, the paper investigates the performance of writing program ChatGPT when asked to write analytical texts. The paper examines to what extent artificial intelligence can master writing tasks in the field of poetry analysis that occurs in school, and what conclusions can be drawn with regard to software and school requirements. After an explanation of the preconditions of the study, written results from ChatGPT are presented. They concern topic, form, imagery and perspective of the poems. The quality of the results varies widely. It is best where comparatively general formulation patterns can be perceived as describing the individual text, namely in the area of determining topics or interpreting content. It is weakest where difficult analytical questions have to be dealt with, i.e., questions of form or those of literary imagery. Finally, the article discusses what ‚writing‘ means in the age of digitalization and new text generators and what this implies for the teaching of literature.

The paper aims to explore mental calculation strategies and the frequency of their application in tasks. In the paper, we categorized mental calculation strategies related to four basic mathematical operations, looked at several different strategies used by students in a test containing mental calculation tasks, and presented an overview of the interview results. We also analyzed age-related differences in the number of strategies applied by participants. It was found that Mathematics in school does not always contribute to the development of and flexibility in the use of mental calculation strategies. One apparent reason is student preference for previously acquired written algorithms.

Strategic thinking games development is an important topic in the modern world, and the digitalization wave also influences this movement. In this research paper, the possibilities of creating an online version of an educational game, called EDIPS2 (Edutainment for Designing Integrated Product-Service System), that requires communication, was researched and discussed. It is a German version of a serious game EDIPS, which was created by Shimomura Laboratory at the Department of System Design at Tokyo Metropolitan University. Its purpose is to promote strategic thinking and collaboration between experts in design and in business of product service systems (PSS) through playful online-entertainment.

This paper aimed to present the regional differences in literacy between the former Yugoslav republics with special reference to internal discrepancies in Montenegro. Gender gaps took a central place in the analysis. First, we gave a brief historical overview of the various attitudes towards schooling in the Balkan, divided between the great empires. Religion, finance, government policy, and social norms contributed greatly to the results that persisted during the interwar period. After the Second World War, intensive literacy courses for adults and the expansion of school infrastructure created conditions for significant enhancement. Statistics are a basic source of data. They are methodologically compatible and could be beneficial for some further research in this field. Comparisons were made between republics, as well as within Montenegrin regions. The explanation of the gap between the male and female population is based on complex historical and socio-political circumstances that could be the subject of interdisciplinary research in history, geography, sociology, anthropology, economics, etc. These various factors had an intensive and long-term impact on literacy. However, with coexistence in Yugoslavia, the differences between the republics were reduced to such an extent that they almost disappeared at the beginning of the 21st century. The main reasons are the expansion of the school infrastructure, stricter compliance with mandatory school attendance, but also the state’s insistence on the importance of education. A similar situation is in Montenegro, where illiteracy persists only in closed and marginalized groups. There, poverty is a dominant factor in illiteracy.

This paper identifies the transitivity strategies used in six picture books that aim to challenge gender stereotypes. They were selected because of the large number of commonalities they share; they are all authentic texts, written in English and were not created for experimental purposes. In addition, the selected stories are intended for children (four to nine years old). The theoretical frameworks adopted are SFL (Halliday 2004) and Visual Social Semiotics (Kress and van Leeuwen 2006, Painter et al. 2013). The findings show that the meaning load carried by embedded images (action plus reaction), together with verbal and mental processes of perception, provides essential cues for fostering progressive gender discourses. The analysis also demonstrates that metonymies are essentially used to highlight important aspects of the plot that challenge gender stereotypes.

Within online learning environments research, this paper identifies four remote-learning models that have characterised the use of the OpenMWS platform within the processes of selection, transcription, annotation and concordance-like searches characterising video corpus construction and analysis. They relate to student tasks such as the creation of video corpora ex novo when completing dissertations, traineeships, group project work and with remodelling existing video corpora to meet the needs of new audiences such as primary and secondary schoolchildren. The paper makes reference to how analytics records student interactions with the platform, an approach inviting students to reflect on their own learning trajectories.

Through first-hand experiences undertaken with students using the OpenMWS platform (Taibi 2020), the paper reports on the progress made by second-year language degree students in English linguistics at the University of Messina as regards their use of online corpus construction, annotation and search tools when exploring video genres. The paper describes the ways in which participation in the Messina OVP (Online Video Project) on schools in the British Isles during and after the Covid crisis has proved beneficial for the students in question, both in terms of acquiring textual competences and as regards creating new interactive communities (Vasta and Baldry 2020; Baldry et al 2022).

This paper presents tools which can be used to measure multimodal literacy and metasemiotic awareness in students. The results are interesting within the context of multiliteracy development both in terms of the individual student over time or in comparison to other students within a specific course, as well as when comparing data from larger cohorts for example differences in level or orientation of education, age, regional, territorial, national and so on to see patterns or strengths and weaknesses in multimodal literacy within a wider perspective.

This practice report describes an annual Collaborative Online International Learning (COIL) project between a content course taught in English at a university in Japan (JPU) and a Japanese-language course at a university in the U.S. (AMU). Shared learning objectives include practicing communicative skills in the target language and engaging in critical writing in the target language, reflecting on the discussions. There are two sets of activities: (1) JPU-centered, English-based activities and (2) AMU-centered, Japanese-based activities, which take place concurrently. Some activities are done individually (e.g., discussion posts, journals, and reflection papers), while online discussions are conducted in transpacific groups both in class and outside the class period. After six weeks of collaboration, each student writes a reflective, multi-draft essay in the target language. Running the two sets of activities can confuse students easily and requires careful preparations, clear instructions, and a high level of instructor involvement. Various modifications have been made for improvements since the initial implementation in 2019 to provide a learning environment that allows for a more in-depth and diverse exchange of perspectives (Nishio et al., 2020). Flexibility is key to success for educators to help maximize student learning in COIL.

Die Recherche und kompetente Nutzung und Bewertung von Informationen im Netz gilt als Schlüsselkompetenz in der Kultur der Digitalität. Für den Deutschunterricht ist das Internet u.a. in Bezug auf sprachliche Fragen ein relevantes Recherchemedium. Wer eine sprachbezogene Frage hat (Orthographie, Grammatik, Semantik, Pragmatik), schlägt in der Regel nicht mehr im Wörterbuch nach, sondern konsultiert eine Suchmaschine oder ein Online-Wörterbuch. Innerhalb der Deutsch- und Mediendidaktik sowie der Lexikographie gibt es bislang kaum Erkenntnisse dazu, wie Schülerinnen und Schüler sprachbezogene Fragen mit Hilfe des Internets beantworten. Darüber hinaus fehlen in der Sprachdidaktik Studien, die die Nutzung sprachlicher Informationen wie z.B. lexikographischer Angaben bei sprachreflexiven Aufgaben untersuchen. Das vorliegende Forschungsprojekt greift das daraus resultierende Desiderat auf, die Internetnutzung von Schülerinnen und Schülern der Sekundarstufe I am Beispiel von sprachlichen Fragen empirisch zu explorieren und die Recherche zu sprachbezogenen Fragen als metasprachliche Handlung (vgl. Bredel 2007) zu analysieren. Abstract (english): Students‘ language-related web search Searching, using, and evaluating information on the Internet is considered a key skill in the digital age. In the context of German classes, the Internet is an important research tool for language-related questions: Language-related problems are lookedup in online dictionaries or by using search engines. Little is known about how school students research language-related issues on the internet and how they use, for example, lexicographic information in language-related problem solving. This paper presents a research project which aims to investigate language-related web search behavior of secondary school students as well as the language related thinking that accompanies this process.

Die gesamtgesellschaftlichen Umstellungsprozesse im Kontext von Digitalisierung und Digitisierung haben längst und umfassend auch die traditionelle Konzentration auf den papiernen Text als Gegenstand geisteswissenschaftlichen Studierens und Forschens sowie die Anleitung von Lern- und Rezeptionsprozessen in der Präsenzlehre erfasst. Dieser Transformationsprozess ist durch die Covid-19-Pandemie weniger erzeugt denn intensiviert worden. Augenfällig ist in jedem Fall der Bedarf an fachwissenschaftlich und technisch professionell aufbereiteten digitalen Lehr‐Lern‐Materialien, um in diesem Wandel die wissenschaftlichen Standards akademischer Lehre zu behaupten und weiter zu verbessern. Der Beitrag zeigt am Beispiel des Modellprojekts KoLidi (Kollaborative Literaturgeschichte digital und interaktiv) der Universitäten Bielefeld, Paderborn und der Bergischen Universität Wuppertal die Möglichkeiten digitalen Lehren und Lernens innerhalb eines traditionell buchzentrierten und lektüreintensiven Fachs auf. Das Projekt stellte einen breit gelagerten Versuch zur hochschuldidaktisch und fachwissenschaftlich qualifizierten Aufbereitung von Seminaren im digitalen Raum auf Basis der technischen Möglichkeiten von Lernmanagementsystemen (LMS) dar. Im Zentrum des Beitrags stehen die digitale kollaborative und interaktive Gestaltung von Rezeptions‐ und Textproduktionsprozessen sowie die in digitale Formate ‚übersetzte‘ Lese‐ und Schreibbegleitung. Abstract (english): Processes of digitization and digitalization fundamentally transform our societies. More precisely, they have long since comprehensively impacted the traditional focus on paper-printed texts as a commodity of studies and research in the humanities. Furthermore, they have largely affected learning and reception processes in faceto-face classroom situations. Less has this transformation been generated by the Covid-19-pandemic than it has become visible through it. Needs for professionally prepared digital teaching and learning materials have become obvious, in order to maintain and further improve the scientific standards of academic teaching in digital times. For disciplinary subjects, like literary history, that traditionally focus on books and large amounts of more or less analogue readings this has become an urgent challenge. Using examples from the pilot scheme KoLidi (‘Kollaborative Literaturgeschichte digital und interaktiv’, which roughly translates into ‘Collaborative and Interactive Approaches for Digital Literary History), this article presents well working ways of digital mediation of German-language literary history. The project was carried out conjointly by scholars from the universities of Bielefeld, Paderborn and Wuppertal. It is an effort to set up a didactically and technically qualified digital working environment and study materials at university level within a Moodle-based learning management system. The paper focuses, on the one hand, on digital, collaborative and interactive processes of reception and textual production as well as their designs. On the other hand, it discusses how reading and writing scenarios can be converted into digital formats and how students are best supported in reading and writing processes.

In diesem Beitrag werden die drei Bereiche der Rechtschreib-, Schreib- und Mediendidaktik miteinander verknüpft. Im Anschluss an eine Einführung, die Zusammenhänge von Rechtschreiben und Textschreiben im Rechtschreibunterricht beleuchtet, werden digitale Korrekturhilfen als eine Möglichkeit zur Unterstützung der sprachformalen Textrevision vorgestellt. Den theoretischen Grundlagen folgt ein Einblick in die qualitative Pilotstudie zur Erprobung einer digitalen Korrekturhilfe, die im Rechtschreibunterricht der Primarstufe und Sekundarstufe I eingesetzt wurde. Die Durchführung und die Erkenntnisse der Pilotstudie werden vorgestellt und kritisch diskutiert. Ein besonderer Fokus liegt dabei vor allem auf der Konzeption der profilierten Schreibaufgaben, die für die Textproduktion eingesetzt wurden. Anhand der Erkenntnisse aus der Pilotstudie werden Potenziale sowie Herausforderungen zum Einsatz digitaler Korrekturhilfen im Rechtschreibunterricht identifiziert. Mithilfe dieser Potenziale und Herausforderungen sollen zukünftig Fördermaßnahmen zum Umgang mit digitalen Korrekturhilfen für eine Interventionsstudie entwickelt werden. Ziel des gesamten Forschungsvorhabens ist es, den Einsatz digitaler Korrekturhilfen im Rechtschreibunterricht der Primarstufe und Sekundarstufe I kritisch zu beleuchten, didaktisch zu rahmen und empirisch zu überprüfen. Abstract (english): Use of digital correction aids in spelling lessons. Initial findings from a pilot study at primary and lower secondary level In this paper, the three areas of spelling, writing and media didactics are linked. Following an introduction, which highlights the connections between spelling and text writing in spelling lessons, digital correction aids are presented as a possibility to support language-formal text revision. The theoretical foundations are followed by an insight into the qualitative pilot study to test a digital correction aid that was used in primary and lower secondary school spelling lessons. The implementation and findings of the pilot study are presented and critically discussed. A particular focus is placed on the design of the profiled writing tasks that were used for text production. Based on the findings from the pilot study, potentials as well as challenges for the use of digital correction aids in spelling lessons are identified. With the help of these identified potentials and challenges, support measures for dealing with digital correction aids will be developed for an intervention study in the future. The aim of the entire research project is to critically examine, didactically frame and empirically test the use of digital correction aids in spelling lessons at primary and lower secondary level.

Gegenstand des vorliegenden Beitrags ist die Entwicklung einer alternativen theoretischen Perspektive auf das digitale Schreiben. Dazu wird zunächst dargelegt, dass die Schreibforschung den Computer bislang anthropozentrisch und instrumentalistisch deutet – als ein vom Menschen beherrschtes Werkzeug zur Produktion von Texten. Davon Abstand nehmend, wird ein theoretischer Ansatz herausgearbeitet, der an Begriffe und Konzepte aus der Literaturwissenschaft, Kommunikationswissenschaft und Soziologie anschließt. Danach ist der Computer als ein „Hardware-Software-Ensemble“ zu verstehen, das einen medialen „Eigensinn“ besitzt und als „Partizipand“ auf unterschiedlichen „Aktivitätsniveaus“ in Schreibpraktiken „koaktiv“ ist, indem es „Gebrauchssuggestionen“ aussendet, die alle Facetten des Schreibens prägen. Am Ende des Beitrags werden drei Impulse für die weitere Forschungsdiskussion gegeben. Abstract (english): The Computer (Co-)Creates. Digital Writing with Word, WhatsApp, ChatGPT & Co. as a Co-Activity Between Man and Machine The subject of this paper is the development of an alternative theoretical perspective on digital writing. To this end, it is first shown that writing research has so far interpreted the computer in an anthropocentric and instrumentalist manner – as a tool controlled by humans for the production of texts. Leaving this aside, a theoretical approach is elaborated that draws on to terms and concepts from literary studies, communication studies, and sociology. According to this approach, the computer is to be understood as a „hardware-software ensemble“ that possesses a medial „stubbornness“ and is „co-active“ as a „participant“ at different „levels of activity“ in writing practices by emitting „suggestions of use“ that influence all facets of writing. At the end of the paper, three impulses for further research discussion are given.

In dem Beitrag werden Ergebnisse aus zwei Studien vorgestellt, in denen Deutschlehrkräfte und ihre Vertrautheit mit, ihre Nutzung von und ihre Einstellung zu digitalen Medien untersucht worden sind. In der eigenfinanzierten DIDID-Studie („Digitales Distanzlernen im Deutschunterricht während der Corona-Pandemie“), an der von November 2020 bis März 2021 auf Basis eines Online-Fragebogens 1981 Deutschlehrkräfte teilgenommen haben, sind Daten zu digitalen Kompetenz-, Einstellungs- und Nutzungsmustern von Deutschlehrkräften in Bezug auf digitale Medien während der Corona-Pandemie gewonnen worden. In der von der DFG 2021/22 geförderten GETDIME-Studie (“Effects of the Covid Pandemic on German Language and Literature Teachers and their Familiarity with, Use of and Views on Digital Media”) wurden auf Basis unveröffentlichter Daten in der ICILS-Studie 2018 digitale Kompetenz-, Einstellungs- und Nutzungsmuster von Deutschlehrkräften vor der Corona-Pandemie untersucht. Die Extrapolation von Grundprofilen der Deutschlehrkräfte in DIDID und ICILS ermöglichte einen unmittelbaren Vergleich. Dieser lässt eine leichte Progression der in DIDID untersuchten Deutschlehrkräfte in ihrer Vertrautheit mit, Nutzung von und Einstellung zu digitalen Medien während der Corona-Pandemie gegenüber den in ICILS 2018 teilnehmenden Deutschlehrkräften vor der Pandemie erkennbar werden. Dabei zeigt sich ein deutlich erhöhtes Fortbildungsinteresse und ein klarer konturierter Fortbildungsbedarf. Abstract (english): German teachers and their familiarity with, use of, and attitutes toward digital media during and before the Corona pandemic in Germany. Finding from two studies. This paper presents results from two studies that investigated German teachers and their familiarity with, use of, and attitudes towards digital media. In the self-funded DIDID study („Digital Distance Learning in the German Classroom during the Corona Pandemic“), in which 1981 German teachers participated from November 2020 to March 2021 on the basis of an online questionnaire, data on digital competence, attitude and usage patterns of German teachers with regard to digital media during the Corona Pandemic were obtained. In the GETDIME study („Effects of the Covid Pandemic on German Language and Literature Teachers and their Familiarity with, Use of and Views on Digital Media“), funded by the DFG 2021/22, digital competence, attitude and usage patterns of German teachers prior to the Corona Pandemic were investigated on the basis of unpublished data in the ICILS study of 2018. The extrapolation of basic profiles of German teachers in DIDID and ICILS enabled a direct comparison. This reveals a slight progression of the German teachers studied in DIDID in their familiarity with, use of and attitude towards digital media during the Corona pandemic in comparison with the German teachers participating in ICILS 2018 before the pandemic. This reveals a clearly increased interest in further training and a clearly contoured need for further training.

The focus of this paper is to contribute to the conversation about 21st century teaching skills from the vantage point of appropriate language-in-education policies for this context that keep the development of 21st century skills in mind. The approach taken was to use language portrait data gathered among students at the North-West University (NWU) in South Africa to establish the nature of their language repertoires and to investigate the relationships between the languages in the repertoire of the participants and 21st century skills. The findings from these analyses were then used to capture recommendations for appropriate 21st century language-in-education policies. The main findings from the analyses are that the participants display multilingual profiles, and that the languages included in the repertoires of the participants perform different functions. The analysis approach towards the language portraits seems to hold great potential to link the information provided in language portraits more directly to language-in-education policies.

This paper focuses on the moral, social, and emotional dimensions of distance learning during COVID-19, as these dimensions have been neglected in most studies. The results of our study show that most primary school teachers (n=71) mostly pursued these dimensions unsystematically or not at all. They focused mainly on pupils’ interpersonal relationships and discipline, less on their motivation and well-being. Most teachers expressed a negative opinion about the possibility for addressing these dimensions, many understanding this as the parents’ duty. Therefore, if distance learning is reintroduced, it would be important to think about the possibilities and to create guidelines that include these dimensions.

In this paper, we present a comparative analysis between registered gifted Slovenian, Gambian, and Indian students in which we sought to find out how they perform in solving selected mental tasks, where we were focused on logical-mathematical and spatial intelligence as a function of the social environment from which the students came. We found that the results for the test groups differed. Out of ten task sets, Slovenian students performed better than their Indian and Gambian peers in as many as seven task sets; in four tasks we found a statistically significant difference between Slovenian and Indian children, and a comparison between Slovenian and Gambian students shows that Slovenian children scored better on mental task sets in all groups.

The paper examines the role of the picture book as a learning resource in preschool mathematics education and illustrates the possibilities for its application. The paper aims to examine whether preschool teachers use picture books in preschool mathematics education, what areas of mathematics they most use these for, and whether they recognize methodological advantages to their application. Results show that half of preschool teachers use the picture book as a teaching resource in preschool mathematics education, that it is mostly used to develop the concept of natural numbers and spatial relations, as well as that teachers clearly perceive methodological advantages.

The aim of this paper was to examine students’ attitudes towards teaching styles before and during the COVID-19 pandemic. Mean values were calculated using descriptive statistics, and the T-test for independent samples was used to determine the existence of statistically significant differences between groups. After testing the difference in student assessment of the teachers’ style in two different school years, no statistically significant difference was found, potentially owing to student adaptation to the situation. A positive- sign correlation coefficient between the democratic and laissez-faire styles was recorded at a significance level of p

This paper highlights the crucial need to establish clear criteria and indicators for assessing the effectiveness of the scientific activity of research and academic staff. By carefully examining different dimensions of research activity, this study identifies and describes a comprehensive set of criteria and relevant indicators. These include involvement in project competitions (preparation, participation, and student engagement), scholarly publication outputs (journals, conferences, monographs, and student mentoring), scientometric measures (indexing and citations), altmetric considerations (digital repositories, online presence, and social media impact), expert contributions (peer review, committee participation, editorial roles, and conference organization), and representative scholarly achievements (dissertation defense, academic and honorary titles, awards, supervision, international engagement, and language skills). It is emphasized that these identified criteria can be categorized into publication and dissemination, exploitation, and impact on the academic community. By using this comprehensive framework, educational institutions can effectively assess the quality, impact, and contribution of the activities of research and academic staff, thereby promoting research excellence and educational progress.