kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.19.4.04IDEYVMkvmolur-80Research ArticleСтатьиМнения родителей об учебных планах по предмету технологияParents’ Views on the Technology Curriculumhttps://orcid.org/0000-0001-8592-7451ГашковаА.HaškováA.

Алена Гашкова

Нитра

Alena Hašková

Nitra

ahaskova@ukf.skhttps://orcid.org/0000-0002-4735-8160ВалентоваМ.ValentováM.

Моника Валентова

Нитра

Monika Valentová

Nitra

mvalentova2@ukf.skhttps://orcid.org/0000-0002-6623-7487БречкаП.BrečkaP.

Петер Бречка

Нитра

Peter Brečka

Nitra

pbrecka@ukf.skУниверситет им. Константина Философа в НитреСловакияConstantine the Philosopher University in NitraSlovakia2024031020251943749Copyright © Гашкова А., Валентова М., Бречка П., 20252025Гашкова А., Валентова М., Бречка П.Hašková A., Valentová M., Brečka P.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/80

В сентябре 2023 года в Словакии вступила в пилотную фазу реформа учебных программ начальных и средних школ, объявленная Министерством образования, исследований, развития и молодежи Словацкой Республики в 2020 году. На этом этапе первые школы начали преподавать по новым Государственным образовательным программам, а с сентября 2026 года ожидается, что все школы будут преподавать по ним. В статье авторы представляют отдельные результаты исследования, проведенного в рамках подготовки реформы учебных программ в трех регионах Словакии с целью выяснить мнение родителей о программах такого школьного предмета, как технология. В каждом из трех выбранных регионов в опросном исследовании участвовали две городские и две сельские школы. Родителей учеников, посещающих данные школы, спрашивали, какие темы, по их мнению, должны преподаваться в рамках технологии как школьной дисциплины. Собранные данные анализировались, с одной стороны, по всей выборке респондентов, без их дифференциации, а с другой – в зависимости от факторов сегментации респондентов, а именно: пол ребенка (дочь или сын) и местоположение школы (сельская – городская). Целью анализа было выявление значимых различий между результатами, полученными от каждой из этих подгрупп.

In September 2023, in Slovakia a curriculum reform of primary and secondary schools, announced by the Ministry of Education, Research, Development and Youth of the Slovak Republic in 2020, has entered in its pilot phase. In this phase first schools have started to teach according the new State Educational Programs, while from September 2026 all schools are expected to teach according to them. The paper presents the selected results of a cross-sectional survey research carried out in three regions of Slovakia with the aim to explore the opinions of parents on the technology curriculum. In each of the three selected regions two urban and two rural schools were involved in the survey research, i.e. parents of pupils attending the given schools were asked which thematic units in their opinion should be taught in technology classes. The collected data were analysed for the whole sample of the respondents, without any differentiation, and in dependence on the segmentation factors of the respondents, which were gender of their children (daughter or son, i.e. male or female) and affiliation of their children to the school they attended (rural school – urban school). The analyses were performed to find out possible significant differences among the results recorded for each of these sub-groups in dependence on the stated segmentation factors.

начальная и средняя школа (ISCED 1 – 3)реформа учебных программтехнологическое образованиеобязательный школьный предмет технологияprimary and secondary schools (ISCED 1–3)curriculum reformtechnology educationtechnology as a compulsory school subjectReferencesBerends, M., Bodilly, S., & Kirby, S. (2002). Facing the Challenges of Whole-School Reform: New American Schools After a Decade. RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR1498.htmlBerends, M., Bodilly, S., & Kirby, S. (2002). Facing the Challenges of Whole-School Reform: New American Schools After a Decade. RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR1498.htmlCedefop. (2015). Skill Shortages and Skill Gaps in European Enterprises: Striking a Balance between Vocational Education and Training and the Labour Market. Cedefop Reference Series No 102. https://www.cedefop.europa.eu/en/publications/3071Cedefop. (2015). Skill Shortages and Skill Gaps in European Enterprises: Striking a Balance between Vocational Education and Training and the Labour Market. Cedefop Reference Series No 102. https://www.cedefop.europa.eu/en/publications/3071Drucker, T. (2023). Kurikulárna reforma na základných školách je o zmene vzdelávania. Trend. sk. https://www.trend.sk/spravy/kurikularna-reforma-zakladnych-skolach-je-zmene-formy-vzdelavania-tvrdi-tomas-druckerDrucker, T. (2023). Kurikulárna reforma na základných školách je o zmene vzdelávania. Trend. sk. https://www.trend.sk/spravy/kurikularna-reforma-zakladnych-skolach-je-zmene-formy-vzdelavania-tvrdi-tomas-druckerĎuriš, M. (2019a). Problematika technického vzdelávania so zameraním na predmet technika v základnej škole [Issue of technology education with focus on the subject of technology at basic school]. Technika a vzdelávanie, 8(1), 47–49.Ďuriš, M. (2019a). Problematika technického vzdelávania so zameraním na predmet technika v základnej škole [Issue of technology education with focus on the subject of technology at basic school]. Technika a vzdelávanie, 8(1), 47–49.Ďuriš, M. (2019b). Rodičia by mali byť proti tomu, aby sa namiesto vyučovania techniky žiaci zametali školský dvor a zbierali odpadky [Parents should be against pupils sweeping the school yard and picking up trash instead of teaching the subject of technology]. https://www.eductech.sk/novinky/profesor-milan-duris-ak-sa-technickemu-vzdelavaniu-nedostane-podpora-bude-nadalej-v-uzadi/Ďuriš, M. (2019b). Rodičia by mali byť proti tomu, aby sa namiesto vyučovania techniky žiaci zametali školský dvor a zbierali odpadky [Parents should be against pupils sweeping the school yard and picking up trash instead of teaching the subject of technology]. https://www.eductech.sk/novinky/profesor-milan-duris-ak-sa-technickemu-vzdelavaniu-nedostane-podpora-bude-nadalej-v-uzadi/Fullan, M. (2015). The New Meaning of Educational Change (5th ed). Teachers College Press.Fullan, M. (2015). The New Meaning of Educational Change (5th ed). Teachers College Press.Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. OECD Education Working Papers, No. 239, EDU/ WKP(2020)27. OECD Publishing. https://dx.doi.org/10.1787/efe8a48c-enGouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. OECD Education Working Papers, No. 239, EDU/ WKP(2020)27. OECD Publishing. https://dx.doi.org/10.1787/efe8a48c-enHapalová, M., Pupala, B., & Fridrichová, P. (2021). Kurikulárna reforma základného vzdelávania: východiská a ciele [Curricular reform of primary and lower secondary education: starting points and goals]. Školský portál, https://www.skolskyportal.sk/vzdelavanie-vychova/kurikularna-reforma-zakladneho-vzdelavania-vychodiska-cieleHapalová, M., Pupala, B., & Fridrichová, P. (2021). Kurikulárna reforma základného vzdelávania: východiská a ciele [Curricular reform of primary and lower secondary education: starting points and goals]. Školský portál, https://www.skolskyportal.sk/vzdelavanie-vychova/kurikularna-reforma-zakladneho-vzdelavania-vychodiska-cieleHašková, A., & Bánesz, G. (2015). Technika na základných školách – áno alebo nie [Technology at basic schools – yes or no]. Verbum.Hašková, A., & Bánesz, G. (2015). Technika na základných školách – áno alebo nie [Technology at basic schools – yes or no]. Verbum.Hašková, A., & Lukáčová, D. (2023). Content analysis of the subject of technology at basic schools in Slovakia within the context of the upcoming education reform. TEM Journal, 12(3), 1566–1574. https://doi.org/10.18421/TEM123-38Hašková, A., & Lukáčová, D. (2023). Content analysis of the subject of technology at basic schools in Slovakia within the context of the upcoming education reform. TEM Journal, 12(3), 1566–1574. https://doi.org/10.18421/TEM123-38Hašková, A., & Lukáčová, D. (2022). The Curriculum Reform as a Means to Upgrade Technology Education at Lower Secondary Schools in Slovakia. Education and Self-Development, 17(4), 83–93. https://doi.org/10.26907/esd.17.4.07Hašková, A., & Lukáčová, D. (2022). The Curriculum Reform as a Means to Upgrade Technology Education at Lower Secondary Schools in Slovakia. Education and Self-Development, 17(4), 83–93. https://doi.org/10.26907/esd.17.4.07Humajová, Z., & Pupala, B. (2008). Podoby školskej reformy. In Humajová, Z., Kríž, M.,Pupala, B. & Zajac, P. (Eds.), Vzdelávanie pre život: Reforma školstva v súvislostiach (pp. 17–32). [Education for life: Education reform in context]. Konzervatívny Inštitút M. R. ŠtefánikaHumajová, Z., & Pupala, B. (2008). Podoby školskej reformy. In Humajová, Z., Kríž, M.,Pupala, B. & Zajac, P. (Eds.), Vzdelávanie pre život: Reforma školstva v súvislostiach (pp. 17–32). [Education for life: Education reform in context]. Konzervatívny Inštitút M. R. ŠtefánikaIlčíková, E. (2023). Kurikulárna reforma techniky z pohľadu rodičov [Curricular reform from the parents’ point of view]. [Diploma thesis, Constantine the Philosopher University in Nitra].Ilčíková, E. (2023). Kurikulárna reforma techniky z pohľadu rodičov [Curricular reform from the parents’ point of view]. [Diploma thesis, Constantine the Philosopher University in Nitra].Janeček, S. (2023). Kurikulárna reforma techniky z pohľadu rodičov [Curricular reform from the parents’ point of view] [Diploma thesis, Constantine the Philosopher University in Nitra].Janeček, S. (2023). Kurikulárna reforma techniky z pohľadu rodičov [Curricular reform from the parents’ point of view] [Diploma thesis, Constantine the Philosopher University in Nitra].Kaščák, O., & Pupala, B. (2011). Nový režim „kvality“ [New quality management]. In Kaščák, O., & Pupala, B. (Eds). Školy v prúde reforiem (pp. 137–194). Renesans, s.r.o.Kaščák, O., & Pupala, B. (2011). Nový režim „kvality“ [New quality management]. In Kaščák, O., & Pupala, B. (Eds). Školy v prúde reforiem (pp. 137–194). Renesans, s.r.o.Kisa, Z., & Correnti, R. (2015). Examining Implementation Fidelity in America’s ChoiceSchools: A Longitudinal Analysis of Changes in Professional Development Associated With Changes in Teacher Practice. Educational Evaluation and Policy Analysis, 37(4), 437–457. http://dx.doi.org/10.3102/0162373714557519Kisa, Z., & Correnti, R. (2015). Examining Implementation Fidelity in America’s ChoiceSchools: A Longitudinal Analysis of Changes in Professional Development Associated With Changes in Teacher Practice. Educational Evaluation and Policy Analysis, 37(4), 437–457. http://dx.doi.org/10.3102/0162373714557519Kmeť, P. (2009). Reforma školského kurikula na Slovensku. [School curricula reform in Slovakia]. Rozvoj a perspektívy pedagogiky a vzdelávania učiteľov. [Development and perspectives of pedagogy and teacher education]. Prešov, MPC.Kmeť, P. (2009). Reforma školského kurikula na Slovensku. [School curricula reform in Slovakia]. Rozvoj a perspektívy pedagogiky a vzdelávania učiteľov. [Development and perspectives of pedagogy and teacher education]. Prešov, MPC.Kobylarek, A. (2019). Social responsibility of science introduction. Journal of Education Culture and Society, 10(2), 5–11. https://doi.org/10.15503/jecs20192.5.11Kobylarek, A. (2019). Social responsibility of science introduction. Journal of Education Culture and Society, 10(2), 5–11. https://doi.org/10.15503/jecs20192.5.11Kosová, B., & Porubský, Š. (2011). Slovenská cesta transformácie edukačného systému po roku 1989 na príklade primárneho vzdelávania a prípravy jeho učiteľov [Slovak path of transformation of the education system after 1989 on the example of primary education and its teachers training]. Pedagogická orientace, 21(1), 35–50.Kosová, B., & Porubský, Š. (2011). Slovenská cesta transformácie edukačného systému po roku 1989 na príklade primárneho vzdelávania a prípravy jeho učiteľov [Slovak path of transformation of the education system after 1989 on the example of primary education and its teachers training]. Pedagogická orientace, 21(1), 35–50.Kučera, P. & Jakab, F. (2021) IT Fitness Test 2021. Slovak National Coalition for Digital Skills and Jobs, IT Association of Slovakia, Košice, The Technical University of Košice.Kučera, P. & Jakab, F. (2021) IT Fitness Test 2021. Slovak National Coalition for Digital Skills and Jobs, IT Association of Slovakia, Košice, The Technical University of Košice.Le Métais, J. (1999). Values and Aims in Cirruculum and Assessment Frameworks: A 16 – National Review. In B. Moon, & P. Murphy (Eds.), Curriculum in context. The Open University.Le Métais, J. (1999). Values and Aims in Cirruculum and Assessment Frameworks: A 16 – National Review. In B. Moon, & P. Murphy (Eds.), Curriculum in context. The Open University.Lemke, A., & Harris-Wai, J. (2015). Stakeholder engagement in policy development: challengesand opportunities for human genomics. Genetics in Medicine, 17(12), 949–957. http://dx.doi.org/10.1038/gim.2015.8Lemke, A., & Harris-Wai, J. (2015). Stakeholder engagement in policy development: challengesand opportunities for human genomics. Genetics in Medicine, 17(12), 949–957. http://dx.doi.org/10.1038/gim.2015.8Maksaev, A. A., Vasbieva, D. G., Sherbakova, O. Y., Mirzoeva, F. R., & Kralik, R. (2020). Education at a cooperative university in the digital economy. In A. V. Bogoviz, A. E. Suglobov, A. N. Maloletko, O. V. Kaurova, S. V. Lobova (Eds.), Frontier Information Technology and Systems Research in Cooperative Economics (pp. 33–42). Springer International Publishing. https://doi.org/10.1007/978-3-030-57831-2_4Maksaev, A. A., Vasbieva, D. G., Sherbakova, O. Y., Mirzoeva, F. R., & Kralik, R. (2020). Education at a cooperative university in the digital economy. In A. V. Bogoviz, A. E. Suglobov, A. N. Maloletko, O. V. Kaurova, S. V. Lobova (Eds.), Frontier Information Technology and Systems Research in Cooperative Economics (pp. 33–42). Springer International Publishing. https://doi.org/10.1007/978-3-030-57831-2_4Markechová, M. (2023). Kurikulárna reforma techniky z pohľadu rodičov [Curricular reform from the parets´ point of view] [Diploma thesis, Constantine the Philosopher University in Nitra].Markechová, M. (2023). Kurikulárna reforma techniky z pohľadu rodičov [Curricular reform from the parets´ point of view] [Diploma thesis, Constantine the Philosopher University in Nitra].MŠVRaM SR. (2015). Inovovaný štátny vzdelávací program pre 2. stupeň základnej školy. Technika – nižšie stredné vzdelávanie [Innovated State Educational Program for Lower Secondary Education. Technology – lower secondary education]. https://www.minedu.sk/data/att/228/22089.cdfee1.pdfMŠVRaM SR. (2015). Inovovaný štátny vzdelávací program pre 2. stupeň základnej školy. Technika – nižšie stredné vzdelávanie [Innovated State Educational Program for Lower Secondary Education. Technology – lower secondary education]. https://www.minedu.sk/data/att/228/22089.cdfee1.pdfMŠVRaM SR. (2023b). Štátny vzdelávací program pre základné vzdelávanie [State Eductional Program for Basic Education]. https://www.minedu.sk/statny-vzdelavaci-program-pre-zakladne-vzdelavanie-2023/MŠVRaM SR. (2023b). Štátny vzdelávací program pre základné vzdelávanie [State Eductional Program for Basic Education]. https://www.minedu.sk/statny-vzdelavaci-program-pre-zakladne-vzdelavanie-2023/MŠVRaM SR. (2023a). Vzdelávanie 21. storočia: Školy v postupnom zavádzaní nového ŠVP [Education of 21st century: Schools in the gradual introduction of the new State Educational Program]. https://vzdelavanie21.sk/skoly-postupne-zavadzanie-svp/MŠVRaM SR. (2023a). Vzdelávanie 21. storočia: Školy v postupnom zavádzaní nového ŠVP [Education of 21st century: Schools in the gradual introduction of the new State Educational Program]. https://vzdelavanie21.sk/skoly-postupne-zavadzanie-svp/OECD. (2011). Lessons from PISA for the United States Strong Performers and Successful Reformers in Education. http://dx.doi.org/10.1787/9789264096660-enOECD. (2011). Lessons from PISA for the United States Strong Performers and Successful Reformers in Education. http://dx.doi.org/10.1787/9789264096660-enOECD. (2015). Education Policy Outlook 2015: Making Reforms Happen. OECD Publishing. http://dx.doi.org/10.1787/9789264225442-enOECD. (2015). Education Policy Outlook 2015: Making Reforms Happen. OECD Publishing. http://dx.doi.org/10.1787/9789264225442-enPavelka et al. (2019). Interest of primary school pupils in technical activities and technical education. Západočeská univerzita.Pavelka et al. (2019). Interest of primary school pupils in technical activities and technical education. Západočeská univerzita.Pavlíková, M., Sirotkin, A., Králik, R., Petrikovičová, L., & Garcia M. J. (2021). How to keep university active during Covid-19 pandemic: Experience from Slovakia. Sustainability, 13(8), 10350. https://doi.org/10.3390/su131810350Pavlíková, M., Sirotkin, A., Králik, R., Petrikovičová, L., & Garcia M. J. (2021). How to keep university active during Covid-19 pandemic: Experience from Slovakia. Sustainability, 13(8), 10350. https://doi.org/10.3390/su131810350Pierce, J. L., Kostova, T., & Dirks, K. T. (2003). The State of Psychological Ownership: Integrating and Extending a Century of Research. Review of General Psychology, 7(1), 84–107. https://doi.org/10.1037/1089-2680.7.1.84Pierce, J. L., Kostova, T., & Dirks, K. T. (2003). The State of Psychological Ownership: Integrating and Extending a Century of Research. Review of General Psychology, 7(1), 84–107. https://doi.org/10.1037/1089-2680.7.1.84Porubský, Š. (2022). Sprievodca koncepčnými zmenami v Štátnom vzdelávacom programe [A guide to conceptual changes in the State Educational Program]. NIVAM – Národný inštitút vzdelávania a mládeže.Porubský, Š. (2022). Sprievodca koncepčnými zmenami v Štátnom vzdelávacom programe [A guide to conceptual changes in the State Educational Program]. NIVAM – Národný inštitút vzdelávania a mládeže.Porubský, Š., Kosová, B., Doušková, A., Trnka, M., Poliach, V., Fridrichová, P., Adamcová, E., Sabo, R., Lynch, Z., Cachovanová, R., & Simanová, L. (2014). Škola a kurikulum – Transformácia v slovenskom kontexte [School and curriculum – Transformation in Slovak context]. Vydavateľstvo Belianum, Univerzita Mateja Bela v Banskej Bystrici.Porubský, Š., Kosová, B., Doušková, A., Trnka, M., Poliach, V., Fridrichová, P., Adamcová, E., Sabo, R., Lynch, Z., Cachovanová, R., & Simanová, L. (2014). Škola a kurikulum – Transformácia v slovenskom kontexte [School and curriculum – Transformation in Slovak context]. Vydavateľstvo Belianum, Univerzita Mateja Bela v Banskej Bystrici.Průcha, J. (2004). Moderní pedagogika [Modern pedagogy]. Portál.Průcha, J. (2004). Moderní pedagogika [Modern pedagogy]. Portál.Pushkarev, Y. V., & Pushkareva, E. A. (2017). The concept of intellectual potential development: The main dimensions and bases within the context of lifelong education (review). Novosibirsk State Pedagogical University Bulletin, 7(3), 140–156. https://doi.org/10.15293/2226-3365.1703.09Pushkarev, Y. V., & Pushkareva, E. A. (2017). The concept of intellectual potential development: The main dimensions and bases within the context of lifelong education (review). Novosibirsk State Pedagogical University Bulletin, 7(3), 140–156. https://doi.org/10.15293/2226-3365.1703.09Pupala, B., Fridrichová, P. et al. (2023). Vzdelávanie pre 21. storočie. Východiská zmien v kurikule základného vzdelávania [Education for 21. century. Starting points for changes in the basic education curriculum]. MŠVVaŠ, ŠPÚ.Pupala, B., Fridrichová, P. et al. (2023). Vzdelávanie pre 21. storočie. Východiská zmien v kurikule základného vzdelávania [Education for 21. century. Starting points for changes in the basic education curriculum]. MŠVVaŠ, ŠPÚ.Rýdl, K. (2003). Inovace školských systémů, [School systems innovation]. ISV.Rýdl, K. (2003). Inovace školských systémů, [School systems innovation]. ISV.Stoffová, V., & Horváth, R. (2019). Subjects ICT in Education in Teacher Training Study Programs at Universities. In ICERI2019 Proceedings, 12th annual International Conference of Education, Research and Innovation (pp. 11621–11629). IATED Academy. https://doi.org/10.21125/iceri.2019.2905Stoffová, V., & Horváth, R. (2019). Subjects ICT in Education in Teacher Training Study Programs at Universities. In ICERI2019 Proceedings, 12th annual International Conference of Education, Research and Innovation (pp. 11621–11629). IATED Academy. https://doi.org/10.21125/iceri.2019.2905ŠPÚ. (2014). Inovované Štátne Vzdelávacie Programy [Innovated State Educational Programs]. Nivam. https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/ŠPÚ. (2014). Inovované Štátne Vzdelávacie Programy [Innovated State Educational Programs]. Nivam. https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/Tomková, V. (2019). Vybrané faktory ovplyvňujúce výber strednej školy absolventmi základnej školy [Selected factors influencing the choice of upper secondary school by lower secondary school graduates]. Edukacja – Technika – Informatyka, 10(3), 224–229.Tomková, V. (2019). Vybrané faktory ovplyvňujúce výber strednej školy absolventmi základnej školy [Selected factors influencing the choice of upper secondary school by lower secondary school graduates]. Edukacja – Technika – Informatyka, 10(3), 224–229.Treľová, S. & Krásna, S. (2021). Digital competence of teachers as a current necessity in education. In Proceedings of the 13th annual International Conference on Education and New Learning Technologies (EDULEARN21) (pp. 2886–2893). IATED Academy. https://doi.org/10.21125/edulearn.2021.0622Treľová, S. & Krásna, S. (2021). Digital competence of teachers as a current necessity in education. In Proceedings of the 13th annual International Conference on Education and New Learning Technologies (EDULEARN21) (pp. 2886–2893). IATED Academy. https://doi.org/10.21125/edulearn.2021.0622Trucano, M. (2016). SABER-ICT Framework Paper for Policy Analysis: Documenting national educational technology policies around the world and their evolution over time. SABER-ICT Technical Paper Series, No. 01. World Bank Education, Technology & Innovation. http://saber.worldbank.orgTrucano, M. (2016). SABER-ICT Framework Paper for Policy Analysis: Documenting national educational technology policies around the world and their evolution over time. SABER-ICT Technical Paper Series, No. 01. World Bank Education, Technology & Innovation. http://saber.worldbank.orgÚrad vlády SR [Office of the Government of the Slovak Republic]. (2021a). Plán obnovy [Recovery plan]. https://www.planobnovy.sk/kompletny-plan-obnovy/Úrad vlády SR [Office of the Government of the Slovak Republic]. (2021a). Plán obnovy [Recovery plan]. https://www.planobnovy.sk/kompletny-plan-obnovy/Úrad vlády SR [Office of the Government of the Slovak Republic]. (2021b). Plán obnovy: cestovná mapa k lepšiemu Slovensku. Komponent 7. https://www.planobnovy.sk/site/assets/files/1046/komponent_07_vzdelavanie-21-storocie_1.pdfÚrad vlády SR [Office of the Government of the Slovak Republic]. (2021b). Plán obnovy: cestovná mapa k lepšiemu Slovensku. Komponent 7. https://www.planobnovy.sk/site/assets/files/1046/komponent_07_vzdelavanie-21-storocie_1.pdfViennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework, OECD Education Working Papers, No. 162. OECD Publishing. https://dx.doi.org/10.1787/fc467a64-eViennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework, OECD Education Working Papers, No. 162. OECD Publishing. https://dx.doi.org/10.1787/fc467a64-eZáhorec, J., Hašková, A., & Poliaková, A. (2020). Is the level of digital skills of pupils and teachers in Slovakia increasing? In ERIE 2022 – Proceedings of the 19th International Conference Efficiency and Responsibility in Education 2022 (pp. 172–178). Czech University of Life Sciences, Faculty of Economics and Management.Záhorec, J., Hašková, A., & Poliaková, A. (2020). Is the level of digital skills of pupils and teachers in Slovakia increasing? In ERIE 2022 – Proceedings of the 19th International Conference Efficiency and Responsibility in Education 2022 (pp. 172–178). Czech University of Life Sciences, Faculty of Economics and Management.

The authors declare that there are no conflicts of interest present.