The article focuses on the impact of the new re-bordering, caused by the COVID-19 pandemic, on the functional, ideational and institutional dimension of cross-border integration, as perceived by the Czech cross-border commuters employed on the German side of the Euroregion Elbe Labe. The interviews with forty cross-commuters showed that they were left alone in these times of re-bordering and became victims of non-coordination between Czechia and Germany. Yet, cross-border commuting seems to have survived the first pandemic waves and the German labour market will continue to attract the Czech workforce despite that fact the pandemic has introduced a major uncertainty associated with the border crossing. The pandemic has revealed the need for a functional system of the cross-border management in the period of crisis to protect cross-border commuters and provide them with better security.

Cross-border commuters were faced with several problems during the Covid-19 pandemic. Borders were closed, strict checks were introduced thereon and their commuting and often working realities changed. This study focuses on how closed borders and border restrictions affected cross-border workers and their day-to-day work during the Covid-19 pandemic, how their trust in governments and regional municipalities in Czechia and Germany has changed as a result of covidfencing, and how measures during the Covid-19 pandemic changed commuters’ attitudes towards the EU, freedoms and the European single market. Theoretically, the study is rooted in the concept of cross-border integration and the research itself was conducted this spring in the form of semi-structured interviews among cross-border commuters. Research shows a criticism expressed by cross-border commuters towards the attitude of the Czech government and regional municipalities. The commuters argue that they merely use open borders and the opportunity to work within the EU, but that the Czech government and regions have disproportionately prevented them from doing so while turning public sentiment against them. According to them, it is disappointing that Czechia in particular has ignored the fact that they have valid employment contracts within the EU and are obliged to abide by them.

The experiences of cross‐border workers (CBWs) and the difficulties they face during the ongoing COVID‐19 pandemic have been neglected in previous research. CBWs experience various stressors under normal circumstances, where they are often subjected to unequal working conditions and forced to transition between two different societies. The measures that were introduced in response to the COVID‐19 pandemic, including the implementation of physical borders, further worsened the situation for these individuals. Herein, we draw on qualitative interview data from 35 CBWs from the Czech Republic and Germany to explore their experiences of work, stress, support, and their positioning in society during the pandemic. We detail the dissatisfaction felt by CBWs regarding re‐bordering, the lack of coordination in the crisis management, and the lack of support from national governments and the EU. This study provides unique insights into the difficulties and experiences of CBWs in a time of crisis.

The study investigates barriers of Czech secondary school teachers in the use of Information and Communication Technologies (ICTs) in teaching and in further education in ICTs. The Czech Republic is used as an example of a post-communist country with an evident gap between the digital competencies in general and teachers’ didactic skills necessary for their implementation in teaching. To explore how teachers deal with the challenges of digitalization of the education system, an online questionnaire was created to analyze the use of ICTs in teaching, as well as barriers teachers encounter when using digital technologies and when participating in further education. The results indicate that respondents have average understanding of ICTs and use them rather occasionally in teaching. Data show gender and age differences in the use of various digital means and in the barriers, the importance of social support in using ICTs in teaching, and also the necessity to eliminate prevalent gender stereotypes. Systematic further education that focuses on lowering computer anxiety and the distrust in new technologies might be also a major key in successful digital transformation of schools.

Schools have an irreplaceable role in preparing the young generation for educational, professional, and social challenges, however, this effort fails if teachers themselves are not equipped with sufficient ICT competencies and do not work on their constant development. The presented quantitative study analyzed how secondary school teachers understand and actively use Information and Communication Technologies (ICT) in their teaching practice and what barriers they encounter in terms of the further education in ICT provided by accredited institutions. In a sample of 1846 Czech teachers who completed an online survey, results showed they lacked both understanding and active use of new technologies, rarely participated in further education, and were unsatisfied with the courses provided to them. Their main barriers to further education were the lack of sufficient technology available in school, insufficient knowledge and skills in ICT, and the lack of support from school management. Unlike in other studies, time was not identified as an important barrier. Possible legislative, educational, and school management consequences regarding the further education in ICT based on the barriers in attending the courses and identified age and gender differences are discussed.