This paper presents the results of empirical research focused on the quality of teaching and learning methods, from the perspective of master’s students at one of the Czech universities. The research focused on learning outcomes, teaching forms and methods, and the use of ICT technologies following a quantitative survey in this area, which showed the need to examine the topic in depth and in a broader context. Data for the qualitative research were collected through in-depth interviews; the primary research method was focus groups. The data were processed and analysed by coding techniques. The results showed that students prefer teaching and learning outcomes associated with the use in future practice. The teaching forms depend on the teacher’s style rather than on the declared description in the curriculum. Contrary to most practices, students prefer teaching methods that lead to active learning. The advantages are identified in the frame of involvement of ICT in teaching, which makes sense and positively impacts students’ learning; however, the effect depends on how the teaching forms are used.

The article contains a comparative analysis of climate change education in geography education in Czechia and Poland. The topic of climate and its changes is one of the most current challenges for school education at the beginning of the 21st century. The aim of the research was to establish the similarities and differences in the content of teaching climate change in the core curricula and selected textbooks for teaching geography in both countries. Using the method of text analysis, the study covered the core curricula of geography and 22 geography textbooks for primary and secondary school students, including 11 Czech and 11 Polish. The quantitative analysis of the content (the term “climate” and its derivatives, and “climate change”) and the qualitative analysis of the content of curriculum documents and school textbooks led to the basic conclusion that Czech and Polish students using textbooks for learning geography have the opportunity to learn content on: 1/ factors influencing climate change, 2/ causes of climate change, 3/ global warming, 4/ deforestation, 5/ desertification, 6/ melting of glaciers, 7/ consequences of climate change, and 8/ methods of counteracting climate change. By implementing the assumptions of the geography core curricula relating to climate change education and using textbooks during geography lessons, teachers can influence the pro-ecological attitudes of school children.

The paper is focused on the economic problems of de facto states in the post-Soviet space after Russia's annexation of Crimea in 2014, creation of the Eurasian Economic Union in 2015 and the signing of the Deep and Comprehensive Free Trade Agreement between the EU and Georgia and Moldova with effect from 2016. It analyzes long-term economic strategies of Transnistria, Nagorno-Artsakh, South Ossetia-Alania and Abkhazia in the context of such changes. On the basis of statistical analyzes their economic problems, which are closely connected with developments in Russia and its geopolitical interests.

The recognition of the autocephaly of the Ukrainian Orthodox Church (UOC) by the Ecumenical Patriarchate in 2019 sparked a debate in the Orthodox world about the legitimacy of such an act. In the present study, we aim to explain, through the concept of theopolitics, this event which has caused a schism in the contemporary Orthodox Church. Following a brief introduction to Buber’s concept of theopolitics, we focus on a historical overview, demonstrating that the problems of the Orthodox world do not originate in theological issues, as it might seem at first glance, but primarily in political issues. The case of the autocephaly of the Ukrainian Orthodox Church proves the importance of theopolitics.