The article points out some of the challenges faced by students at the University of Ostrava, Comenius University in Bratislava and Al-Farabi Kazakh National University, who had almost no previous practice in online teaching during the COVID-19 pandemic situation. The students from the mentioned universities were interviewed to share their experiences with online teaching and learning during the COVID-19 lockdown. In this paper, qualitative pedagogical research in the local conditions of the three mentioned universities is used, with the processing of answers of selected students who were interviewed as an available sample. The students were also asked to describe their impressions of this situation from their social and personal points of view. The focus is on the positive and negative aspects, boundaries, and problems of online university teaching during the pandemic situation, as well as changes in the personal life of the students. The aim of this introductory small-scale study is to provide a basis for future research on the impact that the COVID-19 situation has had on the educational process at the above-mentioned universities, as well as to assist educational providers in foreseeing and eliminating the possible problems of lecturers when establishing an online educational environment. Some conclusions are drawn from the interviews that offer potential for further research in educational science, because many difficulties from the students’ point of view are related to their social status, lack of social contact, technical problems with Internet connections, the carrying out of lectures and the exams of students. The students’ answers are categorized, and each category is described.

The RDF(S) model has been declared as the basic model to capture knowledge of the semantic web. It provides a common and flexible way to decompose composed knowledge to elementary statements, which can be represented by RDF triples or by RDF graph vectors. From the logical point of view, elements of knowledge can be expressed using at most binary predicates, which can be converted to RDF-triples or graph vectors. However, it is not able to capture implicit knowledge representable by logical formulas. This contribution shows how existing approaches (semantic networks and clausal form logic) can be combined together with RDF to obtain RDF-compatible system with ability to represent implicit knowledge and inference over knowledge base.

The article is devoted to study the morphology of natural language, in this case English language. The research is of the language is from the perspective of knowledge representation, when we look at the word as a concept in the Concept languages. The research is in the relationship of the individual words and their classification in the sentence. For the analysis there are used several methods (syntax, lexical categories, morphology). This article focuses mainly on the word, as the foundation of every natural language (English).

Ontology or formal ontology? Which word is correct? The aim of this article is to introduce correct terms and explain their basis. Ontology describes a particular area of interest (domain) in a formal way - defines the classes of objects that are in that area, and relationships that may exist between them. Meaning of ontology consists mainly in facilitating communication between people, improve collaboration of software systems and in the improvement of systems engineering. Ontology in all these areas offer the possibility of unification of view, maintaining consistency and unambiguity.

The basic topic of this article is the undergraduate preparation of future teachers in the Czech Republic, specifically the issue of the pedagogical practices of future teachers. We focused mainly on reflective activities within this preparation. The first part of the article deals with the mapping of this area in the educational systems of other countries or other regions of the Czech Republic. The second part is devoted to a description of the current state of reflection among science teacher education students. It also proposes an innovation of the system of reflection implementation using modern IT tools in the context of full-time and distance education. The third part presents the outputs of the e-questionnaire prepared for both face-to-face and distance learning.