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 scientific study is devoted to the issue of leisure activities for seniors with visual impairment. The period of life of individuals with visual impairments in post-productive age is characterized by many specificities as well as special needs. Many experts are interested in the saturation of these needs, but it is desirable if a person fulfills his / her goals based on his / her own motivation and possibilities and satisfies their special needs with his / her own activity. Given that older people are more likely to spend a lot of time on their own interests, we have tried to find out in our research how they spend their free time and what are the barriers to active leisure.

The study aimed to examine parents' experiences of cooperation with schools and to identify the key factors influencing the quality of communication and the effectiveness of support for pupils with Autism Spectrum Disorder (ASD). Effective collaboration between family and school is essential for fostering the educational and social development of pupils with ASD. Meaningful parental involvement, transparent communication, and individualised learning approaches are central components of inclusive education. A qualitative research design was applied, using semi-structured interviews with four Slovak parents of children aged 12–15 years diagnosed with ASD. Given the small sample size, the study is presented as a pilot investigation, focusing on an in-depth analysis of a specific participant group rather than producing generalisable conclusions. Interviews were transcribed and analysed through content analysis to identify recurring categories and themes related to school–family cooperation. The findings revealed that successful cooperation depends on teachers' professional competence, individual adaptation of educational plans, and parental participation as equal partners. Facilitators included a supportive school environment, regular and open communication, and the involvement of teaching assistants. Barriers were linked to insufficient staff knowledge of ASD and inconsistent communication practices. In conclusion, the study highlights that mutual trust, partnership, and continuous professional development of educators are essential to building effective collaboration between families and schools. These insights support the development of inclusive practices that enhance both educational outcomes and family satisfaction.