The aim of the proposed study is to present the partial results of a research study on the organizational climate in vocational schools as perceived by teachers. Special attention is paid to the applied leadership style by school leaders, and the existence of associations between school leaders’ and teachers’ behaviour in schools. Organizational climate was measured by the standardized OCDQ-RS adapted to the conditions of the Slovak educational environment on the sample of 474 vocational schoolteachers. The scale measures five dimensions: Supportive principal behaviour; Directive principal behaviour; Engaged teacher behaviour; Frustrated teacher behaviour; and Intimate teacher behaviour, allowing for calculation of the Index of school climate openness, which is an indicator of the quality of the organizational climate. The obtained results confirmed the existence of associations between teacher and principal behaviour and school climate openness. It can be assumed that the applied leadership style in an institution can affect the quality of interpersonal relationships and teacher behaviour both in positive and negative directions. Therefore, it is important to pay attention to building favourable organizational climate in schools, which represents a challenge for school leaders and educational systems that should provide school leaders with sufficient learning opportunities in the field of school leadership.

The aim of the proposed study is to present the partial results of research activities focused on vocational school teachers’ resilience realized within the grant project IGA003DTI/2022. The present study aims to examine the existence of associations between teacher resilience and years of teaching experience. The research sample consisted of 474 vocational school teachers in Slovakia. The level of their teacher resilience was measured by The Connor–Davidson Resilience Scale CD-RISC-25^SLOVAK. The scale measures seven dimensions—Hardiness, Coping, Adaptability/Flexibility, Meaningfulness/Purpose, Optimism, Regulation of emotion and cognition, and Self-Efficacy. The findings confirmed the existence of associations between teacher resilience and years of teaching experience as novice teachers and teachers with ten or fewer years of teaching experience achieved lower scores in the scale than their more experienced colleagues. Although we are aware of the limits of the research study given the size and composition of the sample, the findings suggest that years of teaching experience can be considered an important variable from the aspect of teacher resilience and it is important to pay increased attention especially to novice teachers’ well-being and building their resilience, e.g., by providing guidance through developing effective coping strategies. As there are a lack of available data on vocational school teachers’ resilience, the present findings have the potential to broaden the existing knowledge and have implications for further research.

Introduction: In the proposed study, the authors focus on the effectiveness of the application of inquiry-based approach in Slovak schools and present the results of an original research study focused on the impact of inquiry-based teaching on students’ knowledge acquisition. Methods: For the purposes of the research study, a pedagogical experiment was carried out on the sample of 150 6th-grade students and didactic tests (a pre-test and a post-test) were used to examine students’ knowledge on the three levels of Niemierko’s taxonomy. Results: The results of the t-test confirmed the significance of differences between the experimental group’s and the control group’s cognitive performance. Discussion: The obtained results indicate that inquiry-based teaching can lead to better knowledge acquisition in students than traditional methods of teaching and so, it appears to be an efficient alternative. Limitations: The limits of the research study are given by the size and the composition of the research sample. The obtained results cannot be generalized to the entire population. Conclusions: The research findings can contribute to improving the quality of the educational process and increasing students’ motivation by using activating methods of teaching.

The article focuses on the value “health”, as a component of the value orientation of students of lower secondary schools and upper secondary schools in our country. At the same time, it focuses on the presentation and interpretation of the results of a research conducted on a sample of students of selected schools, which was a part of a more comprehensive research on subjective understanding and individual interpretation of selected life values of lower secondary and upper secondary school students in Slovakia

Introduction: The digital era is reshaping not only technology and economy but also the legal systems governing democratic societies. The rapid emergence of artificial intelligence, big data, and digitisation calls for proactive adaptation of legal frameworks. This article explores the intersection of digital transformation and the rule of law, emphasizing its implications for democratic stability. Methods: The authors used a qualitative approach based on literature review, document analysis, and synthesis of recent academic and policy reports related to digital technologies and their impact on law and governance. Selected case examples illustrate emerging legal issues in digital environments. Results: The study identifies key trends influencing the evolution of law, including AI governance, digital privacy, cybersecurity, e-courts, and legal adaptations to remote work and blockchain technologies. Legal education and digital literacy are also highlighted as crucial areas for strengthening the rule of law. Discussion: Digitalisation brings opportunities to increase legal efficiency and access but also challenges existing legal norms. The authors argue for anticipatory legal reform, interdisciplinary cooperation, and stronger international frameworks to respond effectively to emerging digital risks and opportunities. Limitations: The paper primarily focuses on European contexts and emerging trends rather than providing empirical data or cross-regional comparisons. Future research could broaden the scope to include diverse legal systems globally. Conclusions: Digital transformation significantly influences democratic institutions and legal systems. Strengthening the rule of law requires adaptive legislation, digital competence among legal professionals, and mechanisms to uphold rights and ethics in technologically driven societies.

Helping professions are highly exposed to the risk of burnout, which affects not only the well-being of professionals but also the quality of services provided. Coaching has emerged as an effective preventive tool, as it fosters self-reflection, the development of personal resources, and the ability to cope with work-related stress. Solution-focused cognitive-behavioral coaching, job crafting, and mindfulness integration represent key mechanisms for strengthening resilience, enabling professionals to manage stress, maintain stability, and prevent exhaustion. Theoretical analysis highlights the importance of resilience coaching as an intervention that promotes partnership, active participation, and adaptive strategies. At the same time, it emphasizes the need to build an organizational culture of prevention and systemic measures supporting professional self-efficacy.