Background: Developing young people’s technical and Information and Communication Technology skills is an SDG 4 target (4.4.), while the use of online educational material is a promoted tool to implement SDGs-related measures. Methodology: This is a case study exploring the complex role of ICT in teaching social sciences at a higher education institution using quantitative and qualitative research methods. Employing Urie Bronfenbrenner’s ecological systems theory, the research investigates how digital tools impact students’ academic performance across three courses with varying levels of ICT integration. The study evaluates students’ digital skills, compares the effectiveness of ICT-based and traditional teaching methods, and analyses how these methods influence the students’ comprehension and performance of the subject matter. Results: The findings revealed that while certain ICT skills and competencies enhance students’ academic performance, students value ICT tools differently depending on the course’s subject matter and their own digital competencies. The research also highlights the importance of teachers’ ability to blend ICT and non-ICT activities effectively to enhance students’ understanding. Conclusions: The study contributes to the ongoing discourse on ICT in education, emphasising the need for a more nuanced, multi-layered approach to understanding the intersection between technology and education, particularly in non-technical fields like social sciences.

Mathematical culture is an essential part of general culture, and mathematical proof is the essence of mathematical culture, which plays an essential role in education for sustainable development. The presented research focuses on the following issue: Can the use of visual tools contribute to a better understanding of mathematical proofs presented within the framework of courses in graph theory? The research focuses on Czech university students of computer science. The presented results were achieved in a pedagogical experiment based on a pre-test, treatment and post-test design carried out during three academic years before the COVID pandemic period. In the pre-test and post-test phases, students were tested to determine their level of mathematical logic knowledge. Visual applications were used in teaching in the treatment phase. The research results clearly showed that the use of visual tools supporting formal explanation of mathematical proofs results in better understanding of the abstraction of the presented process and thus contributes significantly to sustainability in mathematical education. Thanks to the use of the mentioned visual tools during the COVID pandemic period, when schools had to switch to on-line education, the students’ results were comparable to those from face-to-face classes.

This case study presents the reasoning process behind drafting a research proposal using an online survey based on an existing questionnaire. The inquiries r

Background: Developing youth’s technical and Information and Communication Technology skills is an SDG 4 targets (4.4.), while the use of online educational material is a promoted tool to implement SDGs-related measures. Methodology: This is a case study exploring the complex role of ICT in teaching social sciences at a higher education institution using quantitative and qualitative research methods. Employing Urie Bronfenbrenner’s ecological systems theory, the research investigates how digital tools impact students' academic performance across three courses with varying levels of ICT integration. The study evaluates students' digital skills, compares the effectiveness of ICT-based and traditional teaching methods, and analyses how these methods influence the students' comprehension and performance of the subject matter. Results: The findings revealed that while certain ICT skills and competencies enhance students’ academic performance, students value ICT tools differently, depending on the course’s subject matter and own digital competencies. The research also highlights the importance of teachers' ability to blend ICT and non-ICT activities effectively to enhance students' understanding. Conclusions: The study contributes to the ongoing discourse on ICT in education, emphasising the need for a more nuanced, multi-layered approach to understanding the intersection between technology and education, particularly in non-technical fields like social sciences.

This case study presents the reasoning process behind choosing the topic and methodology of a quantitative research study. It includes the description and re