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• Transformation of Slovakian Youth Religiosity

  27-37

  Ondrej Štefaňak

  Views:

  313

  Some sociologists of religion think that countries in Central and Eastern Europe are expected quick and rapid secularization. Therefore it is interesting to continuously search out, how the religiosity of Slovakian youth is transformed against the background of continual social and culture changes. The main goal of the presented paper, based especially on its own empirical researches of 2006 and 2016, is a description related to the transformation of youth’s religiosity in Slovakia (an example of Spiš Diocese). The presented work is situated in the area of religion sociology and shows also the typology transformation of the sought out youth’s religiosity that is very useful. Empirical analyses are based on, linked to or compared with main models of changes in religiosity in the contemporary world.

• Exploring the Prerequisites for Transforming School as a Learning Organization

  39-52

  Sambonin Khay

  Views:

  332

  The organization model has shifted from treating the workforce as machines to improving human centricworking environments. The Learning Organization is conceptualized as an organism that evolves through continuous learning to adapt with a constantly changing environment. School is a typical organization and many scholars argued to reconceptualize school as a learning organization. The Integrated Model of School as a Learning Organization (Kools & Stoll, 2016)) has been widely studied and tested in European schools, particularly in Wales. However, there is a gap in the research needed to understand the prerequisites of SLO transformation and thus to better prepare for reform. To explore the prerequisites of SLO, a researcher applies a qualitative approach to purposely collect secondary data from the eight empirical studies in Wales, Greece, Latvia, Spain, Bulgaria, Türkiye, and Italy. To conduct data analysis, a data coding strategy is employed to create the prerequisites and assign them to the main themes- System Level and School Level. To achieve the SLO transformation, the researcher then recommends a systematic reform that involves the education stakeholders, both at system level and at school level - to put forward the practice of the SLO seven actionoriented dimensions. Further meta-analysis research is recommended to widen the scope of conceptualizing antecedents of SLO transformation.

   

• Thoughts on open science, or new trends in publishing the results of pedagogical research

  6-12

  András Benedek

  Views:

  4

  The radical transformation of education over the past quarter-century, especially accelerated by COVID-19, has raised significant challenges and opportunities for both pedagogical theory and practice. This article examines how the landscape of publishing scientific research—particularly in education—has evolved in response to these changes. Reflecting on more than fifty years in educational research, I explore how digital transformation and Open Science now shape scientific communication and publishing. The introduction reviews the early impulses that shape the theoretical background. It explores new communication forms arising from infocommunication (Katz et al., 2021). Examples show a paradigm shift, demonstrating how scientific communication has adopted online practices. The article highlights conceptual frameworks, spatial and methodological changes in communication, and new ways of sharing research (Nyíri, 2007). It emphasizes the expansion of publication spaces. These changes show that pedagogy researchers must address new issues.

• Religious Socialisation of Children and Youth in Eastern Orthodox Christian Church as Educational and Pastoral Challenge of Sharing of Cultural Practices

  1-16

  Liana Galabova

  Views:

  481

  As a result of three decades of social-cultural transformation, Bulgarian literature and practice of religious education though still rare is increasing and improving. As the Church recovers, local parishes, monasteries, and convents become visibly re-socialised and motivated again to provide more adequate pastoral care for all ages. This study explores the importance of informal improvisation and innovation as an approach, in the best interest of children and youth, at a time when an effective, regulated mass public religious education system in Bulgaria is not likely to appear soon. At the same time, revitalised eparchial, parish, convent, and monastery centres start meeting actual needs of renewed church ethos, and begin to provide opportunities for religious socialisation of children and youth that is more functional. Based on direct and indirect experience, on observation, and on partial access to limited local empirical data (that is historically and/or anthropologically only partially explored and categorised), this paper contributes to the analysis of the following unresolved issue: how to direct research toward and keep account of well-known educational and pastoral practices, whether traditional or contemporary, that aid the effective and sustainable religious socialisation of children and youth.

• AI as a digital assistant in a multi-ethnic VET system: Evidence from the VETAssIst project in Serbia

  28–36

  Zoltán Papp

  Elvira Kovács

  Views:

  27

  Artificial intelligence (AI) is increasingly framed as a lever for teaching efficiency in vocational education and training (VET), yet adoption is mediated by teachers’ linguistic and cultural contexts. This study, conducted within the VETAssIst project, compares AI‑related readiness and needs among VET teachers in Serbia across two cohorts working under the same national framework: Hungarian‑minority teachers in Vojvodina and Serbian‑majority teachers. Using a structured questionnaire, we examine perceived usefulness of AI as a ‘digital assistant’ for lesson planning, assessment, and administrative work, self‑reported digital competence, perceived institutional support, and readiness for integration. The evidence indicates broadly similar baseline competence across cohorts, strong intentions to expand classroom use, and uneven institutional backing. Recurrent requirements include VET‑specific AI tools, clearer school‑level policies, targeted professional development, and language‑accessible resources. We argue that sustainable digital transformation in multi‑ethnic VET systems depends on aligning tool ecosystems and professional learning with the linguistic diversity of the workforce, thereby preventing intra‑system digital divides.