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The content and form of School reading lists significantly impact pupils' understanding of various types of texts, including artistic, non-artistic, and electronic. To this end, a research study explores whether recommended School reading lists at secondary technical schools in the Moravian-Silesian and Zlín regions of the Czech Republic are available electronically on school websites. Additionally, the study aims to determine whether they include everyday life texts that reflect the current characteristics of Society 4.0, influenced by digitisation, automation, and electronicisation. The study examined factors influencing readers' comprehension of printed and electronic digital texts through a questionnaire-based survey of 439 pupils from four Czech secondary technical schools and two vocational schools. It also explored how the content and form of secondary school reading impact the comprehension of various types of traditional and non-traditional texts. The research findings indicated that Czech secondary school students tend to engage with texts from everyday life on social networks and electronic texts in their free time. However, they frequently struggle to understand journalistic texts such as reviews and do not frequently engage with everyday life texts in their schoolwork. These results provide valuable insights into the concept of traditional and non-traditional readers, along with current typologies of texting. Moreover, they highlight factors influencing functional literacy and reading comprehension, viewed through the lens of secondary school students in Society 4.0. It is worth noting that international research by PISA (2018, 2021) has drawn attention to the average to below-average reading and digital literacy levels among Czechs, particularly 15-year-old boys. [ABSTRACT FROM AUTHOR]

School reading lists are an essential factor influencing understanding the content and form of various types of texts: artistic, non-artistic, and electronic texts of an everyday nature among Czech technical secondary school pupils. The research aims to determine by analysing eight key school documents whether recommended school lists of texts for study at secondary technical schools are published electronically on schools' websites in the Moravian-Bohemian and Olomouc Regions of the Czech Republic. A partial goal is to determine whether school reading lists contain different types of texts and whether pupils at technical secondary schools understand information with a professional, artistic, media, etc., focus. A quantitatively oriented questionnaire survey through the lens of 523 pupils from 5 Czech secondary technical schools investigated what factors influence the reader's understanding of printed and electronic texts. The research results showed that Czech secondary school pupils like working with informal texts on social networks, frequently require help understanding texts of an administrative nature, and rarely work with texts from everyday life at school. The average to below-average level of reading and digital literacy among Czech 15-year-old pupils was also highlighted by the PISA 2018 international research. [ABSTRACT FROM AUTHOR]

The paper presents the results of the analysis of the assessment of the acquisition of digital competencies of students of secondary vocational schools with a focus on the field of engineering in terms of: their importance for meeting the profile of the graduate; employability of graduates in the field; requirements of Industry 4.0; the difficulty of their acquisition at a secondary vocational school. The research team performed analysis of the implementation of the Framework Educational Program for the field of education 23-41-M / 01 Mechanical engineering in the conditions of secondary vocational school. The main tool of the quantitative research survey was an online questionnaire distributed to the principals of secondary vocational schools with a focus on the field of engineering. The research survey took place in February and March 2021, the respondents were school principals and other persons responsible for the implementation of the school curriculum. The ICT competence of students is given very strong attention by teachers of secondary schools of engineering They consider the acquisition of this competence to be the third most demanding in terms of its complexity. They consider ICT competence to be the most connected of all the requirements of Industry 4.0. ICT competence of graduates may be the second most important for employers and it is the second competence contributing to fulfilling the profile of a school graduate. ICT education is the fourth most important educational area in terms of engineering practice. And it is the most popular area for students. Two thirds of secondary schools rate the equipment with digital technologies as favorable and fully compliant. Analysis will enable us to provide FEP publishers, FEP implementing schools, graduate customers and the general professional public with supporting documents for negotiations leading to the optimization of educational documents in new and increasingly changing production and socio-economic conditions. [ABSTRACT FROM AUTHOR]

As regards the field of mechanical engineering, artificial intelligence covers the use of digital technology, automation and robotisation and creates conditions for the digital connection of production processes, which has been called the fourth industrial revolution, and all such functioning processes represent Industry 4.0. Nowadays, global producers of mechanical engineering technology offer the so-called smart technologies, covering all kinds of modern technologies for metal machining, which are at the heart of every industrial production. The aim of this study was to examine whether the current possibilities of automation and robotisation as components of artificial intelligence in the engineering production influence the choice of a secondary school in primary school pupils and the extent of pupils' preference to apply digital technologies in the engineering production in their future work. The study also investigated whether respondents' answers are influenced by the year of study at secondary school and their subjectively assessed level of digital competences. The analysis of answers from 320 pupils from two secondary mechanical engineering schools showed that almost 40% of pupils were positively influenced by the possibilities of automation and robotisation in the engineering production and 70% of respondents wish their work would be related to the application of digital technologies in the engineering production to at least a certain extent. Using the chi-squared test, we found out that the motivation when choosing a secondary school based on the possibility to use automation and robotisation in the engineering production has a significant impact on students' wish to work with digital technologies in their future work. The same test also proved a significant dependency between pupils' self-assessment of digital competences and their wish to use digital technologies in their future work. [ABSTRACT FROM AUTHOR]

The study is focused on the topic of students' digital competences level and frequency of digital technologies implementation to learning at engineering secondary schools in the Czech Republic and their mutual relationship. The relationship between students' evaluation of their level, i.e. the frequency of their use and their typological professional orientation is determined by the RIASEC method. Ascertainment of the level of digital competences of students of the sample brought positive and quite expected results with respect to findings of international surveys of digital literacy. Students' opinions on the frequency of use of digital technologies by the teachers throughout learning are in agreement with the examination of school inspection bodies. The subjectively perceived level of digital competence of students does not affect the assessment of the frequency of digital technology implementation by teachers. It has not been noticed that the typological characteristics of individuals from the sample would be manifested in the assessment of their digital competences or the assessment of teachers' use of digital technologies in learning. [ABSTRACT FROM AUTHOR]

The main topic of the research is the role of e-learning of pupils of secondary technical vocational schools when creating lists of Maturita reading to prepare for the school-leaving exam in the mother tongue. The paper introduces a research of school lists of Maturita reading at selected schools. It is crucial not only to have an appropriate canon of texts to choose from but also to focus on how creation and submission of the lists work in e-learning as well as the process of communication at secondary technical vocational schools. Students read up the school lists of Maturita reading in the form of e-consultations (e-learning). They then send their Czech teacher a final list of mandatory reading based on the list provided by the school. The school lists of Maturita reading is based on the requirements stated in the Catalogue of Requirements, which is available on the Cermat website under the auspices of the Ministry of Education of the Czech Republic. Teachers select a minimum prescribed number of books (60) for pupils from this list following certain rules. The research of the lists of Maturita reading consists of two main parts. The first part - the analysis of lists of Maturita reading - was performed by the method of document content analysis. Another part of the research composes the content analysis of students' reading lists. The text aims to describe, analyse, evaluate and compare the e-learning of students throughout the creation of lists of Maturita reading. It is empirical research of quantitative design. The partial objective is to analyse how the construction process works in the form of e-learning and what equipment is used to ensure its success. The outcomes provide information on the mechanisms of the process, which can supplement the e-learning courses for teachers focused on adequate creation of lists of Maturita reading. The research was carried out by the team of the Student Grant Competition at the Faculty of Education of the University of Ostrava in the Czech Republic, specifically by two university students and one teacher at the university in January - April 2020. The results of the research introduce the degree of effectiveness of the described, analysed, evaluated e-learning and provide information on selected curricular documents (school lists of Maturita reading for the oral part of graduation exam in the mother tongue). [ABSTRACT FROM AUTHOR]

Lifelong learning of teachers throughout their professional career is a significant process influencing the level of education of their students'. In 2011, uniform state Maturita exams (high school leaving exam) in the Czech language and literature (official name of the subject, further as "CLL") were introduced in the Czech Republic. The Maturita exams contain a written and an oral part and a didactic test. In the oral part, students are asked to prove their knowledge and understanding of books on their students' reading list. Each student makes a list according to state rules, called the school list of Maturita reading and The Catalogue of Language Graduation Requirements. School list of Maturita reading determines the range of knowledge necessary for passing the oral exam. It is created by the head of the Czech subject committee at each secondary school that has a school-leaving exam, and who presents the proposal to the headteacher. Teachers must be qualified for assessing the oral exam. They can obtain the required qualification via e-learning and face-to-face tutorials organised by the National Institute for Further Education under the patronage of the Ministry of Education, Youth and Sports. Each member of the committee assessing the oral part of the exam must be certificated. Each student creates their reading list via elearning, assisted by their teacher. The research is focused on certificated studies of Czech teachers for the role of assessors of the oral part of the Maturita exam. The outcome of the research is a presentation of results of the analysis of documents - school lists of Maturita reading of secondary technical schools in the Moravian-Silesian Region of the Czech Republic and their comparison. The aim of the study is to find out if the teachers of particular schools are certified assessors and if public documents (school reading lists) are created according to the rules. [ABSTRACT FROM AUTHOR]

The study reflects the process of preparation of assessors and central assessors assessing the essay tests from the Czech language and literature (CLL) used in the state part of the maturita exam (secondary school leaving exam) in the Czech Republic. Using the Focus Group method, we obtained interesting and operationally useful findings about opinions from course participants on the given functions in the process of the maturita exam, time required for the online preparation, number of compulsory online assessed essay tests in the process of calibration, entire concept of the preparation and effectiveness of the online preparation. [ABSTRACT FROM AUTHOR]

This study brings the results of an international study of the views of academic teachers (academics) and students from the Czech Republic, Poland, the Slovak Republic, and the Ukraine on the importance of the digital competence of academics. Digital competence is usually intertwined into a broader didactic competence that can be incorporated into the educational profile of an academic. Aggregated data in the first half of 2018 was compiled using statistical procedures for a group of academics, a group of students, and between both groups in each country, as well as across a multinational set. They point to differences and the consensus in perceiving the importance of digital components that can be used for the targeted further education of academics, setting up a system for the evaluation of studies, and for innovation in the university digital environment. [ABSTRACT FROM AUTHOR]