18. mezinárodní vědecká konference Didaktická konference 2025. Sborník recenzovaných příspěvků
Licence

Tato práce je licencována pod licencí Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Název anglicky: 18th International Scientific Conference Didactic Conference 2025. Rewieved Proceedings
Výrazný rozmach umělé inteligence se nevyhýbá ani oblasti didaktiky matematiky, přírodních věd a didaktiky odborného vzdělávání. I proto měl 18. ročník tradiční didaktické konference motto: (vzdělávání s (AI) ve vzdělávání). Umělá inteligence ovlivňuje práci pedagogů různým způsobem a tato diverzita přístupů se rovněž projevila i v prezentovaných příspěvcích a sdílení praktických zkušeností v mezinárodním kontextu. Sborník z mezinárodní vědecké konference zaměřené na problematiku didaktiky, která je organizována Pedagogickou fakultou Masarykovy univerzity, Vysokou školou DTI, Katolíckou univerzitou v Ružomberku a Informačnou spoločnosťou pre výchovu a vzdelávanie, členem Zväzu slovenských vedeckotechnických spoločností, tak přináší různé pohledy na vliv umělé inteligence v oblasti vzdělávání, rozvoje kompetencí a gramotností.
E-kniha (PDF)
| ISBN-13 | 978-80-280-0906-9 |
| Počet stran | 204 |
| Rok vydání | 2026 |
| Pořadí vydání | 1., elektronické |
| doi | https://doi.org/10.5817/CZ.MUNI.P280-0906-2026 |
Obecné informace
| Klíčová slova | didaktika matematiky , didaktika přírodních věd , didaktika odborného vzdělávání , umělá inteligence , kompetence a gramotnost |
| Jazyky | Čeština, Angličtina, Slovenština |
Barnová, S., Gabrhelová, G., & Barna, D. (2025). School Organisational Climate and Its Impact on Teacher Resilience. Prešov: Vydavateľstvo Prešovskej univerzity.
Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22(7), 812-825. https://doi.org/10.1016/j.tate.2006.04.027
Cameron, M., & Lovett, S. (2014). Sustaining the commitment and realising the potential of highly promising teachers. Teachers and Teaching, 21(2), 150-163. https://doi.org/10.1080/13540602.2014.928132
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2016). Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6), 788-799. https://doi.org/10.1037/edu0000088
Day, C. (2014) Resilient principals in challenging schools: The courage and costs of conviction. Teachers and Teaching, 20(5), 638-654. https://doi.org/10.1080/ 13540602.2014.937959
Destler, K. N. (2017). A matter of trust: Street level bureaucrats, organizational climate and performance management reform. Journal of Public Administration Research and Theory, 27(3), muw055. https://doi.org/10.1093/jopart/muw055
Gavora, P., & Braunová, J. (2010). Adaptácia Dotazníka organizačnej klímy školy (OCDQ-RS). Pedagogická orientace, 20(1), 39-59.
Gordon Rouse, K. A., Longo, M., & Trickett, M. (1999). Fostering resilience in children. Bulletin, 875, 99. The Ohio State University.
Hashimoto, H., & Maeda, K. (2021). Collegial organizational climate alleviates Japanese schoolteachers’ risk for burnout. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.737125
Herdman, A., & McMillan-Capehart, A. (2010). Establishing a diversity program is not enough: Exploring the determinants of diversity climate. Journal of Business and Psychology, 25, 39-53. https://doi.org/10.1007/s10869-009-9133-1
Hoy, W. K. (2022). School climate – Measuring school climate, school climate and outcomes, issues trends and controversies. In Education Encyclopedia. Buffalo, NY, USA: State University. Retrieved from https://education.stateuniversity.com/pages/2392/School-Climate.html#ixzz7aKUXUHxE
Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open Schools/Healthy Schools. Measuring Organizational Climate. Beverly Hills: Sage.
Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool teachers’ child-centered beliefs: Direct and indirect associations with work climate and job-related wellbeing. Child Youth Care Forum, 45(3), 451-465.
Kanu, G. C., Ugwu, L. E., Ogba, F. N., Ujoatuonu, I. V., Ezeh, M. A., Eze, A., Okoro, C., Agudiegwu, M., & Ugwu, L. I. (2022). Psychological contract breach and turnover intentions among lecturers: The moderating role of organizational climate. Frontiers in Education, 7, 784166. https://doi.org/10.3389/feduc.2022.784166
Kapa, R., & Gimbert, B. (2017). Job satisfaction, school rule enforcement, and teacher victimization. School Effectiveness and School Improvement, 29(1), 150-168. https://doi.org/10.1080/09243453.2017.1395747
Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing Leadership for Changing Times. International Journal of Educational Management, 13(6), 301-302. https://doi.org/10.1108/ijem.1999.13.6.301.4
Oh, H. (2024). Teacher burnout in educational organizations. IntechOpen. https://doi.org/10.5772/intechopen.1006832
Platania, S., Morando, M., & Santisi, G. (2022). Organisational climate, diversity climate and job dissatisfaction: A multi-group analysis of high and low cynicism. Sustainability, 14(8), 4458. http://dx.doi.org/10.3390/su14084458
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293-315. https://doi.org/10.1002/job.248
Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organizational climate and culture. Annual Review of Psychology, 64(1), 361-388. https://doi.org/10.1146/annurev-psych-113011-143809
Stapleton, P., Garby, S., & Sabot, D. (2020). Psychological distress and coping styles in teachers: A preliminary study. Australian Journal of Education, 64(2), 127-146. https://doi.org/10.1177/0004944120908960
Tikkanen, L., Haverinen, K., Pyhältö, K., Pietarinen, J., & Soini, T. (2022). Differences in teacher burnout between schools: Exploring the effect of proactive strategies on burnout trajectories. Frontiers in Education, 7, 858896. https://doi.org10.3389/feduc.2022.858896
Timms, C., & Brough, P. (2013). “I like being a teacher”: Career satisfaction, the work environment and work engagement. Journal of Educational Administration, 51(6), 768-789. https://doi.org/10.1108/JEA-06-2012-0072
Ulich, E., & Wülser, M. (2004). Gesundheitsmanagement in Unternehmen. Arbeitspsychologische Perspektiven. Wiesbaden: Gabler. https://doi.org/10.1007/978-3-663-07655-1
Weijie, W., & Taek, K. K. (2022) Examining the effects of a performance management reform on employee attitudes and organizational climate. Public Management Review, 25(7), 1385-1407. https://doi.org/10.1080/14719037.2022.2026095
Weijie, W., & Taek, K. K. (2022) Examining the effects of a performance management reform on employee attitudes and organizational climate. Public Management Review, 25(7), 1385-1407. https://doi.org/10.1080/14719037.2022.2026095
Beránek, J. (2011). Motivace ve výuce matematiky – dva náměty z teorie čísel. In: 14. didaktická konference 2021. 1. vyd. Brno: Masarykova univerzita, s. 23-29.
Halaš, R. (1977). Teorie čísel. Olomouc: Univerzita Palackého.
Hejný, M. a kol. (1989). Teória vyučovania matematiky 2. Bratislava: SPN.
Chinčin, A. J. (1952). Řetězové zlomky. Cepnyje drobi (Orig.). Praha: Přírodovědecké vydavatelství.
Pšenička, J. (1977). Surdické výrazy. Rozhledy matematicko-fyzikální, (56), 4. 158-161.
Šalát, T. (1982). Reálne čísla. Bratislava: Alfa.
Vinogradov, I. M. (1953). Základy theorie čísel. Praha: Československá akademie věd.
Vít, P. (1982). Řetězové zlomky. Praha: Mladá fronta.
Atkinson, J. (1984). Manpower strategies for flexible organisations. Personnel Management, 16(8), 28–31.
Degryse, C. (2017). Digitalisation of the economy and its impact on labour markets. ETUI. https://doi.org/10.2139/ssrn.2730550
Ford, M. (2017). Roboti nastupují. Praha: Rybka Publishers.
Han, B.-C. (2016). Vyhořelá společnost. Praha: Rybka Publishers.
Juvin, H., & Lipovetsky, G. (2012). Globalizace: Kulturní a sociální důsledky. Prostor.
Lipovetsky, G. (2008). Paradoxní štěstí: Esej o hyperkonzumní společnosti. Prostor.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in education. Pearson.
Seemiller, C., & Grace, M. (2019). Generation Z: A century in the making. Routledge. https://doi.org/10.4324/9780429442476
Žiak, P., Bútora, M., & Malatinec, M. (2024). Kultúrna orientácia slovenskej mládeže. Bratislava: Národné osvetové centrum.
Barnová, S., Krásna, S., Gabrhelová, G. (2019). Application of Digital Technologies as a Factor Influencing University Students’ Academic Satisfaction. In L. Gómez Chova, A. López Martínez, I. Candel Torres (Eds.), ICERI 2019 Proceedings (pp. 11146-11151). 12th International Conference of Education, Research and Innovation, 11th-13th November, 2019, Seville, Spain. IATED Academy. https://doi.org/10.21125/iceri.2019.2752
Bartáková, Z., Kútiková, M., & Lajčin, P. (2023). Možnosti rozvoja digitálnych kompetencií žiakov vo virtuálnom prostredí. In Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok. (22), 5. https://doi.org/10.54937/ssf.2023.22.5.141-146
Dohnanská, M., Lajčin, D. (2015). By The Media as a Way of Streamlining The Process of Education in Secondary Schools. New Approaches to Engineering Pedagogy Pädagogische Hochschule Niederösterreich, 2015, špeciálne číslo 4, s. 42-46. https://doi.org/10.53349/re-source.2015.i4.a244
Hrdináková, D., & Fázik, J. (2021). Dimenzie digitálnej gramotnosti. In Knižničná a informačná veda XXIX. Zborník Filozofickej fakulty Univerzity Komenského. Bratislava : Univerzita Komenského v Bratislave. s. 169–189.
Kachman, L., & Tkáčová, E. (2023). Digitálne zručnosti a kompetencie v teórii a praxi. Bratislava : RAABE Akadémia.
Kostrub, D., Severini, S., & Rehúš, J. (2012). Proces výučby a digitálne technológie. Bratislava : Alfa print, s. r. o.,
Martin, A. (2006). A european framework for digital literacy. Nordic Journal of Digital Literacy, (1), 2. https://www.idunn.no/doi/10.18261/ISSN1891-943X-2006-02-06
Perrenoud, P. (2023). Investigating teachers' confidence and training needs on digital literacy across four European counties. In INTED2019 Proceedings: 13th International Technology, Education and Development Conference. Valencia: IATED, 2019. [cit. 2024-09-06]. https://library.iated.org/publications/INTED2019
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. [online]. Luxembourg : Publications Office of the European Union, https://publications. jrc.ec.europa.eu/
Billington, D. P. (1983). The Tower and the Bridge: The New Art of Structural Engineering. Princeton University Press. https://doi.org/10.1515/9780691236933
Dušan, J. (1984). Naše mosty historické a současné. Praha: NADAS.
Fischertechnik. (n.d.). fischertechnik – construction toys & STEM kits. Dostupné z https://www.fischertechnik.de/en/.
Friedmann, Z. (2003). Didaktika technické výchovy (1. vyd.). Masarykova univerzita v Brně.
Havelka, M., & Serafín, Č. (2003). Konstrukční a elektrotechnická stavebnice ve výuce obecně technického předmětu. Olomouc: Univerzita Palackého. ISBN 80-244-0692-6.
Chen, W.-F., & Duan, L. (Eds.). (2014). Bridge Engineering Handbook (2nd ed.). CRC Press. https://doi.org/10.1201/b15616
Leonhardt, F. (1982). Bridges: Aesthetics and Design. MIT Press.
Merkur Toys s. r. o. (n. d.). Merkur – oficiální stránky výrobce kovových stavebnic. Dostupné z https://www.merkurtoys.cz/.
Ministerstvo školství, mládeže a tělovýchovy. (2023). Rámcový vzdělávací program pro základní vzdělávání (RVP ZV). Dostupné z https://edu.gov.cz/rvp-ramcove-vzdelavaci-programy/ramcovy-vzdelavacici-program-pro-zakladni-vzdelavani-rvp-zv/.
Podolny, W., & Scalzi, J. B. (1986). Construction and Design of Cable-Stayed Bridges. Wiley.
Průcha, J. (2017). Moderní pedagogika. Praha: Portál.
Troitsky, M. S. (1994). Planning and Design of Bridges. Wiley.
Dytrtová, J. (2022). Jana Dytrtová [YouTube channel]. YouTube. https://www.youtube.com/@janadytrtova2289 YOUTUBE. [cit. 2025-11-03].
Jaklová Dytrtová, J., Jakl, M., & Šteffl, M. (2023). Základy biochemie: Pracovní sešit 2023. Fakulta tělesné výchovy a sportu, Univerzita Karlova
Kulak, V. & Newton, G. (2014). A guide to using case‐based learning in biochemistry education. Online. Biochemistry and Molecular Biology Education. (42), 6, 457-473. https://doi.org/10.1002/bmb.20823.
Paivio, A. (1969). Mental Imagery in Associative Learning. https://doi.org/10.1037/h0027272
Plass, J. L., Moreno, R., & Brunken, R. (2010). Cognitive load theory. Cambridge: Cambridge University Press: Curriculum and pedagogy. In P. W. Jackson (Ed.), Handbook of research on curriculum (s. 486–516). New York: Macmillan. https://doi.org/10.1017/CBO9780511844744
Ahmad, F. B., Aboraya, W., & Al Hamouri, L. (2025). The effect of interactive AI tools like photomath on developing mathematical concepts in students with learning difficulties: A quasi-experimental study. Multidisciplinary Science Journal, 7(11). https://doi.org/10.31893/multiscience.2025546
Apeltaer, T., Matuszková, R., Kozák, P., Heczko, M., Vidourková, K. (2017). Směrový průzkum ve městě Boskovice. [Directional survey in the town of Boskovice] https://data.ohlasy.info/2017/studie-dopravy-smery.pdf
Belousova V. I, Gorbunov D. A. and Erin M. A. (2025). Development of an Automated System for Generating Assignments in Mathematical Disciplines Using LLMs. 2025 IEEE Ural-Siberian Conference on Biomedical Engineering, Radioelectronics and Information Technology (USBEREIT), Yekaterinburg, Russian Federation. https://doi.org/10.1109/USBEREIT65494.2025.11054083.
Bhattacharjee D. & Dutta S. (2013) Plagiarism Detection by Identifying the Equations, Procedia Technology, 10. https://doi.org/10.1016/j.protcy.2013.12.414.
Chandrasekhar A., Chan J., Ogoke F., Ajenifujah O., Farimani A. B. (2024). AMGPT: A large language model for contextual querying in additive manufacturing, Additive Manufacturing Letters, 11. https://doi.org/10.1016/j.addlet.2024.100232.
Costa, D. S., Mello C. A. B. and d'Amorim, M. (2021). A comparative study on methods and tools for handwritten mathematical expression recognition. Association for Computing Machinery. https://doi.org/10.1145/3469096.3474936
Jin Z., Qin, P., Lin S., Qin J., Zhai S., Zeng J., Yin X. (2026). Robust scene text understanding with OCR token and word alignment for Text-VQA and text-caption, Pattern Recognition, 172, Part A. https://doi.org/10.1016/j.patcog.2025.112362.
Kobayashi Y., Mimuro S., Suzuki S., Iijima Y., Okada A. (2021). Basic research on a handwritten note image recognition system that combines two OCRs. Procedia Computer Science, 192, 2596-2605. https://doi.org/10.1016/j.procs.2021.09.029
Kortemeyer, G. (2023). Toward AI grading of student problem solutions in introductory physics: A feasibility study. Physical Review Physics Education Research, 19(2). https://doi.org/10.1103/PhysRevPhysEducRes.19.020163
Másilko, L. (2024), Univerzální design prezenční výuky matematiky, Sborník z 29. semináře Moderní matematické metody v inženýrství, ISBN 978-80-248-4745-0.
Meuschke, N. (2023). Math-based Plagiarism Detection. In: Analyzing Non-Textual Content Elements to Detect Academic Plagiarism. Springer Vieweg, Wiesbaden. https://doi.org/10.1007/978-3-658-42062-8_5
Sakshi, V. K. (2021). A retrospective study on handwritten mathematical symbols and expressions: Classification and recognition, Engineering Applications of Artificial Intelligence, 103. https://doi.org/10.1016/j.engappai.2021.104292.
Wang, H., Pan, C., Guo, X., Ji, C., & Deng, K. (2021) From object detection to text detection and recognition: A brief evolution history of optical character recognition. Wiley Interdisciplinary Reviews: Computational Statistics, 13(5). https://doi.org/10.1002/wics.1547
Ziuziun, V., & Petrenko, N. (2024). Application of optical character recognition and machine learning technologies to create an information system for automatic verification of offline testing. Bulletin of National Technical University KhPI. Series: System Analysis, Control and Information Technologies, 2 (12), pages 66–75. https://doi.org/10.20998/2079-0023.2024.02.10
Bero, P. & Berová, Z. (2025). Zabudnime na to, že všetci musia mať jednotky. Deti musíme učiť základné zručnosti. Dostupné z https://eduworld.sk/cd/pr/11241/zabudnime-na-to-ze-vsetci-musia-mat-jednotky-deti-musime-ucit-zakladne-zrucnosti-tvrdia-berovci-ucitelia-s-30-rocnou-praxou.
Brown, M. (2017). A Critical Review of Frameworks for Digital Literacy: Beyond the Flashy, Flimsy and Faddish, Part 1. In: ASCILITE Technology Enhanced Learning Blog [online]. 5. October 2017 [cit. 2025-10-20]. Dostupné na: https://blog.ascilite.org/acritical-review-of-frameworks-for-digital-literacy-beyond-the-flashy-flimsy-and-faddishpart-1/.
Burjan, V., Ftáčnik, M., Juráš, I, Vantuch, J. Višňovský, E., & Vozár, L. (2017). Učiace sa Slovensko, Národný program rozvoja výchovy a vzdelávania. Bratislava. https://www.minedu.sk/data/files/6987_uciace_sa_slovensko.pdf.
Hargaš, J. (2021). Technológia vzdelávania. VŠ DTI, Dubnica nad Váhom, 128 s,
Hrmo, R. & Turek, I. (2003). Kľúčové kompetencie. Bratislava: STU, ISBN 80-227-1881-5.
Kropáč, J. et al. (2004). Didaktika technických předmětů – vybrané kapitoly. Olomouc: Univerzita Palackého v Olomouci, 2004.
Lászlo, K. & Osvaldová, Z. (2014). Didaktika. Belianum, Vydavateľstvo UMB v Banskej Bystrici, Equilibria s.r.o., Košice, 162 s, ISBN 978–80–557–0690–0.
Pisoňová, M. et al. (2017). Školský manažment – terminologický a výkladový slovník. Bratislava: Wolters Kluwer, 2017. ISBN 978-80-8168-660-3.
Vránová, M., Gasperová, J., & Filipová, Ľ. (2016). Vízia digitálneho vzdelávania v súčasných podmienkach modernej školy. Digitalmag.sk [online]. Digital Science Magazine, 2016. [cit. 2025-11-03]. Dostupné na: http://www.digitalmag.sk/vizia-digitalneho-vzdelavania/
Barták, J. (2025). Sociální kompetence. Praha: Grada.
Furze, L. (2025). AI ve škole prakticky: strategie pro využití generativní umělé inteligence ve vzdělávání. Praha: AI dětem, z.s.
Gabošová, J. (2020). Otevřená komunikace a řešení konfliktů ve třídě. Praha: Raabe.
Hermochová, S., Vaňková, J. (2014) Hry pro rozvoj skupinové spolupráce. Praha: Portál.
Hlušička, P. (2013). Styly vedení. Dostupné z https://www.firemni-sociolog.cz/cz/uzitecne-informace/clanky/138-styly-vedeni.
Kratochvíl, S. (2005). Skupinová psychoterapie v praxi. Praha: Galén.
Tkáčová, A. (2014). Didaktické hry vo vyučovacom procese. Dostupné z: http://www.souplipany.sk/Projekty/SBD/Technol%F3gia/Didaktick%E9%20hry%20vo%20vyu%E8ovacom%20procese.
Zelinová, M. (2011). Hry pro rozvoj emocí a komunikace: koncepce a model tvořivě humanistické výchovy. Praha: Portál, 2011.
Daliva, R. C. (2024). Effects of Gamification on Students’ Academic Performance and Engagement in Mathematics. Dinkum Journal of Social Innovations, 3(09), 512–530. https://doi.org/10.71017/djsi.3.9.d-0373
Fuentes-Riffo, K., Salcedo-Lagos, P., Sanhueza-Campos, C., Pinacho-Davidson, P., Friz-Carrillo, M., Kotz-Grabole, G., & Espejo-Burkart, F. (2023). The influence of gamification on high school students’ motivation in geometry lessons. Sustainability, 15(21), 15615. https://doi.org/10.3390/su152115615
Jajoo, C. S., & Rajas, S. (2025). GAME ON FOR MATH: A systematic review of gamified learning environments and numerical proficiency. Interdisciplinary Journal of Information, Knowledge, and Management, 20(2). ISSN (E) 1555-1237.
Liu, Q. (2024). Gamification in primary school mathematics teaching. Journal of Education, Humanities and Social Sciences. https://doi.org/10.54097/ehss.v22i.12493
List of Articles – Prime Numbers. (n.d.). Retrieved December 6, 2025, dostupné z: https://prime-numbers.info/article/
Valente, A., & Marchetti, E. (2011). Prime slaughter: Playful prime numbers. In A. L. Brooks (Ed.), ArtsIT 2011: Second International ICST Conference on Arts and Technology (pp. 136–144). Springer. https://doi.org/10.1007/978-3-642-33329-3_16
Yağmur, B. E. (2020). A game-based teaching activity related to prime numbers. Journal of Inquiry Based Activities, 10(1), 18–30.
Európska komisia. (2021). Digitálny kompas 2030: Európska cesta pre digitálne desaťročie [online]. Brusel: Európska komisia, 2021. COM(2021) 118 final. Dostupné na: https://eur-lex.europa.eu/legal-content/SK/TXT/?uri=CELEX:52021DC0118
Európska únia. (2022). Rozhodnutie (EÚ) 2022/2481 Európskeho parlamentu a Rady z 14. decembra 2022 o politickom programe „Cesta k digitálnemu desaťročiu“ [online]. Ú. v. EÚ L 323, 19. 12. 2022, s. 4–35. Dostupné na: https://eur-lex.europa.eu/legal-content/SK/TXT/?uri=CELEX:32022D2481
Európsky dvor audítorov. (2025). Osobitná správa č. 13/2025: Podpora digitálnej transformácie v členských štátoch EÚ z Mechanizmu na podporu obnovy a odolnosti [online]. Luxembursko: EDA, 2025. Dostupné na: https://www.eca.europa.eu
Európska komisia. (2025). Odpovede Európskej komisie na osobitnú správu Európskeho dvora audítorov č. 13/2025 [online]. Brusel: EK, 2025. Dostupné na: https://eur-lex.europa.eu/legal-content/SK/TXT/PDF/?uri=OJ:L_202402509
Hošoff, B. a kol. VAPSE (2024). Výzvy a perspektívy slovenskej ekonomiky v kontexte globalizácie a digitálnej transformácie. Bratislava: Slovenská akadémia vied, 2024. ISBN 978‑80‑89524‑65‑9. https://digital-strategy.ec.europa.eu/en/policies/digital-decade-policy-programme
Brdička, B. (2024). Pedagogika nejistoty v éře AI. https://digitalizace.rvp.cz/files/pedagogika-nejistoty-v-ere-ai-11.pdf
Cinka, T. (2025). Jak si studenti vybírají svou budoucnost? A proč to není technika a přírodověda? https://www.vim-jmk.cz/clanky/jak-si-studenti-vybiraji-svou-budoucnost-proc-neni-technika-prirodoveda
Česká školní inspekce. (2024). Národní zpráva TALIS. https://mzv.gov.cz/file/5998851/_1_narodni_zprava_TALIS_2024.pdf
Český statistický úřad. (2025). Živě narození a zemřelí v České republice. https://csu.gov.cz/graf-zive-narozeni-a-zemreli-v-ceske-republice
FabLab Brno. (2025). MyMachine Czechia. https://mymachineczechia.cz/
Fanuc Akademické fórum. (2025). Umělá inteligence ve vzdělávání. Fanuc Czech s.r.o. 25.11.2025 https://doi.org/10.54937/ssf.2026.25.2.11-21
JeduEdu. Schéma STEM. https://www.jeduedu.cz/stem/
Košíková A. (2020). Generace Z – poznejte své žáky a uchazeče. https://www.nezzazvoni.cz/generace-z-poznejte-sve-zaky-a-uchazece/
Marková, L., Korbel, V., Prokop, D., Röschová, M., & Zeman, J. (2024). Třetina rodičů chce pro své dítě všeobecnou střední. Reálně teď pojmou necelou pětinu deváťáků. https://www.paqresearch.cz/post/poptavka-stredni-skoly/
Mejzlík, T. (2024). Projekt STEM. https://stemprojekt.cz/
Ministerstvo pro místní rozvoj. (2020). Teze Hospodářské strategie České republiky 2020-2030. https://mmr.gov.cz/getmedia/4703af96-bbb7-4fda-8c6d-c5cdfa446526/Teze_Hospodarske_strategie_2020_2030.pdf.aspx
Národní ústav pro vzdělávání. (2019). Koncept STEM. https://archiv-nuv.npi.cz/p-kap/koncept-stem.html
Sapíková, L. & Philippi, H. (2025). DIGINETWORK Digitální vzdělávání: přeshraniční spolupráce a podpora učitelů. https://vim-jmk.cz/skolstvi/projekty/diginetwork
Ševčík, M. (2024). Generace versus marketing v ČR. https://www.marketingppc.cz/marketing/generace-versus-marketing-v-cr/
Boroš, J. (2001). Základy sociálnej psychológie. Bratislava IRIS.
Brečka, P., Depešová, J., Halmová, J., Récka, N., Satková, J., & Buckingham, D. (2007). Beyond technology: children's learning in the age of digital culture, Cambridge.
Coughlin, E. (2010). High School at a Crossroads. Educational Leadership, 66 (7), 48–52.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment, 2011(1), 1-23.
Hasajová, L., Porubčanová, D., & Bilčík, A. (2020). Vybrané kapitoly
z pedagogickej komunikácie v odbornom vzdelávaní. Dubnica nad Váhom: VŠ DTI,
Dubnica nad Váhom, ISBN 978-80-8222-015-8.
Kollárik, T. (2002). Sociálna psychológia práce. Bratislava: Slovenské pedagogické
nakladateľstvo, 202. s. ISBN 80-22 31731 4.
Vránová, M., Gasperová, J., & Filipová, Ľ. (2016). Vízia digitálneho vzdelávania v súčasných podmienkach modernej školy. Digitalmag.sk [online]. Digital Science Magazine, [cit. 2025-11-01]. Dostupné z: http://www.digitalmag.sk/vizia-digitalneho-vzdelavania/
Adel, A. (2024). The convergence of intelligent tutoring, robotics, and IoT in smart education for the transition from industry 4.0 to 5.0. Smart Cities, 7(1), 325-369. https://doi.org/10.3390/smartcities7010014
Bhutoria, A. (2022). Personalized education and artificial intelligence in the United States, China, and India: A systematic review using a human-in-the-loop model. Computers and Education: Artificial Intelligence, 3, 100068, https://doi.org/10.1016/j.caeai.2022.100068
Çela, E., Vajjhala, N. R., Eappen, P., & Vedishchev, A. (2025). Artificial intelligence in vocational education and training. In E. Çela, N. Vajjhala, R. Potluri, & P. Eappen (Eds.), Transforming Vocational Education and Training Using AI (pp. 1-16). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8252-3.ch001
Fiegler-Rudol, J., Lau, K., Mroczek, A., Kasperczyk, J., Fiegler-Rudol, J., Lau, K., Mroczek, A., & Kasperczyk, J. (2025). Exploring Human–AI Dynamics in Enhancing Workplace Health and Safety: A Narrative Review. International Journal of Environmental Research and Public Health, 22(2). https://doi.org/10.3390/ijerph22020199
Gabrhelová, G., Lajčin, D., Barnová, S., & Krásna, S. (2020). Dual System of Education and Training as a Pathway to the Labour Market. Szeged: Belvedere Meridionale.
Kabiesz, P., Płaza, G., & Jamil, T. (2025). Modern Technologies in Occupational Health and Safety Training: An Analysis of Education, Innovation, and Sustainable Work Practices in Industry. Sustainability, 17(16), 7305. https://doi.org/10.3390/su17167305
Krásna, S., & Barnová, S. (2020). Systém duálneho vzdelávania ako súčasť odborovej didaktiky. Dubnica nad Váhom: VŠ DTI.
Krásna, S., Barnová, S., & Gabriš, A. (2019). Duálne vzdelávanie a kvalifikovaná pracovná sila v spoločenskovedných súvislostiach. Dubnica nad Váhom: Vysoká škola DTI.
Lajčin, D., Gabrhelová, G.; Barnová, S., & Krásna, S. (2020). Odborné vzdelávanie a príprava v systéme duálneho vzdelávania pre potreby trhu práce. Praha: Wolters Kluwer.
Madzinová, R. et al. (2018). Analýza systému duálneho vzdelávania v Slovenskej republike. Bratislava: SBA.
Nariadenie vlády SR č. 395/2006 Z. z. o minimálnych požiadavkách na poskytovanie a používanie osobných ochranných pracovných prostriedkov.
Prasetya, F., Fortuna, A., Samala, A. D., Latifa, D. K., Andriani, W., Gusti, U. A., Raihan, M., Criollo-C, S., Kaya, D., & Cabanillas García, J. L. (2024). Harnessing artificial intelligence to revolutionize vocational education: Emerging trends, challenges, and contributions to SDGs 2030. Social Sciences & Humanities Open, 11, 101401. https://doi.org/10.1016/j.ssaho.2025.101401
Shen, Y., Liu, Q., Zhang, K., & Zou, R. (2024). The application of artificial intelligence technology in vocational college training. Recent trends in educational technology and administration. https://doi.org/10.1007/978-3-031-60777-6_11
Vančo, P., & Zemánková, K. (2025). Význam BOZP vo výchovno-vzdelávacom procese ako základu praktickej výchovy s prepojením na všeobecné a odborné predmety. In Zborník z medzinárodnej vedeckej konferencie, Bezpečné a podporujúce edukačné prostredie (s. 367-378). Dubnica nad Váhom: Vysoká škola DTI.
Vyhláška Ministerstva práce, sociálnych vecí a rodiny Slovenskej republiky č. 147/2013 Z. z., ktorou sa ustanovujú podrobnosti na zaistenie bezpečnosti a ochrany zdravia pri stavebných prácach a prácach s nimi súvisiacich a podrobnosti o odbornej spôsobilosti na výkon niektorých pracovných činností.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 223/2022 Z. z. o základnej škole.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 224/2022 o strednej škole.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 287/2022 Z. z. o sústave odborov vzdelávania pre stredné školy a o vecnej pôsobnosti k odborom vzdelávania.
Zákon č. 314/2001 Z. z. o ochrane pred požiarmi.
Zákon č. 124/2006 Z. z. o bezpečnosti a ochrane zdravia pri práci a o zmene a doplnení niektorých zákonov.
Zákon č. 355/2007 Z. z. o ochrane, podpore a rozvoji verejného zdravia a o zmene a doplnení niektorých zákonov.
Zákon č. 61/2015 Z. z. o odbornom vzdelávaní a príprave a o zmene a doplnení niektorých zákonov.
Ministerstvo školstva, výzkumu a športu SR. (2022). Rámec digitálnych kompetencií pedagógov (DigCompEdu) [online]. Bratislava : MŠVVaŠ SR, https://www.minedu.sk/data/files/13394_final_digcompedu_a4.pdf
Floridi, L. (2023). The Ethics of Artificial Intelligence: Principles, Challenges, and Opportunities. Oxford : Oxford University Press, ISBN 978-0-19-888309-8. https://doi.org/10.1093/oso/9780198883098.001.0001
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston : Center for Curriculum Redesign, [cit. 2025-11-08]. ISBN 978-1-794-29370-0. Dostupné z: https://www.consorciosthem.com/wp-content/uploads/2025/02/sthem-ia-07-holmes-fadel-bialik-artificial-intelligence-in-education-promise-and-implications-for-teaching-and-learning-2019.pdf
Rosyadi, M. I. et al. (2023) The Role of AI in Vocational Education: A Systematic Literature Review. JOVES: Journal of Vocational Education Studies, 6(2), s. 244–263. https://doi.org/10.12928/joves.v6i2.9032
Poisson, M. (2025). Využitie umelej inteligencie a digitálnych nástrojov na modernizáciu TVET na meniacom sa globálnom trhu práce [online]. Paris : IIEP-UNESCO, 2025 [cit. 2025-11-08]. https://www.iiep.unesco.org/en/articles/using-ai-and-digital-tools-modernize-tvet-shifting-global-job-market
Průcha, J. (2013). Moderní pedagogika. Praha : Portál. ISBN 978-80-262-0456-5.
Salmon, G. (2019). May the Fourth Be with You: Creating Education 4.0. Journal of Learning for Development 6(3), s. 195–210. https://doi.org/10.56059/jl4d.v6i2.352
5Rights Foundation. (2023). Children & AI design code: A protocol for the development and use of AI systems that impact children. https://5rightsfoundation.com/uploads/Children-and-AI-Design-Code.pdf
Ahinsa Dialogues. (2025). Seventh Ahinsa Dialogues: Introduction AI and education. https://ahinsadialogues.com/
Bostrom, N. (2014). Superintelligence: Paths, dangers, strategies. Oxford University Press.
Brand, A., & Loitzsch, V. (2024, December 13). Using AI to shape schools: M.E.T.A - A new program for teacher training. Robert Bosch Stiftung. https://www.bosch-stiftung.de/en/storys/using-ai-shape-schools
Carden, G., & Freeman, J. (Eds.). (2025). AI and the future of universities (Report 193). Higher Education Policy Institute. https://www.hepi.ac.uk/2023/09/01/ai-and-the-future-of-universities/
Chatfield, T. (2025). AI and the future of pedagogy [White Paper]. Sage. https://doi.org/10.4135/wp520172
Cobo, C., Almeida, R., & Chiran, L. (2025, October 8). Empowering adult learners: Navigating digital skills in the AI era. World Bank Blogs. https://blogs.worldbank.org/en/education/empowering-adult-learners-navigating-digital-skills-ai-era
De Loera, J. (2025, October 13). Democratic proofs or fake proofs? [Interview]. Epoch AI. https://epochai.org/blog/democratic-proofs-or-fake-proofs-jesus-de-loera
Department of Education Ireland. (2025). Guidance on artificial intelligence in schools (Version 1). An Roinn Oideachais. https://www.gov.ie/en/publication/guidance-on-artificial-intelligence-in-schools/
EducationalAI Consortium. (2025). Ethical & legal guide on the responsible integration of AI in education. Co-funded by the European Union. https://educational-ai.eu/
Ellak-Editor. (2025, October 12). Προς έναν “Προσωπικό Δάσκαλο” με Τεχνητή Νοημοσύνη [Towards a "personal teacher" with AI]. GFOSS / Open Technologies Alliance. https://edu.ellak.gr/2025/10/12/pros-enan-prosopiko-daskalo-me-techniti-noimosini/
European Association of Distance Teaching Universities (EADTU). (2025). Personalisation of education: Enhancing equity, learner agency and academic success. https://eadtu.eu/home/policy-areas/personalisation-of-education
European Commission. (2025a). Apply AI strategy: Shaping Europe’s digital future. https://digital-strategy.ec.europa.eu/en/policies/apply-ai-strategy
European Commission. (2025b). Artificial intelligence: Shaping Europe’s digital future. https://digital-strategy.ec.europa.eu/en/policies/artificial-intelligence
European Data Protection Supervisor. (2025, October 28). Orientations on the use of generative AI and personal data protection (Version 2). https://edps.europa.eu/data-protection/our-work/publications/guidelines/orientations-use-generative-ai-and-personal-data_en
Flaherty, C. (2025, August 29). How AI is changing—not ‘killing’—college: Key findings from Inside Higher Ed’s student survey. Inside Higher Ed. https://www.insidehighered.com/news/student-success/life-after-college/2025/08/29/how-ai-changing-not-killing-college
Frey, C. B. (2019). The technology trap: Capital, labor, and power in the age of automation. Princeton University Press. https://doi.org/10.1515/9780691191959
Hill, K., & Valentino-DeVries, J. (2025, November 23). What OpenAI did when ChatGPT users lost touch with reality. The New York Times. https://www.nytimes.com/2025/11/23/technology/openai-chatgpt-users-risks.html
Huang, R., Yin, Y., Zhou, N., & Lang, F. (2025). Artificial intelligence in K-12 education: An umbrella review. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2025.100519
Humayoon, J. (2025). Rebuilding the foundations for the AI age: A policy framework for European education reform. Futurium, European Commission. https://futurium.ec.europa.eu/en/apply-ai-alliance/library/rebuilding-foundations-ai-age
Jaźwińska, K., & Chandrasekar, A. (2025, March 6). AI search has a citation problem. Columbia Journalism Review. https://www.cjr.org/tow_center/ai-search-has-a-citation-problem.php
Korinek, A. (2025). Generative AI for economic research: Use cases and implications for economists (NBER Working Paper No. 30957). National Bureau of Economic Research. https://www.nber.org/papers/w30957
Lee, V. R. (2025, September 29). What parents need to know about AI in the classroom. Stanford HAI. https://hai.stanford.edu/news/what-parents-need-know-about-ai-classroom
Lu, M. (2025, October 8). Rethinking student assessment in the age of AI. University World News. https://www.universityworldnews.com/post.php?story=20251007135323287
Luo, X., Wang, S., & Hew, K. F. (2025). Development and implementation of a Generative AI-based personalized recommender system to improve students' self-regulated learning and academic performance. Computers & Education. https://doi.org/10.1016/j.compedu.2025.105486
McGee, N. J., Kozleski, E., Lemons, C. J., & Hau, I. C. (2025). AI + learning differences: Designing a future with no boundaries. Stanford Accelerator for Learning. https://accelerator.stanford.edu/ai-learning-differences-white-paper/
Miao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and education: Guidance for policy-makers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000376709
Michaelidou, A. (2025, October 16). Speech by the Minister of Education, Sport and Youth at the Conference "Artificial Intelligence and Education". Republic of Cyprus. http://enimerosi.moec.gov.cy/ypp19215a
Napkin AI. (2025). Napkin AI (Beta version) [Generative AI visualization tool]. https://napkin.ai
Ó Ceallaigh, T. J., Ergunay, O., Szplit, A., & van Beveren, P. (2025, October 7). Future-proofing teachers: The new essentials for an era of AI. European School Education Platform. https://school-education.ec.europa.eu/en/insights/viewpoints/future-proofing-teachers-new-essentials-era-ai
Ono, K. (2025). Why predicting problem difficulty is so hard [Interview transcript]. Epoch AI. https://epochai.org/blog
Purser, R. (2025, December 1). AI is destroying the university and learning itself. Current Affairs. https://www.currentaffairs.org/news/ai-is-destroying-the-university-and-learning-itself
Reich, J. (2025, October 3). What past education technology failures can teach us about the future of AI in schools. The Conversation. https://doi.org/10.64628/AAI.vvdntn96m
Retalis, S. (2025, October 19). Building AI literacy in education: Inside the AILit framework shaping education’s future. Medium. https://medium.com/@retaliss/building-ai-literacy-in-education-inside-the-ailit-framework-shaping-educations-future-191c0b3b3b3b
Salden, P. (2025, October 8). Universities need AI sovereignty to protect free thought. University World News. https://www.universityworldnews.com/post.php?story=20251007144809805
SURF. (2025). SURF tech trends 2026. https://www.surf.nl/en/themes/futuring/tech-trends
Teacher Task Force. (2025). Promoting and protecting teacher agency in the age of artificial intelligence: Position paper. UNESCO. https://teachertaskforce.org/knowledge-hub/promoting-and-protecting-teacher-agency-age-artificial-intelligence-quick-guide
UNESCO. (2024). Rethinking student assessment in the age of AI. https://www.unesco.org/en/articles/whats-worth-measuring-future-assessment-ai-age
Varga-Atkins, T., Saunders, S., Beckingham, S., Hartley, P., Keshishi, N., Lacković, N., Li, N., Lindsay, R., Wen, R., & Winder, I. (2025). Educators’ guide to multimodal learning and generative AI. University of Liverpool, Centre for Innovation in Education. https://www.liverpool.ac.uk/media/livacuk/centre-for-innovation-in-education/staff-guides/educators-guide-to-multimodal-learning-and-generative-ai.pdf
Watermeyer, R., Lanclos, D., & Phipps, L. (2025, October 1). AI won’t save higher education. It will further divide it. University World News. https://www.universityworldnews.com/post.php?story=20250930113203923
Wrzesinski, E. K. (2025). Navigating new technology: A phenomenological study into technology coaches' experiences during AI expansion in schools (Doctoral dissertation). Louisiana State University. https://repository.lsu.edu/gradschool_dissertations/6910/
Engineering Education: The CDIO Approach. New York: Springer.
Európska únia. (2024). AI Act: Regulatory Framework for Artificial Intelligence. Brussels: European Commission.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
OECD. (2024). The Potential Impact of AI on Equity and Inclusion in Education. Paris: OECD Publishing.
Puentedura, R. R. (2010). Transformation, Technology, and Education: SAMR Model. Online publication.
UNESCO. (2023). Guidance for Generative AI in Education and Research. Paris: UNESCO.
World Economic Forum. (2025). The Future of Jobs Report 2025. Geneva: WEF.
www.edutopia.org/article/powerful-model-understanding-good-tech-integration/
www.powerschool.com/blog/the-tpack-framework-explained-with-classroom-examples/
Európska rada a Rada EÚ. (2024). Umelá inteligencia. https://www.consilium.europa.eu/sk/policies/artificial-intelligence/
British Educational Research Association (2024). Ethical guidelines for educational research (5th ed.). BERA. https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online
Han, A., Zhou, X., Cai, Z., Han, S., Ko, R., Corrigan, S., & Peppler, K. A. (2024). Teachers, parents, and students’ perspectives on integrating generative AI into elementary literacy education. In CHI’24: Proceedings of the CHI Conference on Human Factors in Computing Systems (pp. 1–17). https://doi.org/10.1145/3613904.3642438
Kervyn, N., Fiske, S. T., & Yzerbyt, V. Y. (2013). Integrating the stereotype content model (warmth and competence) with semantic differential scales. Social Cognition, 31(2), 147–161. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4479118/
Kopecký, K., Szotkowski, R., Voráč, D., Krejčí, V., & Dobešová, P. (2023). České školy a umělá inteligence – výzkumná zpráva. Pedagogická fakulta Univerzity Palackého v Olomouci. https://asociace.ai/ceska-skola-a-umela-inteligence/
McCarthy, J., Minsky, M. L., Rochester, N., & Shannon, C. E. (1955). A proposal for the Dartmouth Summer Research Project on Artificial Intelligence. https://doi.org/10.1609/aimag.v27i4.1904
Murár, P., Vrabec, N., Kubovics, M., Farkaš, T., Piatrov, I., Zábojník, R., & Kabát, M. (2023). Počúvať Kecálka: 69 GPT promptov pre učiteľov. Univerzita sv. Cyrila a Metoda v Trnave, Fakulta masmediálnej komunikácie. https://www.aivskole.sk/
Osgood, C. E. (1952). The nature and measurement of meaning. Psychological Bulletin, 49(3), 197–237. https://doi.org/10.1037/h0055737
Rosenberg, B. D., & Navarro, M. A. (2018). Semantic Differential Scaling. In B. Frey (Ed.), SAGE Encyclopedia of Research, Measurement, and Evaluation. https://doi.org/10.4135/9781506326139.n624
Šucha, V. (2023). Ako využiť umelú inteligenciu vo vyučovaní [webinár]. Komenského inštitút. https://komenskehoinstitut.sk/courses/webinar-ako-vyuzit-umelu-inteligenciu-vo-vzdelavani/
Zimmerman, M. (2018). Teaching AI: Exploring new frontiers for learning. International Society for Technology in education. https://books.google.sk/books?id=BOD4vAEACAAJ&pg=PA21&hl=sk&source=gbs_toc_r&cad=2#v=onepage&q&f=false
Agh, P. (2025). AI v škole: vízia, princípy, kurikulum. Ministerstvo školstva, výskumu, vývoja a mládeže Slovenskej republiky. Dostupné z: https://ai.iedu.sk/wp-content/uploads/2025/12/AI_kurikulum_NEW.pdf
Bieliková, Ľ. (2018). Inovácie v školskom prostredí. Manažment školy v praxi, č. 7–8. Dostupné z: https://www.direktor.sk/sk/casopis/manazment-skoly/inovacie-v-skolskom-prostredi.m-512.html
European Commission: Directorate-General for Education, Youth, Sport and Culture. (2022). Etické usmernenia pre pedagógov týkajúce sa používania umelej inteligencie a údajov pri výučbe a vzdelávaní. Publications Office of the European Union. Dostupné z: https://data.europa.eu/doi/10.2766/740873
Expertná skupina na vysokej úrovni pre umelú inteligenciu. (2019). Etické usmernenia pre dôveryhodnú umelú inteligenciu. Brussels: Európska komisia. ISBN 978-92-76-12800-7. DOI 10.2759/49340
Harry, A. (2023). Role of AI in education. Injuruty: Interdisciplinary Journal and Humanity, 2(3), 260–268. [online] [cit. 2025-09-28]. https://doi.org/10.58631/injurity.v2i3.52
Harsányi, T. (2025). Využitie generatívnej umelej inteligencie vo vzdelávaní (Diplomová práca). Brno: Masarykova univerzita, Pedagogická fakulta.
Lundin, J., Utterberg Modčn, M., Leino Lindell, T., & Fischer, G. (2023). A remedy to the unfair use of AI in educational settings. Interaction Design and Architecture(s) - IxD&A, 59, 62–78. [online]. https://doi.org/10.55612/s-5002-059-002
Mahmoud, C. F., & Sørensen, J. T. (2024). Artificial Intelligence in Personalized Learning with a Focus on Current Developments and Future Prospects. Research and Advances in Education, 3(8), 25–31. [online] [cit. 2025-09-28]. https://doi.org/10.56397/RAE.2024.08.04
Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2307. https://doi.org/10.29333/ejmste/13428
Rahman, A., Santosa, T. A., Ilwandri, Y., Suharyat, Y., & Suhaimi, M. (2023). The effectiveness of AI based blended learning on student scientific literacy: Meta-analysis. Literacy: International Scientific Journals of Social, Education and Humanities, 2(1), čl. 542. https://doi.org/10.56910/literacy.v2i1.542
Sanchez-Gonzalez, M., & Terrell, M. (2023). Flipped classroom with artificial intelligence: Educational effectiveness of combining voice-over presentations and AI. Cureus, 15(11), e48354. https://doi.org/10.7759/cureus.48354
Udristioiu, M. T., Raykova, Z., Raganová, J., & Çelik, Y., et al. (2023). Nové metódy vyučovania a učenia sa pre postpandemickú dobu. ISBN 978-625-399-073-2. https://doi.org/10.37609/akya.2593
American Tesol Institute. (2025). TESOL AI avatar for pronunciation [online]. Dostupné z: https://americantesol.com/esl_teacher_lucy.html [cit. 2025-11-21].
Čerešník, M., & kolektív. (2025). Studia Scientifica Facultatis Paedagogicae. Ružomberok: Katolícka univerzita v Ružomberku. ISSN 1336-2232.
Fink, M. C., Robinson, S. A., & Ertl, B. (2024). AI-based avatars are changing the way we learn and teach: Benefits and challenges. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1416307
Gao, H., Lindquist, M., & Serrano Vergel, R. (2024). AI-driven avatars in immersive 3D environments for education: Workflow and case study of the Temple of Demeter, Greece. University of Michigan.
Kawata, Y. et al. (2025). Encouraging classroom activities for children using avatar robots: A field trial. Frontiers in Robotics and AI, 12. https://doi.org/10.3389/frobt.2025.1571804
Mandić, D., Miščević, G., & Džinović, M. (2025). AI-driven interactive educational avatars for smart education. Preprints, 202508.1490. https://doi.org/10.20944/preprints202508.1490.v1
Mandić, D., Miščević, G., & Ristić, M. (2025). Teachers’ perspectives on the use of interactive educational avatars: Insights from non-formal training contexts. Research in Pedagogy, 15(1), 115–124. https://doi.org/10.5937/IstrPed2501115M
Marinič, P. (2023). Identity of Vocational Education and Training Teacher: Pathways and Competences. European Conference on Management, Leadership and Governance (ECMLG), Vol. 19, No. 1, 488–494. https://doi.org/10.34190/ecmlg.19.1.1904
Reiniger, T. (2024). Percepce avatara v prostředí virtuální reality (Diplomová práca). Západočeská univerzita v Plzni.
Richter, A. et al. (2025). Chatbots in tertiary education: Exploring the impact of warm and competent avatars on self-directed learning. https://doi.org/10.1111/bjet.13610
Rodriguez, R. V., & Hemachandran, K. (2023). The Future of Education: Exploring AI Avatars in Higher Learning. Qeios. https://doi.org/10.32388/80Z989
Siau, K. L., & Liu, Yu. (2023). Human-AI Interaction and AI Avatars. In Lecture Notes in Computer Science (pp. 120–130). https://doi.org/10.1007/978-3-031-48057-7_8
Straková, N., & Válek, J. (2024). Chatbots as a Learning Tool. R&E-SOURCE, 11, Sonderausgabe 1. https://doi.org/10.53349/resource.2024.is1.a1259
Studeo.app. (2025). Learn English with your AI avatar [online]. [cit. 2025-11-21]. Dostupné z: https://studeo.app/en/learn-english
Tutkit.com. (2025). Vytvorte si vlastného avatara s umelou inteligenciou. [online] Dostupné na: https://www.tutkit.com/sk/textove-tutorialy/1497-vytvorte-si-vlastny-ki-avatar-ako-to-urobit-krok-za-krokom [cit. 2025-11-21]
Vallis, C., Wilson, S., Gozman, D., & Buchanan, J. (2024). Student perceptions of AI generated avatars in teaching business ethics: We might not be impressed. Postdigital Science and Education, 6, 537–555. https://doi.org/10.1007/s42438-023-00407-7
VeŠkole.cz. (2025). HeyGen – tvorba avatarů a videí pomocí AI. Dostupné z: https://www.veskole.cz/clanky/heygen-tvorba-avataru-a-videi-pomoci-ai
Westin, F., & Öberg, A. (2024). Effects of AI-avatars on learning and trust in educational videos (Bachelor’s thesis, Faculty of Social Sciences, Department of Psychology, Umeå University, Sweden). 35 pp. URN: urn:nbn:se:umu:diva-225981. OAI: oai:DiVA.org:umu-225981. DiVA id: diva2:1867804
Wiederhold, B. K. (2023). Treading carefully in the Metaverse: The evolution of AI avatars. Cyberpsychology, Behavior, and Social Networking, 26(5), 321–322. https://doi.org/10.1089/cyber.2023.29280.editorial
Wong, P. P. Y., Lee, J., Gonzales, W. D. W., Choi, S. H. S., Hwang, H., & Shen, D. J. (2024). Blended learning intelligent computing in education. In Lecture Notes in Computer Science (Vol. 14797). Springer.
Yi, A. Y., & Huey, T. J. (2025). AI avatars in action: A review of applications, challenges, and future potential. Grenze International Journal of Engineering & Technology, 11(2), 3603–3612.
European Commission. (2024). Digital Economy and Society Index (DESI) 2024: Slovakia Country Report. Brussels: European Union.
Chupaň Kunertová, K., & Strenitzerová, M. (2024). Digitalisation and Smart Development of the Slovak Republic in the Context of the Digital Decade of the European Union.
Pošta, telekomunikácie a elektronický obchod, 19(2), 9–18.
https://doi.org/ 10.26552/pte.C.2024.2.2
Fernandes, R., & Prendes-Espinosa, M. (2025). Institutional support and leadership in LMS integration within vocational higher education. Computers in Human Behavior Reports, 11, 101324. https://dx.doi.org/10.47772/IJRISS.2025.907000443.
Fernández-Miravete, Á., & Prendes-Espinosa, M. (2022). Digitalization of educational organizations: Evaluation and improvement based on the DigCompOrg model. Education and Information Technologies, 27(4), 5423–5445. https://doi.org/10.3390/soc12060193.
Kő, A., Mitev, A., Kovács, T., Fehér, P., & Szabó, Z. (2022). Digital Agility, Digital Competitiveness, and Innovative Performance of SMEs. Information Systems Management, 39(3), 243–258. https://doi.org/10.7441/ joc.2022.04.05.
Lachvajderová, L., & Kádárová, J. (2022). The level of sustainability and digitalization of small and medium-sized enterprises in Slovakia. Applied Economics and Finance, 9(6), 41–54. https://doi.org/10.21496/ams.2022.011.
Loureiro, A., & Marques, M. (2024). Digital competence for pedagogical integration: A study with elementary school teachers in the Azores (Portugal). Education Sciences, 14(3), 254–267. https://doi.org/10.3390/educsci14121293.
Rahmadani, I. (2022). Design and implementation of a higher education website using WordPress CMS. Journal of Digital Education and Technology, 4(2), 88–97. ISSN: 1735-188X.
Saáry, D., Varga, A., & Horváth, D. (2022). Digitainability in SMEs: A comparison of Hungarian and Slovak enterprises. Sustainability, 14(18), 11527. https://doi.org/10.5937/sjm17-36437.
Silva, C., & Loureiro, A. (2023). Exploration of university teachers’ willingness to use LMS data analytics tools. Education and Information Technologies, 28(5), 6019–6038. https://doi.org/10.70725/486924qwjhks.
Štaffenová, D., & Kucharčíková, A. (2023). Digitalization in human capital management in Slovak enterprises. Central European Business Review, 12(2), 77–96. https://doi.org/10.3390/systems11070337.
Vitálišová, K., & Vaňová, A. (2023). Multidimensional Evaluation of EU and Slovakia in the Context of DESI. Sustainability, 15(7), 5894. https://doi.org/10.3390/su15075894
Blanton, M. (2008). Algebra and the Elementary Classroom: Transforming Thinking, Transforming Practice. Heinemann: Portsmouth, UK.
Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational studies in mathematics, 61, 103-131. https://doi.org/10.1007/s10649-006-0400-z
Hejný, M. a kol. (1989). Teória vyučovania matematiky 2. Bratislava: SPN.
Kieran, C. (1992). The learning and teaching of school algebra. In D.A. Grouws (Ed.) Handbook of Research on Mathematics Teaching and Learning (s. 390-419). New York: Macmillan. https://doi.org/10.1108/978-1-60752-874-620251021
Lichti, M. & Roth, J. (2019). Functional Thinking - A Three-Dimensional Construct? In Journal für Mathematik-Didaktik, 40, s. 169–195. https://doi.org/10.1007/s13138-019-00141-3
NCTM. (2002). Principles and Standards for School Mathematics. National Council of Teachers of Mathematics: Reston, VA, USA.
Pittalis, M. & Pitta-Pantazi, D. & Christou, C. (2020). Young students' functional thinking modes: The relation between recursive patterning, covariational thinking, and correspondence relations. Journal for research in mathematics education, 51, 631–674. https://doi.org/10.5951/jresematheduc-2020-0164
Smith, E. (2008). Representational thinking as a framework for introducing functions in the elementary curriculum. In Algebra in the Early Grades (s. 133-160). Routledge: New York. https://doi.org/10.4324/9781315097435-6
Šabaková, D. (2024). Porozumenie pojmu funkcie na základe prepájania jej reprezentácií (Rigorous thesis). https://opac.crzp.sk/?fn=detailBiblioFormChildEU29Q&sid=6D6DC5E985962C81DF87AAAC3881&seo=CRZP-detail-kniha
Antoun Yaacoub, J., Da‑Rugna, J., & Assaghir, Z. (2025). Assessing AI‑Generated Questions' Alignment with Cognitive Frameworks in Educational Assessment. https://doi.org/10.7763/IJCTE.2025.V17.1374
Durgungoz, A. & Durgungoz, F. C. (2025). Exploring effortless AI‑generated gamified quizzes in an online special education module: evaluating question quality, student engagement, and its potential to identify at-risk students. Education and Information Technologies 30, 25335-25357. https://doi.org/10.1007/s10639-025-13765-5
Isley, C., Gilbert, J., Kassos, E., Kocher, M., Nie, A., Brunskill, E., Domingue, B., Hofman, J., Legewie, J., Svoronos, T., Tuminelli, C., & Goel, S. (2025). Assessing the Quality of AI‑Generated Exams: A Large‑Scale Field Study. https://doi.org/10.1609/aaai.v40i45.41205
Jauhiainen, J. S. (2024). Generative AI and education: dynamic personalization of pupils’ school learning material with ChatGPT. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1288723
Khlaif, Z. N., Alkouk, W. A., Salama, N., & Eideh, B. A. (2025). Redesigning Assessments for AI‑Enhanced Learning: A Framework for Educators in the Generative AI Era. Education Sciences, 15(2), 174. https://doi.org/10.3390/educsci15020174
Kurdi, D., & kol. (2025). Evaluating AI‑Generated Multiple‑Choice Exam Questions in Robotics Education. In INTED2025 Proceedings. https://doi.org/10.21125/inted.2025.0809
Pecina, P. (2021). Kvalita výuky a aktivita žáků v odborném technickém vzdělávání. Habilitační práce. Dubnica nad Váhom: Vysoká škola DTI.
Pecina, P. Adamec, P. & Miškelová, M. (2025). Aspects of the use of artificial intelligence in the work of teachers of vocational subjects in secondary schools, R&E Source. https://doi.org/10.53349/resource.2022.i17.a1067
Pecuchova, J., Benko, Ľ., & Drlik, M. (2025). Automated Grading of Open‑Ended Questions in Higher Education Using GenAI Models. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-025-00517-2
Peters, M. & Angelov, D. (2025). Redefining assessment tasks to promote students’ creativity and integrity in the age of generative artificial intelligence. International Journal for Educational Integrity, 21, Article 25. https://doi.org/10.1007/s40979-025-00201-x
Procházka, V. (2024). Řešení problémových úloh s využitím umělé inteligence ve vyučování strojírenských oborů na SŠ. Bakalářská práce.
Qian, Y. (2025). Pedagogical Applications of Generative AI in Higher Education: A Systematic Review of the Field. TechTrends, 69, 1105–1120. https://doi.org/10.1007/s11528-025-01100-1
Rachovski, T., Petrova, D., & Ivanov, I. (2024). Automated Creation of Educational Questions: Analysis of Artificial Intelligence Technologies and Their Role in Education. ETR – Environment. Technology. Resources, 2, 465–467. https://doi.org/10.17770/etr2024vol2.8101
Válek, J., Straková, N, & Prokeš, L. (2025). The use of generative AI in STEM education to develop scientific literacy and critical thinking. https://doi.org/10.1088/1742-6596/3155/1/012006
Yan, L., Sha, L., Zhao, L., Li, Y., Martinez‑Maldonado, R., Chen, G., Li, X., Jin, Y., & Gašević, D. (2023). Practical and Ethical Challenges of Large Language Models in Education: A Systematic Scoping Review. arXiv. https://doi.org/10.1111/bjet.13370
Beneš, J. (2002). Technické kreslení. Praha: Scientia.
Dosedla, M., Hodis, Z., Jančová, M., Ledvinka, J., Lvovská, L., Malinka, K., Mísařová, D., Pitnerová, P., Schindler, V., Staněk, V., & Vodová, L. (2022). Integrace technologie 3D tisku do výuky na základních a středních školách: Ověřená metodika. Masarykova univerzita. https://munispace.muni.cz/library/catalog/book/2227
Kletečka, J., & Fořt, P. (2025). Technické kreslení (5. vydání). Computer Press.
Kropáč, J., Chráska, M., & Havelka, M. (2010). Technické vzdělávání: Teorie a praxe. Univerzita Palackého.
Průcha, J. (2017). Moderní pedagogika. Praha: Portál.
Sorby, S. A. (2009). Developing 3-D spatial skills for engineering students. American Society for Engineering Education, 14(2), 1–17.
Ďurkovská a kol., (2015): Stredoškolské vzdelávanie na východnom Slovensku v prvej polovici 20. storočia (vybrané aspekty), Spoločenskovedný ústav Košice, ISBN 978-80-89524-21-1, 168 s.
Flier, G. (2021): The man who introduced compulsory education – 150-year anniversary on József Eötvös's death, https://pestbuda.hu/en/cikk/20210202_the_man_who_introduced_compulsory_education_150_year_anniversary_on_jozsef_eotvos_s_death?utm_source=chatgpt.com (10.10.2025)
Lengyelfalusy, T., Tkačik, Š. (2019): Prvopočiatky matematického vzdelávania na univerzitách na území Slovenska do konca 18. storočia. In. 13. medzinárodní vědecká konference – Didaktická konference 2019. Brno: Masarykova univerzita. s .58–67. ISBN 978-80-210-9435-2.
Tkačik, Š. a kol., (2021): Matematické vzdelávania na Trnavskej a Košickej univerzite v 18. storočí, In: 14. mezinárodní vědecká konference – Didaktická konference 2021, 27. května 2021 / Brno 2021. PdF MU Brno, ISBN 978-80-210-9998-2, ss. 81-89.
Tkačik, Š. (2025): Matematické vzdelávanie na križovatkách času: Osobnosti – majáky myšlienok a inšpirácie, In: Acta Mathematica Nitriensia, ISSN 2453-6083, v tlači. https://doi.org/10.17846/AMN.2025.9.1.27-40
Csachová, L., Gunčaga, J., Pártová, E., Žilková, K. (2021): Milan Hejný – Osobnosti slovenskej matematiky, 2. diel, Verbum, PF KU, Ružomberok, ISBN 978-80-561-0842-0
Fulier, J., Vallo, D. (2021): Ondrej Šedivý – Osobnosti slovenskej matematiky, 6. diel, Prírodovedec, FPV UKF, Nitra, 119 s., ISBN 978-80-558-1692-0. https://doi.org/10.17846/FPVaI-2021-6
Gunčaga, J., Ferdiaková, V., Koreňová, L. (2023): Daniela Velichová, Osobnosti slovenskej matematiky, 7. diel, Verbum, PF KU, Ružomberok, 2023, 100 s. ISBN 978-80-561-1016-4
Jurečková, M. (2021): Anatolij Dvurečevskij – Osobnosti slovenskej matematiky, 4. diel, Verbum, PF KU, Ružomberok, ISBN 978-80-561-0845-1
Lengyelfalusy, T., Tkačik, Š. (2023): Ján Čižmár, Osobnosti slovenskej matematiky, 9. diel, VERBUM, Ružomberok, 1. vydanie, ISBN 978-80-561-1069-0, 92 s.
Tkačik, Š. (2020): Roman Frič, Osobnosti slovenskej matematiky, 1. diel, VERBUM, Ružomberok, 62 s., 1. vydanie, ISBN 978-80-561-0837-6.
Tkačik, Š. (2021): Stanislav Jendroľ, Osobnosti slovenskej matematiky, 5. diel, VERBUM, Ružomberok, 65 s., 1. vydanie, ISBN 978-80-561-0847-5.
Tkačik, Š. (2023): Katarína Cechlárová, Osobnosti slovenskej matematiky, 8. diel, VERBUM, Ružomberok, 1. vydanie, ISBN 978-80-561-1057-7, 2023, 53 s.
Tkačik, Š., Lengyelfalusy, T. (2021): Lev Bukovský, Osobnosti slovenskej matematiky, 3. diel, VERBUM, Ružomberok, 62 s., 1. vydanie, ISBN 978-80-561-0844-4.
Finanční správa. (2021). Zaměstnanci FS úspěšně absolvovali studijní program Vysoké školy ekonomické https://financnisprava.gov.cz/cs/financni-sprava/media-a-verejnost/fotogalerie/zamestnanci-fs-uspesne-absolvovali-studium-vse
Generalzolldirektion. (2025). Ausbildungsverlauf https://www.zoll.de/DE/Karriere/Ausbildung-Studium/ausbildung-studium_node.html
Mužík, J. (2012). Profesní vzdělávání dospělých. Wolters Kluwer Česká republika.
Policejní akademie České republiky v Praze [POLAC]. (2025a, July 2). Pokyn rektora Policejní akademie České republiky v Praze. https://www.polac.cz/urde/pokyn_9_25.pdf
Policejní akademie České republiky v Praze [POLAC]. (2025b). Studijní plány – akademický rok 2025/2026 https://www.polac.cz/g2/view.php?inf_stud/so_plany/st_pl_25.html
Vysoká škola ekonomická [VŠE]. (2019). Vzdělávání pracovníků Finanční správy na FFÚ VŠE v Praze. https://ffu.vse.cz/aktuality/vzdelavani-pracovniku-financni-spravy-na-ffu/
Vysoká škola ekonomická [VŠE]. (2025a). Jsme program Zdanění a daňová politika. https://kvf.vse.cz/bakalarske-studium-2/o-programu-2/
Vysoká škola ekonomická [VŠE]. (2025b). Příručka pro nové studenty bakalářského studia https://ffu.vse.cz/wp-content/uploads/BS_2025_2026_01.pdf