Czech Education System Research Articles

AI literacy in Teacher Education in the Czech Republic

The development of artificial intelligence is rapidly transforming education systems worldwide, including those in the Czech Republic. This paper assesses the level of AI literacy among teachers and its integration into the Czech education system. The aim is to determine how well teachers are equipped with knowledge, skills, and understanding of AI, and how effectively they can integrate AI and AI awareness into their teaching. The methodology entails gathering data via a questionnaire survey distributed to teachers across various educational levels. The survey comprises questions that concentrate on AI literacy aspects, such as basic AI principles, the capacity to apply AI to teaching, discussing ethical issues related to AI use in the school environment, and critical thinking abilities. The questionnaire analyses the current state and challenges teachers face when integrating AI into teaching and learning practices. The results will be evaluated to identify areas where teachers' AI literacy needs strengthening and to propose strategies and recommendations for improving teacher training programmes and support. These strategies comprise teacher training, the provision of resources and support for integrating AI into the classroom, and reflection on the ethical and societal aspects of AI. It is equally important to invest in the long-term development of AI literacy among teachers as a fundamental step towards effectively harnessing the potential of AI in education and preparing students for the digital future. This article presents strategies and recommendations for the further development of AI literacy among teachers in the Czech Republic. The objective is to enhance their capacity and facilitate the more effective utilisation of AI in education.

Inclusion of Ukrainian Schoolchildren Seeking Refuge from the War into the Czech Education System

This paper addresses the inclusion of Ukrainian schoolchildren who were forced to leave their homes because of Russian military aggression. The research is aimed at identifying the specifics of the inclusive process regarding the children of war and analyzing the features that are different compared to traditional approaches to the inclusion of forced migrants. Building upon the results of a focus group study, the article emphasizes the importance of consolidating the potential of specialists of Ukraine and the Czech Republic in the context of the integration of traditions and innovations of both countries to overcome the difficulties of educational inclusion of Ukrainian schoolchildren - forced migrants.

The economic knowledge of Czech high school students: Analysis of the Economics Olympiad

The authors of this article investigate the economic knowledge of Czech high school students using a database of 18,589 participants from the 2019 to 2020 Czech Economics Olympiad. Czech high school students show solid comprehension of basic economic concepts and principles of international economics but understand substantially less about microeconomic and macroeconomic theory. The authors demonstrate that some prevalent features of students’ economic knowledge found in other countries are also present in the Czech Republic, including a gender gap. Their analysis confirms problematic aspects of the Czech education system identified in prior studies, including large differences in education quality across types of schools and regions.

Czech education system’s conditions for the implementation of GIS in the curriculum in an international context

The implementation of geospatial technologies in both primary and secondary education is more than desirable. However, many obstacles stand in the way. This paper reflects on the current state of geographic information systems (GIS) implementation in the educational curriculum in Czechia in comparison with an international context. The study aimed to analyse the anchoring of GIS in Czech curricula and identify the enablers and barriers to the use of GIS in education. It employed a questionnaire survey to capture a large number of responses (n = 94); following this, guided interviews were conducted with selected teachers (n = 9) to delve deeper into the selected topics. This research work shows that external barriers to the use of GIS in teaching are essentially non-existent; specifically, (the curriculum does not hinder GIS implementation, school management support is sufficient, and the material and technical facilities required are available in most schools). However, teachers’ non-/unpreparedness—their lack of motivation or experience in teaching with GIS—is a significant internal barrier.

Innovative Practice in Initial Professional Studies for Czech Pre-School Teachers

Over the last three decades, there has been an increase in university level education for pre-school teachers in the Czech Republic. The aim of the paper is to present part of the results of a research study comparing the Bachelor's degree programmes in pre-school pedagogy at ten of the country's universities. Conducted between 2020-2022, the research found that although the national minimum qualification for pre-school teachers remains at secondary vocational level, tertiary level qualifications are much more common among more recently qualified pre-teachers. The democratic transformation of the Czech education system during the last 30 years introduced many improvements such as innovation in the conception, structure, content and organisation of Bachelor's degree programmes. Especially in the last decade, these mainly relate to greater integration of teaching theory, didactics and practical training of students. In some universities these initiatives have also resulted in modularisation of courses and cooperation between lecturers from different subject disciplines and departments. This article presents examples from two Czech universities to illustrate how these new approaches were successfully implemented and resulted in positive feedback from students.

The Czech School Foundation in Volhynia, 1921–1939

It was certainly a great merit of the Czech School Foundation (CSF) that it undertook the difficult task of organizing Czech private education in Volhynia in accordance with the provisions of the Czechoslovak-Polish Treaty. The most difficult thing was to overcome the lack of funds, which were being obtained in the form of regular fund-raising collections once or twice a year and extraordinary fund-raising events on various occasions – parties, weddings, baptisms, etc. The Czech education system in Volhynia also received material assistance (textbooks, pupils’ libraries, teachers) from the school administration of the Czechoslovak Republic and from Comenius, the Association for the Support of Czechoslovak Foreign Schools.

„...radosť z roboty samej a vedomie, že prácou pre Slovensko slúžili sme republike.“ K slovenskému pôsobeniu Františka Heřmanského z hľadiska česko-slovenských medzijazykových a medziliterárnych vzťahov

The paper focuses on the personality of the Czech secondary school teacher František Heřmanský (1887–1966) and his interwar activities in Slovakia concerning a broad sphere of education and culture. Several lines of his activity can be seen as part of the contemporary cultural policy in the field of Czech-Slovak interlingual and interliterary relations, where special attention was paid to the simultaneous development of Czech-Slovak and Slovak-Czech bilingualism and biliterarism. F. Heřmanský deserves special attention as the author of textbooks for both the Czech and Slovak schools. Being a classical philologist, he compiled Latin grammars and readers. On the other hand, he prepared multiple series of Slovak literary readers for secondary and grammar schools, thereby contributing to the creation of the Slovak and Czechoslovak literary canon and formation of collective identity in the First Czechoslovak Republic. His contribution in this regard has not yet been analysed. One line of his activity connected with his involvement in multi focused work of the Slovak cultural institution Matica slovenská was bound up with the need to provide the Slovak and Czech (Czechoslovak) education system with enough Slovak literary work. F. Heřmanský’s contribution to the cultivation of Czech-Slovak biliteracy is associated with the literary series Čítanie študujúcej mládeže [Reading for young students], intended primarily for Slovak students and, to some extent, also for Czech students. In the course of this work, F. Heřmanský became a textual lexicographer authoring Slovak-Czech glossaries that accompanied Slovak literary texts to help the Czech reader understand unfamiliar expressions. Appended bilingual glossaries represent a remarkable part of the Czech-Slovak interlingual and interliterary context of the time. F. Heřmanský also produced Czech-Slovak glossaries for his literary readers to help Slovak students read Czech texts. His Slovak textbooks, a wide range of his other texts written in Slovak and his Slovak-Czech and Czech-Slovak glossaries as well as translations (from Slovak into Czech and vice versa) demonstrate that F. Heřmanský was a distinctive bilingual and biliterary author. Through his translation activity he entered the controversial sphere of Czech-Slovak and Slovak-Czech mutual translation. His bilingual competence found its specific expression in the translation of Jiří Polívka’s important scholarly work Súpis slovenských rozprávok [Survey of Slovak fairy tales] (1923–1931) from Czech into Slovak and later in his literary translations of Ladislav Nádaši-Jégé’s works from Slovak into Czech. His other linguistic and literary activities included involvement in the preparation and publication of the official Pravidlá slovenského pravopisu [Slovak Spelling Rules] (1931), for which he prepared the first draft of the spelling dictionary. A closer look at the interwar work of F. Heřmanský, which has not yet received due attention, reveals the breadth of the cultural challenges as well as the political and ideological tensions and contradictions in the Czech-Slovak context of the time. This paper is framed by substantial excerpts from Česi a Slováci [Czechs and Slovaks], Heřmanský’s 1922 programmatic journalistic text, which illustrates his vision of the activities of Czechs in Slovakia and mutually beneficial Czech-Slovak relations.

Validizace konceptu akademické marnosti v českém středním vzdělávání

International research shows that the concept of academic futility is a promising one for studying the mechanisms that cause differences in educational outcomes in general and vocational secondary school programmes. Given that there are large differences between general and vocational programmes in the Czech education system, in terms of the content of education, the conditions of education, student composition, and learning outcomes, it is important to take a deeper look at the causes of these differences. The aim of this paper is to test the original, three-dimensional version of the concept of academic futility at Czech secondary schools. The concept was tested on data obtained from a sample of 4857 students from 29 grammar schools and 90 secondary technical schools who attended the third year of secondary school in the school year 2018/2019. Confirmatory factor analysis indicated a good model fit with the data for the one-level (student level) and two-level (student and class level) concepts. Measurement invariance was evaluated for different eduational tracks. The potential of using a two-level concept for research on the educational pathways of Czech secondary school students attending various educational programmes is discussed.

Analysis of discourse on education and rehabilitation of people with disabilities coupled in the Czech Republic.

Kasprzak Tomasz, Analysis of discourse on education and rehabilitation of people with disabilities coupled in the Czech Republic. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 225–234, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.14.
 At the core of the Czech education system and rehabilitation for people with multiple disabilities to the assumption that this is a group that requires a specialized approach to this issue. The main purpose of the text is to present the organization of education of people with multiple disability in the Czech Republic. Education and rehabilitation with the participation of people with multiple disabilities encourages to undertake research related to the dynamics of changes as well as their size. This work is an attempt to show how various factors have shaped the current form of education of people with multiple disability in the Czech Republic.

Inclusion of Tallented Children (Pupils) In the Current Czech Education System

When searching for an educational space allowing a deeper insight into the issue of inclusion in the Czech Republic, we chose a gifted pupil during his compulsory school education among the inclusion users. We are primarily interested in pupils with extraordinary intellectual abilities. In many aspects, the status of these pupils is comparable to the situation of other groups of pupils with special educational needs (SEN), as confirmed by relevant findings of both our and foreign researchers. Our focus is primarily on the broader, rather than just cognitive, issue of inclusive education. Using the example of the risks associated with the unequal social development of the gifted child, we attempt to point out the complexity and interconnectivity of the social and cognitive dimension of the child’s development. We assume that the goal of inclusion is a healthy and developed personal social competence, allowing the individual to overcome the obstacles resulting from his/her diversity and enabling him/her to develop his/her educational potential, to participate fully in society and to have access to all its resources.

Security Issues as a Part of University Teacher Training

The following article deals with the problem of integrating security issues into the study programme of faculties training teachers in individual fields of education. It evaluates the current status of the development of the issues at the level of interdepartmental cooperation of selected state administration institutions. Based on exploratory research by the Czech School Inspectorate, the current status of the implementation of security issues into schools and educational establishments is described. The ongoing pilot verification of the e-learning module in security issues at the Faculty of Education of Charles University in Prague is also introduced. The article contains statistical data from the statutory research task, which was carried out in the form of a diagnostic survey involving the staff and students of the Charles University in Prague. The research was dedicated to the issues of educating the teaching staff of the Czech education system in the field of safety issues, with particular emphasis on the safety of students and educational institutions. The article also presents the level of knowledge and practical skills of primary school teachers in the field of responding to crisis situations that may occur in the school environment, e.g active shooter.

Vliv postojů učitelů na výsledky žáků

Educational effectiveness research has demonstrated the importance of teacher beliefs and attitudes for student learning. Beliefs strongly determine teachers' thoughts and actions and they ultimately influence student achievement, even though they may do so indirectly. In order to change people's practices and behaviours, it is necessary to first change their beliefs. Studies of beliefs and attitudes draw on a variety of concepts. This study explores the relationship between academic optimism and the mathematical achievement of Czech lower secondary students and follows up on previous studies that confirmed the relevance of this concept for the Czech education system. The data were collected as part of work on the Czech Longitudinal Study in Education (CLoSE) in October 2012 and May 2016. The database used in the analyses contains data from 124 basic schools and 39 grammar schools, and from 4798 students and 1469 teachers. Two-level structural equation modelling showed that there is a statistically significant link between the academic optimism of schools and students' mathematical achievement, even after controlling for prior achievement and socioeconomic status at both the student and the school level. This finding has important implications for pre-service and in-service teacher training and for education policy.

Vzdělávací politika a mezinárodní výzkumy výsledků vzdělávání v ČR

In last fifteen years the Czech Republic participated in many international comparative studies of student achievement. These studies provided comparisons of knowledge and skills of Czech students with knowledge and skills of their peers in other countries. Surveys focused on various educational areas and on various age cohorts and brought valuable information about Czech education system. The aim of this paper is to provide overview of international comparative studies on student achievement implemented in the Czech Republic and related national surveys, to present main findings and to discuss their impact on Czech educational policy.

Faktory ovlivňující přechod žáků 5. ročníků na osmileté gymnázium

Český vzdělávací systém se vyznačuje časnou a vysokou diferenciací a v mezinárodním srovnání rovněž vysokými vzdělanostními nerovnostmi. Nejčastěji diskutovaným prvkem diferenciace jsou osmiletá gymnázia, na která odcházejí žáci po 5. ročníku povinného vzdělávání. Stať se zabývá otázkou, jaké faktory ovlivňují aspirace žáků 5. ročníků ke studiu na víceletém gymnáziu a jaké faktory ovlivňují, zda jsou žáci ke studiu přijati. K analýzám jsou využita data získaná v rámci mezinárodního výzkumu TIMSS a PIRLS realizovaného v roce 2011 a data získaná v rámci návazného šetření žáků 5. ročníků provedeného na stejném výběrovém souboru v rámci projektu CLoSE. K odpovědím na výzkumné otázky je využita binární logistická regrese a deskriptivní údaje získané v rámci šetření 5. ročníků. Analýzy ukazují, že i když na přijetí žáků ke studiu mají největší vliv jejich schopnosti, uplatňuje se značný vliv rodiny na aspirace i na úspěch v přijímacím řízení. Czech education system exhibits early tracking and educational inequalities that are higher that those in most developed countries. The most controversial element of the system discussed in this context is multi-year grammar schools that are attended by students after the completion of primary school. The paper seeks answer to the question what factors influence student aspirations to study at multi-year grammar school and what factors are crucial for success at entrance examinations. Analyses are carried out on data from the international comparative study TIMSS and PIRLS that was carried out in 2011 and on data collected in a survey of 5-graders implemented on the same sample in 2012 within the Czech Longitudinal Study of Education (CLoSE). The questions are answered by binary logistic regression and by descriptive analyses of the data gained in the CLoSE project. The analyses show that though the most important factor influencing the success in entrance examinations is student performance, student home background has also a very important impact on both aspirations and the success at entrance procedures.

Trends in Educational Fluidity after the Fall of Socialism in the Czech Republic

The aim of this paper is to identify the trends in educational fluidity after the fall of socialism in 1989 in the Czech Republic. The data are based on 27 sample surveys carried out from 1990 to 2009, including information on the child’s and his father’s education. The trends in educational fluidity are analysed both in view of the years and with respect to the birth cohorts, i.e. on the grounds of two effects: unequal educational odds (according to the socio-economic origin) and the “differentiation” effect. Unequal educational odds are related to the expansion of the Czech education system while the differentiation effect is given by social homogeneity of educational groups. The findings show that despite expansion of educational opportunities the fluidity in education has not been increasing in Czech society. The period between 1990 and 2005 saw even a decline in educational odds depending on the respondents’ educational origin. Only from 2006, this tendency started to fall. In our view, the development of educational fluidity was caused primarily by socio-political transition of Czech society rather than by cohort replacement.

Social Education and Social Work as an Inspirational Resource of Teacher Training.

In the process of finding progressive and long-term strategies, programs and models for the Czech education system, social education and thus social work finds itself in a prominent position. Out study deals with selected knowledge of these fields, which became a natural part of teacher training in the current pedagogical theory and practice. Examples of integrating socio-educational thematic units into teacher education programs are also a reflection of social needs that result from the dynamically evolving life of Czech society.

Factors affecting the transition of fifth graders to the academic track in the Czech Republic

The Czech education system is characterised by early tracking and high educational inequalities. The most controversial element of the system is the academic track, which is attended by students after the completion of primary school. The paper focuses on fifth graders’ application process and their success in entrance examinations. The process is examined by binary logistic regression and descriptive analyses of the data collected in the Trends in International Mathematics and Science Study conducted in 2011 in grade 4, and in a survey of students attending grade 5 implemented on the same sample within the Czech Longitudinal Study in Education. The analyses show that students’ family background has a significant effect on both application and success during admission procedures. The paper discusses the role of the family in the application process and in preparation for the entrance examinations, and compares the situation in the Czech Republic with that in other countries.

Evaluation of the Project “From Novice Teacher to Teacher Mentor” - Teacher's Work with the Chronically Ill Pupils

Abstract The current understanding of inclusion within the contemporary Czech education system confirms the existence of possibilities of appropriate ways of working with chronically ill pupils in class. Moreover, teachers are expected to be able to cope with such demands as it is considered to be one of their professional competences. In order to improve these competences, the Faculty of Humanities at Tomas Bata University in Zlin implemented a project titled From Novice Teacher to Teacher Mentor, a part of which was an instructional module “An analysis of teacher's work with ill children”. The primary focus of this study is this very module and the basic theses are as follows: What knowledge of children's chronic illnesses do novice teachers have? What does inclusion of the chronically ill child in a school environment look like? Did teacher participation in the instructional module “Analysis of teacher's work with ill children” improve their professional competences? The aim of the study is to point out the possibilities of professional growth of pedagogical workers, especially novice teachers when it comes to working with the chronically ill child.

Social Education and Social Work as an Inspirational Resource of Teacher Training.

In the process of finding progressive and long-term strategies, programs and models for the Czech education system, social education and thus social work finds itself in a prominent position. Out study deals with selected knowledge of these fields, which became a natural part of teacher training in the current pedagogical theory and practice. Examples of integrating socio-educational thematic units into teacher education programs are also a reflection of social needs that result from the dynamically evolving life of Czech society.

The Flynn effect in the Czech Republic

The Flynn effect in the Czech population presented here was estimated based on the re-standardization of two short intelligence tests on a sample of 133 eighth-grade students. For over 44years, the average performance in these tests had been improving by 0.23 and 0.42 IQ points per year respectively. There had been a significant difference between the tests at p<0.05, although both tests had been designed to measure fluid intelligence. We propose that the gains in the test scores were generally brought about by changes in the Czech education system, while Armstrong and Woodley's (2014) rule-dependence model provides a reasonably accurate explanation for the difference between the tests.