Research/art/teacher profile of a person
Name and surname:
doc. PaedDr. Ján Záhorec, PhD.
Document type:
Research/art/teacher profile of a person
The name of the university:
Comenius University Bratislava
The seat of the university:
Šafárikovo námestie 6, 818 06 Bratislava

I. - Basic information

I.1 - Surname
Záhorec
I.2 - Name
Ján
I.3 - Degrees
Assoc. Prof., PhD.
I.4 - Year of birth
1977
I.5 - Name of the workplace
Comenius University in Bratislava, Faculty of Education, Department of Didactics of Mathematics and Natural Sciences, Slovakia
I.6 - Address of the workplace
Račianska 59, 813 34 Bratislava
I.7 - Position
Associate Professor
I.8 - E-mail address
zahorec@fedu.uniba.sk
I.9 - Hyperlink to the entry of a person in the Register of university staff
https://www.portalvs.sk/regzam/detail/6905
I.10 - Name of the study field in which a person works at the university
38. Teaching and Educational Sciences
I.11 - ORCID iD
https://orcid.org/0000-0002-2698-4664

II. - Higher education and further qualification growth

II.1 - First degree of higher education
II.a - Name of the university or institution
Constantine the Philosopher University in Nitra, Faculty of Natural Sciences, Slovakia
II.b - Year
2000
II.c - Study field and programme
Teaching of General Education Subjects and Apprenticeship Physics – Informatics
II.2 - Second degree of higher education
II.a - Name of the university or institution
Constantine the Philosopher University in Nitra, Faculty of Natural Sciences, Slovakia
II.b - Year
2002
II.c - Study field and programme
Teaching of General Education Subjects and Apprenticeship Physics – Informatics
II.3 - Third degree of higher education
II.a - Name of the university or institution
Constantine the Philosopher University in Nitra, Faculty of Education, Slovakia
II.b - Year
2008
II.c - Study field and programme
Social Sciences – Educational Sciences – Educational Technology
II.4 - Associate professor
II.a - Name of the university or institution
DTI University, Dubnica nad Váhom, Slovakia
II.b - Year
2022
II.c - Study field and programme
Branch Didactics
II.5 - Professor
II.6 - Doctor of Science (DrSc.)

III. - Current and previous employment

III.a - Occupation-position III.b - Institution III.c - Duration
University Teacher – Assistant Professor; Associate Professor Comenius University in Bratislava, Faculty of Education, Slovakia od novembra 2015 – trvá
Teacher of Professional Development for the Subjects of Computer Science and Physics; Methodologist of the educational portal Methodology and Pedagogy Centre in Bratislava, Slovakia od 1. 5 2013 do 1. 11 2015
University Teacher – Assistant Professor Slovak University of Agriculture in Nitra, Faculty of Economics and Management, Slovakia od 1. 7. 2010 do 15. 2. 2015
University Teacher – Assistant Professor Constantine the Philosopher University in Nitra, Faculty of Education, Slovakia od 1. 9. 2004 do 30. 6. 2010
Teacher of Computer Science and Applied Informatics Obchodná akadémia, Nitra (State Secondary School) od 1. 9. 2008 do 30. 6. 2009
Teacher of Computer Science and Programming Gymnázium Golianova 68, Nitra (State Grammar School) od 1. 9. 2003 do 30. 6. 2004
Teacher of Computer Science and Physics Základná škola, Na Hôrke 30, Nitra (State Public Primary School) od 1. 9. 2000 do 30. 6. 2005

IV. - Development of pedagogical, professional, language, digital and other skills

IV.a - Activity description, course name, other IV.b - Name of the institution IV.c - Year
Rigorosum Proceedings in the Field of Study Teaching of General Education Subjects in the Specialization Informatics (PaedDr.) (PaedDr.) Constantine the Philosopher University in Nitra, Faculty of Natural Sciences, Department of Informatics, Slovakia 2004

V. - Overview of activities within the teaching career at the university

V.1 - Overview of the profile courses taught in the current academic year according to study programmes
V.2 - Overview of the responsibility for the delivery, development and quality assurance of the study programme or its part at the university in the current academic year
V.2.a - Name of the study programme V.2.b - Degree V.2.c - Field of study
Pre-school and Elemenatry School Education III. Teacher Training and Education Science
Common social-scientific, pedagogical and psychological basis of teaching II. Teacher Training and Education Science
Common social-scientific, pedagogical and psychological basis of teaching I. Teacher Training and Education Science
V.3 - Overview of the responsibility for the development and quality of the field of habilitation procedure and inaugural procedure in the current academic year
V.4 - Overview of supervised final theses
V.4.1 - Number of currently supervised theses
V.4.a - Bachelor's (first degree)
3
V.4.b - Diploma (second degree)
6
V.4.c - Dissertation (third degree)
1
V.4.2 - Number of defended theses
V.4.a - Bachelor's (first degree)
25
V.4.b - Diploma (second degree)
36
V.4.c - Dissertation (third degree)
0
V.5 - Overview of other courses taught in the current academic year according to study programmes
V.5.a - Name of the course V.5.b - Study programme V.5.c - Degree V.5.d - Field of study
Digital Technologies 1 Pedagogical-psychological and Social-scientific Basis of Teaching I. Teacher Training and Education Science
Digital Technologies 2 Pedagogical-psychological and Social-scientific Basis of Teaching I. Teacher Training and Education Science
Digital Literacy Pre-primary and Elementary Pedagogy I. Teacher Training and Education Science
Applied Digital Media in Primary Education Teaching for Primary Education II. Teacher Training and Education Science
The Use of DT in Teaching Pedagogy Teaching Pedagogy in Combination I. Teacher Training and Education Science

VI. - Overview of the research/artistic/other outputs

VI.1 - Overview of the research/artistic/other outputs and the corresponding citations
VI.1.1 - Number of the research/artistic/other outputs
VI.1.a - Overall
141
VI.1.b - Over the last six years
46
VI.1.2 - Number of the research/artistic/other outputs registered in the Web of Science or Scopus databases
VI.1.a - Overall
71
VI.1.b - Over the last six years
32
VI.1.3 - Number of citations corresponding to the research/artistic/other outputs
VI.1.a - Overall
266
VI.1.b - Over the last six years
163
VI.1.4 - Number of citations registered in the Web of Science or Scopus databases
VI.1.a - Overall
150
VI.1.b - Over the last six years
137
VI.1.5 - Number of invited lectures at the international, national level
VI.1.a - Overall
2
VI.1.b - Over the last six years
1
VI.2 - The most significant research/artistic/other outputs
1

ADM GUNCAGA, J. (30 %) – KORENOVA, L. (30 %) – ZÁHOREC, J. (20 %) – OSTRADICKY, P. (20 %). Innovative Approaches on Teaching and Learning with technical aids for STEM education in primary level. Education Sciences, 14(7), 2024. 682; DOI: 10.3390/educsci14070682. ISSN 2227-7102

2

ADN ZÁHOREC, J. (40 %) – HAŠKOVÁ, A. (40 %) – MUNK, M. (20 %) (2019). Teachers´ Professional Digital Literacy Skills and Their Upgrade. European Journal of Contemporary Education, Vol. 8, No. 2, (2019). ISSN: 2304-9650; E-ISSN: 2305-6746, pp.378–393. DOI: 10.13187/ejced.2019.2.378

3

ADM ZÁHOREC, Ján (34 %) – HAŠKOVÁ, Alena (33 %) – BÍLEK, Martin (33 %) (2014). Impact of Multimedia Assisted Teaching on Student Attitudes to Science Subjets. Journal of Baltic Science Education, Vol. 13, No. 3, 2014, ISSN 1648-3898, s. 361–380

4

ADM ZÁHOREC, J. (34 %) – HAŠKOVÁ, A. (33 %) – MUNK, M. (33 %) (2014). Assessment of Selected Aspects of Teaching Programming in SK and CZ. Informatics in education. 2014, Vol. 13, No. 1, ISSN 1648-5831, pp. 157–178. https://doi.org/10.15388/infedu.2014.09

5

ADM ZÁHOREC, Ján (25 %) – HAŠKOVÁ, Alena (25 %) – MUNK, Michal (25 %) – BÍLEK, Michal (25 %) (2013). Results of PISA and Evaluation of Computer Science Education. Journal of Baltic Science Education, Vol. 12, No. 2, 2013, ISSN 1648-3898, s. 234–248

VI.3 - The most significant research/artistic/other outputs over the last six years
1

ADC ZÁHOREC, J. (35 %) – HAŠKOVÁ, A. (35 %) – HRMO, R. (30 %) (2022). Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results. Mathematics 2022, 10(12): 1965, pp. 1–28. https://doi.org/10.3390/math10121965, ISSN 2227-7390

2

ABC HAŠKOVÁ, A. (50%) – ZÁHOREC, J. (50%) (2022). Analysis of Teachers’ Needs Related to Their Professional Digital Skills: Reflection on the pre-Corona State in Slovakia and Impact of the First Wave of the Pandemic on These Needs. In: Tomczyk, Ł., Fedeli, L. (eds.). Digital Literacy for Teachers. Lecture Notes in Educational Technology [Part of the Lecture Notes in Educational Technology book series (LNET)]. Springer Singapore. pp. 463–493. https://doi.org/10.1007/978-981-19-1738-7_22

3

ADC ZÁHOREC, J. (27 %) – HAŠKOVÁ, A. (27 %) – POLIAKOVÁ, A. (23 %) – MUNK, M. (23 %) (2021). Case Study of the Integration of Digital Competencies into Teacher Preparation. Sustainability, 2021, Vol. 13, No. 11: 6402, pp. 1–28. https://doi.org/10.3390/su13116402. ISSN 2071-1050

4

ADN ZÁHOREC, J. (34 %) – HAŠKOVÁ, A. (33 %) – MUNK, M. (33 %) (2021). Self-Reflection of Digital Literacy of Primary and Secondary School Teachers: Case Study of Slovakia. European Journal of Contemporary Education, Vol. 10, No. 2, ISSN: 2304-9650, E-ISSN: 2305-6746 (On-line), pp. 496–508. doi: 10.13187/ejced.2021.2.496

5

AAB ZÁHOREC, Ján (65 %) – HAŠKOVÁ, Alena (22 %) – MUNK, Michal (13 %). (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava : Univerzita Komenského v Bratislave, 1. vydanie. Rozsah vytlačenej publikácie 225 strán, 16,21 AH, rozsah vrátane časti príloh 305 strán, 20,19 AH. ISBN 978-80-223-4882-9

VI.4 - The most significant citations corresponding to the research/artistic/other outputs
1

ADM ZÁHOREC, J. (40 %) – NAGYOVÁ, A. (30 %) – HAŠKOVÁ, A. (30 %) (2019). Teachers` Attitudes to Incorporation Digital Means in Teaching Process in Relation to the Subjects they Teach. International Journal of Engineering Pedagogy, Vol. 9, No. 4, (2019). ISSN: 2192-4880, pp. 101–120. https://doi.org/10.3991/ijep.v9i4.11064

Citačný ohlas:

Aflalo, E., Vaknin, M., Harband, Y., Safrai, M. Z. (2025). Using digital technologies to support active and self-directed learning. Journal of Computing in Higher Education, 2024. DOI 10.1007/s12528-024-09428-y (WOS; SCOPUS)

Thyssen, C., Meier, M. (2023). 3D Printing as an element of teaching-perceptions and perspectives of teachers at German schools. Frontiers in Education, Vol. 8:1233337. doi: 10.3389/feduc.2023.1233337 (WOS; SCOPUS)

Khonamri, F., Azizi, N., Akimjak, A., Kurilenko, V. (2024). The Prospects of Reading Circles for Fostering EFL Learners’ Motivation to Read and Engagement. Journal of Education Culture and Society, 15(1), pp. 403 – 418. https://doi.org/10.15503/jecs2024.1.403.418 (WOS; SCOPUS)

Rooholamini, A., Salajegheh, M. (2024). Health profession education hackathons: a scoping review of current trends and best practices. BMC Medical Education, Volume 24, Issue 1. Article Number 554. DOI 10.1186/s12909-024-05519-7 (WOS; SCOPUS)

Kitcharoen, P., Howimanporn, S. (2024). Enhancing Teachers’ AI Competencies through Artificial Intelligence of Things Professional Development Training. International Journal of Interactive Mobile Technologies, Vol. 18, Issue 2, pp. 4 – 15. DOI 10.3991/ijim.v18i02.46613 (SCOPUS)

Konrad, S. Č, Štemberger, T. (2023). Teacher Educators’ Attitudes Towards Using Digital Technologies for Learning and Teaching: The Case of Slovenia, International Journal of Emerging Technologies in Learning, Vol. 18, Issue 17, pp. 45 – 55. DOI 10.3991/ijet.v18i17.41095 (SCOPUS)

Thyssen, C., Meier, M. (2023). 3D Printing as an element of teaching-perceptions and perspectives of teachers at German schools, Frontiers in Education, Vol. 8:1233337. doi: 10.3389/feduc.2023.1233337 (WOS; SCOPUS)

Monika Valentová, Peter Brečka (2023). Assessment of Digital Games in Technology Education, Vol. 13, No. 2 (2023). International Journal of Engineering Pedagogy, Vol. 13, No. eISSN 2192-4880, pp. 36–63. DOI: https://doi.org/10.3991/ijep.v13i2.35971 (WOS; SCOPUS)

Guallichico, Geovanna, Ocaña Mauro, Tejada Cristhian, Bautista Cuauhtémoc (2023). Assessing Digital Competence Through Teacher Training in Early Education Teachers. Applied Technologies. ICAT 2022. Communications in Computer and Information Science, vol. 1757. Cham : Springer Nature, 2023, pp. 55–68. DOI 10.1007/978-3-031-24978-5_6 (SCOPUS)

Hasanah, E., Suyatno, S., Maryani, I., Al Badar, M.I., Fitria, Y., Patmasari, L. (2022). Conceptual Model of Differentiated-Instruction (DI) Based on Teachers' Experiences in Indonesia. Education Sciences, 12(10), Article Number 650. DOI 10.3390/educsci12100650 (WOS; SCOPUS)

Tyron, O., Korieshkova, S., Didenko, M., Kaminska, S. (2020). Psycho-Pedagogical Approaches to the Design of English Learning Course for Ship Engineers. International Journal of Engineering Pedagogy, Vol. 10, Issue 6, pp. 21–35. DOI: 10.3991/ijep.v10i6.14107 (WOS; SCOPUS)

Gómez-García, M., Hossein-Mohand, H., Trujillo-Torres, J.M, Hossein-Mohand, H. (2020). The training and use of ict in teaching perceptions of Melilla’s (Spain) mathematics teachers. Mathematics, Vol. 8, Issue 10, 2020, Article number: 3950. https://doi.org/10.3390/math8101641 (WOS; SCOPUS)

Watomakin, D. B., Santoso, A. J., Suyoto (2020). Mobile Application Design of Learning Word in Lamaholot Language for Children Using User-Centered Design. International Journal of Engineering Pedagogy, Vol. 10, Issue 5, pp. 103–115. DOI: 10.3991/ijep.v10i5.13411 (WOS; SCOPUS)

Hardika, H. – Aisyah, E. N. – Raharjo, K. M. – Dila Umnia Soraya, D. U. (2020). Transformation the Meaning of Learning for Millennial Generation on Digital Era. In: iJIM – International Journal of Interactive Mobile Technologies, Vol. 14, No. 12, 2020, pp. 69–81, eISSN 1865-7923. (SCOPUS)

Azizi M., Kralik R., Petrikovicova L., Tkáčová H. (2020). A comparative study of the effects of self-assessment and peer feedback on literature students’ oral production. Science for Education Today, 2020, Vol. 10, No. 5, pp. 7–27. DOI: http://dx.doi.org/10.15293/2658-6762.2005.01 (SCOPUS)

Roubalová, M., Kralik, R., Kondrla, P. (2021). Importance and method of teaching biblical Hebrew and aramaic in religious education of children and adults. Journal of Education Culture and Society, Vol. 12, No.1, pp. 59–67. DOI: 10.15503/jecs2021.1.59.67 (SCOPUS)

Khyzhniak, Inna A., Vlasenko, Kateryna V., Viktorenko, Irina L., Velychko, Vladyslav Ye (2021). Readiness of Future Primary Education Specialists to Use Digital Learning Tools in Professional Activity. Information Technologies and Learning Tools, Volume 86, No. 6, pp. 106–122, DOI 10.33407/itlt.v86i6.3666 (WOS)

2

ADN ZÁHOREC, J. (34 %) – HAŠKOVÁ, A. (33 %) – MUNK, M. (33 %) (2021). Self-Reflection of Digital Literacy of Primary and Secondary School Teachers: Case Study of Slovakia. European Journal of Contemporary Education, Vol. 10, No. 2, (2021). ISSN: 2304-9650, pp. 496–508. DOI: 10.13187/ejced.2021.2.496


Citačný ohlas:

Rahmawati, S., Abdullah, A.G., Widiaty, I. (2024). Teachers’ digital literacy overview in secondary school. International Journal of Evaluation and Research in Education, 13(1), pp. 597–606 (SCOPUS)

Lupak, N., Kramarenko, L., Shkvyr, O., Kazakova, N., Yashchuk, I. (2024). Influence of individualised teaching methods on improving the professional flexibility of future primary school teachers. Educacao & Formacao, Volume 9, e12851, DOI 10.25053/redufor.v9.e12851 (WOS)

Romanyuk, S., Maftyn, L., Iliichuk, L., Vasylyk, M., Tarangul, L. (2024). The use of modern technologies to enhance the quality of teaching at higher education institutions. Amazonia Investiga, 12(68), pp. 224-235. DOI 10.34069/AI/2023.68.08.21. (WOS)

Perry, Lewis Ron, Vlachopoulos, Dimitrios (2023). Learning Attainment in English Lessons: A Study of Teachers' Perspectives on Native English Speakers and English as an Additional Language (EAL) Students at an International School. Education Sciences, 13(9), 901, DOI 10.3390/educsci13090901 (WOS; SCOPUS)

Nguyen, L.A.T., Habók, A. (2023). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education. 2023. DOI: https://doi.org/10.1007/s40692-022-00257-5 (WOS; SCOPUS)

Brečka, P, Valentová, M., Tureková, I. (2022). Digital Technologies in Environmental Edučation. TEM Journal-Technology Education Management Informatics, 11(2), May 2022, pp.726-730. ISSN 2217-8309. DOI 10.18421/TEM112-28. (WOS; SCOPUS)

3

ADC ZÁHOREC, J. – HAŠKOVÁ, A. – POLIAKOVÁ, A. – MUNK, M. (2021). Case Study of the Integration of Digital Competencies into Teacher Preparation. Sustainability, 2021, 13(11): 6402, pp. 1–28. https://doi.org/10.3390/su13116402. ISSN 2071-1050

Citačný ohlas:

Al Balushi, K. (2024). COVID- 19 and language teacher education in Oman: Practices, challenges, and opportunities (Book Chapter). In: Troudi, S., Mazandarani, O. (eds.). Confronting Challenges in English Language Teacher Education: Global Innovations and Opportunities. pp. 264 – 278, Imprint: Routledge. https://doi.org/10.1007/978-981-19-1738-7_22. (SCOPUS)

Benaoui, A., Kassimi, M. A., Harif, A. (2024) Neural Network Model for Predicting Digital Competencies of Teacher Trainers: Insights forEducational Practice. Library Progress International, 44(3), pp. 24533-24540. (SCOPUS)

Ma, W. D., Mat, A. C., Rahman, G. Y. A., Jaafar, R. (2024). Exploring the Interconnections: Digital Competence, Teacher Training and Remote Teaching. Akademika, 94(3), pp. 108 – 125. DOI 10.17576/akad-2024-9403-07 (WOS)

Arrasyid, R., Ruhimat, M., Setiawan, I., Ihsan, H. R., Darmawan, W., Mulyana, A., Moch Isya, H. R. Darmawanto, R. A. (2024). Design, Development, and Evaluation of a Mobile Learning Application for Geography Education. Journal of Advanced Research in Applied Sciences and Engineering Technology, 38(1), pp. 109 – 134, 2024 (SCOPUS)

Džunda, M.; Melníková, L.; Dzurovčin, P. (2023). Selected Aspects of Student Education in the Field of Air Transport. Transnav-international Journal On Marine Navigation And Safety Of Sea Transportation, 17 (3), pp. 653–664 (WOS)

Budayová, Z., Svoboda, M., Kóša, M., Tudose, C., Molchanova, I.I. (2022). Lifelong Learning and Development for Social Workers. Journal of Education Culture and Society, Volume 13, Issue 2, pp. 359–368, 2022 (WOS; SCOPUS)

Alhazmi, Mohammed A., Alqarni, Turki M., El Aasar, Said A. (2022). The Required Competencies for Future Teachers in Light of the Requirements of Intellectual Security and Knowledge Economy. Pegem Egitim ve Ogretim Dergisi, 12(3), pp. 226–236. DOI 10.47750/pegegog.12.03.24. ISSN 2146-0655 (WOS; SCOPUS)

Tokovska, M., Zaťková, T.Š., Jamborová, Ľ. (2022). Digital Competencies Development in Higher Education Institutions: A Mixed Methods Research Study. Emerging Science Journal, Vol. 6, Special Issue “Current Issues, Trends, and New Ideas in Education“, 2022, pp. 150-165. doi: 10.28991/ESJ-2022-SIED-011 (SCOPUS)

Dorofeeva V.I., Simaneva T.A. (2022). On the Issue of Creating an Course on Digital Educational Resources and Services for Organizing the Educational Process. Proceedings – 2022 2nd International Conference on Technology Enhanced Learning in Higher Education, TELE 2022. Lipetsk, 26 May 2022 – 27 May 2022, pp. 40–43. DOI 10.1109/TELE55498.2022.9801005. ISBN 978-166547007-0 (SCOPUS)

Tomczyk, Lukasz (2021). Declared and Real Level of Digital Skills of Future Teaching Staff. Education Sciences, 11(10), Article Number 619, DOI:10.3390/educsci11100619, ISSN 2227-7102 (Print) (WOS; SCOPUS)

4

ADN ZÁHOREC, J. (40 %) – HAŠKOVÁ, A. (40 %) – MUNK, M. (20 %) (2019). Teachers´ Professional Digital Literacy Skills and Their Upgrade. European Journal of Contemporary Education, Vol. 8, No. 2, (2019). ISSN: 2304-9650; E-ISSN: 2305-6746, pp.378–393. DOI: 10.13187/ejced.2019.2.378

Citačný ohlas:

Hammoda, B., Foli, S. (2024). A digital competence framework for learners (DCFL): A conceptual framework for digital literacy. Knowledge Management and E-Learning, 16(3), pp. 477-500. DOI 10.34105/j.kmel.2024.16.022 (WOS; SCOPUS)

Davila-Rubio, Carlos Alberto; Castiblanco-Carrasco, Rodulfo Armando (2024). Factors associated with the digital divide in teachers. An approach from the literature review. ESTUDIOS DEL DESARROLLO SOCIAL-CUBA Y AMERICA LATINA, Volume 12, Issue 3, pp. 189-205 (WOS)

Rahmawati, S., Abdullah, A.G., Widiaty, I. (2024). Teachers’ digital literacy overview in secondary school. International Journal of Evaluation and Research in Education, 13(1), pp. 597–606. DOI 10.11591/ijere.v13i1.25747 (SCOPUS)

Sazonova, M.V., Mikhailova, L.V. (2024). Transformation of Personalized Educational Trajectories of Students of Higher Educational Institutions in the Context of the Development of Digital Technologies. AIP Conference Proceedings, Volume 2969, Issue 112, January 2024, Article number 040005, 3rd International Conference on Advances in Science, Engineering, and Digital Education, ASEDU 2022, Krasnoyarsk, 8. – 10. December 2022, Code 196387. DOI 10.1063/5.0181962 (SCOPUS)

Amalia, S., Ramdhani, M.I., Syafryadin, Apriani, E., Boulahnane, S. (2024). The Effect of Learning Management System on Reading Comprehension Across 3 Types of Readers. LEARN Journal: Language Education and Acquisition Research Network, 17(1), pp. 73 – 99, 2024 (SCOPUS)

Xie, Y., Xia, W., Li, C., Qiu, Y. (2024). Construction and Innovative Application of MOOC for Large-Scale Improvement of Digital Teaching Literacy of Primary and Secondary School Teachers – Taking Guangdong Province of China as an Example. Communications in Computer and Information Science, Volume 1974 CCIS, pp. 68 – 81, 2024, 6th International Conference on Technology in Education, ICTE 2023 Hong Kong, 19. – 21. December 2023 (SCOPUS)

Polyiem, T., Nuangchalerm, P. (2023). Competencies of New Teachers in Learning Management in Teacher Production for Local Development. Journal of Curriculum and Teaching, Vol. 12, No. 3, 2023, pp. 91-99. doi:10.5430/jct.v12n3p91 (SCOPUS)

Guallichico, Geovanna, Ocaña Mauro, Tejada Cristhian, Bautista Cuauhtémoc (2023). Assessing Digital Competence Through Teacher Training in Early Education Teachers. Applied Technologies. ICAT 2022. Communications in Computer and Information Science, vol. 1757. Cham : Springer Nature, 2023, pp. 55–68. DOI 10.1007/978-3-031-24978-5_6 (SCOPUS)

Gunčaga, J. (2022). Selected Aspects of Visualization in Education of Functions. Trends in Mathematics (Book Chapter, Publisher: Springer Science and Business Media Deutschland GmbH), pp. 263 – 271, 2022. DOI 10.1007/978-3-030-87502-2_26 (SCOPUS)

Tomczyk, L., Fedeli, L., Wloch, A., Limone, P., Frania, M., Guarini, P., Szyszka, M., Mascia, M.L., Falkowska, J. (2022). Digital Competences of Pre-service Teachers in Italy and Poland. Technology Knowledge and Learning (2022), https://doi.org/10.1007/s10758-022-09626-6 (WOS; SCOPUS)

Bessarab, A., Penchuk, I., Mykytiv, H., Tregub, A., Madei, A., Kozachok, O. (2022). The Role of Journalism Teachers in the Media Literacy Development. Journal of Higher Education Theory and Practice, 22(9), pp. 188-200. DOI: 10.33423/jhetp.v22i9.5377. ISSN 2158-3595 (SCOPUS)

Kostenko, O., Frolova, O., Barsuk, S., Shostak, U., Bondar, N. (2021). Influence of digital educational resources on didactic possibilities for the educational process (on the example of english language). Revista Entrelinguas, Volume 7, Article Number: e021112. ISSN 2447-4045. DOI: 10.29051/el.v7i00.15888 (WOS)

Alanoglu, M., Aslan, S., Karabatak, S. (2021). Do teachers' educational philosophies affect their digital literacy? The mediating effect of resistance to change. Education and Information Technologies, 27(3), pp. 3447-3466. DOI: 10.1007/s10639-021-10753-3, ISSN 1360-2357

(WOS; SCOPUS)

Shagataeva Z.E., Sarbassov Y.K., Seminar E., Sydykbekova M.A., Kydyrbaeva A.T. (2021). The general technological competency model for vocational teachers in Kazakhstan. World Journal on Educational Technology: Current Issues Open Access, 13(4), pp. 574–588, DOI: 10.18844/WJET.V13I3.5938 (SCOPUS)

Nikou, S., Aavakare, M. (2021). An assessment of the interplay between literacy and digital Technology in Higher Education. Education And Information Technologies, 26(4), pp. 3893-3915. DOI: 10.1007/s10639-021-10451-0 (WOS; SCOPUS)

Suiyerkul, B., Kurmanali A., Smanova, B., Aitmukhambetova, K., Bayalieva, G. (2021). Teaching somatic idioms during the corona crisis(based onhistoricaland literary texts). XLinguae, Volume 14, Issue 1, pp. 81-90. ISSN 1337-8384, eISSN 2453-711X. DOI: 10.18355/XL.2021.14.01.07 (SCOPUS)  

Frolova, E.V., Rogach, O. V., Tyurikov, A.G., Razov, P. V. (2021). Online Student Education in a Pandemic: New Challenges and Risks. European Journal of Contemporary Education, Volume 10, Issue 1, pp. 43-52 (WOS; SCOPUS)

Gómez-Galán, J., Martínez-López, J. Á., Lázaro-Pérez, C., del Mar Fernández-Martínez, M. (2021). Usage of Internet by University Students of Hispanic Countries: Analysis Aimed at Digital Literacy Processes in Higher Education. European Journal of Contemporary Education, Volume 10, Issue 1, pp. 53-65. DOI: 10.13187/ejced.2021.1.53 (WOS; SCOPUS)

Perifanou, M., Economides, A. A. (2021). Digital Skills for Teachers: Policies and Initiatives in Greece. 1st Innovation and New Trends in Engineering, Technology and Science Education Conference, IETSEC 2021, Amman, 17 May 2021 – 18 May 2021, Article number 9440507. DOI: 10.1109/IETSEC51476.2021.9440507 (WOS; SCOPUS)

Uribe-Hernandez, Yrene Cecilia, Valenzuela-Fernandez, Luis Alex, Rengifo-Lozano, Raul Alberto, et al. (2020). Digital Literacy in University Teachers Oriented Towards New Technologies [Alfabetização digital de professores universitários orientada para novas tecnologias]. Nuances-Estudos Sobre Educacao, Volume 31,‏ Issue 1, pp. 358- 376. DOI: 10.32930/nuances.v31i0.8332 (WOS)

Frolova, Elena. V.; Rogach, Olga. V.; Ryabova, Tatyana M. (2020). Digitalization of Education in Modern Scientific Discourse: New Trends and Risks Analysis. European Journal of Contemporary Education, Vol. 9, No. 2, pp. 313–336 (WOS; SCOPUS)

Liu, Z. -J., Tretyakova, N., Fedorov, V., Kharakhordina, M. (2020). Digital literacy and digital didactics as the basis for new learning models development. International Journal of Emerging Technologies in Learning, Vol. 15, No. 14, pp. 4-18 (WOS; SCOPUS)

Fuchsova, M., Korenova, L. (2020). Modern Technology in the Form of Mobile Applications of Augmented Reality in Human Biology Education for Future School Teachers. DIVAI 2020: 13th International Scientific Conference on Distance Learning in Applied Informatics, Sturovo, Slovakia, SEP 21-23, 2020, pp. 101–110. (WOS)

Guncaga, J., Severini, E., Lehotayova, B. K., Ostradicky, P. (2020). Digital technologies in education of preschool children – Preparing for future. 43rd International Convention on Information, Communication and Electronic Technology, MIPRO 2020 – Proceedings, pp. 681–688 (SCOPUS)

Soboleva, Elena V. (2019). Quest in a Digital School: the Potential and Peculiarities of Mobile Technology Implementation. European Journal of Contemporary Education, Vol. 8, No. 3, (2019). ISSN: 2304-9650; E-ISSN: 2305-6746 (On-line), s. 613–626. DOI: 10.13187/ejced.2019.3.613 (WOS)

Soboleva, E.V. (2019). Characteristic features of designing digital learning environments based on gaming technology. Science for Education Today, Volume 9, Issue 4, pp. 107–123 (SCOPUS)

5

ADM ZÁHOREC, J. (34 %) – HAŠKOVÁ, A. (33 %) – BÍLEK, M. (33 %) (2014). Impact of Multimedia Assisted Teaching on Student Attitudes to Science Subjets. Journal of Baltic Science Education. 2014, Vol. 13, No. 3, ISSN 1648-3898 (printed version), s. 361–380. ICID: 1111391

Citačný ohlas:

Monika Valentová, Peter Brečka (2023). Assessment of Digital Games in Technology Education, Vol. 13, No. 2 (2023). International Journal of Engineering Pedagogy, Vol. 13, No. eISSN: 2192-4880, pp. 36–63. DOI: https://doi.org/10.3991/ijep.v13i2.35971 (WOS; SCOPUS)

Francisti, J., Balogh, Z. (2020). Comparison and Evaluation Functionality of Smart Bracelets for Obtaining Physiological States. DIVAI 2020: 13th International Scientific Conference on Distance Learning in Applied Informatics, Sturovo, SLOVAKIA, SEP 21-23, 2020, pp. 509–519 (WOS)

Yakob, M., Saiman, Sofiyan, Sari, R.P., El Islami, R.A.Z. (2020). The effectiveness of science experiment through multimedia teaching materials to improve students' critical thinking. Journal of Physics: Conference Series, Volume 1567, Issue 4 (SCOPUS)

Tureková, I., Brečka, P. Paučekova, H. (2018). Mainstreaming Occupational Safety And Health Into Education. Case Study Of Objectivization Indoor Quality. ICERI Proceeding: 11th Annual International Conference of Education, Research and Innovation (ICERI) Location: ‏ Seville, SPAIN Date: ‏ NOV 12-14, 2018. Book Series: ICERI Proceedings, Pages: ‏ 7654–7662 (WOS)

Činčera, J., Medek, M., Činčera, P., Lupač, M., Tichá, I. (2017). What science is about – development of the scientific understanding of secondary school students. Research in Science & Technological Education, 2017, s.183–194. DOI: 10.1080/02635143.2017.1285760 (WOS; SCOPUS)

Wicaksono, I., Wasis, W., Madlazim, M. (2017). The effectiveness of virtual science teaching model VS-TM to improve student`s scientific creativity and concept mastery on Senior High School physics subject. Journal of Baltic Science Education, Vol. 16, No. 4, 2017, s. 549–561 (WOS; SCOPUS)

Su, King Dow (2016). Strengthening strategic applications of problem-solving skills for Taiwan students’ chemistry understanding. Journal of Baltic Science Education, Vol. 15, No. 6, pp. 662-679. (WOS; SCOPUS)

Jahangard, Z., Soltani, A., Alinejad, M. (2016). Exploring the relationship between metacognition and attitudes towards science of senior secondary students through a structural equation modeling analysis. Journal ofBaltic Science Education, vol. 15, no. 3, 2016, s. 340–349–SSCI (WOS; SCOPUS)

Vaňová A. F., Gregáňová, R.H., Váryová, I., Košovská, I. (2014). Analysis of motivation factors of students in a selected subject at the Faculty of Economics and Management, Slovak University of Agriculture in Nitra. Proceedings from IX. International Conference on Applied Business Research ICABR 2014, pp. 202–211, October 6–10, 2014, Talca, Chile. Brno: Mendel University in Brno, 2015, ISBN 978-80-7509-223-6. (WOS)

VI.5 - Participation in conducting (leading) the most important research projects or art projects over the last six years
1

Research-oriented teaching in mathematics, science and technology education (project VEGA; No. 1/0033/22)

Co-researcher: Assoc. Prof. PaedDr. Ján Záhorec, PhD.

Length of solution: 2022 – 2024

2

Electronic support for undergraduate training of teacher students in the field of classroom management – creation of a web portal and university textbook (project KEGA; No. 066UK-4/2021)

Co-researcher: Assoc. Prof. PaedDr. Ján Záhorec, PhD.

Length of solution: 2021 – 2023

3

Teaching Mathematics and Computer Science Using Interactive Components (project KEGA; No. 004TTU-4/2021)

Spoluriešiteľ: PaedDr. Ján Záhorec, PhD. 

Length of solution: 2021 – 2023

4

Optimization of mathematics teaching materials based on analysis of the current needs and abilities of pupils of younger school age (project APVV; No. APVV-15-0387)

Co-researcher: PaedDr. Ján Záhorec, PhD.

Length of solution: 2016 – 2020

5

Inovation of the pregraduate teacher training aimed at the didactic technological competence development (project KEGA; No. 041UK-4/2017)

Responsible researcher: PaedDr. Ján Záhorec, PhD.

Length of solution: 2017 – 2019

VII. - Overview of organizational experience related to higher education and research/artistic/other activities

VIII. - Overview of international mobilities and visits oriented on education and research/artistic/other activities in the given field of study

VIII.a - Name of the institution VIII.b - Address of the institution VIII.c - Duration (indicate the duration of stay) VIII.d - Mobility scheme, employment contract, other (describe)
University of Aveiro, Department of Education and Psychology, Portugal Campos Universitário de Santiago 3810-193 AVEIRO, Portugal from 02.05.2023 to 05.05.2023 Erasmus+ ; Staff Mobility for Training. Overall objectives of the mobility: To present the content concept of study disciplines incorporated into professional pre-service teacher training at the Faculty of Education of Comenius University in Bratislava, which develop digital literacy of teacher students and provide them both theoretical and practical basis for the development of didactic-technological competency competences applicable to their future pedagogical activities. On the basis of consultations and discussions with experts from the partner institution, who have extensive professional and pedagogical experience in the field of education, the aim is to propose innovations to the relevant parts of the curricula of teaching study programmes at the Faculty of Education of Comenius University in Bratislava, in which didactic-technological competences of students are developed and shaped for the successful performance of their teaching profession.

IX. - Other relevant facts

IX.a - If relevant, other activities related to higher education or research/artistic/other activities are mentioned

Author and professional guarantor of several accredited authorizations for the provision of innovative and updating education to pedagogical and professional staff approved by the Ministry of Education and Science of the Slovak Republic according to the current legislation (Law No. 138/2019 Coll.; formerly Law No. 317/2009 Coll.). These are authorisations aimed at developing the professional digital literacy of the target group of pedagogical/professional staff of schools and educational establishments, which take into account the current requirements of pedagogical practice in the field in question.


Lecturer of innovative and updating training programmes approved by the Ministry of Education and Science of the Slovak Republic within the framework of professional development of pedagogical and professional staff of regional education of the Slovak Republic (Law No. 138/2019 Coll.; formerly Law No. 317/2009 Coll.).


Lecturer of educational activities within the framework of the national project Professional and Career Development of Pedagogical Staff (PKR); (Methodological and Pedagogical Centre).

Teacher of professional development (formerly as continuing education) for the subjects of computer science and physics; (Methodological-Pedagogical Centre).

Educational portal methodologist in the framework of the project Professional and Career Development of Teaching Staff (PKR); (Methodological and Pedagogical Centre).


Lecturer of educational activities within the national project Education of pedagogical staff of kindergartens as a part of the educational reform (Methodological and Pedagogical Centre); (Methodological and Pedagogical Centre).


Member of the examination commissions for the 1st and 2nd attestation examinations of pedagogical and professional staff of regional education of the Slovak Republic (Methodological and Pedagogical Centre).

Date of last update
2024-11-30