The aim of this study is to present an insight into the issue of technology and innovation reform with an emphasis on their integration into the social sciences. Using discourse analysis, we have reconstructed the basic elements of reforms and their reflections into a theory that changes not only in terms of content and terminology, but mainly in terms of logic and rationalization of new paradigms. These changes are reflected in the transformation of society, bringing new challenges and defining the relationship between innovation and society. An important outcome of the analysis is pointing out the change in values in society and their reflection in the form of challenges that respect changes in the labor market and educational policies of the various educational institutions.

The article deals with the value orientation of teachers in the Czech Republic, who attempt to extend their formal education in the process of lifelong learning. The quality of the teacher directly influences the quality of the educational process, therefore the qualification of teachers has become the front theme of the international organisations. Lifelong Learning Centres as parts of the universities offer the programmes for teachers to extend their formal qualification. The primary aim of the article is to analyse teachers’ value orientation reflected by the formal education.

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This paper focuses on the associations of the selected elements of academic self-concept among entry level academic staff which contribute to building their professional self-concept. The study investigated the question whether a positive correlation exists among selected elements of academic self-concept among the research sample. The main aim of the study was to analyse associations among motivational beliefs, self-efficacy, metacognitive strategies and meaningfulness of studies as elements influencing the learning autoregulation of respondents which would contribute to the development of academic self-concept. The research methods included the implementation of the standardized questionnaire DAUS (Hrbáčková, 2011) comprising 40 items divided into four groups that respondents' rate according to a seven-point scale, from "1-I totally disagree" to "7-I fully agree," with 4 meaning "difficult to decide". The results reveal positive associations among academic self-concept elements, but these associations differ in terms of countries. It can be concluded that the strongest correlation is between meaningfulness of studies and motivational beliefs.

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