Students’ motivation is one of the key factors that determine their school success. It is closely linked to their attitudes toward individual school subjects. This research analyzes four crucial dimensions of students’ subject-related attitudes (practical importance, difficulty, popularity and curriculum contents attractiveness) in the secondary economic education in the Czech Republic and Slovakia in the international context. The research focused on the four dimensions of students’ attitudes (n = 573) toward four major school subjects (economics, accounting, mathematics and the mother tongue) at business academies. It analyzes the data from the questionnaires using the Spearman Correlation Coefficient, the non-parametric Kruskal-Wallis test and the modification of Tukey’s method for multiple comparisons. The results show that the popularity of a school subject significantly correlates with its curriculum contents attractiveness and practical importance. However, the difficulty of school subjects did not influence their popularity in a negative way, which opens several questions for further research in the area. Keywords: economic education; students’ attitudes; motivation in economic school subjects; school subject popularity; school subject difficulty.

Student feedback is crucial for a thorough and meaningful university course evaluation process. It should be essential for a teacher´s reflection about teaching and learning in their courses. An efficient system of student feedback evaluation should not only collect feedback from students but also encourage teachers to use the feedback to improve their teaching practice to improve student learning. The article describes a new student feedback form and a system of follow-up conversations about the survey results between teachers and students developed and piloted at the Faculty of National Economy, University of Economics in Bratislava, in the academic year 2021/2022. It also presents the main results of using the conversations in the newly piloted system, based on interviews with participating teachers and students and thematic analysis of their verbatim transcripts.

The system of educational development in higher education should help university teachers continuously make their teaching more efficient in such a way that will lead to improved student learning. We argue that such a system should be based on at least three pillars, all leading to the enhancement of informed pedagogical conversations among teachers with the aim to improve student learning: educational development courses for university teachers, student feedback evaluations focusing on teaching and learning in the courses provided by the university and rewarding excellent university teachers. The article describes and analyses the important aspects of all the three pillars in a case study of the University of Economics in Bratislava and presents some of the intellectual outputs of an Erasmus+ project. Some of these outputs are already being piloted at this university in the academic year 2021/2022.

Purpose -the Slovak educational reform caused many changes in the Slovak school system. In the article, the author analyzes the impact it had on the educational contents and technology in pre-college economic education as part of general education.Design/methodology/approach -curriculum documents analysis, literature review, opinion survey (questionnaire), qualitative research (interview).Findings -he reform resulted in more teaching time as well as more practical orientation of economic education in general education in primary and secondary schools. However, what is still missing in the contents of this branch of economic education is more space for entrepreneurship education that would help to develop entrepreneurial skills necessary for the students to become more economically independent after they leave school. Although the reform gave schools more freedom in creating their school educational programs, it did not provide them with extra funds to finance the necessary modernization of the educational technologies they use. The differences in the use of modern ICT between different schools are thus attributable to other factors, unrelated to the educational reform process.Research limitations/implications -in the analysis of the contents of pre-college economic education, the author focused on the educational standards set by the state educational Social Technologies. 2013, 3(2): 288-302. 289 program, which must be respected by all schools in Slovakia. Although the reality of economic education in general education differs among schools (some schools created even several separated economic courses compulsory for all their students, others offer only a minimum required by the state educational program infused in a compulsory social studies course), it might also be interesting to analyze a sample of school educational programs for comparison and a more in-depth analysis.Originality/value -the article presents the findings of the genuine research.