Organizational learning as a strategic tool for organizational change and stabilization of success has been discussed in a school environment since the 1990s. Its importance is increasing in the context of dynamic development of the society and the need to flexibly adapt to constant changes. Organizational learning research focuses on analyzing factors that are important to organizational learning and adaptability. The study aim was to examine a school environment as a determinant of organizational learning support. We chose a design of qualitative research, in which a group interview with 32 teachers from four schools was carried out. Based on the interviews we specified five categories of organizational learning support – psychological safety, open communication, cooperation, openness to new ideas, engagement and participation. Through an analysis of participants‘ responses, we identified the most significant barriers to organizational learning in the environment of selected schools. Their recognition has made it possible to formulate recommendations related to school management and to the promotion of organizational learning at schools.

Introduction: Since both components critical thinking and moral reasoning are considered to be major phenomena, the development of which is a priority of all world education policies, they are paid a lot of attention in foreign countries. However, foreign studies have only made a little mention of examining their relationship and integrity as well as until recently, each dimension has been examined separately in Slovakia and there is no piece of evidence showing the relationship between them. Based on this, we have formulated the following scientific problem: Is there a relationship between critical thinking and moral reasoning? Methods and respondents: The basic measurement tool of our research was the Watson-Glaser Critical Thinking Appraisal used to determine the level of critical thinking. The level of moral reasoning was investigated by Lind´s Moral Competence Test. The examined sample consisted of the available selection of the 2nd and 3rd year teacher study programme students for lower and upper secondary education at the University of Prešov in Prešov (N = 241) and the testing itself was realized in the academic year 2020/2021. Results: Our research shows that the average value of the gross score in critical thinking of the teacher students is M = 43.26 (SD = 5.09) and the achieved average numeric value of moral judgment expressed by the C-score is M = 21.15 (SD = 12.88). Based on the Pearson Correlation results, we were discussing whether the calculated value of the correlation coefficient indicates the relationship between critical thinking and moral reasoning and whether there is a relationship between moral reasoning and individual cognitive components of critical thinking and the results of the research show interesting findings about the relationship between critical and moral reasoning of teacher students. Conclusion: The conclusions of the research lead us to redesign the undergraduate training of future teachers in the context of the World Economic Forum challenges and the support for minds of the future according to H. Gardner - critical, creative, disciplined, ethical and tolerant - as a critical and moral integrity.

The ability to think critically is considered a key competence of the 21st century. Empirical findings are absent in Slovakia, therefore one of the goals of this work was to do research to determine the level of critical thinking in students of education. The statistic data was obtained through the analysis of the Watson-Glaser critical thinking assessment test. The sample consisted of 116 students of education at the Faculty of Humanities and Natural Sciences of University of Presov in Presov.

Prešovská univerzita v Prešove, FHPV, Ústav pedagogiky, andragogiky a psychológie Abstrakt: Kurikulárna reforma, ktorá bola na Slovensku oficiálne uvedená do edukačnej praxe škôl prijatím nového Zákona č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon), oficiálne vytvorila priestor aj pre rozvoj kritického myslenia. Jeho dôkladné skúmanie je jedným z predpokladov pre efektívnejšie rozvíjanie uvedenej spôsobilosti v edukačnej praxi škôl. Prehľadová štúdia sa zameriava na ukotvenie problematiky v odbornej oblasti na Slovensku. Cieľom je integrovať doterajšie poznatky a analyzovať stav bádania za obdobie 2008−2017 v slovenskej časopiseckej literatúre. Metodológia vychádza z odporúčaní Mareša (2013) o systematickom mapovaní príspevkov (n = 72) v oblasti kritického myslenia. Za najväčší nedostatok považujeme absenciu empirických a experimentálnych štúdií v relevantných vedeckých časopisoch. Navyše z kritickej analýzy príspevkov vyplýva, že aj po vyše desaťročnom avizovaní o nutnej potrebe rozvoja kritického myslenia, ako spôsobilosti budúcnosti, v slovenskej edukácii je jej pozornosť stále na periférii.

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