Th e paper deals with an individual's nature relatedness and a selected significant variable which may have an eff ect on it; especially it researches the studied high school relation to nature relatedness in primary school teacher trainees. It is research in quantitative design, using a questionnaire to collect data. Th e questionnaire was based on the Nature Relatedness Scale. Results show a significant eff ect of the type of high school fi nished on students' nature relatedness. Th e highest scores in the construct analysed were obtained in nature and science-oriented branches, the lowest by graduates of social sciences and general grammar schools. Such results confi rm the signifi cance of education in natural science in forming a positive attitude to nature and disprove the cliché ideas of polytechnics producing environmentally insensitive graduates.

Within the context of lifelong learning, it is necessary for teachers to improve their competencies, including the competencies in the use of digital media. Th e paper presents partial results of research carried out within the VEGA 1/0913/15 project on Media Literacy of Young School-Age Children in the Context of Family and School Cooperation, while it also analyses the need to develop digital literacy, which is part of the VEGA 1/0748/20 project on Diagnosing Digital Literacy of Primary School Teachers in the Context of Undergraduate Training and Educational Reality. Th e empirical research had a diagnostic as well as quantitative and qualitative character. Th e subject of the research was media education of younger school-age pupils implemented in both formal and informal ways in Slovakia. Th e research involved 28 schools from all over Slovakia. Th e paper focuses mainly on the fi ndings obtained from the questionnaires fi lled out by primary school teachers, interviews conducted with school management and content analysis of school educational programs. It focuses primarily on the interest of teachers in further training in media education.

Considering the current conditions in environmental education and training in Europe and the world, it is essential to put emphasis on the increase of the environmental literacy of pupils in the educational environment. The paper presents findings of the conducted research focused on the regional identity in relation to environmental literacy of pupils. The empirical research was of a quantitative-qualitative character. The subject of the research was the level of environmental literacy of pupils of primary education and selected aspects in its development in educational process. The research was conducted in 630 schools from all over Slovakia. In the paper we focus mainly on the findings obtained from questionnaires completed by primary education pupils and from interviews carried out by teachers. The research findings highlight the need of pupils for direct contact with nature with regard to the improvement of their level of environmental literacy.

The contribution focuses on current questions and issues in the area of mass media influence on the behaviour of pupils of a younger school age in Slovakia. It offers partial results of research that appeal not only to the importance of implementing media education into primary education, but also show the real status of teachers’ readiness in the area of digital and media literacy. Research was quantitative-qualitative and in addition to the questionnaire method was realised interviews with headteachers of schools and focus interviews with the pupils. The aim of our research probing was to find out the contemporary state of the implementation of the media education into the education process as well as preparation of the teachers in the educational practices in regard to the specific sphere. Research is currently continuing to diagnose the digital literacy of teachers and future teachers in Slovakia.

This study is concerned with comparing the self-concept and self-perceived school success of children aged 10–15 years growing up in foster homes or in family environments. The research was carried out using the standardized Studentʼs Perception of Ability Scale (SPAS) questionnaire (Matějček, Vágnerová, 1992), applied to a sample cohort of 178 selected respondents. The article reflects key aspects relating to this research.