Abstract-Technical and vocational education and training (TVET) makes a significant contribution to economic competitiveness and welfare in a global knowledge-based economy. The main challenge for vocational education and training is to meet the changing skills needs of individuals and the world of work in accordance with the principle of lifelong learning. Since the demand for new skilled workers is increasing, and the TVET customer base is constantly diversifying, it is necessary to increase awareness of the key role played by education and training in economic competitiveness and social inclusion.

Today, students live in a world surrounded by technology and traditional education methods are no longer very attractive to them. Applying the concept of a digital educational escape room to teaching can help increase students’ interest in the subject. In an escape room, the players search for clues, complete tasks, and solve polymorphic puzzles, working together to escape the room within a certain time limit. This article presents the use of a digital escape room on third-year students in the field of computer network mechanics at a secondary vocational school. The aim of this study was to determine the effects of implementing an escape room focused on HTML and computer networks on third-year computer network mechanics students and to assess the students’ levels of perception of the game. Although the experiment did not confirm an increase in students’ cognitive abilities, the quantitative analysis confirms a significant increase in the motivation, engagement, and satisfaction of students in secondary vocational schools focusing on technical vocational subjects. Qualitative analysis provides a better understanding of these results and supports the conclusion that using a digital educational escape room is enjoyable for students, and leads to problem-solving skills and teamwork.

No abstract

The KEGA project No. 026STU-4/2011 "The model of assessing the quality vocational training in the secondary vocational schools in Slovakia" deals with the analysis of the approaches to quality assessment of vocational education and training at home and abroad, and developing and piloting a model of quality assessment of education and training at the secondary vocational schools in the Slovak Republic. One of the quality evaluation criteria in this area is the quality of textbooks, which is being dealt with in this paper.The aim of this paper is to introduce the reader into the subject of information competencies, e-learning and the methods for assessing the quality of textbooks. The contribution informs about the quality research of an e-learning textbook for the subject of Machine Production developed for the first-year students of post-secondary course majoring in 6476 4 -training the technical-economic staff. The research covered teachers of technical subjects in the secondary vocational schools of engineering focus, including the Secondary Vocational School of Automobile Industry (SOŠA) Trnava, the Secondary Vocational School (SOŠ) Senec, as well as the teachers of engineering subjects with a focus on non-engineering subjects, such as Secondary Vocational School of Electrical Engineering (SOŠE) Trnava. The research showed that e-learning material is better than the classical textbooks available. The teachers assessed a total of 616 properties in the range of 0, 1 and 2 of the assessment scale.

No abstract