Current students of higher education institutions are referred to as digital natives and so they are expected to have a good level of digital competence. The aim of the paper is to examine whether digital native students of non-technical study programs consider themselves ready for the digital transformation of education and whether, from their point of view, they meet the preconditions for such digital education. A survey (questionnaire) was conducted for this purpose. The results showed that most students have appropriate technical support for online education (technical equipment, internet connection and access to the necessary software). Most students have a positive attitude towards the use of digital technologies in general and specifically in education too. This result is consistent with the characteristics of digital natives. Consistency was also found in their self-assessment of their own level of technical skill (77.4% of students do not need help working with digital technologies or only to a small extent and 84.4% of students can actively participate in online education). The results also indicate students’ propensity for multitasking as a feature of digital natives (during online education, 77% of students use multiple devices at once and a total of 85.2% of students also engage in other activities during online learning). Most students are also satisfied with the support of the subjects they study in the form of e-courses. However, the preference for a particular form of study materials (printed or digital) is not such ambiguous.

In education, we have noticed a significant gap between the ability of students to program in an educational visual programming environment and the ability to write code in a professional programming environment. The aim of our research was to verify the methodology of transition from visual programming of mobile applications in MIT App Inventor 2 to textual programming in the Android Studio using the Java Bridge tool as a mediator of knowledge transfer. We have examined the extent, to which students will be able to independently program own mobile applications after completing the transition from visual to textual programming using the mediator. To evaluate the performance of students, we have analysed qualitative data from teaching during 1 school year and determined the degree of achievement of educational goals according to Bloom's taxonomy. The results suggest that students in the secondary education can acquire advanced skills in programming mobile applications in a professional programming environment, when they have knowledge of visual programming in an educational programming environment, and a suitable mediator is used to transfer such knowledge into a new context.

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We monitored the content of nitrates (NO3-) in samples taken from individual groundwater resources in the cadastral territory of the city of Nitra and Zobor (Svorad’s spring, spring Šindolka and spring Buganka), also used for human consumption in the period 2012 - 2014. NO3- contents were assessed by Photocolorimetric method. We also evaluated the results achieved in relation to the current legislation in this area. The results of the performed analyzes throughout the period shows that the average concentration of NO3- represented in the samples of water from Svorad’s spring was 12,6 mg.dm-3, spring Šindolka 38,0 mg.dm-3 and spring Buganka 103,1 mg .dm-3 The nitrate concentration did not exceed the limit value in samples from spring Šindolka and spring Svorad. Spring Buganka had this value exceeded by up to 100 % of cases. We do not recommend to use water for human consumption from spring Buganka based on the measured values.