Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

The paper deals with class teachers’ thinking and reasoning processes and the possibilities of influencing teachers’ ability to create a favourable classroom social climate. This paper describes personal and social education as one of the means and methods of such influencing. The results of the research carried out indicate that teachers have a very high opinion regarding their ability to create a favourable classroom social climate. The issues of personal and social education in the work of a class teacher are the topic of the project KEGA 002DTI-4/2013 being solved by a team of professionals at Dubnica Institute of Technology in Dubnica nad Váhom.

Introduction: The aim of the study was to find out what is the understanding of relatively new terms coming into the cultures of Middle-European countries – inclusion, diversity, and equality (hereinafter referred to as IDE) – from the point of view of young people (n=30) and youth workers (n=16) in Slovakia.Methods: For data gathering, we used a method of focus groups (4 meetings). Data analysis was based on three criteria: consistency in understanding the terms, an overview of types of obstacles that keep young people from self-realisation and an explicit or implicit expression of understanding the basic principles of inclusion in education. The content of IDE terms was mostly from the area of the social field. The term diversity was closely explained in the psychological-personal fields.Results: The most frequent obstacles for applying IDE approaches were seen in the social, health and religious spheres. From the pedagogical and methodological point of view, the problem is also in the difficulty of preparing the projects based on the principles of IDE while the youth workers proclaim autonomy in solutions and do not trust the possibilities of using general methods because of specific need resulting from the specific context of their work. Also, they proclaim natural applying of the IDE principles and the existence of specific needs in the informal education does not represent any problem for the inclusion of the group members in the activities of the organisation.Limitations: Work with youth is very varied. Performs in different areas of life and also involves working with different groups of young people. The selected research sample consists of youth and youth workers who are only a partial sample of the sample. It is assumed that in a larger group of respondents (both youth workers and youths themselves), respondents' views may differ somewhat in some of the areas studied.Conclusions: This research provides information on understanding, implementation and obstacles to applying the principles of inclusion, equality and diversity in practice. We believe that the information we receive is very valuable as it opens the imaginative door to the specific kitchens of individual youth organizations where these principles are directly implemented. They show their nature of application in practice, they suggest some risks, as well as a certain bias towards the application of the terms emerging (probably?) from theory. As can be seen from the results of our research, the emergence of specific needs in non-formal education in practice does not pose a problem in the inclusion of group members in leisure activities.

The proposed paper reflects on the European Commission’s recommendations targeted at accessible, more attractive, and flexible vocational training. An emphasis is placed on an active and conscious collaboration of the actors of the educational practice, and attention is paid to undergraduate teacher training and the efforts to increase the interest in developing professional and key competencies through the digital and green transformation of the economy. The paper is based on the European Commission’s declared commitments, presented in the European Green Deal in 2019 (European Commission, 2019) as a challenge to eliminating existential environmental threats. For its application in practice, teachers’ sufficient knowledge in developing knowledge, skills, and pro-environmental attitudes in their students is essential. Additionally, attention is paid to the document ‘Council Recommendation on Key Competencies for Lifelong Learning’ adopted by the European Council, which committed each Member State to implement it in its curricular documents. On the application level, the paper is focused on vocational schoolteachers’ preparedness for accomplishing demanding tasks and on promoting their undergraduate training by utilising appropriate teaching methods and strategies.

The theoretical aim of the contribution is to characterize the phenomenon of bullying and to define methods of its prevention in the school environment. In the application level of our research work, we created a preventive program and implemented it using experiential methods in experimental classrooms during classroom lessons. Its goal was to increase the subjective satisfaction of students with their lives. The aim of the empirical part was then to compare the results of the BDP questionnaire aimed at the personal satisfaction of the youth with regard to the experimental and control groups.