<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alois Daněk</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING INCLUSION AND SKILL DEVELOPMENT IN CHILDCARE INSTITUTIONS: LESSONS FROM THE VISEGRAD REGION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">inclusive education</style></keyword><keyword><style  face="normal" font="default" size="100%">participatory action research</style></keyword><keyword><style  face="normal" font="default" size="100%">residential childcare</style></keyword><keyword><style  face="normal" font="default" size="100%">social inclusion</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664265</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Children growing up in residential childcare often face restricted access to areas that are essential for their future. These include inclusive education, inspiring cultural experiences and, importantly, the benefits of emerging educational technologies. This study draws on long-term research in children’s homes and an international project supported by the Visegrad Fund, which created a framework for exploring innovative educational approaches. The aim was to identify and verify methods that can promote personal growth, social inclusion, and readiness for the digital era among children in residential childcare. Using a participatory action research approach with a qualitative design, the study involved children and educators from several Czech and Slovak children’s homes and a Ukrainian children’s home evacuated to Poland. Over three months, local educational activities were implemented alongside an international meeting centred on an inclusive sports programme and two parallel workshops. The analysis of the results, in the context of ongoing research, showed that combining cultural, sports, and educational activities enhanced collaboration, communication, self-expression, and interest in learning. Modern technologies played a key role, with artificial intelligence tools supporting project implementation and increasing inclusivity and personalisation in teaching. The study recommends integrating modern technologies into non-formal education in residential childcare while ensuring ethical and cultural sensitivity in the adoption of new educational approaches.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">645-662</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chen Kung Huang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PRACTICE OF UNIVERSITY SOCIAL RESPONSIBILITY AND GENERAL EDUCATION: PROMOTING COMMUNITY COLLABORATION AND STUDENT ENGAGEMENT THROUGH MICRO-COURSES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community-based tourism</style></keyword><keyword><style  face="normal" font="default" size="100%">general education</style></keyword><keyword><style  face="normal" font="default" size="100%">participatory action research</style></keyword><keyword><style  face="normal" font="default" size="100%">university social responsibility</style></keyword><keyword><style  face="normal" font="default" size="100%">university-community collaboration</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055482.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In an era of growing emphasis on sustainable development and the social responsibility of higher education, universities are increasingly seeking innovative ways to integrate learning with community engagement. This study aims to integrate University Social Responsibility (USR) with general education through micro-courses focused on Community-Based Tourism (CBT) within a Participatory Action Research (PAR) framework. A research team from National Chiayi University collaborated closely with the Haomei community in Taiwan over a two-year period to co-develop courses covering religious traditions, industrial culture, historical heritage, and ecological conservation. These courses provided students with immersive, hands-on learning experiences. A total of 78 students from 28 academic disciplines participated, enhancing their sense of social responsibility and community engagement. The findings reveal five key factors essential for successful university-community collaboration: trust building, shared objectives, continuous communication, resource sharing, and adaptability. The study demonstrates that integrating USR with innovative educational practices can drive universities to become agents of social change. This model not only strengthens student learning and engagement but also promotes sustainable community development, offering a valuable framework for higher education institutions worldwide.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1009-1028</style></section></record></records></xml>