<?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%">Gabriel Gorghiu</style></author><author><style face="normal" font="default" size="100%">Santi, E. A.</style></author><author><style face="normal" font="default" size="100%">Costin   Pribeanu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS' READINESS TO INTEGRATE DIGITAL TECHNOLOGY INTO THE TEACHING PROCESS</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%">digital literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">digital technology</style></keyword><keyword><style  face="normal" font="default" size="100%">exploratory research</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching process</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4843275</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</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 recent years, the rapid development of digital technology has led to profound changes in the design and materialization of the educational process. The integration of digital technology into teaching and learning activities is no longer just a methodological option, but an essential skill for today's teachers. However, the level of teacher training varies considerably, influenced by several factors, including basic technical skills, attitudes toward technology, and experience with digital applications and platforms. In this context, a systematic analysis is needed of how teachers perceive and express their digital competences, as well as how those are reflected in their teaching practice. The purpose of the research was to assess the teachers’ readiness to introduce and integrate digital technology into the teaching process. To do this, a bidimensional model has been developed that features two dimensions: digital literacy and experience in using digital technology. The model has been tested on a sample of 579 Romanian teachers, and the results show a relatively low level of digital literacy and experience with digital technology. The group analysis revealed significant differences between teachers from urban and rural areas.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">315-326</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%">Milan Kubiatko</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">HOW TO STOP THE DISINTEREST OF STUDENTS TOWARD SCHOOL SUBJECTS?</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%">disinterest in learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific topics</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching process</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1698378366.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</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%">Disinterest is obviously defined as a cause to regard something with no interest or concern. As it is mentioned in many studies, the interest in school subjects is decreasing. The factors causing this state are many, the excessive using of different information and communication devices among students of different age cohorts diverts attention from the learning topics and materials, and it can cause disinterest in students about all schools’ activity. The teachers and also researchers are trying to suggest many activities and improvements to eliminate disinterest. It is possible to mention an option, how to stop decreasing interest in any school subject, and it is possible to find it in the relatively new curricular efforts. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">570-571</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%">Milan Kubiatko</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IS THE INQUIRY-BASED SCIENCE EDUCATION THE BEST?</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%">IBSE</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science subjects</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching process</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1224694</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">73</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The science education is fighting with a relatively big problem. Many academicians, teachers and also laic society are still perceiving difficulty in understanding of concepts from science subject and lack of interest about this group of subjects. In the past the teaching process was very formal focused on the memorizing of the facts without any deeper understanding of the processes in the nature. Pupils and students knew all definitions about concepts in the science subjects, but practical application was on the low level. The academicians, teachers and other people interested in the science education were eager to change system of education. They wanted to include new approach into science education. The inquiry-based science education (IBSE) seemed to be as the right way for the better understanding of science process by pupils and students. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-5</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%">Martina Manenova</style></author><author><style face="normal" font="default" size="100%">Martin Skutil</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOPICAL ACCESSES TO TEACHING STUDENTS OF THE STUDY LINE TEACHING PROFESSION FOR THE 1ST LEVEL OF PRIMARY SCHOOLS: PARTIAL INFORMATION FROM RESEARCH</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%">preparation of teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching methods</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching process</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393666333.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Modern, constructive conception of teaching process presumes adequate choice of teaching methods and learning corresponding to pupil’s possibility in the first place. Also the university teachers have to conform with this trend. The contribution shows on the base of research investigation, how the teaching methods and processes are exploited by the teachers, who take part in the preparation of the students of the line Teaching for the 1st level at elementary (primary) at the Institute of primary and pre-primary education, Faculty of Education, University Hradec Králové. An interesting question seems to be perception of efficiency of the separate teaching methods and subsequently their utilization in teaching process.
It could be stated that in teaching the students of teaching profession for the 1st level of primary school, the academic staff uses different teaching methods. Positive finding is that the lecture, even when it is placed among the most employed ones, does not have dominant position as it was in the past. On contrary, activating and complex teaching methods e.g. discussion and group teaching are coming forward. This phenomenon reveals in performance of the students during their pedagogical practice, which is confirmed by the feedback from the teachers at primary schools.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">66-73</style></section></record></records></xml>