http://hdl.handle.net/10563/1000008 2026-11-04T21:04:25Z http://hdl.handle.net/10563/1012870 EFL student teachers' AI self-efficacy across different countries Kráľová, Zdena; Takeuchi, Osamu; Vršanská, Viktorie; Kabayama, Miu; Kováčiková, Elena; Kic-Drgas, Joanna The rapid advancement of artificial intelligence (AI) in education has identified the need to understand how future educators perceive and engage with these technologies. This study investigates the AI self-efficacy of English as a Foreign Language (EFL) student teachers across three distinct educational contexts: Japan, Poland, and Slovakia. Recognising the crucial role of self-efficacy in technology adoption, this research aims to compare how pre-service teachers in these countries perceive their capabilities in utilising AI tools for language learning and teaching. The study employed a mixed-method design to collect quantitative data using a specifically designed evaluation scale and qualitative data via an open-ended questionnaire. The sample comprised 98 EFL student teachers from the selected countries. Results revealed observable differences in AI self-efficacy scores among participants from Japan, Poland, and Slovakia, with Japanese participants reporting higher confidence levels than their Polish and Slovak counterparts. The findings highlight a need for further research examining which contextual, educational, or experiential variables may underlie these cross-country differences. 2026-01-01T00:00:00Z http://hdl.handle.net/10563/1012856 Theoretical foundations of tense and aspect applied in teaching: reducing cognitive overload in EFL classrooms Masár Machová, Dagmar; Kráľová, Zdena; Shurma, Svitlana; Inselseth, Jana This study explores whether teaching verb grammar by emphasizing tense-aspect distinctions, rather than the traditional 12-tense model used in EFL classrooms, offers advantages for teachers and students, contributing to the broader discussion on reduction of cognitive load in mastering English tense system and bridging the gap between theoretical and pedagogical grammar. Our experiment involved a presentation that introduced students to the distinctions between tense (present, past, future) and aspect (progressive, perfective) through a compositional approach, combining tense with one aspect at a time, followed by brief practice. To measure learning outcomes, we conducted a pretest four weeks before the classroom presentation, a posttest the same day, and a delayed posttest four weeks after the presentation. A questionnaire was also distributed to get learners’ feedback about the presentation. The results suggest that our proposed instructional model benefits early EFL learners of grammar by improving their understanding of tense and aspect through reduced cognitive overload. However, more advanced students already exposed to the traditional 12-tense model showed less improvement. These findings highlight the need for an overall shift away from the traditional 12-tense model, but with a gradual instructional transition for experienced learners. © 2026 Dagmar Masár Machová, Zdena Kráľová, Svitlana Shurma & Jana Inselseth. 2026-01-01T00:00:00Z http://hdl.handle.net/10563/1012846 Genotypic and phenotypic characterization of cronobacter spp. strains isolated from powdered milk formulas and dairy production environments Parra-Flores, Julio Enrique; Daza-Prieto, Beatriz; Troncoso, Miriam R.; Figueroa, Guillermo; Reyes-Fuentes, María; Holý, Ondřej; Cruz-Coŕdova, Ariadnna; Ruppitsch, Werner; Forsythe, Stephen James Cronobacter spp. is a pathogenic genus comprising seven species, of which C. sakazakii is particularly notable for its association with neonatal outbreaks linked to powdered infant formula. The severity of infections is associated with virulence factors (VFs) and β-lactam antibiotic resistance genes (ARGs). Next-generation sequencing (NGS) has enabled precise strain typing through core genome multilocus sequence typing (cgMLST), enhancing discrimination and accuracy. This study aimed to use cgMLST (2831 genes) to genomically characterize 34 Cronobacter strains which had been isolated from powdered milk and production surfaces between 2011 and 2022. The identified strains included C. sakazakii ST1, ST4, ST13, ST31 and ST83, as well as C. malonaticus ST60. Overall, there were eight clusters of closely related strains. All strains exhibited resistance to cephalothin, 18 were resistant to ceftazidime and 11 to ampicillin. Various resistance genes (blaCSA, blaCMA, fos, qacJ, marA, AcrAB-TolC, and mcr-9.1) and virulence genes (cpa, nanAKT, fic, relB, fliC) were detected, with some genes being exclusive to C. sakazakii. All strains carried plasmids and mobile genetic elements. The multidrug resistance and presence of virulence genes in these isolates highlight the significant risk that C. sakazakii-contaminated powdered dairy products pose to public health, underscoring the need to adopt proper hygienic manufacturing practices and effectively implement HACCP in their production. 2026-01-01T00:00:00Z http://hdl.handle.net/10563/1012819 Development of spiritual literacy of children by educators in forest preschool education Patakiová, Jitka; Musilová, Jitka; Jirásek, Ivo The study presents the results of qualitative research into the concept of spiritual literacy as understood by forest preschool educators and its integration into educational processes. Data were collected through semi-structured interviews and analysed using interpretative phenomenological analysis. The main thematic motifs highlight the personal journey towards spirituality, the perception of spirituality, the specifics of children’s spirituality, a love for nature, and the development of spiritual literacy in preschool education. The findings indicate that some educators regard spiritual literacy as an important element of children’s personal development, while others focus more on practical activities related to nature and creative learning. The integration of spiritual literacy into the educational process is understood as a means to support the overall development of the child and to enhance their personal and social skills. 2026-01-01T00:00:00Z