EduPort, 2026 (vol. 10), issue 2
Reviewed Papers
THE STRUCTURE OF SOCIAL, PERSONAL, AND COMMUNICATION COMPETENCIES IN CZECH AND INTERNATIONAL CURRICULUM DOCUMENTS – A QUALITATIVE STUDY
Kateřina Vagundová, Klára Křivánková, Jitka Nábělková, Martina Fasnerová, Jitka Plischke, Jiří Kantor
EduPort 2026, 10(2) | DOI: 10.21062/edp.2026.005 
This qualitative study identifies, compares and conceptualizes the content structure of social, personal and communication competencies in Czech and selected international curriculum and conceptual documents. The study responds to the ongoing curriculum reform in the Czech Republic, particularly to the coexistence of the original and revised Framework Educational Programme for Basic Education, and to the need for a more precise interpretation of key competencies in school practice. The main research question was: How are social, personal and communication competencies defined in relevant Czech and international curriculum and conceptual documents,...
Cooperation between the Family and School in the Context of Children's School Readiness for Entering Primary School
Uhrinová Sabína (a), Uhrinová Miriam (a), Vlastimil Chytrý (b)
EduPort 2026, 10(2) | DOI: 10.21062/edp.2026.006
Cooperation between families and schools plays an important role in supporting children’s transition from preschool to primary education and may contribute to the development of school readiness across multiple domains. This study examined how kindergarten teachers and teachers at the first stage of primary school perceive strategies supporting school readiness, effective forms of cooperation with parents, proposed changes in pre-primary education, and measures intended to facilitate children’s transition to Grade 1. School readiness was conceptualized as a multidimensional construct encompassing physical and motor development, socio-emotional...
AWARENESS OF VOICE DISORDERS IN THE CONTEXT OF THEIR PREVENTION AMONG VOICE PROFESSIONALS – TEACHERS IN KINDERGARTENS, PRIMARY SCHOOLS, AND SECONDARY SCHOOLS
Alena Hlavinková, Kateřina Vitásková, Karolína Karbulová1
EduPort 2026, 10(2) | DOI: 10.21062/edp.2026.007
The voice is one of the basic means of human communication. Voice disorders represent changes in quality, pitch, volume, or even flexibility depending on age, gender, and socio-cultural environment. A voice disorder occurs when differences in the voice do not correspond to or are disproportionate to a person’s age, gender, cultural background, or geographical location. This also includes subjectively perceived voice disorders, even if others do not recognize the voice as impaired. The issue of voice disorders and their prevention should, given its importance, be one of the key areas of research for voice professionals, especially teachers....
NATIONAL WEB-BASED PORTAL FOR EVIDENCE ON EDUCATIONAL METHODS AND STRATEGIES: PROTOCOLS OF FUTURE STUDIES
Jiří Kantor1, Jana Černá1, Jana Kořínková1, Jitka Nábělková1, Martin Jáč1, Jitka Plischke1, Egle Havrdová2, Tereza Vrbová1, Eva Šmelová1, Petra Šobáňová1, Anna Boček Ronovská1, Jaroslav Vala1, Stanislav Štěpáník1, Tomáš Hubálek1, Zuzana Cieslarová1, Jiří Dostál1, Radka Dofková1, Lenka Kružíková1, Eva Dvořáková Kaněčková1, Michaela Žišková1, Vojtěch Regec1, Michaela Hřivnová1, Alžběta Smrčková1, Jitka Klugarová1
EduPort 2026, 10(2) | DOI: 10.21062/edp.2026.008
The development of evidence-based education has become an increasingly important priority within contemporary educational research, policy and practice. Whilst considerable progress has been made in generating research evidence on educational interventions, the effective implementation of evidence-based education requires substantially more than the production of research findings alone. Educational evidence must be systematically synthesised, critically appraised and translated into practice through effective knowledge translation processes. Only then can research evidence meaningfully inform teachers, school leaders, policymakers and other stakeholders....