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Aim. Pilgrimage belongs to the oldest non-economic forms of migration and is a phenomenon that has intertwined throughout the history of religions. The aim of the article is to emphasise the important position of religious tourism as one of its forms, based on the deep-rooted tradition of wandering in Slovakia, characterising important places of pilgrimage of national and perhaps partly international significance. Method. Terrain reconnaissance together with analysis of archival and parish documents. Results. Numerous Marian temples and chapels testify to the Marian veneration in Slovakia. Of the 5925 known patronages of churches and chapels (even those that have disappeared) in Slovakia, 1762 are dedicated to the Virgin Mary. Of these Marian patrons, 329 are consecrated to the Seven Sorrows of Our Virgin Mary. The result of field research is an analysis of six pilgrimage sites of national importance in Slovakia. Conclusion. Slovakia is a strongly Christian country with a tradition of wandering, as evidenced by many local and regional pilgrimage sites. Pilgrimage sites are understood as contact points that God has marked, they are the intersections where the ways of God meet the ways of people. There are mostly Marian pilgrimage sites in Slovakia and six of them (Marianka, Stare Hory, Levoca, Sastin, Nitra, Lutina) are of national importance.

Aim. The aim of the research is to determine what role management and schools play in the organisation of students” free time, and what activities it undertakes to educate for leisure time. Methods. This study used methods of theoretical analysis, survey research methods, and questionnaires, in which 1410 subjects such as principals, teachers, parents and students from 150 primary schools in Bosnia and Herzegowina (B&H) participated. Results. The results show that principals and teachers have positive attitudes about the rational use of students’ free time in order to prepare them for continuing self-education with the use of various sources of knowledge. Conclusion. Conclusions show that for a better understanding of the role of school management it is necessary to do more research about this issue on the territory of B&H, because the proper organisation and implementation of students’ free time can be successful if all participants in education work together. Research restrictions. Since it is not possible to make comparison with results of the previous research on this topic on the territory of B&H, the study compares results with results from other countries. Practical application. The practical goal is to examine the education and to increase the understanding and awareness of the free time of young people. Originality. This study is original and creative, and it contributes to better understanding of the role of management in leisure activities on students’ emotional, social, cognitive and work competencies.

Aim. The use of feedback (including peer-generated feedback) for learning has been widely investigated across many fields of study, however, no research into its use in Translation studies has been conducted yet. To fill in this gap, the present small-scale study was carried out at a university in Lithuania. It investigated undergraduate translation students’ feedback on their peers’ ESP oral performance by addressing the main research question: what areas are identified as those that need further work on? Methods. The present research was conducted with the participation of 42 undergraduate students who were majors in Translation studies. To carry out the research, qualitative methodology was chosen. The data were drawn from the study participants’ feedback sheets and investigated using inductive content analysis. Results. The study resulted in the identification and detailed description of four major categories and ten subcategories that reflect the areas that call for further work on, including the study participants’ presentation content, the use of language, presentation delivery mode, and the use of slides. Conclusion. The findings lead to the conclusion that peer feedback, as used in this study, can be viewed as a tool providing its receivers with an opportunity for learning as it supports and directs them toward further improvement.

Aim. The aim of the research is to investigate the relationship between formal education and female entrepreneurship in Uganda. This research hopes to contribute to the literature on education and women’s entrepreneurship in this country. Methods. Data is collected from 109 women through semi structured interviews. These are participants from the agribusiness sector and own businesses ranging from market stalls, retail shops to street businesses. Through the iterative process, emerging themes are analysed and discussed. Results. The research finds that formal education programmes and macroeconomic policies negatively impact formal education and female entrepreneurship. Macroeconomic policies such as privatisation and the programmes of universal formal education do not incentivise students (specifically female ones) to pursue a full formal education, influencing them to leave schools early for necessity entrepreneurship to meet immediate needs. Conclusions. Even though the study indicates that a formal education demonstrates high outcomes in terms of economic growth and development, the education level attained by women entrepreneurs is insufficient to meet true entrepreneurial success. Furthermore, the macroeconomic environment adds to the challenge of successful women entrepreneurship. Originality. Various economic initiatives have been implemented in the quest for gender parity in education and women empowerment in Uganda since its independence. Statistics have demonstrated an increase in women’s education and empowerment through entrepreneurship, however, such data do not necessarily reflect economic development. The results suggest that the relationship between formal education and women entrepreneurship is more complex and nuanced than previously believed.

Aim. This article presents the results obtained in a qualitative research related to classroom practices and perceptions of teachers of English as a foreign language in Spain. The aim of this study is to present examples of good teaching practices, including the types of resources, materials and assessment used in spoken English teaching. Methods. A qualitative investigation that used ethnographic (non-participant) observation in primary and secondary English classes was implemented in thirty-two schools. Additionally, twenty semi-structured interviews with primary and secondary teachers were conducted. Results and conclusion. The results show significant differences between both applied methods Non-participant observation indicates that spoken communication in English is not practised sufficiently. However, based on interview results, teachers do apply appropriate language learning strategies that could allow them to successfully teach speaking skills in their students. The results imply that in Spain, there are still many teachers and educational institutions that follow the Grammar Translation Method and other traditional methodologies, which still focus primarily on writing skills. However, several examples of good practices and inspiring methodological and motivational strategies have been found throughout this research, which might be considered as a precedent for those that focus on writing approaches. Cognitive value. This article displays an original research supported by University of Oviedo, through which, the reader can approach to the teaching of spoken English in Spain by means of some teachers´ perceptions and examples of good practices.

Aim. The aim of this study is to define teacher competencies and some specific differences in self-assessment with regard to the completion of studies according to the new or the old curriculum. Efforts were also made to gain insight into the specific deficiencies of the competencies related to the integrated education and training of children with developmental disabilities. Methodology. The research was conducted on a sample of 212 regular primary school teachers who dealt with children with disabilities in their work. A questionnaire constructed for the purposes of this research was used. Previously, a pilot study was conducted. Participants were divided into two groups. One group of teachers who were educated according to the old program and teachers who were educated according to the new program in the broad context of working with children with disabilities. Results. The obtained results indicate differences between the observed groups and the need for continuous (self) assessments of teachers’ responsibilities to enable students with disabilities to learn and thrive in line with their abilities as well as to find alternative ways to meet their different needs in a wider sense. Also, teachers are aware of the need for continuous training in this area. These findings have contributions in the scientific and practical sense.

Aim. Georgia has traditionally been a country of cultural diversity. Due to the proper political approach, Georgian authorities of all times have managed to successfully govern the peaceful coexistence of people of different nationalities and religions. It is true that in the post-Soviet period, there was some disagreement between the cultures inspired by external forces; however, generally, all the authorities made every effort to legally strengthen the inherited tolerant habit. The paper does not deal with the conflicts of ethnopolitical nature, staged by Russia. The mentioned issue is a part of the country’s domestic policy, which is important and still is relevant nowadays, therefore the paper aims to study the role of cultural diversity and tolerance in modern Georgian politics, the attitude to it, and how the country managed to preserve the centuries-old heritage. Methods. Based on several empirical materials, various researched-studied documents, scientific papers, analysis of government documents, the use of the method of historicism is presented in the paper. Results. The paper presents the current existing reality in Georgia in the field of cultural diversity and the effective steps of the state for the proper development of cultural diversity. Conclusion. Modern Georgian politics is motivated to involve ethnic and religious minorities in the process of monitoring and implementing the Culture Policy Action Plan, based on the recent history and new current worldwide tendency, which will guarantee the establishment of a tolerant society and democracy in Georgia.

Aim. The aim of the undertaken research is to explain to what extent the tolerance of uncertainty and ambiguity of the situation is associated with anxiety as a state and with anxiety as a trait. Methods. The survey was conducted in electronic form with the aid of a form created on the Profitest.pl platform. The Uncertainty Tolerance Scale (own translation), COPE, STAI and Ambiguity tolerance scale were used. The examined variables were: coping with stress, feeling of anxiety as a state and anxiety as a trait (explained variables); uncertainty tolerance and ambiguity tolerance (explanatory variables). Results and conclusion. The research shows that people who feel anxious in uncertainty situations can absorb it and start using it as a trait. It was also noted that the greater the tolerance of uncertainty they have to reply to, the worse they cope in critical ambiguity situations. It has also been found that in order to overcome discomfort in difficult situations, people use equal coping strategies. Greater ambiguity tolerance allows participants to experience less stress. On the other hand, the lower the tolerance, the more often they reach for emotional and instrumental support and focus on emotions. Originality. Understanding the mediating processes related to the studied phenomenon may be of fundamental importance in the development of support systems promoting the improvement of mental functioning of people who have problems with quick adaptation to changes and in the creation of appropriate prevention programs aimed at helping these people.

Aim. In this study, the challenges encountered during the introduction of religious education in Turkey are examined within the scope of their intended solutions. Methods. In this study, challenges encountered in the implementation of religious education in Turkey are being discussed in a descriptive manner. Literature scanning and interpretation methods, one of the qualitative research methods, were used in the study. Results. Religious education in Turkey is both maintained within the formal education system and the non-formal education system. Formal education is provided in public schools run by the Ministry of National Education [MNE]. Primary, secondary and high school education is compulsory for all students. There are Imam Hatip Schools that were opened to provide religious education at secondary and high school level. There are also two hours of compulsory religious education per week in other schools. Non-formal religious education is provided only by the Presidency of Religious Affairs [PRA]. This training is given to people of all ages. For this purpose, the PRA opens several courses. Conclusions. In this study, challenges encountered related to religious education in Turkey are being discussed in two main areas: Challenges in formal education are examined under seven subtitles. Challenges in non-formal education are examined under eight subtitles. Originality. This study is an original study in terms of addressing the challenges in formal and non-formal religious education together. In addition, the possibility of making a collective examination of challenges related to religious education in Turkey would be valuable to the reader.