Zuzana Budayová

Lobal social changes – accelerated digitalization, socioeconomic insecurity, and individualization – are also affecting more closed communities. In the environment of marginalized Roma communities (MRK) in Slovakia, the traditional unwritten code of values (romanipen) is confronted with the norms and patterns of Western hypermodernity. The main objective of the study is to examine the transformation of the value orientations of the Roma minority in Slovakia under the influence of modernization and digital processes. The study focuses on intergenerational shifts, the transformation of family structures, the authority of elders, and the influence of social networks on the identity of Roma youth. The research was designed as a qualitative ethnographic study using in-depth interviews (n = 18) and focus groups (n = 4; N = 24) with three groups of actors: traditional authorities and seniors in settlements, Roma youth (Generation Z) and field social workers in selected locations in eastern and central Slovakia (Ntotal = 42). The findings show that while the older generation of Roma strictly adheres to the traditional values of family solidarity, respect for elders and the informal code of Romanipen, the youngest generation is subject to massive digital acculturation. Among Roma youth, there is a shift from collective norms to individual success, a consumer lifestyle and self-representation on social networks. However, this shift creates value uncertainty (anomie), as youth encounter a double barrier: rejection of traditional rules in the settlement and at the same time persistent ethnic discrimination in the majority society. The transformation of values in Roma communities requires sensitive bridging of the intergenerational gap. Social policies and inclusive education must reflect the specifics of Roma identity in the digital age and support projects that combine respect for the positive elements of Romanipen with the development of critical thinking and digital literacy.

Anti-Roma racism is a persistent social and institutional problem in Slovakia that goes beyond individual manifestations of discrimination. The aim of the study is to analyze how Roma people’s everyday experiences with public institutions can influence institutional trust and strategies for using or avoiding services. The study is a theoretical-analytical synthesis of Slovak and international scientific literature focused on anti- Roma racism, institutional discrimination, public services, institutional trust and system avoidance. The analysis shows that anti-Roma racism can be reproduced through segregation, organizational practices, stereotypical expectations and everyday interactions. Slovak research points to unequal experiences, especially in healthcare, education and access to public services. Negative institutional experiences can weaken trust and encourage limiting contact with institutions. The proposed analytical framework links anti-Roma racism, negative institutional experience, weakening of trust and avoidance of the system. For social work and public policies, this implies the need to focus not only on the formal availability of services, but also on the fairness, quality and dignity of everyday institutional contact

The social inclusion of marginalized Roma communities is among the key priorities of social policy in Slovakia. Addressing social exclusion effectively requires a coordinated public administration approach that integrates social work, public policy implementation, and community participation. This article is a review-analytical study based on a systematic analysis of the scientific literature, legal regulations, and strategic documents of the Slovak Republic and the European Union, as well as a comparison of domestic and international research findings and their inductive interpretation. The theoretical framework draws on the concepts of social inclusion, community social work, and contemporary public governance. The analysis confirmed that the effectiveness of social work with marginalized Roma communities depends primarily on the quality of public governance, the coordination of public policies, and cooperation among public administration stakeholders. The main barriers identified include fragmented competencies, project-based funding of field and community social work, unequal administrative capacities of local governments, and insufficient evaluation of policy effectiveness. The article also presents an original model for coordinating public administration actors involved in social work with marginalized Roma communities. The findings are consistent with contemporary public governance theories emphasizing the importance of integrated governance, participation, and cross-sectoral cooperation in addressing complex social challenges. The main contribution of the article lies in linking social work theory with public administration concepts and in proposing recommendations aimed at strengthening policy coordination, ensuring more stable funding for social interventions, and enhancing the professional capacities of public administration at all levels of governance.

Introduction. Specific learning disorders (SLD) are among the most common developmental disorders in childhood and significantly affect children’s academic performance as well as their psychological well-being. These disorders manifest in various forms, most commonly as difficulties in reading, writing, and mathematics, despite average or above-average intelligence. Early identification and appropriate educational interventions are crucial for minimizing their negative impact. Methods. The study is based on a theoretical analysis of professional literature combined with a qualitative case study of a primary school student with special educational needs. The case study includes pedagogical and psychological diagnostics conducted in a counseling center, observation in the classroom, and analysis of recommended intervention strategies and teaching practices. Results. Findings indicate that SLD arise from a combination of biological, cognitive, and environmental factors, often linked to central nervous system dysfunction. The analyzed case demonstrates typical manifestations such as deficits in attention, fine motor skills, auditory processing, and writing abilities. Effective support includes individualized teaching approaches, reeducation methods targeting perceptual and motor functions, use of multisensory techniques, and close cooperation between school and counseling services. The implementation of targeted strategies led to improved student engagement, motivation, and partial compensation of difficulties. Discussion. Early diagnosis and systematic re-education play a key role in reducing the long-term impact of SLD. Individualized instruction, supportive classroom environments, and appropriate assessment methods contribute to better academic outcomes and improved self-esteem in affected children. Advances in neuroscience, particularly the concept of neuroplasticity, offer new possibilities for intervention. The study highlights the importance of a holistic approach involving teachers, parents, and specialists to support the overall development and success of students with SLD.

Introduction: Color psychology represents an important yet oftenoverlooked factor influencing the educational environment. Researchsuggests that classroom color schemes can affect students’ concentration,psychological well-being, motivation, and academic performance. Theaim of this empirical study was to analyze the extent to which principles ofcolor psychology are applied in school settings and to compare mainstream schools with a school that systematically implements this approach. Methods: The research was conducted in 34 primary and secondary schools using a combination of quantitative and qualitative methods. Data were collected through direct observation of 612 classrooms, questionnaires administered to students (N = 450) and teachers (N = 68), and semistructured interviews. The evaluation focused on the systematic use, harmony, and functionality of color environments. Results: The results showed that most schools prefer neutral color schemeswithout a targeted pedagogical intention. Students in color-optimizedclassrooms demonstrated higher levels of concentration and psychologicalwell-being. The Color School achieved significantly better outcomes acrossall monitored parameters, including lower absenteeism and improvedacademic performance. Conclusion: The systematic application of color psychology can significantlycontribute to improving school climate, educational outcomes, and overallsatisfaction of students and teachers. Even partial color interventionsrepresent an effective tool for innovating educational environments.

Connection of social work and the philosophy of John Paul II. is alsomanifested in his efforts to support the family as the basic unit of societyand in his confidence in the ability of man to overcome social inequalitiesthrough education and solidarity. The philosophy of John Paul II. alsoknown as Karol Wojtyl, is based on several basic principles and values. Oneof the most important elements of his philosophy is the emphasis on thedignity of the human person. According to him, every person carries anunmistakable value and is endowed with basic rights and freedoms.

The article deals with a comparative analysis of the systems of financing science and research at universities in the Slovak and Czech Republics since 1993. The aim of the work is to identify the causes of the divergence of both systems and to analyze the impact of different subsidy mechanisms on the scientific success and international competitiveness of universities.Methods: The research uses the method of comparative analysis of national grant agencies (APVV, VEGA, KEGA in the Slovak Republic vs. GAČR, TAČR in the Czech Republic) and evaluation frameworks (VER 2022 in the Slovak Republic vs. Metodika 17+ in the Czech Republic). The data are drawn from annual reports of ministries, statistics of the Horizon Europe program, international rankings (QS) and economic indicators of institutional budgets.Results: The analysis shows that the Czech model shows a higher level of stability and financial robustness, which is documented by the budget of Charles University in Prague, which is more than three times higher than that of Comenius University in Bratislava. While Slovak universities have a relatively high success rate of submitted projects in the Horizon Europe program, their financial volume and share in project coordination is low compared to Czech elite universities. The Slovak system suffers from resource fragmentation and administrative rigidity.Discussion: The results indicate the need for systemic changes in Slovakia, especially in the area of concentration of resources into excellent clusters, reduction of administrative burden and implementation of independent management of grant calls (the "arm's length" principle). The article suggests strengthening schemes to support young researchers as a key tool against brain drain abroad.

The aim of this chapter is to analyze the process of socialization in children growing up in family-type children’s homes, which represent an alternative to traditional institutional forms of substitute care. The research was conducted through semi-structured interviews with caregivers and observation of daily life in four family groups. The findings indicate that the family-type model supports the development of social skills, emotional stability, and the ability to form lasting relationships. However, challenges were identified related to adaptation to rules and group life, particularly among children with traumatic past experiences. The results highlight the need for systematic support for caregivers and an individualized approach to the socialization process of children in alternative care.