e-Pedagogium, 2025 (vol. 25), issue 4

Editorial

Alena Jůvová, Ondřej Duda

e-Pedagogium 2025, 25(4):5-6  

Dear readers, the fourth and final issue of the 2025 volume presents a thematically diverse collection of studies in which the authors reflect on current challenges in educational theory and practice. Specifically, the individual articles focus on the development of critical thinking in the professional training of future teachers in healthcare disciplines, on the implementation of an adaptation period for novice foreign language teachers, on teaching English spelling to Czech pupils, and, in the review, on inclusive education from the perspective of Universal Design for Learning (UDL). This diversity of content reflects the authors’ endeavour...

Invitation - Active Citizen Compass

e-Pedagogium 2025, 25(4)  

Critical Thinking Development in Medical Schools: Insights from Future Educators

Bisola Christiana Adeleke, Iva Koribská, Kristýna Raimerová

e-Pedagogium 2025, 25(4):7-25 | DOI: 10.5507/epd.2026.012  

A contemporary issue in education revolves around cultivating critical thinking skills, fostering individuals who possess open-mindedness and unbiased judgment capabilities. Given the complex and varied nature of healthcare practice, the cultivation of critical thinking among medical students is of paramount importance. The purpose of this study was to explore how future teachers of medical professional subjects perceive teaching strategies as tools for developing critical thinking skills in medical students, and to generate a theory grounded in their anticipatory views on their future teaching roles. The study was conducted among the first-year master's...

Implementation of the Induction Period of Novice Foreign Language Teachers: Challenges and Experiences from Practice

Tomáš Botlík Nuc, Lenka Rozboudová

e-Pedagogium 2025, 25(4):26-43 | DOI: 10.5507/epd.2026.006  

The study presents findings from research conducted among novice foreign language teachers, aiming to determine how their induction period was implemented at schools, from whom they received support, how cooperation with their mentor teacher took place, and in which areas of the teaching profession they would have required additional support. The research was carried out through semi-structured interviews with 11 graduates of teacher training programs in English, German, or Russian. The results show that although legislation requires schools to ensure an induction period and provide support to novice teachers, the implementation of this requirement...

Perspectives on teaching spelling to Czech learners of English

Linda Valešová, Jana Kořínková

e-Pedagogium 2025, 25(4):44-55 | DOI: 10.5507/epd.2026.008  

The article compares the orthographic system of English and Czech, focusing on their consistency in representing speech sounds. It further explores the historical and linguistic factors that have led to the irregularities in the English spelling system and outlines the key challenges Czech learners encounter when learning English spelling and pronunciation, with reference to fundamental differences between English and Czech orthographies. The second part of the article is devoted to the relevance of correct spelling in the modern era and presents some strategies that support explicit teaching of English spelling rules.

True Inclusion With UDL: Designing to the Edges to Reach Every Learner

Lenka Hovorková

e-Pedagogium 2025, 25(4):56-58