e-Pedagogium, 2026 (vol. 26), issue 2

Editorial

Editors

e-Pedagogium 2026, 26(2)  

Student Resilience as a Dynamic Process: Individual, Family, and School Protective Factors

Veronika Pavlíková, Štefan Chudý

e-Pedagogium 2026, 26(2):9-26 | DOI: 10.5507/epd.2026.017  

The aim of the study is to analyze selected individual, family, and school resources potentially related to resilience and positive adaptation among students in socially disadvantaged areas. The research sample consisted of 1,273 respondents: 644 students, 543 parents, and 86 teachers from selected elementary schools in the Moravian-Silesian Region. Standardized questionnaire instruments were used to assess resilience, coping strategies, perceived social support, socioeconomic status, parental acceptance, and teachers' beliefs. The data were analyzed using descriptive statistics, reliability analysis, and correlation analysis. The results showed relatively...

Second Foreign Language in Primary School: Research and Arguments

Hana Andrášová, Martin Lachout, Václav Velčovský

e-Pedagogium 2026, 26(2):27-36 | DOI: 10.5507/epd.2026.014  

This review study synthesises recent European research on the teaching of an additional foreign language (FL2) in primary education (ISCED 1+2). The studies surveyed report positive associations between FL2 learning and executive functions, metalinguistic awareness, and reading and mathematical literacy, without evidence of detriment to attainment in other subjects. The literature further documents contributions to social and intercultural competences and to learners' motivation, including among pupils from lower socio-economic backgrounds. Economic analyses indicate a favourable rate of return on public investment in foreign-language provision. Comparative...

Czech EFL primary teachers' approach to pronunciation instruction

Kristýna Červinková Poesová, Emma Jirsová

e-Pedagogium 2026, 26(2):37-53 | DOI: 10.5507/epd.2026.011  

This paper investigates how Czech primary teachers approach English pronunciation instruction, an area underexplored compared to other European contexts. Data from an online questionnaire completed by 108 teachers indicate a generally proactive stance: nearly two thirds reported addressing pronunciation systematically or in combination with spontaneous approaches. Statistical analysis revealed that teachers' self-perceived preparedness - closely linked to their training - correlates with more systematic instruction. The findings highlight both the importance of teacher confidence and the need for professional development in pronunciation pedagogy at...