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Many studies point out that a complication in the professional training is connected with the division of education into the formal and non-formal part. There is a need to integrate these two components to achieve a greater learning effect. The aim of the study is to find out whether students perceive non-formal education as important and to identify which form of extracurricular education they prefer. The aim of this study is to find the relationships among the variables of the educational process of young people.

Around 844 Czech secondary and tertiary students participated in the study. The participants expressed their attitudes towards non-formal education through a questionnaire. Welch’s ANOVA test and Games-Howell’s Post-Hoc test were used to verify the hypotheses. Pearson’s correlation coefficient was used to determine correlation relationships.

Students perceive non-formal education as important. The importance was perceived significantly least by high school and beginning university students in technical fields. Digital forms of education are favoured by students. Significant differences in this area are connected with the different field of study. Students are interested especially in the particular area of non-formal education that is connected with their field of study.

The study provides desirable results in relation to the possible adaptation of education to the needs of students. The article reminds that digital education is promoted because of its flexibility and changing competencies. Specific forms of non-formal education will be appropriate to differentiate according to the fields and the age of students.

The purpose of this study is to predict the extent to which sociodemographic factors and forms of instruction influence university students' emotional experiences of distance education. The need for this research is in designing effective pedagogical methods and educational policies for distance or online education in comparison with studies from international university settings.

The research was carried out on an empirical basis using the binary logistic regression method. Data were collected through a questionnaire. A total of 569 respondents participated in the research. The effect of gender, level of education and students' preferred form of teaching (face-to-face or online) on their emotional experience of distance education was predicted.

University students are particularly vulnerable to psychological distress due to the COVID-19 era of distance education. Women are more likely to experience negative feelings about distance education than men. The negative feelings of students are caused by online education. Bachelor's students are more likely to experience negative feelings due to their lack of digital competence.

This study extends existing knowledge in terms of approaches to working with specific groups of bachelor's students in distance education. This area has not yet received such attention in universities. This fact makes this study to be original. The study has practical implications for the field of educational quality assurance for digital pedagogy.

Currently, owing to the influence of rapid globalisation, the issue of international and cross-cultural implementation of cross-cultural relationships is being widely discussed. This is also related to the readiness of graduates for international cooperation. The objective of this qualitative study is to identify and compare the requirements of company representatives from the Czech Republic – the Vysocina Region and Austria (Region Upper Austria) regarding the readiness of graduates to entering the workforce and the intercultural differences between the relevant regions.

A total of 20 Czech and Austrian companies from the relevant regions participated in the research. The results were obtained through in-depth guided interviews and a comparative method.

The qualitative study has theoretical implications in the context of new findings in the field of research. It contributes to the knowledge relating to the preparation of graduates for entering the workforce, and in the context of intercultural development, it extends this knowledge with the identified weaknesses of the mentioned preparation at the level of Czech or Austrian education.

The most effective and probable approach to enhance the development of cross-cultural competences in particular appears to be the integration of new techniques and content of education in the form of new subjects in cooperation with academics and practitioners from the particular country. Collaboration with these experts can build students' knowledge and skills from an intercultural environment to the highest degree possible.