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1 INTRODUCTION
Air transport is an integral part of the transport of
passengers,goods,animalsandothercargo.Itsmain
advantage is the high transport speed compared to
othermodesoftransport,especiallyforlong‐distance
transport. One of the main requirements for air
transport is safety, which we can
achieve through
knowledge and compliance with established
standards and rules in this area. The safety and
credibility of air transport is a very important and
most frequently discussed issue in the professional
public.Whenexaminingairsafety,wefindthatthere
are a number of causes of air accidents. The
rapid
development of aviation is characterized by a
reductioninthenumberofaviationaccidentscaused
by aircraft failure. The development of aviation
technologyiscausinganincreaseinthecomplexityof
systemsandincreasedrequirementsforaircraftcrew,
air traffic controllers and other personnel providing
air traffic. This factor has
been shown to have a
significantimpactonairaccidentscausedbyhu‐man
error.Upto80%ofairaccidentsarecausedbyhuman
error. The most common causes of air accidents are
causedbyfailuresoftheaircraftcontrolsystemsdue
tohumanerror,errorsbytheaircraft
crewandalsoby
errors of other operating personnel. When
investigatingthecauseofanaccident,severalfactors
that caused the accident are usually identified. Air
accidentsareusuallycausedbyasumofunfortunate
events.
ThisisconfirmedbyICAOstatistics,whichshow
thefollowingclassificationoferrors:
procedural
errors40.8%
communicationerrors9.7%
Selected Aspects of Student Education in the Field of
Air Transport
M.Džunda,L.Melníková&P.Dzurovčin
TechnicalUniversityofKošice,Košice,Slovakia
ABSTRACT:Inthispaper,theissueofteachingprofessionalaviationsubjectsinthefieldofhighereducationair
transportwasad‐dressed.Wepresentsomeresearchresultsinthefieldofdidactics of professionalaviation
subjects,teachingeffectiveness,motivationandevaluationofstudentsineducation.
Inthisworkwepresent
someapproachestothedevelopmentofdidacticsofprofessionalsubjectsinSlovakia.Westatethatthesubject
of didactics is the student, teacher and knowledge forming the didactic tri‐angle. Didactics of professional
subjects examines the possibilities of transforming the knowledge of technical scientific disciplines
into the
contentofeducation,didacticsystems,teachingprojectsandthestudentʹsknowledge.Weresearchedthearea
of didactics of professional aviationsubjects with a focus on motivating students to study.We managed to
involvealargesampleofstudentsintheresearch,whichhelpedusin‐creasetheobjectivity
oftheresults.Based
ontheresearchresults,werecommendsomemeasurestoincreasethequalityofhighereducationofstudentsin
the field of air transport.The motivating goalfor our research is to support the quality of education at the
FacultyofAeronauticsoftheTechnicalUniversityof
Košice.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 17
Number 3
September 2023
DOI:10.12716/1001.17.03.1
7
654
knowledge/skills9.2%
personnelincompetence40.3%
Themostcommoncausesofhumanerrorinclude
the incompetence of crew members due to lack of
experience, insufficient training, failure of
cooperation, but also loss of attention or
communication errors [1]. One of the most effective
waysofpreventingairaccidentsis
thequalitytraining
andeducationofaviationpersonneland prevention,
whichisgivenconstantattentioninaviation.Oneof
thewaystoincreaseaviationsafetyisqualityaviation
educationandtrainingofaviationpersonnelwithan
appropriatedidacticapproach.Thebasicrequirement
for flight/aviation personnel after training for their
future
profession is that they have the required
knowledgeand skillswhen startingtheir profession.
Oneof thefacultiesthatpreparesaviationpersonnel
for civil and military aviation is the Faculty of
AeronauticsoftheTechnicalUniversityofKošice(FA
TUKE). In the study field of Transport, it prepares
aviation experts according
to the study programs
Pilot, Air Transport Management, Aerospace
Engineering, Professional Pilot and Air Traffic
Controller. The evaluation of the results of the
teachingprocessattheFacultyofAeronauticsTUKE
shows that great attention is paid to didactic work
withstudentsandthequalityoftheirtheoreticaland
practical
training.Alsoteachertraininginengineering
pedagogy courses with an emphasis on
rationalization andqualitysocially oriented training.
In Slovakia, reforms of the education system are
underway,whicharelistedinthedocumentLearning
Slovakia.Changesintheeducationsystemwillneed
tobemadefromkindergartenstouniversities.These
changes
will include a reform of the training of
teachers who create curricula. Undergraduate and
lifelong teacher training needs to be adapted to
respond to the current training needs of aviation
personnel. In this process, the requirement to apply
researchresultstotheteachingprocess comestothe
fore. Recent research
findings in higher education
showthatnew approaches tostudenteducationand
assessmentare neededtoday. We were interestedin
howwecouldimprovetheeducationandevaluation
of the acquired knowledge by our students at FA
TUKE.First,weneededtofindoutthemethodology
of teachersʹ activities in teaching
aviation subjects.
Also studentsʹ attitudes to the process of teaching
professional aviation subjects. In the process of
teachingprofessionalaviationsubjects,itisfirstofall
necessary to set educational and training goals.
Furthermore, to select the appropriate study
literature, to set appropriate requirements for
practical teaching and to classify
selectedtheoretical
andpracticalknowledgeintothedidacticsystem[2].
The literature [3] states that in order to improve
teaching, it is necessary to take into account the
resultsofresearchinthefieldofpedagogicalpractice
oftechnicalsubjects.Aspecialplacehereisplayedby
aspecialdidactics,the
aimofwhichistohelpteachers
of aviation subjects to work with students in the
process of studying these subjects [4]. One of the
teacherʹsmaintasksistobecomeacquaintedwiththe
latest teaching methods, strategies and styles of the
teaching process and the habits of students
[5]. As
partofimprovingthetraining ofaviationpersonnel,
research and an experiment were carried out at the
Faculty of Aeronautics of TUKE, aimed at gaining
studentsʹrelationshiptothestudyofaviationsubjects
[6].Thesubjectoftheresearchwasalsothedidactics
of aviation subjects and the quality
of education of
aviation personnel. The questionnaire method was
used in the research. Substantial results of the
researchandtheperformedexperimentarepresented
attheendofthispaper.Ourgoalwastocontributeto
theimprovementofstudiesatFATUKE.
2 RESULTSOFSCIENTIFICRESEARCHINTHE
FIELDOFHIGHEREDUCATION
The results of scientific research in the field of
didacticsofvocationalsubjects,teachingeffectiveness,
motivation and evaluation in education and the
impact of the pandemic on higher education are
presentedinthefollowingworks.Instudy[7]itwas
investigated the question of how teachers should
teachinordertosupportthedevelopmentofpersonal
characteristics as effectively as possible. Research
results could be assigned to two large groups. The
firstgrouprecommendsmethodswithahighdegree
of self‐direction, and the second group recommends
methods with a high degree of guidance by the
teacher.
At work [8] it is stated, motivation and
evaluation are key to promoting successful
educationalprocessesforall.Theseprocessesmustbe
sustainableand must contributeto the sustainability
of education. The results listed in [9] show that the
keyandmostcentralfactorsalientinteachingquality
is related to
the teachers themselves and their
training. Thus, any educational model that seeks
educational excellence must focus foremost on
ensuringcare and respect for teachingprofessionals,
beyondeconomicinvestment,resourceavailability,or
anyotherfactors.Thestudy[10]aimstoidentifythe
factorsassociatedwithacademicsuccessorfailurein
students
entering a university. Research has
confirmed that if we want to predict the results of
education, it is necessary to place emphasis on
studentsʹ perception, performance skills and
willingness to study. Verification of studentsʹ
knowledge before the start of their studies with the
helpofasuitablychosentesthasa
greatinfluenceon
theestimationofeducationalresults.Forimprovethe
quality of university teaching is it is necessary to
clarify the competencies of lecturers [11].
Understanding what students mean by lecturer
competence can be crucial in order to recognize
indicators with which to assess these competences,
improve the quality
of university teaching and
support lecturers in undertaking their role
appropriately. A Competency Framework for
Teaching and Learning Innovation Centres for the
21st Century are discussed in [12]. Specifically, this
study shows that most institutions counted with
trainingplansforteachersbeforethisperiod,mainly
in the competencies of digital technologies
and
pedagogical quality, but that other initiatives were
created currently to reinforce them, including
students’ support actions. Research aimed at
developing the skills of beginning teachers is
presented in the work [13]. The author of this
publicationemphasizestheneedtodevoteoneselfto
applicationssuchasActivInspire,FreeMind,SMART
Notebook, Google Docs, Prezi, Mindomo and their
655
use in the teaching process. In the manuscript [14]
wasproposesanovelapproachfortheacquisitionof
advanced competences in engineering courses
associatedwiththeuseofthermographicimagesvia
free/open‐sourcesoftwaresolutions.Inthepro‐cessof
teachingcoordination,itisappropriatetousevirtual
resourcesand
providestudentswiththeopportunity
to use free software tools. Results of this study [15]
highlighttheneedtoimprovethedigitalcompetence
of professors in order to meet the demands of the
qualified professions of the future, and therefore,
prepare students for it. Article [16] analyses the
assessmentsteachers
make about virtual reality as a
teaching resource in their respective disciplines.
Within the main results, gaps by area, years of
teaching experience and academic level in the
participants’ evaluations have been identified and
discussed. It can be concluded that technological
knowledge has a positive influence on the
identification and valuation
of the technical
dimensions of virtual reality, from which it follows
thatit is advisableto train non‐specialistteachersin
thistypeofdimension.Intheliterature[17]itisstated
thattheuseofgamificationinteachingcontributesto
theimprovementofthisprocess.Itsinfluencegrows
as
a result of its more frequent use. In [18] is states
that artificial intelligence holds great potential for
improving education as it has started to develop
innovative teaching and learning approaches in
educationtocreatebetterlearning.Currently,remote
workiscommon,andthistrendhascometoseveral
areasand
pro‐cesses,suchaseducationandteaching
[19] . Regarding higher education, universities have
severalchallengestoovercome,themostchallenging
being transforming teaching to be more digital and
engaging. Higher Education plays a decisive role in
the training of competent professionals and active,
responsible and critical‐thinking citizens [20]
. In
addition to acquiring rigorous technical–scientific
knowledgespecificto theirdegree,studentsarealso
expected to develop a range of transversal skills
essential for a successful academic and professional
career. This work [21] contributes to predicting
students at risk of dropping out, offers insight into
understanding student behaviour, and provides
a
support mechanism for academic managers to take
corrective and preventive actions on this problem.
Research presented in [22] relates online education
and food use to student behaviour. Emphasis is
placed on compliance with studentsʹ lifestyles.
Selectedaspectsofresearchontheimpactofproblem‐
based learning in online education
on studentsʹ
knowledgeandtheirassociationarepresentedin[23].
Theresults ofthe studentsurveyconfirmed thatthe
use of problem‐based learning in online education
contributes to the improvement of their mutual
relations and study results. The combined model of
bachelorʹsstudiesinsecurityisdescribedin([24].
Itis
recommendedtomakemoreuseofpracticalformsof
educationthatcontributetoimprovingthequalityof
student training. In study [25] is given significant
evidenceforthepropositionthatopeneducationand
opensciencecansupportbothtraditionalface‐to‐face
and distance learning. The study [26]
provides
evidencethatthe pandemic hasengenderedchanges
inattitudesandpracticeswithinUKhighereducation
thatareconducivetoeducationalreform.
3 SOMENOTESFROMGENERALDIDACTICS
Researchinthefieldofaviationdidacticsisnotgiven
enough attention. If we search the literature in this
area, then the number
of publications found is very
modest.Oneofthereasonsforthissituationmaybe
thelowinterestofstudentsinaviationinSlovakiaand
insufficient financial resources devoted to education
in air transport.Another negative isthat thereis no
majorair carrier operatingin Slovakia. The National
Institute
ofLifelongLearninginBratislavadealswith
the problem of didactics in optional subjects in
Slovakia.Onthewebsiteofthisinstitute,itispossible
to find knowledge on the issues of professional
education, which are focused on selected topics of
optionalsubjects. In this case, we can talkaboutthe
subjectorspecialdidactics.Iftheresearchoutputsin
thefieldofspecialdidacticsoverlapwiththeissuesof
general didactics, then their application possibilities
are limited. According to a review of the available
literature at the beginning of this paper, some
researchers are focusing on technical training to
improve
this process. Didactics is closely related to
teaching and learning, so it is greatly influenced by
other sciences such as psychology. Psychology is
helpfultotheteacherinunderstandingthestudentʹs
learningprocess.Somescholarsinthepasthaveeven
considereddidacticsapartofpsychology.Didacticsis
also influenced
by pedagogy, which examines the
problems of educating people. In thiscase, we have
encounteredtheviewinthe pastthatdidacticsisan
integral part of pedagogy, too. Efforts for the
independence of didactics as one of the sciences of
education were declared only in the 20th century.
During
thisperiod,researchersdescribeddidacticsas
a separate science of education, independent of
pedagogy, sociology, biology, psychology, or
anthropology. The researchers gradually worked on
thedevelopmentofdidacticsforprofessionalsubjects
andgraduallyplaceditonascientificplatform.They
developed didactic procedures for professional
subjectsandthusthedidacticsof
professionalsubjects
becameascientificfield.Thecontentofthisscientific
fieldisthetheoryofteachingprofessionalsubjects,as
confirmedby several authors.Basedon this, we can
statethatthesubjectofdidacticsresearchisthearea
ofteachingandlearningenablingthedevelopmentof
theories and practices
in this area [6]. Didactics has
become a discipline whose main goal is to develop
knowledgethatisspecifictothesubject.Ourresearch
conductedasearchofavailableliteratureinthefield
of teachingand learning students beforeandduring
theperiodoftheCovid‐19pandemic.Wealsofocused
our attention on the application of information
technology in the teaching process. We assume that
the application of information technologies in the
teaching process will contribute to theimprovement
of teaching and make it easier for students to study
aviationtechnicalsubjects.
4 CHARACTERISTICSOFTECHNICALSUBJECT´S
DIDACTICS
Itis
clear fromtheavailableliteraturethatdidactics,
whichweconsidertobeascientificdiscipline,isnot
named the same everywhere. In the scientific
656
literature,wefindtermssuchasmethodology,special
didactics, didactics of subjects, or didactics of
technicalsubjects.Asarule,didacticsisdescribedin
more detail in the didactics of individual subjects.
Some research results from English language
didactics, chemistry, mathematics, and the like are
available. When we talk about
the didactics of
aviationprofessionalsubjects,wemuststatethatthis
area is not examined in detail. We assume that this
areaofdidacticsbelongstothedidacticsoftechnical
professional subjects [6, 27]. The status of teaching
subjects’didacticsdependsonhowthecurriculumof
the study programmed is
written. The position of
subjectdidacticsdependsontheeducationalpolicyin
society. Therefore, the didactics of a subject may
change depending on social developments and the
associated change in teaching in an educational
institution. Changes in the didactics of subjects are
particularlyrelevant,forexample,incaseoftherapid
development of new technologies in air transport.
Based on our knowledge, we can state that the
didacticsofgeneralandsciencesubjectsarerelatively
well developed at present. However, less attention
was paid to the didactics of technical subjects. The
development of didactics of technical professional
subjectstookplacebased
onempire.Thiswasdueto
the long tradition of teaching technical subjects.
Changesinthedidacticsofvocationalsubjects,which
are constantly evolving and contributing to the
knowledgeofourtechnicalreality,arenowcomingto
thefore.Thesechangescanbeseenasagoodstartto
the development
of this discipline in a rapidly
changing world and the development of new
technologies. The direction of the development of
vocationalsubjects’didacticswillalsobedetermined
bythecommunityofexpertsinthefieldofvocational
education.In some countriestherearevisibleefforts
todeterminethemaindirections
ofthedevelopment
oftechnicalsub‐jects’didactics.Thekeymomentsof
its development, the specificity and interdisciplinary
natureofthisfieldofknowledgewithanemphasison
scientificresearcharementioned.Thecomponentsof
educational activity include general education and
vocational training. Vocational education involves
theoretical professional preparation and practical
teaching such as vocational training, exercises, and
professional work experience. The field of
professional theoretical subjects can be divided into
several groups. For example, theoretical vocational
technicalsubjectsandvocationalsubjectsinthefield
of trade and services. Other groups comprise
agriculturalandhealthcarevocationalsubjects,police
trainingsubjects, etc.
Onthis basis, we canspeak of
group didactics with a very broad scope. We
characterizedidacticsofvocationaltechnical subjects
as a discipline that applies general didactic
knowledgetoagroupoftechnicalvocationalsubjects.
According to [2] didactics of professional technical
subjects investigates the content and course of the
educationalprocesssimultaneouslywiththedidactic
transformationoftheresultsoftechnicalsciencesinto
teaching. By the term transformation of results, we
mean the formulation of educational objectives,
selection and inclusion of theoretical and practical
knowledge into the didactic system. The current
conceptionofvocationaldidacticsisthatdidacticsof
technical subjects deals with the issues of the
requirements of both the practice and the labor
market for the preparation of qualified technicians.
Furthermore, it deals with the setting of teaching
objectives,thecontentofteachingandtheapplication
ofdidacticprinciplesinteaching.Itisalsoassociated
with the application
of guidelines, rules, teaching
methods, organizational forms, and material devices
intheteachingoftechnicalsubjects.Thesubjectofits
investigation is related to the requirements for
teachers of technical subjects, students of technical
disciplines, and issues connected with educational
action in teaching. It is important to address the
conceptual
issuesoftechnicaleducationandproblems
relatedtovocationaleducationaswellastheconcept
oflifelonglearningandretraining.Thestartingpoint
forthedevelopmentofdidacticsoftechnicalsubjects
isasetoftechnicaldisciplines.Weassumethatways
of thinking and perceiving reality are different and
uniqueto
eachareaofhumanknowledge.Therefore,
theconceptofgeneraldidactics,aunifiedknowledge
of teaching and learning that can be applied to all
different disciplines, ceases to make sense. What is
needed is specific didactics that enables teachers to
assiststudentsinthestudyofvocationalsubjects.
Aviation professional
subjects differ from each
other in their structure. They have different content
andthescopeofthesubjectisrelatedtothis.Ineach
subject,itisnecessarytomastervariousspecificfacts
and abstract concepts. Know theoretical lessons,
methodological procedures and the like. These
requirements require an individual approach to
the
teachingprocess.Foreachprofessionalsubject,there
arealsodifferentrequirementsforstudentstomanage
the assigned issues. Based on this, it is necessary to
develop procedures for teaching individual subjects
orgroupsofsubjects.Theteachingofaviationsubjects
places high professional demands on teachers. We
assumethat
graduatingfromtheFacultyofEducation
asabeginningteacherisnotsufficientforhimtobe
abletoteachaviationprofessionalsubjects.Therefore,
teachersofaviation subjects shouldtakeengineering
pedagogy courses. Such courses are provided under
the auspices of the International Society for
EngineeringPedagogy(IGIP)[6].
5 DIDACTIC
TRIANGLE
Underthe termdidactictriangle,weunderstandthe
relationship between teacher and student (who), the
subject taught (what) and teaching methods (how).
These three elements of the teaching process are
constantlythefocusofeducationalresearch.Research
in this area requires a focus on the individual
elementsofthe
didactictriangleandtherelationships
betweenthem.Itisnecessarytoexaminetheactivities
of teachers in the process of teaching students in
professionalaviationsubjects.Wecurrentlyhavelittle
knowledgeofteachersʹworkinthisarea.Thesubject
of research must be focused on the effectiveness of
teachersʹ work in
teaching professional aviation
subjects, depending on their knowledge of these
subjects. Also examining the relationship between
teachersʹworkandstudentsinclassroomteaching.It
is not right in extensive research in the field of
teachingaviationsubjectstofocusonlyonfindingthe
most capable individuals who could pursue the
teaching profession. In research in the field of
657
teachingandlearning,dueattentionmustbepaidto
the content of these processes. It is important
especiallywhencreatingacurriculumsothatwecan
determinewhatneedstobetaught.Thereisaneedto
create integrated frameworks for linking learning
activities and practices (as) with thematic patterns
(what) and patterns of interaction between patterns
(who).Teachingaviationsubjectsisverydemanding.
The content of teaching these subjects is knowledge
from the fields of sociology, cybernetics, pedagogy,
psychology,mathematics,statisticsandthelike.Based
on this, we can say that the didactics of technical
subjectshasaninterdisciplinary
character[6].Itisnot
easy to become an expert in technology and at the
sametimeinthefieldofhumansouls.Theteacheris
animportantelementoftheteachingprocessandhas
asignificantimpactonthequalityofthisprocess.We
requiretheteachertohave the
necessaryknowledge
tobedeterminedandactive.Tomanagetheteaching
process, it is necessary that the teacher has the
necessary professional competencies, including
didactic, pedagogical and socio‐psychological
knowledge.AtFATUKE,weconductresearchinthe
area of studentsʹ attitudes to aviation professional
subjects.Itturnsoutthat
thestudentʹsrelationshipto
the subject often depends on his knowledge and on
the relationship with the teacher. We pay great
attentiontothepreparationofstudentsforthefuture
profession, because educated students, adepts for
aviationstaff,contributetoincreasingairsafety.
6 RESEARCHINFORMATIONANDDISCUSSION
Inour
research,weexaminedtheteachingprocessat
FATUKEwithafocusonairtransport.Ourgoalwas
to evaluate the possibilities of creating innovative
proceduresforeducationinaviationsubjects.Oneof
thelatesttrendsineducationisthereductionofdirect
lectures in classes. In the study of
professional
aviation subjects, the efforts of teachers to place
increasing emphasis on the independent work of
students can be seen. Independent work of students
shouldbeconsidered,amongotherthings,intheform
of participation of students in solving assigned
projects and conducting research of available
literatureontheassignedtopic.
Thisapproachshould
motivatethestudenttoworkindividuallyorinateam
andpositively shape hisrelationshipto the study of
professionalaviationsubjects.Ourgoalistolookfor
new methods that would improve the teaching
process at FA TUKE. Student evaluation is also an
important measure of
the quality of the teaching
process.Wearealsolookingfornewformsofstudent
evaluation to maximize the objectivity of the
evaluation. We focus our efforts on the use of
informationtechnologytoevaluatethestudentskills
in professional aviation subjects. We focused our
researchontheknowledgeofstudents,
theirattitude
toprofessionalaviationsubjects,andtheirstudyand
evaluation of the gained knowledge. In the research
process,wepublishedsomeoftheobtainedresultsin
[6,27‐30].Inthispaper,wepresentselectedfindings
from the study of FA TUKE students and their
approach to the study
of professional aviation
subjects.
6.1 TheFirstPhaseoftheResearch
We divided our research into two phases. The first
phaseoftheresearchwascarriedoutintheacademic
year2018/2019andthesecondphaseintheacademic
year 2021/2022. We conducted the research in the
formofanelectronic
questionnaire.Thetotalnumber
ofstudentswhoparticipatedintheresearchwas118.
Therewere79boysand39girls.Thevastmajorityof
them studied according to the Air Traffic
Managementstudyprogram.Ourresearchofdidactic
problems in the study of aviation subjects aroused
studentsʹinterestinthis
issue.Inthefirstquestion,we
askedstudentsʹinterestinstudyingaviation.Fromthe
graphinFig.1canbeseenthat52.50%areinterested
inaviation issues. Onthe contrary,4.2% of students
arenotinterestedinaviation.Thisfindingshowsthat
a relatively large number of students (in our
case
9.3%) are not interested in studying aviation at FA
TUKE,theyarenotorarenotinterestedinaviationat
all.Thisfactmeansthatmanyofthesestudentsdonot
complete their studies within the set time. Which
causes a large drop in students, which has a direct
impact on faculty funding. After interviews with
students who left school, we found out that they
applied to study, among other things, because they
werenotadmittedtoanotherpreferredfieldofstudy
and needed to obtain health and social insurance,
which is paid for them by the state if they
are
university students. The state is trying to solve this
irresponsible approach by charging for above‐
standardlengthofstudy.Forexample,inabachelorʹs
degree,itisusuallypossibletostudyforfreeonlyfor
3years,unlessotherwisestated.Somestudentsenroll
inthestudyonly because
theycanusethe studentʹs
benefits(cheapaccommodation,food,transport,etc.)
and they are not studying but working. One of the
solutions to suppress these adverse events in the
beginning is to improve the selection of students to
studyinthefieldofairtransport.However,herewe
encounter problems
of less interest of students in
studying in this field in the case of strict admission
interviews.
Figure1. Question 1: Are you interested in studying
aviation?
We also found out the studentsʹ interest in
studying professional subjects at the Faculty of
Aeronautics TUKE. As many as 90.6% of students
answered in the affirmative and 10.4% of students
statedthattheywerenotinterestedinstudyingthese
subjects. If we compare the answers of the
respondents to the
question whether they are
interested in studying aviation and to the question
abouttheirinterestinstudyingprofessionalsubjects,
we see that approximately the same number of
students stated that they are not interested in
studyingaviationandstudyingprofessionalsubjects.
658
Thehighernumberofstudentswhohavestatedthat
they are not interested in studying professional
subjectsisprobablyduetothefactthatthesesubjects
are difficult to understand. Teachersʹ access to
students during their time for study and
extracurricularactivitiesalsoplaysanimportantrole
here. It is
proving to be very beneficial to involve
studentsinmixedteamsof studentsandteachersso
thattheycantakepartinsolvingscientifictasksinthe
fieldofairtransport.
Figure2. Are you interested in studying professional
subjectsattheFacultyofAeronauticsTUKE?
Weresearchedhowstudentsunderstandtheissues
coveredinprofessionalsubjects.FromFig.3 itisclear
that up to 53.4% of students do not understand the
professional subject they are studying. On the
contrary,46.6%ofrespondentshavenoproblemwith
thestudyofprofessionalsubjects.Basedonthis,it
is
necessaryto paymore attention to the methods and
formsofteachingprofessionalsubjects.
Figure3. Do you understand the issues covered in
professionalsubjects?
The results of the research show that most boysʹ
students are interested in studying aviation, even
though quite a few students do not understand the
issuescoveredinprofessionalsubjects.Onthisbasis,
itisnecessarytopay moreattention tothemethods
and forms of teaching professional subjects. An
important
roleintheteachingofprofessionalsubjects
isplayedbytheirsophisticatedteachingdidacticsand
theuseofinformationtechnologyinteaching.Theuse
ofnewteachingmethodsandanindividualapproach
to each student make it possible to provide the
studentwithsufficientinformationtounderstandthe
issuesin
thefieldofaviation.Inthenextquestion,we
asked about the relationship between student and
teacher in the teaching process. We examined the
relationship between teacher and student in the
teaching process. We askedhow the teacherʹs praise
influences the motivation to study a professional
subject. As many as
33.9% of students said that
teacherpraisesometimesincreasestheirmotivationto
study,and32.2%ofstudentssaidthatpraisealways
hasapositiveeffectontheirmotivationtostudy.On
thecontrary,13.6%ofstudent’sstatethatpraisefrom
theteacherdoesnotmotivatethemtostudy.
Figure4. Does the teacherʹs praise affect your interest in
studyingthesubject?
We were interested in how students prepare for
examsandwhatliteraturetheyuse.Theresultsofthe
survey are shown in Figure 5.As many as 36.4%of
students answered that often or sometimes only
lecturesareenoughforthemtopreparefortheexam.
Therefore,itisnecessaryat
theFacultyofAeronautics
TUKE to motivate students to use other study
materials during their studies. We recommend that
teachersshouldmotivatestudentstofollowthelatest
research results in the field they are studying. It is
appropriate to encourage students to follow the
professional publications of faculty researchers and
other important experts. Here it is important to
manage this process so that publications difficult to
understand do not discourage students from
followingtheprofessionalandscientificliterature.
Figure5. Are lectures enough for you to prepare for the
exam?
Inthesixthquestion,weexaminedstudentsʹaccess
tothestudyduringthesemester.Whenaskedifthey
studycontinuouslythroughoutthesemester,8.5%of
students answered that they study continuously
throughout the semester. A large group of students
30.5%answeredthattheydonotstudycontinuously
throughoutthesemester.Therefore,
itisnecessaryto
pay increased attention to the independent
preparation of students. We suggest to motivate
studentstouseavailableliteratureintheprocessingof
assigned projects during the semester. We
recommend assigning projects for each student
separately but alsofor assembled teams of students.
Thisteachesstudentshow
toworkindependentlyand
inateam.Dueattentionmustbepaidtothedefense
ofprocessedprojects.
Figure6. Do you learn continuously throughout the
semester?
659
Basedonthefactthat38.10%ofstudentsarevery
interested in aviation, there is a low number of
studentsstudyingcontinuouslyandahighnumberof
thosestudentswhoarestudyingjustbeforetheexam.
Thatʹs why we want to focus on factors that can
positively motivate students
to study aviation
subjects.Amongthefactorsthatmotivatestudentsto
continuously prepare for teaching are mainly
semesterworks.Wewereinterestedinwhatformsof
studytheypreferwhenstudyingduringthesemester.
Figure7. What way of learning do you prefer when
learning?
The answers to question number 7 show that
68.7% of students prefer independent preparation.
Only5.9%ofstudentsprepareinateam.Webelieve
that students will need to be motivated to work in
teamsin the future. To thisend, it is appropriate to
create teaching teams of students and
give them
specifictasks that they will solve together. We were
interestedinwhatenvironmentourstudentspreferin
independentpreparation.Weassumethat thechoice
of the environment in which the student prefers to
studydependsonhisnature.Someprefersilenceand
solitude; others work better with music
or other
ancillaryactivities.Weresearchedwhatenvironment
motivatesstudentsandinwhatenvironmenttheydo
notwanttolearn.Someresearchresultsareshownin
Fig.8.Figure8showsthat19.5%ofstudentspreferto
studyathomeorinthedorm.30.5%ofstudentsoften
studyat home.
44.1%ofstudentspreferanalternate
study at home or in the dormitory. The number of
students who do not study at home or in the
dormitoryis5.9%.Inourresearch,wedidnotfurther
investigatewhy studentsprefer thesestudy options.
We assume that at home and sometimes
at the
dormitory, students have good conditions for
education and are not disturbed by external
influences.
Figure8.Choosinganenvironmentforstudentstolearn[6].
It turns out that the interest in continuous study
during the semester is related to the quality and
quantityofavailableliteratureforthecourse.Evenin
thiscase,theteacherʹsapproachtotheorganizationof
the study is important. Teachers must devote
sufficient time to preparing lectures. Identify the
necessary literature, which will recommend to
students and draw studentsʹ attention to important
factsrelatedtotheissuescoveredintheprofessional
aviation subject. We found out if the students took
notesduringthelectures.Theresultsoftheresearch
confirmed that only 20.3% of students take notes.
Sometimes, but not often, 26.3% of students take
notes.Itfollowsthat53.4%ofstudentsusuallydonot
takenotesfromthelecture.Therefore,itisnecessary
forthe teacherto leadstudents to a responsibleand
consistentapproachtotheperceptionoftheissueby
the teacher. This approach shapes the student
and
createsaresponsiblerelationshipwithhiminthefield
of air transport. The teacher has his duties, among
other things, specified in the Higher Education Act.
The main duties of a teacherat a universityinclude
direct teaching of aviation subjects, lectures and
conductingexercises.Thisactivitytakesup
52%ofthe
teacherʹs total working hours. Also developing
knowledge, practical skills and shaping studentsʹ
approaches to aviation issues. Furthermore,
motivating students to study, verifying their
knowledge in various forms. Last but not least, it is
thedutyofauniversityteachertocarryoutresearch
intherangeof
1000hoursperyear.Alsopublication
ofresearchresultsandstudyliterature.Accordingto
our research, up to 68.6% of students consider the
work of a teacher to be necessary and beneficial in
theireducation.
Figure9. Opinions of students on the necessity of
pedagogicalworkwithstudents[6]
Teachers play an important role in higher
education. The university teacher participates in the
teachingprocess.Consultingandguidingstudentsin
theprocessingoffinalthesesarepartofhiswork.For
ateachertobeabletoperformthiswork,hemustbe
professionally proficient and know didactics and
pedagogy.
Theteachersmustbeinterestedinthisjob
and willing to devote themselves to student
education. The research results shown in FIG. 9
showed that 25.5% of respondents attribute great
importance to the pedagogical work of teachers. In
contrast, 5.9% of respondents do not consider
pedagogicalworkwithateacher
necessary.
We also examined studentsʹ views on the use of
computer technology in teaching at the Faculty of
Aeronautics TUKE. When asked about the necessity
of computer projection in lectures, 39% of students
answered that it is necessary and only 5.1% of
student’s state that they do not lack computer
technology
intheirteaching.Researchhasshownthat
relativelyfewstudentsattachimportancetotheuseof
information technology in learning. Therefore, it is
necessary to lead students to work independently
using these technologies. It is appropriate to assign
students tasks aimed at processing searches that are
660
relatedtotheissuesaddressed.Alsoleadstudentsto
design models and simulations of air transport
processes.
Figure10.Iscomputerprojectioninthelecturesnecessary?
6.2 TheSecondPhaseoftheResearch
Weconductedthesecondphaseoftheresearchinthe
academic year 2021/2022. We focused on motivating
studentstostudyafterovercomingthethirdwaveof
the Covid‐19 pandemic. We used an electronic
questionnaire. The respondents were students of FA
TUKE, mainly from
the study field of Air Traffic
Management. The compiled questionnaire consisted
of 9 questions. The research was attended by 98
studentsof2ndand3rdyearfromthestudyfieldof
Air Traffic Management. The first question was
focused on finding out the reason for choosing the
studyprogramAir
TrafficManagementbyFATUKE
students. Most respondents 49.5% stated that they
applied to study because they want to work in the
field of air transport. 34.4% of students decided
according to the familyʹs recommendation. For this
groupofstudents,weassumethattheymaynothave
sufficient motivation to
study aviation subjects. In
additiontoteachers,thisproblemcanalsobepartially
solvedbyourstudyadviserswhenselectingsubjects
by students when compiling their study plans for
individualsemesters.
Figure11.Whydidyouchoosethisdepartment?
Inthetwelfth question,we examinedhowstrong
themotivationofstudentstostudyatFATUKE.The
results of the survey confirmed that up to 57% of
studentswouldchoose the same study program. On
thecontrary,25.8%ofstudentswouldchooseanother
study program. 17.2% would apply for another
university. If we compare the results of the survey
fromthefirst phaseofthe research (Fig.1) withthe
aboveresults(Fig.1),wecanstatethatthemotivation
ofourstudentsinthisperiodisessentiallythesameas
intheacademicyear2018/2019.Weassumethatthis
is
becausethemethodofselectionforthestudyhasnot
changedyet.Therefore,thesolutiontothisproblemis
verytopical.
Figure12.Ifyouhadtheopportunitytochoosetostudyat
FATUKEagain,wouldyoudoit?
Theaimofthethirteenthquestionwastofindout
the studentsʹ opinion on the problems that make it
difficultforthemtostudyatFATUKE.Moststudents
statedthatitwasthecombinationofworkandstudy,
aswellasdistancelearning,thatmostinfluencedthe
qualityoftheir
teaching.Thestudentsʹanswersshow
that a relatively large proportion of students are
forcedtoworkinadditiontotheirstudies.Although
the work burdens students, in a more detailed
analysis we found that students who work have a
moreresponsibleapproachtostudycomparedtonon‐
workingstudents.Their
studyresultsalsocorrespond
tothis.
Figure13. What problems do you think are the most
difficulttostudyinyourfieldofstudy?
Theaim of the fourteen questionwas tofind out
the attitude of students to the evaluation of their
knowledge at FA TUKE. As much as 84.7% believe
thattheevaluationoftheirknowledgeisobjective and
only15.1%areoftheopinionthattheirknowledgeis
not always evaluated objectively.
We recommend
usingacombinationof verbal testingandtheuseof
informationtechnologytoobjectivelyassessstudentsʹ
knowledge.Itisalsonecessarytoverifytheabilityof
students to work independently and in a team by
assigningprojectsolutions.
661
Figure14. Is there an objective assessment of your
knowledge?
Theaimof the fifteenthquestion was tofind out
what can increase the interest in studying at FA
TUKE.Studentsrepliedthatinterestinstudyingcould
increase the introduction of new teaching methods
andincreasetheshareofinternshipsinairlines.
Figure15.Indicatewhatyouthinkcanincreaseyourinterest
instudyingatFATUKE?
The results of the survey in the field of study
complexity at the Faculty of Medicine TUKE
confirmed that 62.4% of respondents manage the
studyofprofessionalsubjectswithoutanyproblems.
On the contrary, 26.9% of respondents manage the
study of specialized subjects with problems. The
researchconfirmedthatteachersneed
todevotemore
timetoweakerstudentsandleadthemtounderstand
theissuesbyapplyingpracticalexercises.Weconsider
the lectures of prominent experts in the field of air
transport to be an important factor supporting the
motivationofstudentstostudy.
Figure16.Doyoumastertheissuesinprofessionalsubjects
withoutanyproblems?
Theaimoftheseventeenquestionwastofindout
whether the studentsʹ idea of aviation professions
changed during their studies at FA TUKE. About
53.8%ofstudentssurveyedbelievethattheirviewson
theaviationprofessionshave changedforthebetter,
while23.7%havechangedtheirviewsontheaviation
professions for the worse. As many as 22.6% of
student’s state that studying at FA TUKE did not
change their idea of the aviation professions. We
assumethatthesearestudentswhoarenotinterested
in aviation. It is important to consider whether
studentsarenotsubjectofhighstudy
requirementsor
whetherthereareproblemsinteachingonthepartof
teachers. We propose to solve this problem by
organizingstudentinternshipsataviationcompanies.
Figure17.Didyourideaoftheaviationprofessionschange
duringyourstudiesatFATUKE?
Bythe18.question,wefoundoutwhetherfuture
graduates of FA TUKE are considering employment
in aviation. As many as 62.4% of students say they
wouldliketoworkinthefieldtheyarestudying.As
many as 19.4% of students say they do not want to
work in the
field they are studying. This is a very
difficultproblem.Most students are already a priori
consideringnotworkinginaviation.Theystudyonly
to obtain a degree. It is a society‐wide problem that
could be solved by gradually abandoning the
preference for general higher educationand moving
to
specialized/vocationaleducation.
Figure18. Are you going to work in air transport in the
future?
7 CONCLUSIONS
Students study at FA TUKE according to accredited
bachelorʹs and engineering study programs in the
fieldofTransport.Thescientifictrainingofstudentsis
carriedout according to the doctoral study program
AirTransportManagement.Themaintaskoffaculty
teachersistograduallyincreasethequalityof
higher
education. Our aim is to pass on the maximum
knowledge to students that they could use in their
practical activities. This is also confirmed by the
research presented in article [31], where it is stated
thatitis currentlynecessarytoharmonizeeducation
withtheneedsofpractice.Therefore,
itisnecessaryto
inviteemployersʹrepresentativestocreateandmodify
662
studyprograms.Itiswellknownthathighdemands
are placed on the activities of aviation personnel.
These high requirements are closely linked to air
safety.Basedonthis,weapproached theresearchof
theapplicationofdidacticknowledgeintheteaching
of professional aviation subjects at FA TUKE with
a
focusonmotivatingstudentstostudythesesubjects.
Study[32]statesthatteachersobservedadecreasein
motivation and interest in studying and an
indifference to professional development when
educating students online. However, about 25% of
students focus on online education and consider it
good. We conducted the research
using a
questionnairepreparedbyus.Wetriedtoinvolveas
manystudentsofthefacultywhostudyinthefieldof
air transport as possible in the research. Our main
goalwastofindouthowstudentsapproachthestudy
of professional subjects and, based on that, to take
measures
toimprovetheirstudiesatFATUKE.Based
ontheresearch,wefoundthatinthefirstphaseofthe
research,more than 90%of studentswere interested
instudying aviation issues.Thisinterestin studying
doesnotchangesignificantlyduringthestudy,which
wasconfirmedby53.8%ofstudents
surveyed.Onthe
contrary,23.7% ofstudentschangedtheiropinionof
the aviation professions for the worse during their
studies. The interest of students in the study of
aviation is also related to the interest in studying
professional subjects, where 90.6% of students
answered that he is interested in studying these
subjectsand10.4%ofstudentsstatedthattheywere
notinterestedinstudyingthesesubjects.Researchhas
shownthatupto53.4%ofstudentsdounderstandthe
professional subject they are studying. On the
contrary,46.6%ofrespondentshavenoproblemwith
the study of professional subjects. Therefore, it is
necessaryto paymore attention to the methods and
forms of teaching professional subjects. Great
attention must be paid to the independent work of
students.Intheteachingprocess,weleadourteachers
to require students to prepare for the exercises
throughoutthesemester.Wefoundoutwhatstudents
thinkabout
theircooperationwiththeteacherduring
thesemester.Researchconfirms[33]thatteachersand
students prefer full‐time education over online
teaching.Fromthestudentsʹpointofview,theneeds
ofsocialization,establishingpersonalcontactscometo
the fore and direct discussions with teachers and
classmates. The advantage of the
full‐time form of
study is usually a minimum of technological
problems. The prevailing view is that this form of
education is of better quality than online education.
Thebenefitsofonlineeducationincludesavingtime,
implementing new teaching methods and the
possibilityofrecordinglecturesforstudents.Research
has shown
that 32.2% of students consider this
cooperationnecessary.About36.4respondentsstated
that they use cooperation with the teacher only
sometimes. Based on this, we conclude that it is
appropriate to lead students to a responsible and
consistentapproachtostudythroughoutthesemester.
Webelievethatthisfactorcan
significantlycontribute
tothequalityofstudentsʹknowledgewhenstudying
professional subjects. The role of the teacher in the
process of preparing students is irreplaceable. This
process requires knowledge of didactics of
professional subjects, pedagogy and personal
enthusiasmoftheteacherforworkingwithstudents.
The authors of the [34], contribution
on the basis of
research on the efficiency of the online teaching
recommended focusing on the pedagogical
preparation of teachers and on the use of the latest
informationtechnologyinteaching.Theystressedthat
itisnecessarytosupportstudentsintheuseofdigital
tools for education and for
ensure the use of
information technology is necessary technical
support. The students confirmed that they consider
theteacherʹsworkineducationtobenecessary.25.5%
of students agreed with this fact. On the contrary,
5.9% of respondent’s state that cooperation with the
teacher does not help them significantly in their
studies. The research confirmed that the use of
computer technology in teaching has an important
role. As many as 39% of students confirmed that it
wasnecessary,andonly5.1%ofstudentsstatedthat
they did not lack computer technology in their
teaching. Based on the results of our research
and
publishedworkinthisarea,wecanstatethatinorder
to improve the teaching process of students in the
field of air transport, it is necessary to select such
students who have the motivation to study aviation
issues. Further rework the didactics of teaching
professional aviation subjects with emphasis
on
independent preparation of students, increasing the
competence of teachers and material provision of
teaching [35‐39]. In cooperation with students,
teachers, and important experts in the field of
aviation,developsuchstudyplansthatwilltakeinto
accountcurrentandfuturerequirementsforaviation
personnel. When studying aviation professional
subjects, make more use of the latest published
researchresultsofFATUKEresearchers,suchas[40,
41]. It is advisable to follow the best aviation
magazines,blogsandaviationbusinesspublications.
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