University of Economics in Bratislava

Business leadership driven by sustainability certifications has become a critical approach for signaling environmental responsibility and building customer trust in the hospitality industry. However, their effectiveness in enhancing guest satisfaction remains poorly understood, particularly regarding whether the quantity of certification or specific credential types drives positive outcomes. This study examines the relationship between sustainability certifications, customer trust, and satisfaction among certified hotels and resorts in Türkiye’s Mediterranean region, a destination experiencing significant environmental pressures and intense tourism competition. The research analyzes 95 eco-certified properties across 15 districts during June 2025, selected through purposive sampling to ensure representation of diverse certification types and hotel characteristics. Customer satisfaction data were aggregated from three major digital platforms (Booking.com, Google Reviews, and TripAdvisor) providing a comprehensive multi-platform assessment of guest perceptions. The study employs ordinary least squares regression analysis to test hypotheses derived from signaling theory, examining both cumulative certification effects and individual credential impacts while controlling organizational and locational factors. Results reveal that the quantity of certifications shows no significant association with customer satisfaction, challenging the assumption that cumulative signalling effects are present. However, internationally recognized certifications (Green Key, Travelife for Accommodation, and LEED) demonstrate statistically significant positive associations with guest ratings, while regional mandatory programs show no measurable impact. Review volume emerges as the strongest predictor of satisfaction scores, indicating that operational excellence and guest engagement outweigh formal credentials. These findings provide actionable insights for business leadership in hotel managers developing certification strategies, policymakers promoting sustainable tourism, and certification bodies seeking to enhance program effectiveness through transparency-focused business leadership and trust-building mechanisms in competitive hospitality markets.

The purpose of this research is to explore the correlation between the teaching of IT students with AI technologies in the modern era and John Dewey’s model of teaching from the recent past. The study employs a combination of descriptive and qualitative research methods to achieve its aim. The Scopus AI resource is used to explore the existing AI technologies. The study found that experiential learning correlates with the use of realistic simulations powered by AI, and that collaborative learning is linked to AI-powered tools. Critical thinking and problem-solving are closely associated with AI-based platforms, and learning by doing is closely tied to AI models. It has also been demonstrated that reflective thinking correlates with AI-driven feedback systems, lifelong learning is linked to AI-powered continuous learning platforms, and self-learning is closely tied to AI chatbots. The following points of intersection were defined: (1) Dewey delineates student-centered learning, which we see when using AI in education (through project-based learning); (2) Dewey's vision of the educational process as a two-way street echoes AI’s ability to provide personalized and individualized education; (3) Dewey supported the idea of lifelong education that mirrors in the availability of AI platforms with a wide range of courses and resources that support lifelong learning and contribute to professional development of IT majors. AI has the potential to individualize instruction, facilitate experiential learning, and promote critical thinking skills among learners. It correlates with Dewey’s beliefs in education as a process of active engagement, which can be relevant to the process of imparting knowledge in the AI era.

Abstract The main goal of this paper is to examine how consumers in Slovakia perceive healthy non-alcoholic beverages and how this perception influences their purchasing behavior. The research focuses on several factors that may affect consumer choices, including taste, ingredients, perceived health benefits, price, and willingness to pay for healthier products such as organic, sugar-free, vitamin-enriched, or plant-based beverages. A survey was conducted involving 155 Slovak respondents aged 20 to 40. The results show that taste and ingredients are the most important criteria for choosing healthy drinks, while price plays a secondary but still relevant role. Although consumers are increasingly interested in healthier beverages, their purchasing decisions are often influenced by affordability and preferred flavors. The study provides useful insights into how Slovak consumers make decisions in the growing market for health-oriented beverages and can help producers and marketers better align their products with consumer expectations.

Abstract Background/Purpose This paper investigates employer attractiveness from the perspective of different employee cohorts in Slovakia. The study aims to identify which employer attributes are perceived as most important and to investigate how these perceptions vary across different generational and educational segments. The research addresses current labour market challenges, including shortages of both highly and moderately skilled labour, further exacerbated by demographic ageing. Methods A quantitative research design was applied, using a questionnaire survey with a final sample of 481 respondents. A two-step cluster analysis using SPSS software was employed to group respondents with similar preferences. Results The results reveal that younger cohorts prioritise opportunities for development and reputation, while older generations emphasise salary and job security. Differences in perception were also observed across education levels. The findings highlight the need for a segmented approach in employer branding strategies, tailored to demographic and regional labour market specifics. Conclusions The study contributes to the literature by contextualising employer branding within the Slovak labour market and providing practical insights for organisations seeking to attract and retain diverse talent. These findings are relevant for both academics and HR practitioners aiming to develop more effective employer value propositions.

In the digital age, generative artificial intelligence (GenAI) development has brought about structural transformations in higher education. This study examines how students’ regular use of artificial intelligence tools brings a new active player into the educational process. This is an “uninvited assistant” that changes traditional models of teaching and learning. This study was conducted using the following standard methods: bibliometric analysis, student survey using an electronic questionnaire, primary processing and graphical visualization of empirical data, calculation of statistical indicators, t-statistics, and z-statistics. As the results of the bibliometric analysis show, the evolution in the perception and integration of artificial intelligence within higher education discussions, as evidenced by the comparison of network visualizations from 2020 to the present, reveals a significant transformation. Based on a quantitative survey of 1197 undergraduate students in five Eastern European countries, this paper proposes a conceptual shift from the classic two-dimensional (2D) model of higher education services based on university teacher–student interactions to a three-dimensional (3D) model that includes artificial intelligence as a functional third player (an uninvited assistant). Statistical hypothesis testing confirms that students need AI and regularly use it in the learning process, facilitating the emergence of this new player. Based on empirical data, this study presents a hypothetical 3D model (X:Y:Z), where the Z-axis reflects the intensity of AI use. This model challenges traditional didactic frameworks and calls for updating educational policies, ethical standards, and higher education governance systems. By merging digital technologies and social change, the results provide a theoretical and practical basis for rethinking pedagogical relationships and institutional roles in the digital age.

ABSTRACT The demand for global leadership competencies has grown significantly as the global workforce has become increasingly interconnected. Thus, it is imperative that universities develop those global competencies in students who will soon be entering the workforce. This paper describes the design of a Global Leadership Development (GLD) course for undergraduate business students and demonstrates students’ growth in key global leadership competencies, without requiring international travel. The course utilized a variety of best practices in GLD, including traditional lecture and classroom activities, self-awareness and personal development plans, cross-cultural training via a platform called Cultural Wizard, and international exchange using collaborative online international learning (COIL) pedagogy. According to the results of the data, students enrolled in the GLD course had a significant increase from the start to the end of the semester in their overall intercultural effectiveness, and in two of the three dimensions on the IES measure: continuous learning and interpersonal engagement, but not for hardiness. The results, implications for practice, and future research are discussed.

This paper analyses the gender pay gap in Slovakia, with an emphasis on the impact of motherhood, using Blinder-Oaxaca decomposition. The results indicate that the gender wage gap is 16.8%, while the gap between mothers and the rest of the workforce is even higher (18.3%). A significant share of this inequality remains unexplained, suggesting the influence of unobserved factors such as differences in men's and women's decisions, bargaining power, or systemic biases and discrimination. The penalties associated with motherhood are most pronounced in women's 30s and 40s, particularly for those with children under three. In contrast, the difference between mothers and childless women is at 9.9% and is almost entirely explained by observed factors. These findings highlight the need for systemic changes in the working environment to facilitate better career integration and fairer pay for mothers.