Přehled o publikaci

Higher education is undergoing an era of universalization. This is characterized by accelerated digitalization of educational processes and significantly changing conceptions and perceptions of study. In this context, it is important to consider the value of study not only in terms of applying oneself economically, but also from the perspective of subjective experience, motivation, and the development of relevant competencies for life in the information society. The main objective of this case study is to identify the perception of the values of higher education among respondents at a private university in Prague, the University of Finance and Administration, in the stage of the universalization of tertiary education as theoretically conceputalized by Martin Trow. A secondary objective of the study is to determine how this perception is reflected in students' motivation and willingness to develop critical thinking and competencies for life in a digitalized culture. A comparative analysis focuses on the differences between students in programs with integrated subjects that enhance media and digital literacy (the Marketing/Media group) and students in programs that do not provide such training (the Criminology/Law/Finance group). In sociological and media discourse, there is an assumption that intrinsic motivation to study is key to increasing media literacy and digital cultural capital. The empirical part, conducted using a quantitative questionnaire survey (N=289), demonstrated that most respondents (>90%) feel pride in their university studies and express goal orientation in their choice of study program. At the same time, the main findings indicate an orientation on pragmatic value and an erosion of ambitions for study. One significant finding is a degree of cognitive and emotional alienation. Approximately one-third of students (34% in the MM group and 29% in the CLF group) feel bored in class. Most students (64% MM, 57% CLF) consider passing an exam more important than achieving a good grade. This could be a predictor of a weakening relationship to education as a value. There was also a significant difference found in the social-interactive dimension. MM students show a greater willingness to discuss the content of teaching (75%) than CLF students (63%). At the same time, around 40% of students experience uncertainty about their own professional future. This reflects the need for flexibility, adaptability, and an increase in professional competencies in a changing and uncertain social reality. These findings reinforce the thesis that the intrinsic motivation of students has a decisive influence on strengthening relevant knowledge, abilities, and skills in contemporary digitalized culture.