**3. Analysis and evaluation of research focused on the perceptions of digital education to accelerate the flow of knowledge**

The survey was conducted from November 2020 to January 2022 in Slovakia in the time of the pandemic, when education has just moved to the digital environment. Overall 112 students participated in the survey. Of these, 83.5% were full-time students and 16.5% were part-time students. Students ranged in age from 19 to 45 years.

Given the amount of time, young people spend online [34, 35], a developed digital skill appears to be a hallmark of today's students with that in mind, we were interested in how the students manage technical support and installation in digital education (**Figure 1**). As many as 59.6% of the surveyed students managed the installation and technical support for education without any problems. However, 31.2% of students faced minor problems. With the help of a friend, 6.3% of students managed the installation and technical support, and 2.7% of students asked the university administrator for help.

**Figure 1.** *Mastering technical support and installation in digital education by students.*

Most students (63%) are familiar with the software used for education, and another 37% are familiar with it, but with fewer difficulties. None of the interviewed students need help using software for education (**Figure 2**).

Students perceive distance learning using digital technologies as more efficient, more flexible, and not boring, on the contrary, it is more interactive (**Figure 3**). Teaching is not chaotic at all, so management is a teaching process, rather it is formal on the part of students who are more passive in digital education, but it is certainly not formal on the part of teaching lecturers. It is not so much fun and interesting.

Students reported that they perceive a deterioration in personal communication skills during distance digital education (**Figure 4**). On the other hand, they perceive the positive impact of such learning on their other skills.

Requirements and demands for education, during distance digital education, are evaluated by students as above average compared to contact education (**Figure 5**).

Also, aspects related to the speed of communication in digital education are rated by students as above average in contact education (**Figure 5**).

Based on students' attitudes, the most frequented benefits of digital education are lower costs of transport to school, faster communication, lower costs of materials to

**Figure 2.** *Orientation of students in software used in education.*

**Figure 3.** *Students' views on digital teaching.*
