The use of firearms, their frequency, and legitimacy through self-defence and extreme necessity are socially relevant in Czechia and Slovakia. Legal firearm ownership for defence purposes impacts overall social security, influenced by factors like firearm legislation, cultural traditions, legal awareness, and violent crime rates. Understanding this issue requires considering subjective interpretations, even among security experts. This paper explores the theoretical foundations of self-defence and extreme necessity from criminal law, alongside practical implications supported by police statistics on violent crimes involving firearms in Czechia and Slovakia. It also includes a comparison with selected EU countries. The authors’ research uses a questionnaire to assess attitudes towards choosing defensive firearms, preparation for firearms licensure, and potential support for state security forces. The findings provide insights into legal firearm owners’ behaviours and attitudes toward defence and security. The study aims to contribute to a deeper understanding of firearm use for self-defence, correlating training, weapon preferences, and willingness to enhance state security.

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.