Russia's hostile actions against the Estonian state structures take the form of soft power, which can be observed in such areas as the activities of the Russian-speaking minority, media coverage, or through the use of coercion when it comes to fuel sales. This article presents qualitative methods of measuring Russian influence on Estonia. An observable trend in international relations is replacing hard power with soft power, commonly used against states within the sphere of interest of certain geopolitical entities. It is more difficult to identify the latter and prove it results from an aggressor's deliberate actions. Information warfare, including disinformation and propaganda, is one of the means Russia uses to exert political influence. By accepting the offer of a political and military alliance with the Western world, the Baltic States have become a threat to the Kremlin's imperialist aspirations. Russia's direct military actions against Estonia and the other Baltic states would have provoked a strong reaction and could even have led to military confrontation. However, the Russian government wishes to avoid it and, for the time being, limits itself to soft power measures.

Contemporary Russian propaganda and the war in Ukraine

The article is an attempt to analyze contemporary Russian propaganda through the prism of the war in Ukraine. The purpose of the research is to assess the effectiveness of contemporary Russian propaganda in this area. The research was based on a qualitative methodology with the use of a source analysis strategy. Research showed the contemporary Russian propaganda has a significant impact on the perception of the war in Ukraine among Russians – although its effectiveness is showing a decrease.

This article offers part of the results obtained from a project titled “Study of the impact of the ICT project from the teachers’ and students’ point of view, in the early years of its implementation in public centres in Andalusia”, the main purpose of which was to analyse the impact of ICT incorporation plans in education centres, from the experiences of the main actors in that environment. The results shown here are those obtained with regard to the advantages and drawbacks that such education policies brought about in education centres. Th e results show that the advantages and drawbacks found by teaching staff and students are different, as what each collective expects does not always coincide with the day to day reality in the centres that have implemented these plans.