For many centuries, the preservation and development of the Ukrainian national culture and education was possible only due to the efforts of prominent public figures and spiritual leaders. These included the Ukrainian monastic communities, which contributed significantly to the social and cultural development of Galicia in the late 19th - early 20th centuries, particularly the Sisters Servants. The purpose of the article is to highlight the contribution of the Servant Sister Josaphata Hordashevska to the foundation and development of preschool for rural Ukrainian children, and to the organisation of charitable activities for the benefit of adults, including the elderly and sick. The Congregation of the Sisters Servants of Mary Immaculate was established in 1892 with the purpose to provide educational and social services for the rural population. The first Sister Servant, Josaphata Hordashevska, set an inspiring example of the devoted service to the Ukrainian people in the field of preschool education and socio-pedagogical assistance. Her deeds demonstrated the example of a holy life, full of sacrificial and tireless service to the needs of others. Josaphata’s teaching career began in a preschool educational institution for Ukrainian children, the first of this kind in Galicia, in 1893. Thanks to her efforts, the Congregation established significant number of preschools, orphanages and Christian schools, implemented advanced methodological approaches and developed new curriculum for the Ukrainian children. In their pedagogical activities, the Sisters Servants applied principles of humanization, consistency with nature, individual approach to the personality, reliance on the positives and the national character of education. As a Congregation leader, Sister Josaphata was deeply concerned with the teaching process in preschools and their financial provision. Moreover, she initiated the acquisition of pedagogical education for the teaching Sisters and cared for their constant professional improvement. In addition to educational and spiritual mission, the Sisters Servants provided the medical care and assistance to the sick, poor, disabled and elderly. They ensured psycho-emotional support for their patients and offered various household services. Therefore, active and sacrificial work of the Sisters Servants in Galicia resulted in the formation of the network of Ukrainian preschools, orphanages, and other educational institutions, strengthening the tradition of helping the elderly and sick.

The formation of ethnic identity is one of the many tasks of modern education. It is the way to educate an aware and creative human being capable of taking care of their ancestral heritage and multiply the cultural assets of the region where they come from and live. Not all regions can boast a well-preserved ethnic culture so it is worth drawing on the experience of those that have their own heritage and take numerous measures to pass it on to future generations. In Poland, models and inspiration can be sought in Podhale where the tradition and culture of the region is still alive. It is obviously the family home that is essential in the process of passing it on. However, effective regional education must also be carried out outside the home, which is why this paper presents a broad spectrum of activities of various institutions, organisations and communities involved in the transmission of Podhale culture to children and young people. The various forms of culture-oriented education present in Podhale that are analysed in the article below

The study presents selected results from a survey focused on the teaching of history to Ukrainian students (who arrived in the Czech Republic due to the conflict following February 24, 2022) in Czech schools. It analyses which history topics are challenging for Ukrainian students considering the current international situation, whether teachers need to moderate or adjust certain history lessons with Ukrainian students in mind, and whether teachers encounter instances of Ukrainian students disputing their presentation of historical topics. The analysis also examines the support provided to history teachers in teaching these students. Additionally, it outlines other types of difficulties teachers face when integrating Ukrainian students in subjects beyond history. The findings are contextualized within another research.

The article focuses on the military-political reports of the Military Office of the President of the Czechoslovak Republic from 1936 and builds on the previous article dealing with 1935, which was conceived in a similar way and is a direct continuation.1 Czechoslovak-Polish relations in the interwar period were far from ideal. However, there were mutual contacts2 and the Czechoslovak military attaché in Poland and other representatives of the diplomatic corps played a very important role in this respect. Their surviving reports are quite detailed and tell of important changes and developments in Poland. This study presents them with a commentary on the events mentioned and with the necessary setting in the contemporary context.

The article presents the political, social, and educational activities of one of the largest Catholic socio-political women's organizations operating in interwar Poland. The goals and areas of the organization’s diverse activities have been outlined, focusing primarily on the work to activate women in social life and their pursuit of equal rights, which was combined with the traditional role of women defined by social norms and the social teachings of the Catholic Church. The article also discusses the traditional family model and upbringing promoted by the association, as well as the role of women (femininity) in both private and public spaces.

This year marks sixty years since the signing of the August ceasefire, which temporarily halted the bloody conflict between Cypriot Greeks and Cypriot Turks. This contribution aims to highlight the key and often overlooked moments in the history of the Republic of Cyprus in the second half of the 20th century, which significantly influenced not only the events on the island but also international politics—both in the context of the Cold War and in the relationship between the Turkish Republic and a unified Europe1, Greece, the USA, and not least the USSR. From a geopolitical standpoint, Cyprus was a strategic point between the USSR, the Suez Canal, and Europe, as well as an important link to the oil fields in the Persian Gulf region.2 From the aforementioned, it was clear that the events of 1964 could not have escaped the attention of the key players in global affairs at that time, and thus Cyprus became yet another hot spot of the Cold War.

The article presents the results of a comprehensive study of the historiographical aspects of the evolution of pedagogical personnel education in the Ukrainian educational tradition, aimed at achieving the heights of creativity, mastery and professionalism in pedagogical work. This research focuses on historical periods of formation and development of theoretical and methodological instruments for analysis of the substantive pillars of pedagogical profession and preparatory courses for future teachers in Ukraine from ancient times to the lastest decades.

The study presents the results of a questionnaire survey on the involvement of Ukrainian students (who arrived as a result of the war conflict) in the teaching of history at Czech elementary schools. It is part of a broader research, and this study focuses on the results related to the availability of teaching materials, the knowledge of Ukrainian students, their testing, and evaluation. The results indicate that in the spring of 2023, teachers did not agree on the state of availability of history teaching materials for Ukrainian students. If anything was lacking, it was most commonly worksheets and textbooks. They also often lack assistants for Ukrainian students. An interesting aspect is the effort of Czech teachers to incorporate Ukrainian history into Czech history education. Most respondents cannot assess the historical knowledge of Czech and Ukrainian students. Those who compare them mostly state that the knowledge of Ukrainian students is inferior, citing the different thematic placement of history classes in Ukraine as the main cause. It is positive that Czech teachers generally observe improvements in the history skills of Ukrainian students. They attribute this improvement primarily to the enhancement of their language skills. In the case of testing Ukrainian students in history, teachers most often choose a combination of written and oral exams, usually in the Czech language. Ukrainian students can frequently use an online translator, especially during written tests. Only a minority of Ukrainian students have an assistant available. During the research period (spring 2023), they were mostly tested on a reduced curriculum. Evaluation is usually done using grades, but a common approach is a combined form where the evaluation is supplemented with verbal feedback. Ukrainian students are generally assessed less strictly than Czech students. The results are compared and contextualized with the findings of other research.

The article highlights the views of Mykola Shlemkevych – a Ukrainian scholar, educator, philosopher and public figure - on the ideal, purpose and content of the education of Ukrainian youth. The main concepts of the ideal of education are revealed: value orientations (God, nation, family, social environment, language, culture, history, tradition); moral (love, faith, kindness, truth, beauty) and national values (the Ukrainian idea, national unity, national consciousness, patriotism, national interests). Attention is focused on the spiritual origins of the Ukrainian people, encompassing the principles of nationalism and humanism; on patriotism; on achieving personal freedom; advocacy of democratic ideas.

Educational mission of the Faculty of Military Leadership (until 2014 as Faculty of Economics and Management) of the University of Defence (Brno, Czech Republic) underwent since its origin in 2004 to 2018 number of changes. By analysing the structure of study programmes and the number of employees and students, the goal of this article is to identify the main periods in the development of the faculty as well as its role in the educational system. The results are as follows.The first period was a reaction to a process of professionalization of army, i.e., the replacement the conscript army by professionals that led into decrease of number of military students and parallel orientation towards civilian study programmes in national security. The second stage was influenced by the financial crisis of 2007–2008; that is why a gradual reduction of military study took place as well as serious considerations about the dissolution of the faculty and university, respectively. The third, final, period began in 2013–2014. Its main element was the change of characteristics of study programmes and their connection to the “militarization” of the faculty; reorganization of the structure of the faculty in 2014; the gradual increase of the number of military students at the expense of civilian students; and, finally, the cancelation of civilian study programmes. Year 2018, when personal changes in management of faculty took place together with a consideration about principles of a new study programme, could be regarded as the beginning of a qualitative new period in history of Faculty of Military Leadership that lasts until present day – and as such is out of focus of this study.