Education In Poland Research Articles

Confessional Religious Education at School in the Face of Contemporary Challenges Based on the Polish Experience

Religious education is a standard in European schools, but it is implemented according to different models. Against this background, Poland, with its confessional religious education for which churches and religious associations are responsible, appears as a certain model. However, is this kind of religious education able to meet the needs of today’s children and young people? This article begins with a brief description of religious education in Poland and then focuses on the characteristics of contemporary changes that affect all areas of human life, including religiousness. The hypothesis of the authors, which has found its justification in the proposed text, is the conviction that confessional religious education is able to respond to the needs of its contemporary addressees, but it must also have the ability to change and adapt, especially from the perspective of didactics. It is also important to be able to function in the reality of pluralism and complexity, as well as in the increasingly widespread computerization.

Building: A Possibility for a Post-critical Perspective in Educational Research

Abstract The aim of this article is to give an example of how an exercise in post-critical educational research might be conceptualised. The example refers to an inquiry into building a public sphere around education in Poland. First, a post-critical approach in educational research is defined with reference to the two dominant perspectives of social research, namely the (neo)positivistic and the critical paradigm. Next, and following insights of Hannah Arendt and Jacques Rancière, the idea of building is presented in terms of the persistent introduction of a new beginning into a social reality through acting in line with an assumption (an axiom) that, from the point of view of critical knowledge about the current status quo, seems fictional (or impossible). Such a persistent verification of an impossible axiom aims at establishing a sphere of exception from the dominant social order, offering—through the ideas of Alain Badiou and Giorgio Agamben—a non-dialectical logic of social transformation. Finally, in conclusion the article focuses on the phenomenon of condensation as one of the key results of the exemplary research project analysed throughout the text. This points to the kind of knowledge that post-critical research projects are able to bring about.

English-Language Education at the Faculty of Theology of Cardinal Stefan Wyszyński University

Abstract: In the age of globalization, English-language education at theological faculties in Poland is playing an increasingly important role, especially in the context of international academic cooperation and the integration of foreign stu¬dents. This paper presents an analysis of English-language education at the Faculty of Theology of Cardinal Stefan Wyszyński University (UKSW), taking into account the importance of English-language programs for the development of theology in an intercultural and interreligious context. The impact of these programs on the spiritual and academic training of students and on the promotion of intercultural dialogue is discussed. Special attention is paid to good teaching and organizational practices that facilitate the adaptation of international students and support their academic and spiritual development. The methodology encompasses descriptive methods, along with participant observation and external observation techniques. The article is both practical and methodological in nature, highlighting best practices within academic communities in Poland, particularly in the context of university education in English-language theology, and addressing the nuances of intercultural communication. Keywords: English-language education, theology, Cardinal Stefan Wyszynski University, UKSW, education in Poland, foreign students, interculturalism, inter¬religious dialogue, English-language programs.

Oddziaływanie hybrydyzacji szkolnictwa wyższego na funkcjonowanie Studenckiego Koła Pedagogów Kreatywnych im. Hanny Gumpricht (Uniwersytet w Siedlcach) w perspektywie wyzwań przyszłości

The article aims to provide insight into the experiences of a group of students involved in the activities of the Hanna Gumpricht Students’ Circle of Creative Educators, operating at the University of Siedlce in the period 2021–2022, in the context of the impact of hybridization of higher education and in the perspective of future challenges (4Cs, Klaus Schwab’s Fourth Industrial Revolution). While working remotely, this organization achieved spectacular successes in its cultural, scientific and organizational activities, as well as in cooperation with external entities with a similar activity profile. Data for the article were collected by the leader of the organization using naturalistic research (interview, observation, document analysis). The final conclusions suggest that trends in higher education in Poland should be dynamic. Researchers in scientific disciplines such as pedagogy and related ones should make regular efforts to “keep up” with technological progress and competences required in the 21st century, making universities a new center for generating innovation, while maintaining the quality of education and care for student subjectivity.

Teacher education in Poland (1970–2024): policy development, legislation, and period-specific challenges

ABSTRACT This paper aims to provide a comprehensive analysis of the evolution of teacher education in Poland from 1970 to 2024, detailing socio-political and economic changes that have shaped educational policies. The study uses a historical and policy analysis approach, examining legislative documents, policy developments, and educational outcomes across three distinct periods – Socialist Era (1970–1989), Transition and Integration Era (1990–2004), and Modernisation and Reform Era (2005–2024). During the Socialist Era, centralised control and ideological rigidity resulted in a uniform system. Policy changes aimed to align education with socialist principles, often at the expense of flexibility and creativity. The Transition and Integration Era saw significant reforms driven by Poland’s move towards a market economy and European Union integration. This period focused on decentralising the education system, improving teacher qualifications, and aligning with European standards, though it faced challenges such as resource disparities and resistance to change. In the Modernisation and Reform Era, efforts have focused on improving teacher education quality through modernisation and adopting international best practices. There has been an emphasis on innovation, technology integration, and lifelong learning. Despite progress, issues like equitable resource distribution and the relevance of training programmes persist. The paper concludes with recommendations for further decentralisation, better resource allocation, continuous professional development, and integrating innovative teaching methods. These recommendations aim to guide future policy and enhance the effectiveness of teacher education in Poland. Implications for research include exploring the impact of these reforms on teacher effectiveness, policy adaptation, and practice improvement in education.

Teaching religion in postmodern society: some insights from the German “Carousel of Concepts” for the renewal of Catholic religious education in Poland

ABSTRACT Poland, still considered by some to be a bastion of Catholicism in Europe, is becoming more secularised every year, and its society resembles the postmodern societies of Western Europe. The changes in religiousness, which affect especially the younger Poles, are so strong that they call into question the validity of the current form of religious education, i.e. school catechesis, which is proving incapable of fulfilling its tasks, e.g. in the function of Christian initiation. Given the above context, the present article has a threefold purpose: The first step is to present the social and educational challenges of school catechesis in Polish schools. Based on these premises, the second step will outline the main similarities and differences in religious education between Poland and Germany, and then the German ‘Carousel of Concepts’ (H. Mendl) of the 1960s, which contributed to the emergence of a possible optimal model of religious education for a postmodern society. In the third and final step, ideas for the future will be formulated for the renewal of religious education in Poland, making it possible to characterise it in a guiding way as a dialogical-educational concept.

Strengthening the Resilience of Pupils through Catholic Religious Education in Poland: From Theory to Practice

Many young people find themselves unable to cope with the challenges of today’s world and, as a result, lose their self-confidence and joy in life, suffer from depression, and even attempt suicide. The first community that should offer help in a crisis is, without doubt, the family, but it often needs support. Such support can and should be provided by the school since it has the necessary tools and children and adolescents spend a lot of time there. Undoubtedly, religious education at school should also involve preventive and even therapeutic measures in the face of the above challenges. The research problem of this article is as follows: Does Catholic religious education in Poland seek to strengthen pupils’ resilience, and if so, in what way? This study analysed the curricular assumptions and practical activities implemented within the framework of or inspired by religious education. Its findings show that resilience has already become an important issue for religious education even though, in the face of increasing challenges, it requires improving already-established activities and including new areas of improvement.

Editor’s note: Foreign Language Education in Poland

The aim of this monograph is to acquaint and interest the reader with some of the vast array of issues concerning foreign language education in Poland. There are a few contextual historical factors which have had a great impact on the country's educational priorities in relation to foreign languages. Nowadays learning an L2 (usually English) is compulsory from the first grade of primary education. Current methodological trends in Poland are similar to general tendencies in Europe and contemporary research on foreign language education draws from different fields including sociolinguistics, neurolinguistics, psycholinguistics, computer-oriented studies, and others.

Training of Specialists in the Field of Information and Library Science in Polish Universities (Experience of the First Decades of the 21st Cent.)

The aim of the article is to review the areas of training specialists in library and information science in higher education institutions of Poland at the beginning of the 21st cent. Research methods. The offered research is based on the analytical and synthetic analysis of scientific publications by leading Polish scientists who studied the issues of higher library and information education. The author’s presentation of the current state of university education in the information and library sphere in Poland is based on the processing of materials from the official web portals of higher education establishments that provide specialised training for their applicants. Among a complex of special research methods, the method of content analysis is used to identify the views of certain scientists on the problems of development of information and library education in Poland. The scientific novelty of the article lies in the formulation of the problem that is practically unresearched in Ukrainian science, and requires studying in view of the practical significance of the Polish experience in reforming higher education of the information and library sphere. Main conclusions. In the process of this research, it is found that in Poland the process of transforming the training of information and library specialists in accordance with the needs of modern information society has not yet been completed. There are still scientific discussions on optimising the nomenclature of the training areas at universities, as well as variants of creating interdisciplinary specialities are being considered, some of which have been tested for several years in some higher education institutions. The analysis of the official websites of 11 state universities in Poland has highlighted tendencies toward a rapid reduction in the classical programmes of training in the field of information and library science, which is primarily caused by the demands of potential employers and the increased integration of the latest technologies into all spheres of society activity.

Overview of the Foreign Language Sections in the Matriculation Exam in Poland and the University Entrance Exam in Türkiye

This paper highlights the contrasting approaches to foreign language assessment in high-stakes examinations for university education in Poland and Türkiye, focusing on content, task types, and language skills. In Poland, language acquisition is seen as a tool for effective communication, while in Türkiye, it is often perceived as rote memorization of grammar and vocabulary. This difference in mindset is influenced by prevailing assessment practices, where Türkiye’s evaluation methods prioritize memorization, leading to a diminished emphasis on communication and practical language use. This disparity is reflected in the EF English Proficiency Index, with Poland ranking high and Türkiye ranking low in language proficiency. Neglected language skills, such as speaking and listening, further exacerbate the issue. Despite discussions on transforming assessment practices for decades, Türkiye has made little progress. The practicality of multiple-choice-based tests in Türkiye is noted, but their limitations in testing language skills comprehensively are acknowledged.

Business Process Management education in Poland: A manifesto for academic teaching

This paper critically assesses Business Process Management (BPM) education in Poland and provides evidence-based recommendations for improvement. Through a survey of 44 BPM educators, the study evaluates BPM lifecycle coverage, IT tool utilization, and incorporation of the Six Core Elements of BPM. The findings reveal a focus on process modeling and analysis, identifying gaps in the way the entire BPM lifecycle is addressed. Despite the utilization of various IT tools, there is a notable absence of coverage for emerging topics such as process mining, AI, and Robotic Process Automation. Only 12% of courses cover all Six Core Elements of BPM, and there is a critical gap in student education, which is the underrepresentation of the People and Culture elements. The paper concludes with a manifesto for greater alignment between academic education and industry needs through comprehensive BPM curricula, dedicated software tools, and more robust coverage of the strategic and governance aspects of BPM. This will bridge the gap between academic education and real-world BPM applications, so that graduates can be better prepared for the challenges of the modern business landscape, which can enhance the quality and effectiveness of BPM education, thereby aligning it with the evolving demands of the business environment and contributing to the growth and competitiveness of organizations in Poland.

Non-Pedagogical School Personnel as Agents in the Functional Assessment of Students with Disabilities and Special Educational Needs

Functional assessment, as opposed to classical psycho-pedagogical diagnosis, has been playing a significant role in the new model of inclusive education in Poland, launched by the Ministry of Education in 2020. It is a multispecialty process of collecting data about the child or youth’s functioning in order to design an adequate support plan in the ecological niche of the young person’s school. While the specialist role is well described in this process, subject teachers’ and parents’ roles are still being discussed. Little is known about the possibility of playing an active role in this process by the school’s non-pedagogical personnel. The paper aims to explore this role, which was done in a focus group research. The results are promising: they show a high level of non-pedagogical personnel observation awareness of the children’s functioning and their readiness to learn more about the nature of children’s needs and play a more active role in the functional assessment process.

Optimising Religious Education in Poland in the Age of Secularisation

The dynamic secularisation of Polish young people and the fact that many of them are opt­ing out of religious classes prompts a critical analysis of the current model of Religious Education and the development of proposals that respond to contemporary socio-cultural challenges. In others words this article will seek to outline potential directions for modifying the current Religious Education model intended for secondary school students in Poland. This paper attempts to provide a synthetic answer to the following questions: Why is Religious Education in secondary schools today not leading to the expected results? What elements of it are inadequate for contemporary conditions? What should the model of Religious Education for young people look like in the context of a decline in religiousness? Where and how should catechesis be provided? This paper contributes to the discussion on the shape of Religious Education for young people in a changing society.

Edukacja domowa w okresie Polskiej Rzeczypospolitej Ludowej – przypadek odnaleziony

Introduction: The article concerns home education in the People’s Republic of Poland which was cultivated by Danuta and Bartłomiej Maria Boba. They did not send their five children to school in the years 1952–1981; despite the ban, they educated them on their own. Research Aim: The aim of the study was to fill an existing gap in the knowledge about the story of home education in Poland after the Second World War. So far, there have been no known examples of homeschooling in the socialist times. It was thought that it did not take place at all and only started to emerge after the political changes. Method: The study is of a qualitative nature; it was conducted using the narrative interview method. The resulting material was subjected to analysis and interpretation. Additionally, document examination was used. Results: Despite the government’s efforts to force all citizens into participation in the education system controlled by the state, there was a case of homeschooling in Poland. The reconstruction of the Boba family’s experience gives knowledge of the motivation to raise children away from the influence of school, as well as on the methods and effects of teaching off school. It brings knowledge of the values the family attached to home education and provides a proof of determination of the parents who stood firmly in their commitment despite repressions against them. Conclusions: The case retrieved is isolated. The hardships suffered by the Boba family did not contribute to any legal changes, nor did they affect other families’ fates. Their fight against the communist regime complements the image of home education known so far and enables a better understanding of it. It shows how important it can be for parents to raise children in line with their own conscience. Freedom, reconstructed in previous studies as a core value attributed to home education both nowadays and in the distant past, turned out to be the core value in this case as well. The Boba family education is a historical link between tradition and the present day of Polish homeschooling.

Modele nauczania religii w wybranych krajach Europy inspiracją dla odnowy polskiej edukacji religijnej

Aim: The aim of the analyses conducted in this article is to search for a new vision of religious education in Poland, which would constitute a response to the contemporary secularization of youth. This search is inspired by models of religious education in selected European countries with similar religious and social conditions to Poland. Methods: The main method, which constitutes the axis of the search, is the comparative method. Thanks to it, not only the concepts of religious education in Italy, Malta and Croatia were compared, but also those elements which would be worth implementing in Poland were pointed out. Results: A synthetic presentation of the system of religious education in Italy, Croatia and Malta shows how these countries respond to the contemporary secularisation of the young generation and makes it possible to distinguish elements that can provide inspiration for the process of renewing religious education in Poland. Conclusion: The proposals for the renewal of religious education in Poland developed in this article appear to be relevant to contemporary socio-cultural changes, especially the secularisation that is staggering. Oryginality: The subject matter under analysis is original and is intended by the author to be a voice in the discussion on the new concept of religious education in Poland. This is because it is worth drawing on the experience of other countries that have been experiencing secularisation processes for many years. Keywords: Religious Education in Poland, secularization, models of religious education, Poland, Malta, Italy, Croatia, catechesis.

The contagious effect of bullying knowledge hiding: exploring the role of job stress and power values

PurposeBullying knowledge hiding has been recently identified as a manifestation of knowledge hiding behavior. As a relatively new concept, it is still underexplored. Previous research has focused on the antecedents of bullying hiding. However, there is a lack of research on the negative consequences that bullying hiding may have on employees. This study aims to uncover the effects of supervisor bullying hiding on employees knowledge behavior. The study also aims to examine the moderating effect of power values and the mediating effect of job stress.Design/methodology/approachData were gathered in two waves from 444 employees with higher education in Poland. Data collection was conducted in July and August 2022. A general linear model mediation analysis with jamovi Advanced Mediation Models software was used to examine the hypotheses.FindingsThe results indicate that bullying knowledge hiding by supervisors triggers subordinates’ job stress and aggression in the form of bullying knowledge hiding toward co-workers. Contrary to expectations, job stress does not mediate the relationship between supervisor bullying hiding and subordinate bullying hiding toward co-workers. Power-dominance values, contrary to power-resources values, moderate the above relationship.Practical implicationsAs bullying hiding has significant potential to spread among organizational members, managers seeking to reduce it should check the personal values of job applicants and employees.Originality/valueBased on the behavioral contagion and frustration–aggression–displacement theories, to the best of the author’s knowledge, this study is the first to investigate the relationships between supervisor bullying hiding, job stress, power values and subordinate bullying hiding toward co-workers.

Problems and Prospects of Adaptation of Ukrainian Pupils to Education in Vocational and Technical Schools in Poland: Implications for Practice

The article deals with the problem of adaptation to education/continuation of education of vocational education applicants from Ukraine, who were forced to leave the country due to the full-scale Russian aggression, in vocational schools in Poland. The research is focused on a comparative analysis (quantitative and qualitative) of the features of the system of professional training of skilled workers in Ukraine with the system of industrial education in Poland according to a specially developed methodology. The common and different points of the mentioned process are revealed. Based on the results of the study, corrective actions were created in the form of separate recommendations for their adaptation to the educational process in Polish vocational schools and socio-psychological support both at the level of the individual and at the level of interpersonal interaction, which will contribute to their successful entry into the labour market in Poland.

Uchodźstwo jako wyzwanie edukacji międzykulturowej

The article presents the author’s concept of the continuum of intercultural relations referred to the cultural differences concerning refugees. This concept is based on the distinguishing of four stages of relationships: narrowly understood tolerance, cognitive interest, intercultural dialogue and cultural symbiosis. The ordering criteria used to distinguish the stages were: the sign of emotions related to the culturally Other, the sociocultural identity of the interacting individuals (especially people from the society that receives refugees), and the presence or absence of direct interaction between an individual representing the receiving society and the refugee. The concept of the continuum is presented against the background of the ideas underlying the emergence and development of the idea of intercultural education in Poland.

Assessment of early primary school students during remote education in Poland

Properly conducted assessment aims to help students build self-confidence and develop an attitude toward effective learning but it also aims to show teachers the right path to create new educational challenges for students. Assessing the youngest children is particularly difficult, especially when it is done in remote education. The aim of this article is to analyse and present the issue of verifying the knowledge and skills of students from early primary school (grades 1–3) during distance learning. The authors of the article conducted a qualitative study before the third schools’ closure in Poland due to the coronavirus pandemic. The research question asked in the article is: How were early primary students’ knowledge and skills verified in remote education? The findings focus on the specific forms and challenges in assessing the children’s work and progress, even indicating statements about the pointlessness of assessing the youngest students during remote learning. Online assessment of the pupils was problematic due to the limited computer skills of the youngest children and the need for their parents’ support. Teachers’ statements included opinions regarding the reliability of the assessment. It was recognised that the process was prone to a significant degree of cheating.

The use of visual media when teaching the skill of writing to autistic students

It is believed (Zaorska & Trajdowska, 2013) that autistic students are usually visual learners. It seems that the use of visual media and visually based teaching methods may be beneficial for such students. The aim of the present research was to discover whether visual media can be useful while teaching the skill of writing to autistic students. Furthermore, attempts were made to find out the difference between visually based approaches and non-specific ones when it comes to teaching autistic students. As far as inclusive education in Poland is concerned, the research aimed at showing its efficiency regarding the students with autism. In this paper, we would like to present the findings of our research because we believe that they may be useful for teachers who work with autistic students.