The journal Podstawy Edukacji (Fundamentals of Education) is a yearbook of socio-pedagogical thought. Published from 2008 to 2014 thanks to the efforts of the Department of General Pedagogy and Research Methodology of the Jan Długosz University in Czestochowa, from 2015 as a periodical under Wydawnictwo Naukowe im. Stanisława Podobińskiego AJD in Czestochowa (Stanisław Podobiński Scientific Publishing House of AJD in Częstochowa), and from June 1, 2018 under the name of the Stanisław Podobiński Scientific Publishing House of the Jan Długosz University of Humanities and Natural Sciences in Czestochowa. Since June 1, 2023, with the change of the university's name, the journal Fundamentals of Education has been affiliated with Jan Długosz University in Czestochowa.
Uniwersytet Jana Długosza w Częstochowie
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Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
The Practice of Intermedia Literature in Early School Education. Revealing Symbols – Exemplification
The article discusses the issue of literary education in primary school in the context of cultural change brought about by new media. The concept of intermedial plays a key role here – understood as the in-between space of art and life, encompassing both the functioning of a media society, cultural phenomena, and the individual experience of a person in a mediated world. Literary texts, especially those addressed to young readers, are increasingly characterized by narrative heterogeneity, and fit into the media competencies of contemporary children, who use a "navigational" way of reading. At the same time, the sketch emphasizes the need to develop symbolic interpretation skills, which are important in the context of losing contact with the symbolic language in the era of visual overload. An example of the practical implementation of the concept of intermedia literature in early school education is the interpretation of the book Zgubiona dusza by Olga Tokarczuk and Joanna Concejo. The symbolic nature of the work enables such early school literature practice, which through conversation and analysis of metaphors, supports the process of understanding symbols, symbolic thinking, and the language capabilities of the student. Intermedia literature also provides a space for reflection on human existence and humanity, and a way to slow down life in a world dominated by acceleration.
Copyright (c) 2025 Anna Warzocha https://creativecommons.org/licenses/by/4.0
Polish Saturday School in Medway – a local centre of Polish intangible cultural heritage in the United Kingdom
This paper discusses the Polish Saturday School in Medway – a local centre of Polish intangible cultural heritage (ICH) in the United Kingdom. The research focuses on the characteristics of the institution’s functioning, its activities in the field of promoting, sustaining and safeguarding Polish ICH, as well as examines the school’s potential and the difficulties it faces. The research material was collected through interviews with teachers and parents, as well as observation and analysis of secondary sources. The institution is a family-like community, shaped by interactions among students, teachers, and parents. The goal of the teaching process is to foster the bonds between children and young people and their homeland, while Polish ICH is perpetuated and protected through the organisation of holiday festivities, national celebrations, and cultural events. The school must address limitations in terms of infrastructure, staff, and funding, as well as varying levels of cultural identification among its pupils.
Copyright (c) 2025 Kinga Lisowska https://creativecommons.org/licenses/by/4.0
Possibilities for Supporting Students with Anxiety Disorders in the School Environment
Anxiety disorders are the most common group of mental disorders among children and adolescents, and their prevalence is steadily increasing. They may manifest as severe, complex and chronic as early as in adolescence, leading to significant difficulties in family, school, and social functioning, increasing the risk of other mental and somatic health problems. That is why it is so important for the child to receive care and appropriate support as early as possible. School is one of the most important places where the first symptoms of anxiety disorders can be noticed. Teachers, school counsellors, and psychologists are among the first to recognise the symptoms early and initiate support measures. Most commonly diagnosed anxiety disorders among children and adolescents have been presented in this article as well as some of school intervention strategies aimed at creating an optimal environment for students experiencing anxiety have been outlined. The following forms of suport are mentioned: mindfulness training, peer tutoring, preventive programmes to develop stress management skills and strengthen mental resilience, activities to foster an atmosphere of safety, appropriate preparation of teachers for the initial diagnosis of students with anxiety disorders, individualisation of the education process, and involvement of the family in the intervention process. In addition to ways of supporting students with anxiety disorders, some of the difficulties that schools may face in carrying out tasks in this area have also been identified.
Copyright (c) 2025 Beata Łukasik https://creativecommons.org/licenses/by/4.0
Cultural and social dimensions of contemporary heavy metal narratives
The article addresses the cultural and social dimensions of contemporary heavy metal narratives. It delineates the principal theoretical premises regarding the pedagogy of popular culture and the educational significance of scholarly inquiry into heavy metal within the broader framework of popular music studies undertaken both in Poland and internationally. The study employs a qualitative content analysis of song lyrics drawn from albums released between 2020 and 2025 by selected Anglo-Saxon heavy metal pioneers (Osbourne, Saxon, Girlschool, Metallica). Particular attention is devoted to the identification of thematic categories, with an emphasis on the articulation of social discourses in the artists’ oeuvre. Furthermore, selected aspects of the biographies of two deceased figures of the heavy metal canon, Ian “Lemmy” Kilmister and John “Ozzy” Osbourne, are examined in the context of mythologizing processes and the construction of cultural narratives.
Copyright (c) 2025 Jakub Kosek https://creativecommons.org/licenses/by/4.0
Creative Ethnography:On Its Necessity, Challenges, and the ‘Agony of Writing’ in the Audit Culture
The aim of this article is to recapitulate the process through which creative ethnography has taken shape—an academic variant of non-fiction that employs techniques drawn from literary fiction. The debate surrounding “writing culture” gave rise to experiments in ethnographic writing, an openness to storytelling, an appreciation of anthropological poetics, the development of autoethnographic forms of expression, a rethinking of the category of fiction, and a renewed understanding of the relationship between fieldwork and textual work. The author highlights both the benefits and risks inherent in these processes, suggesting that the absence of university-level training in creative ethnography often leads to personal disappointments and raises questions about the comfort of text production, in both professional and psychological terms
Copyright (c) 2025 Waldemar Kuligowski https://creativecommons.org/licenses/by/4.0
Education in the Age of Artificial Intelligence.Conclusions from Sweden’s Decision for Pedagogy and the Design of Educational Environments
The decision of the Swedish government to limit digital technologies in early school education has been taken as a starting point for reflection on the design of didactics in the age of artificial intelligence. The analysis was embedded in the framework of digital pedagogy, Marian Mazur’s theory of autonomous systems, and pedagogical cybernetics. OECD data (PIAAC, PISA) and national statistics (GUS, BN) concerning basic skills and reading practices were used. A comparison of trends from 2011/12 to 2022/23 shows that in Sweden the percentage of people with very low skills remains stable (12–14%), while in Poland it reaches almost 40% in reading and mathematical reasoning and 48% in problem solving (see also Díaz et al., 2024). The results indicate that mere access to technology does not guarantee the development of competences and, with a weaker foundation, may deepen inequalities. The conclusions emphasize the need for sequential didactic models “offline-first, AI-assisted,” in which traditional practices form the foundation and artificial intelligence supports only critical and autonomous thinking.
Copyright (c) 2025 Izabela Ziębacz https://creativecommons.org/licenses/by/4.0
The Phenomenon of Stress in the Professional Work of Preschool Teachers
The article presents the results of the author’s study, the aim of which was to understand the phenomenon of stress and its determinants in the profession of preschool teachers. Quantitative research involved the diagnostic survey method and the questionnaire technique. The studied group consisted of female preschool teachers from public and non-public institutions. The findings have revealed that the respondents consider their profession stressful due to the high level of responsibility for children, demands and pressure from parents, and an excessive workload. The vast majority of women, regardless of the type of preschool, experience this phenomenon. The study has made it possible to identify the determinants of stress, namely: systemic, intra-institutional, and individual factors. The respondents reported using various coping strategies to reduce stress factors.
Copyright (c) 2025 Anna Suska-Zakaszewska, Tomasz Kloc https://creativecommons.org/licenses/by/4.0
Note-taking as a Learning Strategy for First-Year Students Majoring in Pedagogy – Pilot Study
Note-taking is an integral part of the learning strategy – taking notes involves practising concentration, developing memory skills, selecting and organising teaching material, and critically assessing information. This issue has been the subject of numerous empirical analyses; however, there remains a lack of research involving individuals who are starting their academic education and actively developing individual learning strategies at this stage. A special group is made up of people undertaking education in teaching professions, who (in theory) should become experts in the process of educating children, young people or adults. Therefore, the pilot study described in this article presents how first-year education students perceive note-taking as a personal learning strategy. The results of this study indicated that the most commonly used type of note-taking is linear notes and their variation – outline notes. Handwritten notes were preferred, although a large group also reported taking digital notes. The students overwhelmingly rated characteristics such as legibility, aesthetics, neatness, content layout, and ease of learning from their own notes positively. On the other hand, their innovative nature was rated low. Among the challenges related to note-taking, the following were mentioned: difficulties with concentration and motivation, the need to select material, the pace of classes, the manner of presenting lecture content, and the speed of note-taking required in academic classes.
Copyright (c) 2025 Katarzyna Smoter https://creativecommons.org/licenses/by/4.0
The Pedagogical Relationship – in Search of Responsibility for the Process of Changing the Face of Suffering Experience
RESEARCH OBJECTIVE: The article focuses on the issue of pedagogical relations discussed among researchers inspired by Max van Manen’s concept of ‘phenomenology of practice’. To what extent does restoring the importance of pedagogical relations in pedagogy matter in relation to reflections on changes in education and care, as well as socio-cultural change? Reflect on this issue from the perspective of pedagogical seeing or pedagogical community. PROBLEM AND RESEARCH METHODS: The research method used in this work is content analysis (Babbie, 2008, pp.168-169). Publications in which concepts such as ‘pedagogical seeing’, ‘pedagogical community’ and the issue of moral disquiet, closely related to the pedagogical relationship, are brought to the fore, will play a special role in the presented issue. PROCESS OF REASONING The main part of the issue developed in the article concerns suffering, fragility, otherness and the place for the pedagogical relationship in the reflection developed by researchers such as Max van Manen, and in particular Tone Saevi and her colleagues, including Andrew Foran, Tone Eikland. The beginning of building a pedagogical relationship is the awareness of one’s own ‘incompleteness,’ lack of perfection, and constant journey towards maturity. It is the ability to distinguish between what is pedagogical and what is non-pedagogical. The profound meaning of change, which can be sourced from the pedagogical relationship, will be revealed in the process of discovering the meaning of the experience of fragility or disability in the relationship between the caregiver and the care recipient. RESULTS OF SCIENTIFIC ANALYSIS: Understanding otherness and suffering is a process of deepening the capacity for pedagogical seeing. Pedagogical seeing is an embodied perception of people and situations that somehow reveal not only what we see, but how we see. This is important, especially when the gaze of a teacher or carer, intentionally or not, tells the student something meaningful about how their uniqueness, otherness, or weakness is seen. A guardian of change is someone who preserves the personal experience of a person’s fragility and suffering. They reflect on the human experience of fragility and suffering, which is part of our existence, and make it a significant dimension of human maturity and the foundation for community building. CONCLUSION: this pedagogical relationship is the source of individual and social change, and above all, change in care and education. We need a pedagogical seeing, which is guarded by the ability to experience and understand moral disquiet and concern for the presence of trust in interpersonal and social relationships.
Copyright (c) 2025 Marta Krupska https://creativecommons.org/licenses/by/4.0
Culturality as a Field of Educational Research: Insights from Higher Education
This article examines the concept of culturality within the academic context, providing a semantic reconstruction of the notion informed by Anna Jawor’s (2023) cultural studies perspective. Empirically, it draws on focus group interviews with university faculty, aimed at understanding how participants interpret their experiences of academic culturality and how these interpretations shape educational interactions. Using a constructivist grounded theory, seven dimensions of academic culturality were identified. The study highlights the heuristic value of culturality for educational research and underscores the need for further systematic inquiry.
Copyright (c) 2025 Hanna Kędzierska, Alicja Lisiecka https://creativecommons.org/licenses/by/4.0
The Educational Potential of Participation in the Odyssey of the Mind Program in Supporting the Development of Selected 21st-Century Competencies
This article combines theoretical reflections with fragment of preliminary research focused on exploring the educational potential of participation in the Odyssey of the Mind program in fostering selected key competencies among early school-aged students. The research question addressed the specific ways in which selected competencies can be supported by this process. The study examined and integrated two theoretical frameworks: the 4C and the Social Emotional Learning (CASEL) models. The research sample included children from three countries (Poland, China, and the United States). Data were collected through participant observation. Findings indicate that the program offers opportunities for children’s competencies development through program-based activities and initiated by children and teachers. The study recommends integrating similar programs in formal education and conducting further longitudinal research based on triangulation.
Copyright (c) 2025 Klaudia Nowak https://creativecommons.org/licenses/by/4.0
Self-Care Learning of Educators in the Thriving Workplaces – Examples from Australia
In this article self-care learning of educators is analyzed through the lens of thriving workplaces —arenas shaped by Australian factors to enact educational change through overcoming arising problems. This article puts into consideration the features of Australian strategies for thriving workplaces. There are presented Australian ways of supporting others and self-care learning of educators. The document-based method was selected because governmental publications and official statements offer invaluable insights into the social reality that shaped educational change. In line with Wodak and Krzyżanowski (2008, p. 156), the methodology draws on micro-level themes of discourse, identifies the broader framework of educational change within self-care learning of educators and practices of thriving workplaces. The article results revealed that self-care learning of educators and their autonomy within thriving workplaces sustain new directions and opportunities in overcoming emerging problems, as „learning is the work”. There is put an emphasis on constant work on problem solving skills of educators and a zero tolerance for bullying and harassment.
Copyright (c) 2025 Arleta Suwalska https://creativecommons.org/licenses/by/4.0
Youth Culture in the Polish People’s Republic of the 1960s: The Pedagogy of Big Beat
The main topic of this article is the functioning of youth music (so-called big-beat music) in the Polish People’s Republic in the 1960s. The educational impact of the music offered was a significant context, as was the subjection to political pressure and the rules of party cultural policy. To this end, it was necessary to reconstruct the social situation and historical specificity in relation to the facts described. The methods employed included analysis of song lyrics, analysis of selected aspects of cultural policy, and examination of historical processes influencing youth culture.
Copyright (c) 2025 Mirosław Pęczak https://creativecommons.org/licenses/by/4.0
In Search of Opportunities for Development in Old Age. The case of Gerotranscendence Theory
Gerotranscendence seems to be a promising construct in research on successful/positive ageing. The gerotranscendence theory approach to ageing does not focus on the losses associated with the ageing process, but points to opportunities for harmonious living when these losses are inevitable. The theory may be attractive from the perspective of research on the education of seniors, as it shows the possibilities for development even for people who are very advanced in age and in poor health and physical condition. This article aims to present Lars Tornstam’s gerotranscendence theory from the perspective of a researcher dealing with learning in late adulthood. The text presents the main assumptions of the theory, its origins, and a brief overview of research on gerotranscendence conducted to date, including research conducted in Poland. Areas that have been the subject of debate with the author of the gerotranscendence theory have also been identified in articles published in the subject literature. The last part has been devoted to the educational and practical implications of the theory in question.
Copyright (c) 2025 Agnieszka Kozerska https://creativecommons.org/licenses/by/4.0
Motivating Students to Learn by Primary School Teachers – in the Light of Teachers’ Narratives
Pedagogical reflection on stimulating students’ engagement in learning has evolved away from traditionally oriented, behaviorist stimulation toward a more progressive, developmental approach. The aim of this article is to examine teachers’ motivational practices and to address the following research question: How do primary school teachers motivate their students to learn? The empirical material was collected through unstructured qualitative interviews. The article presents the methodological foundations of the study, the adopted understanding of the concept of motivation and existing recommendation for motivating students, followed by an analysis of the teachers’ statements in relation to this category. The findings reveal a tendency among teachers to rely primarily on extrinsic motivation, as the strategies they employ (mainly rewards, coercion, and control) function as external stimuli. The motivational practices described in their narratives cannot be considered developmental for students, nor progressive in light of contemporary pedagogical scholarship. Hence, there arises a need to expand teachers’ awareness of the consequences of such practices and to enhance their competence in adopting alternative, more constructive approaches to motivating students.
teachers’ strategies of motivating students
Copyright (c) 2025 Małgorzata Zalewska-Bujak https://creativecommons.org/licenses/by/4.0
Career success in the perception of Early Childhood Education studies graduates
In this article, we present the original study focused on the perception of professional success among graduates of the Preschool and Early Childhood Education at the Faculty of Pedagogy, University of Warsaw. The authors focused on a group of the graduates who, in the initial interview, declared that they felt professionally fulfilled – which was a key criterion for the selection of participants. Most of the respondents were active primary school teachers, but there were also some university teachers. The aim of the study was to analyse the perception of professional success among the Faculty graduates and to analyse the factors that support the process of achieving such success. The results clearly indicate that success is perceived by teachers not only through the perspective of professional achievement, but is also considered in the context of work-life balance – a full sense of fulfilment must encompass both spheres. In addition, those interviewed emphasise the significant role of support from family and loved ones as an important foundation for their professional journey. The article contributes a valuable voice to the discussion on subjective dimensions of career success among graduates of Preschool and Early Childhood Education studies.
Copyright (c) 2025 Joanna Pękala, Kamila Wichrowska https://creativecommons.org/licenses/by/4.0
High School Final Exam Blackmail as Part of Everyday School Life. Preliminary Research Report
The aim of our text was to identify the forms of pressure experienced by high school graduates in connection with the final exams in the context of everyday school life. We conducted the research using a proprietary questionnaire, which was completed by 239 first-year students of pedagogy at selected Polish universities. The collected data indicate that the phenomenon of a high school final exam pressure affected 20% of respondents. Its two main manifestations are: focusing school life in the final year around the a high school final exam and exerting pressure on students to choose a high school final exam subjects in order to maintain the school’s good image. The overall picture of the reported experiences of the final exams allowed for the identification of the highest form of pressure, i.e. the phenomenon of high school final exam blackmail, related to interference in students’ choices. The research was preliminary in nature and may, therefore, serve as a basis for a further exploration of the phenomenon of a high school final exam blackmail.
Copyright (c) 2025 Karol Motyl, Iwona Murawska https://creativecommons.org/licenses/by/4.0
What and How Does Today’s Child Read? The Voices of Third-grade Pupils from Białystok on Their Encounters with Literature, Favourite Characters, and Creative Writing
This article examines the reading preferences of third-grade pupils from Białystok, focusing on how they engage with literature, their favorite characters, and their own creative writing. The qualitative study, based on focus group interviews and rooted in childhood studies, involved 96 pupils and aimed to capture authentic reading experiences and expressions of literary creativity. The theoretical section outlines key concepts related to children’s reading development and the cultural and environmental factors shaping it, referencing prior research (e.g., Baluch, Krasoń, Leszczyński, Ungehauer-Gołąb). The empirical findings highlight the role of adults as mediators, the influence of media and technology, and the need to adapt educational practices to the realities of contemporary childhood. These insights may support teachers, librarians, and parents in fostering reading habits in children.
Copyright (c) 2025 Anna Józefowicz https://creativecommons.org/licenses/by/4.0
Accessibility of higher education institutions for students with visual impairments — reality and proposed directions for change
The aim of the study was to explore the experiences of students with visual impairments regarding the accessibility of higher education institutions (HEIs) in Poland. The research addressed the problem of structural and digital barriers that affect students’ ability to participate fully in academic life. A qualitative method was applied, using a survey with open-ended questions to gather detailed narratives from students with low vision and blindness. The thematic analysis of the responses revealed five key areas: architectural accessibility, digital and ICT inclusion, adaptation of teaching materials, systemic barriers, and student recommendations for improvement. The findings show that despite some progress, significant challenges persist, especially in terms of teaching material accessibility, university website usability, and staff preparedness. The study highlights the urgent need for inclusive policies, targeted academic support, and training for university staff to meet the complex needs of this low-incidence but high-support group.
Copyright (c) 2025 Dorota Chimicz https://creativecommons.org/licenses/by/4.0
Analysis of the Effectiveness and Long-term Effects of Educational Activities in the Field of Career Orientation for Preschool Children – Results of the EU Erasmus+ WARBEKi Pilot Project: Perception of the World of Work and Vocations as a Field of Early Childhood Education
The aim of this article is to analyse the effectiveness and long-term effects of educational activities in the field of pre-vocational orientation of preschool children and to identify pedagogical strategies conducive to the development of professional attitudes in everyday educational practice, implemented as a part of the EU Erasmus+ WARBEKi pilot project. The study was conducted using a case study approach at the Municipal Kindergarten No. 37 in Częstochowa. The methodological triangulation of qualitative methods were applied: participant observation, narrative interviews and analysis of educational documentation. The results indicate positive effects of the project activities on the development of children’s social, emotional and cognitive competences as well as on the reduction of occupational stereotypes. Based on the collected data an integrated model of career pre-orientation was developed. It incorporates: everyday teaching practices, an interdisciplinary approach and active involvement of parents and local community. The article contributes to the development of theory and practice in early childhood career guidance. It may also serve as a foundation for further research and the implementation of systemic solutions in this area.
Copyright (c) 2025 Agata Herczyk https://creativecommons.org/licenses/by/4.0
The perception of teachers and technology in national documents devoted to information and communication technologies in education
The article analyses how teachers and technology are presented in Polish policy documents concerning education. Using critical discourse analysis and corpus analysis, the authors identified three main themes: infrastructure deficiencies, insufficient digital competences of teachers, and online security threats. Teachers are portrayed as unprepared for technological challenges, requiring constant training, but at the same time remaining an essential part of the education system. The documents call for a redefinition of their role – from experts to mentors or guides in the learning process. Technology is presented as an independent force driving social and educational development, capable of solving key problems in education. However, the authors point out that this dominant discourse does not take into account the social and institutional context of the changes taking place, which leads to a simplified picture of the relationship between education and technology. The text draws attention to the lack of critical reflection on technology as a socially conditioned phenomenon – instead, it is accepted as an independent, self-sufficient force, detached from the interests and activities of specific entities.
digital education, teacher, technology, digital competences, discourse analysis
Copyright (c) 2025 Krzysztof Skonieczny, Martyna Popławska https://creativecommons.org/licenses/by/4.0
Mind Maps and Convergent Thinking of Second-Grade Students – Reports from a Pilot Study
The article discusses the use of mind maps as a tool supporting the development of convergent thinking in second-grade primary school students. The theoretical foundations of mind maps according to Tony Buzan and the results of research confirming the effectiveness of this note-taking technique are presented. Issues related to convergent thinking in the view of J.P. Guilford are also described. The effectiveness of mind maps was tested using a quasi-experiment. The study was a pilot study aimed at validating the test – a research tool. The constructed test of the level of convergent thinking took into account the indicators given by J.P. Guilford: class production, systems production, transformation production and implication production. The results showed that at the initial stage, the levels in both the experimental and control groups were low in most of the students. After a series of classes on the implementation of mind maps in the experimental group, the number of students with a medium and high level of convergent thinking increased. There were also positive developments in the production of semantic implications. These changes, although partially statistically significant, indicate the potential of this method in developing convergent thinking in students. Therefore, it is worth implementing mind maps in early school education and expanding research in this area.
Copyright (c) 2025 Ewelina Rzońca https://creativecommons.org/licenses/by/4.0
Evaluation Criteria and Levels of Formation of Aesthetic Values of College Students by Means of Musical Art
The article raises the problem of forming aesthetic values among college students and emphasises their importance in people’s lives. The urgency of the problem is due to the rapid pace of development of network technologies, in particular short, low-quality videos (Little Red Book and Tik Tok), which seriously mislead the aesthetic values of some college students. However, the quality of aesthetic values often faces a difficult evaluation environment. This article attempts to explore the evaluation standards and levels of aesthetic values formed by music among college students in the context of globalisation. The genesis of the problem of forming aesthetic values in the mixed situation of multiple cultures in China is traced. It is emphasised that the development of media leads to the erosion of their aesthetic values. Based on the analysis of the works of scholars, 4 levels of development of aesthetic values are identified: initial, fashionable, advanced and the highest level – the suspended layer. The essence of the concept of ‘evaluation’ and its relationship with such categories as standards, criteria, norms are defined. The philosophical content of the main criteria for assessing aesthetic values: truth, goodness, beauty is analysed. A system of indicators for assessing the musical and aesthetic values of college students is developed. An experimental study was conducted to identify the advantages in the development of aesthetic values of college students and the results of the analysis of such an experiment are presented. It is concluded that any evaluation standard formulated by people and used by people will be influenced by various factors.
Copyright (c) 2025 Qiuling Xiong https://creativecommons.org/licenses/by/4.0
Positioning of spoken language by Erasmus Exchange students – positivist perspective
The paper presents a study based on the notion of positioning applied to examine Erasmus Exchange students’ approach to spoken language. First, two forms of positioning are discussed as constantly co-occurring, requiring different methodologies, and being needed in the realm of education. Then, one of them, namely positivist, is selected for the study and the rationale and construction of the respective tool are outlined. It is analysed how highly the respondents’ place speech in the area of beliefs, affect, actions (observable behaviours), and thinking, and how these four facets contribute to the overall approach. The results point to their limited appreciation of spoken language, to beliefs not being reflected in actions, and to different purposes of language use being placed on a similar level of recognition. The study is to be considered to present only one “side of the coin”, as findings obtained with positivist means need to be complemented and interpreted through the prism of constructivist data, with the former grasping the students’ approach as a scalable and gradable concept, and the latter implying such a treatment whereby spoken language is a multidimensional construct not falling subject to any pre-set classifications or closed hierarchisations.
Copyright (c) 2025 Michał Daszkiewicz https://creativecommons.org/licenses/by/4.0
Lech Witkowski's ‘archaeological’ discovery of Alfred North Whitehead's vision of education for the future in philosophy
Copyright (c) 2025 Bogusław Śliwerski https://creativecommons.org/licenses/by/4.0
Copyright (c) 2024 Anna Irasiak https://creativecommons.org/licenses/by/4.0
Perception of Quality of Life Among Teachers in Poland in the Context of Preschool and Early School Pedagogy Students’ Career Choices
This study aims to investigate how perceptions of teachers’ quality of life shape the career decisions of preschool and early school pedagogy students. A biographical research methods, was employed to gain insights into this topic. The analysis and interpretation of students’ written responses provided a foundation for uncovering both objective and subjective mechanisms that future teachers use to define their well-being. The findings shed light on the specific challenges and protective factors associated with the teaching profession. Students identified family relationships as a major protective factor, while also recognizing burnout as a major risk factor. The study concludes with several recommendations, including the need to better understand the determinants of teachers’ quality of life and to address the conditions that deter young people from entering the profession. Moreover, the study points to the necessity of improving teachers’ quality of life by providing individual and institutional support.
preschool and early school pedagogy students
Copyright (c) 2025 Agnieszka Kaczor https://creativecommons.org/licenses/by/4.0