Multidisciplinary Journal of School Education

Editorial

Ewa Dybowska — 2024-12-30

Eulogy for Pawel Kaźmierczak, Esteemed Professor of the Ignatianum University in Cracow

Marcin Kazmierczak — 2024-12-30

Farewell to a Good Man

Stanisław Gałkowski — 2024-12-30

What Do Teachers Know About Student Burnout Symptoms During the COVID-19 Pandemic?

Katarzyna Tomaszek — 2024-12-30

Research Objectives and Problems: The aim of this article is to analyze the phenomenon of student burnout in the context of the COVID-19 pandemic and examine the extent to which teachers can recognize burnout symptoms in students. The study considers both teachers’ and parents’ perspectives, highlighting discrepancies in their identification of symptoms.

Research Methods: The study utilized the Perceived School Burnout (PSB) scale and the e-Learning Burnout Scale (E-SBS) to collect data from teachers, parents, and students. Statistical analysis focused on correlations between teachers’ assessments and students’ subjective experiences of burnout.

Structure of the Article: The article begins with a discussion of the theoretical foundations of school burnout and the role of teachers in identifying students’ problems. This is followed by a presentation of research methods, an analysis of results, and a discussion of the pandemic’s impact on exacerbated student burnout.

Research Findings and their Influence on Pedagogical Science: Findings reveal significant differences in how teachers and parents perceive symptoms of burnout. Teachers often fail to detect symptoms, which may delay interventions for students’ problems. The study underscores the need for better teacher education in recognizing the early signs of school burnout.

Conclusion and/or recommendations: The findings reveal the importance of introducing comprehensive training in schools to help teachers identify early signs of school burnout and intervene effectively. In light of the data, preventive measures should cover students, teachers, and parents.

Emotional and Social Competencies and Their Relationship to the Professional Competencies of Future Preschool and Early Childhood Education Teachers

Estera Twardowska-Staszek — 2024-12-30

Research objectives and problem: Preparing to become a preschool and early childhood education teacher requires five years of academic training and many years of self-education. Success in the profession is not only ensured by strong academic performance and achievement of educational goals, but also by the development of emotional and social competencies, which are closely tied to professional competence. The goal of the study was to identify the relationships between emotional intelligence, social competence, and the self-assessment of professional competence among future preschool and early childhood education teachers.

Research methods: The study utilized the Popular Questionnaire of Emotional Intelligence (PKIE) by Jaworowska, Matczak, Ciechanowicz, Stańczak, and Zalewska, the PROKOS questionnaire by Matczak and Martowska, and an in-house modified version of the Self-Assessment of Teacher Competence survey. Fifty-seven women aged 23 to 48 (mean age: 28) participated in the study.

Research findings and their impact on the development of educational sciences: The findings confirmed a significant relationship between the studied variables. Higher levels of emotional intelligence and social competence correlated with higher self-assessments of professional competence.

Conclusions and recommendations: Emotional and social competencies are strongly associated with readiness for the teaching profession in preschool and early childhood education. These results point out the need for incorporating courses on emotional and social competencies into academic training programs for pedagogical faculties.

Reflections on Education for Sustainable Development: Insights from Icelandic Preschool Teachers on Concepts, Curriculum, and Teacher Training

Shu-Nu Chang Rundgren — 2024-12-30

Research Objective: This study has two main objectives: (1) to investigate Icelandic preschool teachers’ reflections on concepts, curriculum, and teacher training related to education for sustainable development (ESD), and (2) to explore any differences in reflections between more experienced and less experienced teachers.

Research Method: Eight preschool teachers participated in this study, which involved semi-structured interviews and thematic analysis.

Structure of the Article: The article begins with an introduction discussing the importance of ESD for teachers’ pedagogical content knowledge (PCK) and teaching models. Next, it reviews previous studies on ESD in early childhood education and the concept of PCK. The method, findings, and discussion sections then follow.

A Brief Description of the Context of the Issue: Education for sustainable development (ESD) demands the involvement of multiple stakeholders, with teachers playing a key role. Despite UNESCO’s call for teacher training in ESD over a decade ago, research on teachers’ concepts, curriculum design, and related training remains limited.

Research Findings and Impact on Educational Sciences: The results indicated that teachers’ understanding of ESD was largely ecological in focus. The curriculum and teacher training were found to be critical for effective ESD. No significant difference in reflections was found between more experienced and less experienced teachers.

Conclusions and Recommendations: Both in-service and pre-service teacher training that incorporates PCK and teaching models for ESD is highly needed and recommended. Teachers require cross-curricular knowledge and teaching strategies to address the complex, multidisciplinary nature of ESD.

Motivation and Satisfaction with Choosing a Teaching Career as Perceived by Students and Teachers

Weronika Pudełko — 2024-12-30

Research Aim: The aim of the study was to identify differences in motivation for and satisfaction with choosing the teaching profession between working teachers and students preparing to become teachers.

Research Methods: The study used an original survey created by the author and a motivation questionnaire based on Deci and Ryan’s self-determination theory, adapted to the teaching profession. The questionnaire consisted of 19 items measuring three dimensions of motivation for choosing the teaching profession: autonomous motivation (intrinsic motivation, integration, and identification), controlled motivation (extrinsic motivation and introjection), and amotivation (lack of motivation). The questionnaire also included two other questions, about satisfaction with the choice of profession and the extent to which the choice of the career had been thought over. The statistical analysis was performed using TIBCO Statistica 13.3 software.

Brief Description of the Issue Context: The self-determination theory (SDT) allows for extensive research on human motivation (Liu et al., 2016). In this context, fostering the autonomy of both teachers and students has significant advantages in terms of educational outcomes compared to control-oriented strategies, i.e., those which rely more on extrinsic motivation (Deci and Ryan, 2016).

Research Results: There were no statistically significant differences in the individual dimensions of motivation between working teachers and students. Among the respondents, autonomous forms of motivation were at the highest level, controlled motivation was at a slightly lower level, and amotivation reached the lowest level. However, it was noted that as many as one third of the teachers were not satisfied with their chosen career and were thinking of changing jobs. Those studying preschool and early childhood pedagogy had higher levels of autonomous and controlled forms of motivation and lower levels of amotivation compared to female students of speech therapy.

Conclusions and Recommendations: Due to the high percentage of people thinking about changing their profession, changes are needed that could increase the sense of satisfaction among teachers. It is also worth designing behavioral interventions that could encourage behavior that supports autonomous forms of student motivation.

Professional Competence of Senior-Grade Primary School Teachers in Educating Students with Disabilities in an Inclusive Education Model

Zdzisław Kazanowski — 2024-12-30

Research Objectives and Problems: The aim of this study is to analyze teachers’ self-assessment of their professional competence in educating students with and without disabilities in grades IV–VIII of primary school. The study investigates two specific questions: (1) What differences can be observed in the self-assessment of professional competence among teachers when educating students with and without disabilities? (2) What is the relationship between the overall assessment of competence for educating students with disabilities and the assessment of specific competencies for educating students without disabilities among the surveyed teachers?

Research Methods: The data for this analysis was collected using the Questionnaire of Teacher’s Perceived Professional Competence (KPKZN). A total of 107 teachers of grades IV–VIII (the 2nd stage of primary education) participated in the study.

Structure of the Article: The article begins by introducing the concepts of competence, inclusion, and subject-specific teacher preparation for working with students with disabilities based on existing literature. It then outlines the research methods, followed by an analysis and discussion of the results.

Research Results and Their Impact on the Development of Educational Sciences: The research findings indicate that teachers’ self-assessments of most competencies, as well as their overall evaluation of competence when working with students with disabilities, are significantly lower compared to their self-assessments of competence when working with students without disabilities.

Conclusions and Recommendations: Teachers working with students with disabilities require specialized competencies—such as evaluative, psychological, substantive-methodological, innovative, and communicative skills—that enable them to effectively support and teach their students.

Teacher in Scientific Research by Bishop Zygfryd Ignacy Kowalski (1910-1995)

Władysława Szulakiewicz — 2024-12-30

Research aims and problems: The aim of this article is to present the pedeutological views of Bishop Zygfryd Ignacy Kowalski, who lived from 1910 to 1995. He studied pedagogy at Nicolaus Copernicus University in Toruń (UMK). Alongside his pastoral duties, he worked as a religion teacher in schools in Toruń, including at the Pedagogium, and later lectured in pedagogy and didactics at the Seminary for Priests in Pelplin. The main focus of this paper is Fr. Kowalski’s pedeutological thought. The article seeks to answer specific questions concerning: his pedagogical studies as a preparation for his pedagogical studies, his research on teachers in both published and unpublished works, and his research methods.

Research methods: This article employs historical research methods. In order to examine the issues outlined above, sources from the Archives of Nicolaus Copernicus University (AUMK), the Archives of the Diocese of Pelplin, as well as published texts on pedeutology, were analyzed.

Structure of the article: The article is organized around two main topics: 1. Fr. Kowalski’s pedagogical studies at UMK, which served as his foundation for scientific research. 2. His pedeutological views, which form the core of the discussion. These sections are dedicated to his academic curriculum and the essence of his pedeutological thought. The article is further structured with an introduction and concluding remarks that summarize the analysis of the sources used.

Research results and their influence on the development of pedagogical sciences: This article is a contribution to the advancement of research on the teaching profession in Poland. Using Fr. Kowalski’s writings as a case study, it shows methodological aspects of designing pedeutological research projects, analyzing results, and formulating theories based on those findings.

Conclusions and/or recommendations: The conclusions drawn from the source analysis refer to both pedagogical education and pedeutological theory. They underscore the significance of Fr. Kowalski’s research and its continuing relevance to the training of future teachers. A key contribution of his work was identifying the determinants of the teaching profession, with particular emphasis on its religious, moral, and social determinants. These aspects continue to be of relevance today.

Multidimensional Work Addiction in Upper Secondary School Teachers

Katarzyna Nowosad — 2024-12-30

Research Objectives and Problems: The aim of this research is to determine the level and structure of multidimensional work addiction among the surveyed secondary school teachers. The main research question is: What is the level and structure of multidimensional work addiction among the surveyed secondary school teachers?

Research Methods: The empirical material was collected using a diagnostic survey approach. The primary tool utilized was the Multidimensional Workaholism Questionnaire (WKOP), developed by Szpitalak (2012).

Structure of the Article: The article begins with an introduction to the research that describes the phenomenon of teachers’ work addiction and characterizes the teaching profession. The empirical section outlines the research program and methodology. This is followed by an analysis of the results, verification of the working hypotheses, and a summary.

Research Findings and Their Impact on Educational Sciences: The analysis of the research results confirmed the validity of the adopted research assumptions.

Conclusions and Recommendations: The results prove the high professional commitment of teachers, with diagnosed work addiction ranging from positive commitment and intrinsic motivation to potentially destructive effects on their health (cf. Golińska, 2008). It is essential to implement a transparent motivation system that ensures respect for teachers, supports their professional development, and provides them with a sense of agency and purpose.

Education Policy Strategies and Applications for Metaverse Environments in Teaching

Tomas Butvilas — 2024-12-30

Research Objectives and Problems: The focus of this research is the virtual learning environment, which is a priority in developing new learning strategies. The aim is to analyze the process to describe policies related to changes in learning environments. The research objectives include examining theoretical approaches to modeling virtual learning environments and highlighting the signs of change in virtual teaching/learning environments from various perspectives. The research focuses on how virtual teaching and learning environment modeling is contextualized within the evolving Lithuanian education policy. This study explores questions regarding the perception of changes in learning environments and the key trends shaping virtual learning within the framework of new education policies.

Research Methods: This study employs a combination of literature analysis and semi-structured focus group interviews to gather insights from teachers, education experts, and policymakers. The findings offer a deeper understanding of the virtual teaching and learning environment modeling process and its implications for educational policy and practice.

Structure of the Article: The paper is structured into five main sections: an introduction, a literature review, a methodology description, an analysis of the main findings, and a discussion and conclusions section. A list of references is provided at the end.

Research Findings and Their Impact on Educational Sciences: This research explores the modeling of virtual teaching and learning environments and its implementation within educational contexts. As schools navigate a rapidly evolving world, understanding and shaping virtual learning environments is crucial. The study aims to analyze the process of modeling virtual teaching and learning environments, particularly in terms of the inclusive and operationalizing context of open learning spaces, content elements, and learning styles. Through a reflexive approach, the paper investigates how modern schools are transitioning toward more organized teaching and learning services and identifies new directions in skill development, knowledge acquisition, learner networking, and value creation. The virtual teaching and learning environment is presented as a central vision for learner-centered education, promoting personalized learning, diverse learning styles, and trust-based learning cultures.

Conclusions and Recommendations: Lifelong learning emerged as a central theme across all concept maps. This cluster was not only deemed pivotal for the future of learning but also served as a unifying element for other clusters. According to experts, the anticipated shifts in learning strategies and approaches are closely tied to the notion that skills and competencies will increasingly be acquired through lifelong learning.

The Role of New Technologies in Enhancing Primary School Students’ Language Skills

Krzysztof Polok — 2024-12-30

Research objective and problems: The utilization of modern technologies into various forms for primary English language teaching and learning has progressively become standard practice worldwide, largely because the new generation of students has grown up in a digital era. It is undeniably true that technology continues to play a significant role in contemporary society. In today’s globalized world the English language holds a dominant position influencing nearly every aspect of human life, including education, politics, trade, communication and science. Consequently, the importance of teaching English as a foreign language (EFL) in schools has increased around the world. For 21^st century learners, new technologies are second nature, as children interact with them from early age. Therefore, teaching methods and techniques must be adapted to meet the actual needs of today’s learners.

Research methods: The study employed a quasi-experimental research design, which involves manipulating an independent variable, without randomly assigning participants to conditions or orders of conditions.

Structure of the article: The article begins with an introduction followed by a detailed description of the research methods and findings. It concludes with a discussion of key conclusions and research limitations.

Research findings and their influence on the development of pedagogical science: The study demonstrated incorporating various technological tools enhances the quality of instruction, fosters genuine interest in the subject matter, and encourages student creativity throughout the process of learning a second (foreign) language. Moreover, the use of technology noticeably reduces instances of classroom disruptions caused by students.

Conclusions and/or recommendations: The results clearly indicate that the introduction of new technologies in teaching and learning a new language is much more beneficial than the traditional teaching methods, as evidenced by statistical analysis.

Distance Learning as a Means of Innovative Teaching for University Students During the COVID-19 Pandemic

Beata Sufa — 2024-12-30

Research objectives and problems: The aim of the study was to investigate students’ opinions on distance education. The following research questions were posed: 1: How effective was the communication between lecturers and students? 2: What problems did students encounter during remote education? 3: What were the advantages of remote education in the opinion of students? 4: How did students assess the overall quality of remote education?

Research methods: The study employed a questionnaire developed by the researchers to gather the views of students about distance education. The questionnaire was informed by a literature review examining student attitudes toward remote learning. Based on the research questions, the questionnaire items were revised and compiled into a comprehensive item pool.

A brief description of the context of the presented issue: Distance education requires a reorganization of the teaching and learning process, particularly concerning the roles of both teachers and students. The purpose of this article is to contribute to pedagogical knowledge by discussing innovative approaches adopted at the Pedagogy Department of the National Education Commission University in Krakow during the COVID-19 pandemic.

Research findings and their influence on the development of pedagogical science: The widespread adoption of distance learning was initially fueled by the urgent need for adaptation measures during the pandemic. However, the demand for new teaching models is also a response to rapid societal shifts, increasing digitalization, and evolving student expectations. The integration of modern educational methods at the university level is becoming not only a necessity, but also a challenge that requires updating curricula to meet current needs and technological advancements.

Conclusions and/or recommendations: The findings indicate that students are receptive to modern forms of education, in which digital competences play an important role. This study, conducted during the COVID-19 pandemic, is not exhaustive; it merely serves as a starting point for further reflection and analysis. It would be interesting to carry out a similar follow-up study to compare student opinions from different time periods.

Enhancing Interaction: The Crucial Role of Eye-Tracking Technology in Assessing Children with Profound Intellectual and Multiple Disabilities in Poland

Aneta Maria Kochanowicz — 2024-12-30

The Objective of the Research: This research focuses on the pivotal role of utilizing eye-gaze assistive technology (EGAT) in diagnosing individuals with profound intellectual and multiple disabilities (PIMD). The study included six children aged 5–12 with PIMD who do not use speech. The primary aim was twofold: first, to assess and validate diagnoses (certificates) issued by Psychological and Pedagogical Counselling Centres in Poland, which traditionally do not use eye-gaze assistive technology (NEGAT); second, to identify specific exercises from the Look to Learn and eyeLearn software that facilitate the examination of various cognitive abilities. These abilities include visual-spatial skills (e.g., perception ability, visual-auditory coordination, and precision of vision), language skills (both comprehension and expression), and logical thinking (ranging from cause-effect actions to making choices among multiple elements).

Research Method:

The study employed an action research approach with methodological triangulation, including:

Analysis of medical and therapeutic documents (certificates from Psychological and Pedagogical Counselling Centres)
Participant observation (both open and structured), and
The multiple (collective) case study method.

Sessions using EGAT were developed, and exercises that could be used to verify specific skills were selected. The PCEye Mini Track & Learn tool—featuring Gaze Point & Gaze Viewer—was used in the research.

Structure of the Article: The article is organized into eight sections: introduction; a brief overview of the current diagnostic procedures in Poland; objectives; methods; results; discussion on improving access to EGAT; and conclusions.

Research Findings and their impact on the Development of Educational Sciences: The findings indicate that diagnoses provided by Psychological and Pedagogical Counselling Centres in Poland may require reconsideration. By incorporating eye-gaze assistive technology (EGAT) and re-diagnosing six children previously identified as having profound intellectual disabilities, we identified previously unrecognized abilities in speech comprehension, logical reasoning, visual-spatial skills, and learning pace. The research brings attention to the necessity for standardized tests using eye-tracking technology to assess the intellectual functioning of children with disabilities.

Conclusions and Recommendations: It is recommended that Psychological and Pedagogical Counselling Centres be equipped with EGAT to ensure more accurate diagnoses of children suspected of having profound intellectual disabilities. The study advocates discontinuing the issuance of certificates indicating profound intellectual disability and instead implementing functional assessments using EGAT.

A Three-Dimensional Account of Teacher–Student Communication: An Account and Its Application

Tomasz Zarębski — 2024-12-30

Objective of the Article: The article develops a potentially comprehensive and philosophically informed model of classroom communication – which is called three-dimensional – as well as to test its plausibility by conducting tentative empirical research.

Research Method: We draw on the hypothetico-deductive inquiry model (following Popper’s concept), according to which the research starts as a response to a problematic situation (P1) and assumes the form of a tentative theory (TT) to be tested empirically. If it is not refuted, it can be accepted as binding and its errors (EE) can be eliminated. In case it is falsified, a new problematic situation (P2) appears. The empirical part of theory testing is based on the technique of observation and the analysis of teachers’ utterances.

A Short Description of the Context of the Presented Issue: We introduce the concept of three-dimensional communication in education, which involves (1) the transmissive dimension, where the teacher provides information and students receive it; (2) the constitutive dimension, which promotes social bonds in the classroom; and (3) the interpersonal dimension, which includes individualization in communication and teaching and helps build the teacher–pupil relationship. Then, the empirical part of the article presents the model being applied in research conducted in an elementary school in the Lower Silesia region of Poland.

Research Findings: It is claimed that this model can be used as a reference for analyzing actual communication processes, which is shown by the example of the empirical part.

Conclusions and Recommendations: The plausibility test of the theory succeeded. However, questions are raised for further exploration: the normativity of such a model, its context-sensitiveness, its referring to schools with student-centered and teacher-centered education, the effectiveness of a teacher’s communication within the three dimensions (which may vary), and different teaching styles being referred to advanced three-dimensional communication between teachers and students.

Problems of Reversed Roles in the Family - Necessary Knowledge of the Teacher and Measures to Help Parentalized Students

Anna Błasiak — 2024-12-30

Research objectives (aims) and problem(s): The aim of this article is to examine the phenomenon of parentification, exploring its concept, characteristics, underlying causes, and both short-term and long-term consequences. Special attention is given to the imperative of spreading awareness of this phenomenon among educators. The research questions addressed include: What defines role reversal in families and what are its repercussions? How can teachers leverage specialized knowledge to implement support measures in schools?

Research methods: The article takes a theoretical and review-based approach, employing methods such as analysis of scientific literature and examination of existing data.

Structure of the article: The author delves into the phenomenon of parentification, beginning with an exploration of its definition and classification, while also considering the mechanisms that contribute to its occurrence. Additionally, she underscores its significance for the child’s present and future functioning, with both immediate and long-term consequences. Furthermore, the author emphasizes the necessity of diagnostic and supportive actions to be undertaken by teachers in response to this issue.

Research findings and their impact on the development of educational sciences: In this analysis, it was posited that parentification, defined as a reversal of roles within the family dynamic between parent and child, represents a complex and multifaceted process that is increasingly widespread in contemporary society. The ongoing societal shifts affecting modern families significantly contribute to the emergence of family role reversal. The article explores the current understanding of the phenomenon and highlights its practical implications for the role of teachers within the school environment.

Conclusions and/or recommendations: The article underscores the importance of enhancing teachers’ understanding of parentification and the challenges inherent in diagnosing this phenomenon. It suggests the utilization of specific projective methods for diagnosis, along with outlining potential forms of support and preventive measures that teachers can implement within the school setting.

Generational Transmission of Parenting Values: Parental Goals and Their Impact on Shaping Children's Personalities – from Baby Boomers to Millennials and Generation Alpha

Agnieszka Szymańska — 2024-12-30

Research objectives (aims) and problem(s): The study aimed to understand how parenting goals have changed across generations, with a focus on the role of mothers in shaping children’s traits. It analyzed shifts in parenting values from Baby Boomers and Generation X to Millennials and their impact on raising daughters and sons from Generation Alpha. Key issues examined included differences in parenting approaches between fathers and mothers and the evolution of parental values in response to societal changes.

Research methods: The study employed semantic analysis and Singular Value Decomposition (SVD) to investigate shifts in parenting goals. Data were collected from 402 mothers through an online research platform. Statistical methods and text analysis tools were used to identify the key personality traits valued by parents and their perception by adult daughters.

Structure of the article: The article is organized into several sections. It begins with an exploration of parenting values and their evolution across generations. It then discusses differences in raising daughters and sons, along with the influence of parental goals and cultural factors on shaping a child’s personality. The empirical section presents data analysis, while the final sections discuss the results and provide conclusions.

Research findings and their impact on the development of educational sciences: The study found shifts in parenting goals. Traditional values such as courage, often promoted by fathers, have been replaced by mothers emphasizing independence, empathy, and creativity. For sons, mothers focus on practical skills and independence, while for daughters, they prioritize strength of character. These differences reflect changing social realities and a growing awareness of gender equality.

Conclusions and/or recommendations: The study highlights the need for a holistic approach to parenting that addresses both emotional and intellectual development in children. The findings indicate that evolving parenting goals play a crucial role in shaping future generations. Further research is recommended to explore how these changes affect education and parenting, considering broader societal expectations.

Supporting a Child’s Resilience in the Context of Collaborative Partnerships Between Parents and Teachers

Ewa Dybowska — 2024-12-30

Research Objectives and Problems: The aim of this article is to analyze the factors that support and strengthen a child’s resilience from the perspective of the synergistic cooperation between supportive adults—parents and teachers. The central research question is: How can family-school partnerships support and nurture a child’s resilience?

Research Methods: This paper employs a synthetic-analytical review of relevant literature. It also reviews selected findings from previous research.

Structure of the Article: The discussion begins with a definition of resilience and a characterization of a resilient child within the school environment. It emphasizes the importance of partnerships between parents and teacher, which is expressed, among other things, through their shared commitment to strengthening the child’s resilience.

Research Findings and Their Impact on Educational Sciences: Resilience is a process that helps children to thrive in a rapidly changing world. Partnerships between the child’s significant adults—mainly parents and teachers—enhance the effectiveness in fostering resilience. A child’s resilience builds up when the adults who spend the most time with them work synergistically, rather than acting independently. The analyses presented are founded on education and family sciences. They take into account research from various cultural contexts; hence, the conclusions and findings have international relevance.

Conclusions and Recommendations: Promoting and supporting resilience is one of the key challenges of today’s educational process. Resilience enables children facing difficult situations or the pressures of disadvantage to achieve healthy development, well-being, success, and ambitious life goals. Caring, attentive and supportive adults—whether parents or teachers—must be sensitive and vigilant to prevent difficult experiences from becoming chronic, as this could undermine the process of building resilience and deplete the resources needed to maintain it. Adults in the child’s life should be responsive, observant, and, most importantly, actively present to provide consistent support and guidance.

Macrostructure and Microstructure of Janusz Korczak’s Monographic Pedagogical Work “How to Love a Child: A Child in the Family”

Bożena Sieradzka-Baziur — 2024-12-30

Research Objectives: This study seeks to deepen the understanding of the monographic pedagogical work How to Love a Child: A Child in the Family published about 100 years ago by the outstanding Polish educator Janusz Korczak. The article also seeks to propose a method for analyzing other historical scientific texts of this type.

Research Methods: The methodology used in this study is a linguistic and textological analysis of an early pedagogical text.

Structure of the Article: The article describes the research objectives, subject matter, and applied methodology. The main section provides an analysis of the macrostructure, microstructure, metatext, delimitation, coherence (both cohesion and coherence), and the functions of How to Love a Child: A Child in the Family.

Research Findings and Their Impact on Educational Sciences: The analysis demonstrates the richness of meaning and the nuanced semantics within the pedagogical text. The textological examination has uncovered thematic areas that had not previously been explored by scholars studying this work.

Conclusions: Analyzing pedagogical texts from a textological perspective allows for a better understanding of both historical and contemporary works on upbringing, care, and education.

Teaching Tools to Enhance Student Engagement in Higher Education

Habib Chamoun-Nicolas — 2024-12-30

Objectives of the research: This project aims to identify the most effective tools for increasing student engagement.

Research methods: An ad hoc questionnaire to measure the engagement capacity of teaching tools, principal component analysis (PCA), and machine learning forward regression.

Structure of the article: Introduction, methodology and results (sampling, PCA, forward regression), discussion, and conclusions.

Research findings: Active interaction and modular organization promote student engagement. A student’s inability to respond to questions about improving a subject often indicates a lack of interest. Engagement increases when previous teaching experiences have not incorporated interactive tools. Pre-class homework assignments enhance interest and make courses more practical. Tools that facilitate teacher-student interaction improve engagement, regardless of whether the teaching style is based on the teacher’s practical experience or a student-centered approach.

Conclusions and recommendations: This research identifies several factors that significantly influence student engagement, including a modular structure, active classroom participation, pre- and post-class assignments, content quality, teaching style, and interaction through discussion platforms.

Soft Skills, Mentoring and Micro-Credentials: Strategies for the New Role of 21st Century Professors as a Bridge to the Professional Success of Their University Students

María Jesús Lago Ávila — 2024-12-30

Research objectives (aims) and problem(s): The objective of this research is to evaluate the training programs aimed at developing soft skills in the context of university graduates' integration into the labor market and the digital certification tools that enable employers to identify the most suitable candidates. The study seeks to explore students' perceptions of these certified skills and their impact on their employability process.

Research methods: The research methodology was structured in stages, starting with an analysis of employers' demands regarding the soft skills required of future employees. Based on these demands, a technical conceptualization of "digital badges" was carried out, followed by an analysis of the outcomes of the training programs provided to students within the "Título de Futuro" initiative, designed to facilitate the acquisition of these skills. Data collection was conducted through surveys and interviews to assess students' perceptions of the training received, the utility of digital certifications, and their relevance to employment processes. A mixed-methods approach, combining qualitative and quantitative analysis, was used to gain a comprehensive understanding of the program's effectiveness and acceptance.

Structure of the article: The article is structured as follows: an introduction contextualizing the importance of soft skills in today's labor market; a description of the design and development process of digital certifications; an analysis of the implementation of training programs at the university; and an exploration of students' perceptions of the outcomes achieved.

Research findings and their impact on the development of educational sciences: Finally, the conclusions reflect on the program's impact and provide recommendations for future applications. The findings highlight the significance of soft skills and the tools used to certify these competencies, such as leadership, teamwork, and adaptability.

Conclusions and/or recommendations: This study contributes to the discourse on pedagogical innovation by integrating digital tools into higher education to strengthen the connection between academic training and labor market demands.

Objetivos (fines) y problema(s) de la investigación: El objetivo de esta investigación es evaluar las formaciones que llevan a la adquisición de las denominadas habilidades blandas ("soft skills") en el contexto de la incorporación de los universitarios al mercado laboral y las herramientas de certificación digital que permiten a los empleadores identificar a los candidatos más idóneos. Se busca explorar la percepción de los estudiantes sobre estas habilidades certificadas y sobre su impacto en su proceso de inserción laboral.

Métodos de investigación: El método de investigación se ha organizado por etapas comenzando por el análisis de las demandas de los empleadores sobre las habilidades blandas de los futuros trabajadores. Una vez conocidas las demandas se realizó una conceptualización técnica de las "badges digitales" y se analizaron los resultados de los programas formativos impartidos a los estudiantes dentro del programa “Título de Futuro” para la adquisición de habilidades. La recopilación de datos se realizó mediante encuestas y entrevistas. Se evaluó la percepción de los estudiantes sobre la formación recibida y su utilidad para la inserción laboral y la utilidad de las certificaciones digitales. Se utilizó un enfoque cualitativo y cuantitativo para analizar los datos recolectados, con el fin de obtener una visión completa de la efectividad y aceptación del programa.

Estructura del artículo: La estructura del artículo se organiza en una introducción que muestra la contextualización de la importancia de las habilidades blandas en el mercado laboral actual, una descripción del proceso de diseño y elaboración de las certificaciones digitales; un análisis de la implementación de los programas formativos en la universidad y la percepción estudiantil de los resultados obtenidos.

Resultados de la investigación y su impacto en el desarrollo de las ciencias de la educación: Finalmente se han elaborado unas conclusiones reflexionando sobre el impacto del programa y recomendaciones para futuras aplicaciones. Los resultados evidencian la relevancia de las habilidades blanda y de las herramientas que certifican estas habilidades como liderazgo, trabajo en equipo y adaptabilidad.

Conclusiones y/o recomendaciones: Este estudio aporta un análisis sobre la innovación pedagógica al integrar herramientas digitales en la educación superior para fortalecer la conexión entre la formación académica y las demandas del mercado laboral.

The Role of a University Teacher in Activating the Socially Marginalized Group of Retired Prison Service Officers

Magdalena Urlińska-Berens — 2024-12-30

Research objectives (aims) and problem(s): The purpose of the study is to examine the role of university teachers in the education and activation of individuals in middle and late adulthood who belong to a socially marginalized group.

Research methods: Data were collected during the educational project “Academy RetroC@fe,” implemented from 2020 to 2024 at Ignatianum University in Krakow. Qualitative research was conducted with a group of 38 retired Prison Service officers affiliated with the National Union of Prison Service Retirees (KZEIRSW). The participants, aged 46 to 82, were engaged in educational activities. Empirical data were gathered using narrative interviews, group interviews, and e-documents produced as part of the workshops.

Structure of the article: This study focuses on issues related to the role of university teachers in the educational activation of retired prison officers belonging to a socially marginalized group. The research considers the backdrop of the COVID-19 pandemic, treated as a category of a “difficult situation.” The competencies of university teachers, which are key in working with adults, are described. Additionally, the study brings attention to innovative educational activities designed to support the development of adult learners in socially marginalized groups.

Research findings and their impact on the development of educational sciences: Learning in middle and late adulthood occurs without coercion. Activating and encouraging individuals to pursue educational efforts in later phases of life helps them adapt to a changing social world. It promotes positive aging patterns in which education enriches life experiences. The university teacher is instrumental in this process. Their competencies, along with their understanding and definition of their social role, greatly impact the educational path of individuals in middle and late adulthood.

Conclusions and/or recommendations: Educational activities for retired Prison Service officers broaden their horizons and equip them with key knowledge and skills that help them adapt to a dynamically evolving reality. By creating virtual learning spaces, university teachers, in effect, contribute to the individual development of retired prison officers and build their social capital—both by bridging and bonding social networks.

Debate as a Tool for Fostering Critical Thinking in History Teaching

Eduardo Baura García — 2024-12-30

Research objectives (aims) and problem(s): This article analyses how critical thinking can be developed in History teaching using the didactic tool of classroom debate. The article has three objectives: to explain why classroom debate is an ideal tool to use in any area of knowledge in Higher Education; to provide university lecturers with useful and practical pedagogical guidelines when designing and carrying out this methodology; and to analyse the impact of this methodology on the promotion of critical thinking in university students by means of a practice carried out in the classroom.

Research methods: The methodology consisted of carrying out a debate within the subject of Keys to Contemporary History, in the second year of the University Degrees in Education, in which students could develop their critical thinking skills. To measure the results, a quantitative methodology was followed using a self-perception questionnaire based on Likert scales (with values between 1 and 5). The quantitative data collected (n = 18 students) were analyzed with a simple statistical exploration. In order to validate the instrument, the questionnaire was submitted to an inter-judge panel selected on the basis of expertise in the field of knowledge. These experts gave their opinion on its intelligibility, appropriateness and relevance, and provided qualitative suggestions for improvement. The tool was adjusted following their observations and comments.

Structure of the article: The article has eight parts. In the first, an introduction to the article is given. The second part explains the objectives of the article. The third part is a theoretical framework in which the scientific evidence on the development of critical thinking in university degrees and the effectiveness of debate as a didactic tool to promote critical thinking are analyzed. The fourth part summarizes practical guidelines for designing a debate whose main objective is the development of critical thinking. The fifth part details the structure and content of the debate practiced by students in the Keys to Contemporary History course. The sixth and seventh parts explain respectively the methodology used and the results of the debate. The article ends with an eighth and final part devoted to conclusions.

Research findings and their impact on the development of educational sciences: The main conclusion is that critical thinking plays a fundamental role in the training of future graduates.

Conclusions and/or recommendations: In the light of the results obtained in this contribution, the model of work in university classrooms based on the methodology of debate seems to be suitable for its development, especially in the following areas: in the review, evaluation and improvement of the quality of one's own ideas and arguments; in the reflection on one's own thoughts to guide action; in the analysis and identification of relevant information and its use for decision-making; and in the confrontation of the problems posed with a more reflective and open perspective. Moreover, as reflected in the questionnaire, overall satisfaction with the teaching innovation was very high among students.

Objetivos (fines) y problema(s) de la investigación: El presente artículo analiza cómo puede trabajarse el pensamiento crítico en el área de la didáctica de la Historia utilizando la herramienta didáctica del debate en el aula. El artículo tiene tres objetivos: explicar por qué el debate en el aula es una herramienta idónea para utilizar en cualquier área de conocimiento en la Educación Superior; proporcionar a los profesores universitarios orientaciones pedagógicas útiles y prácticas a la hora de diseñar y llevar a cabo esta metodología; y analizar el impacto de esta metodología en el fomento del pensamiento crítico en el alumnado universitario por medio de una práctica realizada en el aula.

Métodos de investigación: La metodología ha consistido en realizar un debate dentro de la asignatura de Claves de Historia Contemporánea, en el 2º curso de los Grados de Educación, en el que los alumnos pudieran desarrollar su pensamiento crítico. Para medir los resultados, se ha seguido una metodología cuantitativa mediante un cuestionario diseñado de autopercepción basado en escalas Likert (con valores comprendidos entre 1 y 5). Los datos cuantitativos recogidos (n = 18 estudiantes) se han analizado con una exploración estadística sencilla. Para proceder a la validación del instrumento, el cuestionario se sometió a un panel interjueces seleccionado en base al criterio de especialización en el campo de conocimiento. Estos expertos se pronunciaron acerca de su inteligibilidad, adecuación y relevancia, y aportaron sugerencias cualitativas para su mejora. La herramienta fue ajustada siguiendo sus observaciones y comentarios.

Estructura del artículo: El artículo tiene ocho epígrafes. En el primero, se realiza una introducción al artículo. En el segundo se explican los objetivos del artículo. El tercer epígrafe es un marco teórico en el que se analiza la evidencia científica en torno al desarrollo del pensamiento crítico en los grados universitarios y a la eficacia del debate como herramienta didáctica para fomentar dicho pensamiento crítico. En el cuarto epígrafe se resumen unas orientaciones prácticas a la hora de diseñar un debate cuyo objetivo fundamental sea el desarrollo del pensamiento crítico. En el quinto apartado se detalla la estructura y el contenido del debate practicado por los alumnos en la asignatura de Claves de Historia Contemporánea. El sexto y el séptimo apartados detallan respectivamente la metodología empleada y los resultados del debate. El artículo se cierra con un octavo y último apartado dedicado a las conclusiones.

Resultados de la investigación y su impacto en el desarrollo de las ciencias de la educación: El pensamiento crítico desempeña un papel fundamental en la formación de los futuros egresados.

Conclusiones y/o recomendaciones: A la luz de los resultados obtenidos en esta contribución, el modelo de trabajo en las aulas universitarias basado en la metodología del debate parece ser adecuado para su desarrollo, especialmente en las siguientes áreas: en la revisión, evaluación y mejora de la calidad de las propias ideas y argumentos; en la reflexión sobre los propios pensamientos para orientar la acción; en el análisis e identificación de información relevante y su utilización para la toma de decisiones; y en la confrontación de los problemas planteados con una perspectiva más reflexiva y abierta. Además, según se refleja en el cuestionario, la satisfacción global de la innovación didáctica fue muy elevada entre el alumnado.

Student Engagement, Life Satisfaction, and Academic Burnout Among Polish Tertiary Students: A Mixed-Methods Analysis

Arkadiusz Pietluch — 2024-12-30

Objective of the study: Given the scarcity of research in this area, the present study was carried out to examine the relationship between student engagement, life satisfaction, and academic burnout in the Polish academic setting. Additionally, a qualitative analysis was conducted to explore the factors that sustain student engagement.

Research method: This study uses both quantitative and qualitative methodologies. In Phase 1, Spearman’s rank correlation coefficient was used to analyze the relationship between the primary variables. In Phase 2, inductive thematic analysis was applied to qualitative data collected from seven respondents.

A short description of the context of the issue: Over the past two decades, educational researchers have become increasingly interested in the impact of positive factors on various aspects of human functioning (Dewaele et al., 2019). Despite extensive research in the area, it transpires that the nature of the relationship between some variables remains somewhat underexplored, including the interplay between student engagement, life satisfaction, and academic burnout. This study addresses this gap in the literature and delves into the factors that enhance student engagement within the Polish academic environment.

Research findings: The study identified a strong, negative correlation between levels of life satisfaction and several dimensions of academic burnout, including lack of engagement (-0.355) and fatigue (-0.454). The findings indicate that students who are content with their lives are significantly more likely to report higher academic engagement and are less susceptible to experiencing burnout. The qualitative analysis revealed three main sources of sustained engagement: a growing sense of personal agency, teacher approachability, and peer support.

Conclusions and recommendations: Given that the majority of participants reported difficulty in balancing their academic and personal responsibilities, it is recommended that academic curricula should be structured to facilitate a healthy balance between these domains. As this study shows that higher life satisfaction promotes student engagement, well-balanced curricula could not only contribute to higher life satisfaction among the active student population but also positively impact their academic involvement.

Exploring the Prevalence and Awareness of Dyscalculia Among Grade 10 Learners: A Case Study

Carlit Casey Tibane — 2024-12-30

Research Objectives and Problem(s): This study explores the prevalence and awareness of dyscalculia—a learning disability that impairs individuals’ ability to comprehend and engage with mathematical concepts—among Grade 10 learners in two secondary schools in Soshanguve, South Africa. The research aims to determine the prevalence of dyscalculia in this population and assess the level of awareness among Grade 10 mathematics teachers regarding the identification and support of dyscalculic learners.

Research Methods: Research design incorporates both quantitative and qualitative methodologies, including standardized tests, focus group interviews, and questionnaires.

Structure of the Article: The study is framed by the Integrated Cognitive-Socio-Inclusive Model, which combines elements from cognitive neuropsychology, socio-cultural theory, and inclusive education to provide a comprehensive understanding of dyscalculia.

Research findings and their Impact on the Development of Educational Sciences: The findings reveal a concerning prevalence of below-average mathematical skills among Grade 10 learners and highlight the need for targeted interventions. They also underscore the importance of raising teacher awareness to better identify and support learners with dyscalculia.

Conclusions and/or Recommendations: This study contributes valuable insights into dyscalculia in the South African educational context. It advocates for data-informed policy decisions and enhanced teacher training to create a more inclusive learning environment.

Sex Education and Adolescent Sexual Behavior. Analysis of Historical and Contemporary Data

Marek Babik — 2024-12-30

Research objectives and problems: The article focuses on the issue of students’ sexual activity. The aim is to describe the initiation of sexual intercourse by adolescents (people aged 19 and under). Two main research problems are posed: What changes in the issue of adolescent sexual initiation can be observed by comparing the results of survey data from the early 20th century with the results of surveys from the early 21st century? Do survey data on adolescent sexual initiation correlate with statistics from the Central Statistical Office on the number of teenage pregnancies?

Research methods: The study is based on a comparative analysis of a wide range of scientific publications, reports and statistical data on adolescent sexual behavior over the years. Survey data from the late 19th century to the present are analyzed, which makes it possible to track long-term trends and identify significant changes in youth behavior.

Structure of the article:

Introduction
Evolving Perceptions of Youth Sexuality
Review of the Results of Survey Research on Adolescent Sexual Initiation (1898-2019)
Age of sexual initiation
From initiation to parenthood - teenage pregnancy statistics in light of CSO statistics
Test results

Research findings and their impact on the development of educational sciences: The results of the study show that since the beginning of the 20th century, there have been significant changes in the sexual initiation of adolescents. The age of sexual initiation for boys at the beginning of the 20th century was higher than at its end, and since the 1970s there has been a steady increase in the number of girls engaging in sexual intercourse before the age of majority. Despite the increase in sexual activity, the number of teenage pregnancies has been steadily decreasing since 2004, suggesting the positive impact of sexual education, greater awareness and responsibility regarding the consequences of sexual intercourse. The findings also indicate that socio-behavioral changes have a substantial impact on adolescent behavior, which should be taken into account when creating educational and health policies.

Conclusions and/or recommendations: Further research is needed to more fully understand the impact of these changes and to develop effective strategies to protect young people from early motherhood and its health and social consequences.

The report on the “Congress on Rhetoric: Rhetoric - Education - Innovation,” Warsaw, April 17-19, 2024

Anna Bendrat — 2024-12-30