Multidisciplinary Journal of School Education

Editorial

Carmen Parra Rodríguez — Fri, 27 Jun 2025 00:00:00 +0000

Pedagogical discourse on educational management in wartime: The Ukrainian case

Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s):The aim of this article is to present the theoretical foundations of educational management during wartime and to share the results of research on various aspects of school leadership in Ukraine. It focuses on practices necessary to sustain the educational process under wartime conditions, particularly in support of internally displaced students (war refugees).

Research methods: A survey was conducted using a questionnaire developed by the author, targeting principals from various types of schools in western Ukraine. The study also involved an analysis of contemporary literature on school management in crisis situations, especially during armed conflict. The findings were organized into tables and visualized in graphs.

Process of argumentation: Since the onset of the Russian invasion of Ukraine, a significant number of families with children have been displaced from the eastern and southern regions to the west. School principals faced numerous new challenges in the following areas: ensuring the safety and well-being of students and staff, integrating internally displaced students into new school environments, delivering education in hybrid formats (in-person and remote), providing psychological and pedagogical support, and ensuring stress resilience in educational communities. These conditions have created a pressing need for research and pedagogical discourse on educational management in times of war.

Research findings and their impact on the development of educational sciences: The study indicates that schools in western Ukraine have successfully adapted to working under wartime conditions. Principals implemented changes to protect students and staff and have met the integration needs of children traumatized by war.

Conclusions and/or recommendations: The research shows the changes introduced in the management of Ukrainian schools to ensure educational continuity during wartime. Under crisis conditions, key recommendations include maintaining stable funding for educational institutions, ensuring clear and effective communication, and promoting innovation in online learning platforms.

Teachers’ and principals’ experiences with assessing Ukrainian students in Polish schools

Agnieszka Koterwas, Edyta Nowosielska — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The purpose of this article is to describe the experiences and strategies adopted by teachers and principals in response to the challenge of evaluating Ukrainian students. The research questions are as follows: What difficulties and obstacles do school teachers face in the process of assessing Ukrainian students? What strategies have teachers developed for evaluating these students?

Research methods: Data were collected through in-depth semi-structured interviews with teachers and principals from schools enrolling students from Ukraine. A total of 10 interviews were conducted.

Process of argumentation: The article discusses the legal aspects relevant to the research topic, dominant approaches to grading in Polish didactics (objectivist and constructivist), and a review of current research in this area. It also outlines the methodological assumptions and presents the findings according to the research questions.

Research findings and their impact on the development of educational sciences: The main challenges in grading Ukrainian students included a lack of systemic support, language barriers, the absence of preparatory departments, the limited effectiveness of mixed-class instruction, and the short duration of Ukrainian students’ education in Polish schools. Strategies adopted by teachers included modifying or adjusting grading criteria and applying a “profit or loss” calculus—choosing to promote or not promote a student—often justified as being “in the best interest of the child.”

Conclusions and/or recommendations: The strategies employed by teachers expose the inefficiency of the current grading system. The sole function of assessment has become the decision to promote students to the next grade. Ukrainian students, by virtue of their extraordinary circumstances, have in some ways contributed to exposing the overemphasis on grades in the Polish educational system. We underscore the need to move away from traditional grading toward more inclusive, student-centered approaches that take cultural context into account.

Educational and career aspirations of secondary school students in Poland and Ukraine

Danuta Wosik-Kawala, Teresa Zubrzycka-Maciąg — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives and problems: The aim of this research was to identify the educational and career aspirations of secondary school students in Poland and Ukraine. The research problem was formulated as follows: What are the educational and career aspirations of the Polish and Ukrainian students participating in the study, and are there any differences between the two groups in this regard?

Research methods: A quantitative research approach was applied, using the diagnostic survey method with a questionnaire technique. The participants were selected using a snowball sampling method, also known as chain sampling.

Process of argumentation: The paper begins with an introduction discussing the significance of educational and career aspirations in the lives of young people. The theoretical section defines the concept of aspirations and outlines the factors that influence their development. This is followed by a description of the methodology used in the author’s study, including a profile of the research sample. The empirical section presents the study’s findings, and the paper concludes with a summary of conclusions and recommendations.

Research findings and their impact on the development of educational sciences: The research was carried out between January 2022 and May 2023 in Poland (in the Wielkopolskie, Mazowieckie, and Lubelskie provinces) and Ukraine (in the Ternopil and Lviv provinces). The study sample included three groups of students (948 individuals): one group of secondary school students from Poland and two groups from Ukraine (equivalent to secondary education), surveyed both before and during the war. The findings revealed both similarities and differences in the educational aspirations of the participating adolescents. These results may serve as an inspiration for further research into the career trajectories of future generations and as the foundation for designing educational programs intended to support the development of young people’s aspirations.

Conclusions and/or recommendations: Assisting adolescents in identifying and developing their educational and career aspirations has been one of the key challenges of secondary education. Teachers’ professional efforts in this respect should aim at expanding young people’s horizons and equipping them with key knowledge and skills needed to plan their future careers and adapt to a rapidly changing labor market. Educational activities should therefore be designed to help students recognize their individual aptitudes, understand the specifics of various professions, and become aware of labor market demands.

The special role of education in the development of intercultural competences - comparative analysis of the results of interviews with students from different European countries

Fri, 27 Jun 2025 00:00:00 +0000

Research objectives and problem(s): This article aims to describe the role of education in developing students’ intercultural competences. The research problem addresses the question: How do students perceive the importance of education (university studies) in shaping intercultural competences necessary for their future careers?

Research methods: The research methods include a literature review and an analysis of data from individual in-depth interviews conducted with students from Poland, Italy, Portugal, and Spain.

Process of argumentation: The article begins by outlining the theoretical background of intercultural education and intercultural competence. This is followed by a description of the research methods, an analysis of the interview results, and a discussion of the findings based on interviews with students from the four participating countries.

Research findings and their impact on the development of educational sciences: Higher education plays an important role in developing students’ intercultural competences and serves as the foundation for successfully preparing them to work in culturally diverse environments. Intercultural competence supports successful collaboration in teams composed of individuals from different cultural backgrounds. All interviewed students emphasized the importance of education in enhancing these competences and in preparing them for their professional futures.

Conclusions and/or recommendations: Higher education institutions bear the responsibility of preparing students to act flexibly, adaptively, and interculturally in today’s workplace. Instructors teaching subjects such as human resource management in culturally diverse settings should pay particular attention to developing students’ intercultural competences by shaping their attitudes, behaviors, communication styles, and interpersonal skills. Intercultural competence is essential, and educational activities can foster openness to other cultures, promote appropriate attitudes, and support adaptability.

Cross-cultural communication competence of students in the unique context of the Polish–Czech borderland

Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of this study was to identify differences in the level and determinants of intercultural communication competence among school pupils in the Polish–Czech border region. Specifically, we sought to determine whether statistically significant differences exist among the study groups, and which variables—such as environment, gender, faith, national identity, and community affiliation—shape intercultural communication skills.

Research methods: The study employed a diagnostic survey using a questionnaire. It involved 464 participants across three groups: pupils from bilingual schools in the Czech Republic [A], pupils from Polish schools located near the border [B], and a control group of pupils from public schools in the Silesian Voivodeship.

Process of argumentation: Zaolzie represents a borderland with a unique cultural identity and a longstanding tradition of multiculturalism. This raises the question of whether, in such an environment, students’ levels of intercultural communication competence differ from those in other regions, or whether their declared views are shaped by different variables.

Research findings and their impact on the development of educational sciences: The study found that the local context—the environment in which respondents were raised and educated, situated at the cultural and national border between Poland and the Czech Republic—does not significantly influence their level of intercultural communication competence or their expectations regarding intercultural education. The data indicate that students’ competences are similar to those of adolescents from other regions, and that beliefs, views, and attitudes toward multiculturalism are only minimally affected by the examined variables.

Multicultural attitudes and beliefs among early education teachers: A comparative study of Poland and Iceland

Teresa Parczewska, Justyna Sala-Suszyńska, Ewa Sosnowska-Bielicz — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The article presents the results of a study conducted in Poland and Iceland. Its aim was to compare the attitudes of early childhood education teachers toward multiculturalism. It also sought to examine the relationship between sociocultural factors and the respondents’ multicultural attitudes.

Research methods: A total of 112 early childhood education teachers took part in the study: 53 from Poland and 59 from Iceland. The research was quantitative and used the diagnostic survey method. Data were collected using the International Intercultural Attitudes Scale (MASQUE).

Process of argumentation: This research is valuable because it provides educational managers with knowledge necessary for designing schools that are open to multiculturalism. Moreover, as Byram (2021) suggests, such studies motivate teachers to reflect on their own values and cultural biases, which may influence the quality and effectiveness of multicultural education.

Research findings and their impact on the development of educational sciences: The results showed that teachers from Iceland demonstrated stronger intercultural sensitivity in terms of knowledge, action, and overall attitude index compared to teachers from Poland.

Conclusions and/or recommendations: In a multicultural world, it is essential to develop an open identity, especially as a teacher who acts as a role model of openness to multiculturalism for their students. Teachers with greater openness to cultural diversity are significantly more involved in culturally responsive teaching and intercultural education, which translates into the educational engagement of minority students.

Teachers’ opinions on the education of Ukrainian refugee students (in Polish schools)

Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The research objective was to explore Polish teachers’ opinions on the form and conditions for optimizing the educational process of refugee students from Ukraine, as well as the difficulties related to broadly understood education.

Research methods: The study employed a scale created by the author, which covered seven areas: the optimal system and forms of education for refugee students from Ukraine, conditions for optimizing their education (including environmental adjustments), possible difficulties and demotivators, and the priority needs of refugee students. Additionally, the issue of teacher preparedness for working with refugee students was considered.

Research findings and their impact on the development of educational sciences: Teachers emphasized the necessity of smaller class sizes, psychological support, and access to interpreters as critical for optimizing educational outcomes for refugee students. They also pointed to challenges that refugee students face, such as language barriers and emotional distress, highlighting the need for specialized teacher training in intercultural sensitivity and trauma-informed methods. These findings underscore the growing recognition in the field of the need for inclusive and adaptive educational strategies.

Conclusions and/or recommendations: Teacher training programs should prioritize intercultural competence and trauma-sensitive approaches to better prepare educators to support the unique needs of refugee students. Recommendations include integrating structured psychological support and linguistic resources within schools to foster a supportive learning environment in culturally diverse educational settings.

Multiculturalism, prejudice, and teachers’ expectations for the acculturation strategies of the refugee students

Petroula Giannousi — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): Ongoing migration flows in Greece continue to increase the cultural diversity of the student population and heighten the need to include refugee students in the educational system. The aim of this study is to assess teachers’ attitudes toward intercultural relations in the school context, focusing on their views on multiculturalism, their prejudices toward refugees, and their expectations regarding the acculturation of refugee students.

Research methods: This study employs a quantitative methodology and a synchronic research design. A total of 155 teachers participated by completing a questionnaire composed of the Multicultural Ideology Scale (Berry, 2017), a Prejudice Scale, and the Acculturation Expectations Scale (Berry, 2017). Data analysis was carried out on three levels: first, descriptive statistics were applied to outline response distribution and key sample characteristics; second, correlations between variables were examined; and finally, regression analysis was conducted to assess the impact of independent variables on dependent ones, allowing for interpretation of potential causal relationships.

Process of argumentation: Teachers, as members of the majority group, exert considerable influence in shaping the school environment. Based on this premise, the study investigates teachers’ attitudes toward multiculturalism, their prejudices toward refugees, and their expectations regarding the acculturation strategies that refugee students should adopt. Promoting multiculturalism within schools can contribute to intercultural interaction and support the development of equal relationships. Furthermore, greater understanding of acculturation strategies can improve the management of educational challenges related to refugee populations, thus encouraging an inclusive educational environment.

Research findings and their impact on the development of educational sciences: The study found that teachers in Greece generally acknowledge and accept cultural diversity and exhibit low levels of prejudice toward refugees. They tend to favor integration and assimilation strategies over separation. Multiculturalism was shown to support integration and assimilation, while prejudice was associated with a preference for separation. Regression analysis confirmed that multicultural attitudes reduce prejudice and promote integration, whereas prejudice increases support for separation. Embracing multiculturalism in the school context facilitates intercultural contact and strengthens relationships between students and teachers. Understanding acculturation expectations is critical, as it directly influences the educational and psychological adjustment of refugee students. Teachers who support integration can help prevent conflict in multicultural classrooms.

Conclusions and/or recommendations: Acculturation is a dynamic process shaped by two interacting conditions. This study examines teachers’ expectations regarding the acculturation strategies of refugee students. However, it remains unclear to what extent refugees are able to voluntarily choose or consent to a particular strategy, as their freedom to do so is often limited. Refugee students may shift between strategies in response to their evolving needs and external demands. Importantly, integration or assimilation should not be viewed as the only culturally legitimate options.

Adaptation of refugee children in Polish schools: Teacher-parent collaboration as a strategy for overcoming challenges

Nataliia Demeshkant, Viktoria Kozak — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives and problems: The aim of the study is to examine teachers’ opinions about the adaptation of refugee children to Polish primary schools. The research problems are as follows: What are the main challenges in the adaptation of refugee children in Polish primary schools? How does teacher-parent collaboration contribute to the adaptation of refugee children in primary schools?

Research methods: This study utilized a qualitative research strategy, combining a diagnostic survey with structured interviews and a case study method supported by observational techniques. Ten teachers from primary schools in Krakow (Poland) participated in structured interviews to share their insights into the challenges faced by refugee children.

Process of argumentation: The adaptation process significantly influences a child’s school readiness, cognitive development, and academic achievement. This issue becomes especially critical for refugee children, who must overcome additional challenges within a new educational and social environment.

Research findings and their impact on the development of educational sciences: The study’s results indicate that language and cultural differences are major barriers to the adaptation of refugee children. The adaptation process is closely tied to communication, emotional well-being, facilitation of learning in school, and the ongoing psychological support necessary in a new environment. A key factor determining the success of this process is the level and quality of cooperation between teachers and parents.

Conclusions and/or recommendations: The adaptation of a refugee child is an extremely complex and multifaceted process that requires the involvement of both teachers and parents. In this context, an integrative approach is essential, as the success of teaching and learning depends on the quality of cooperation between these two stakeholder groups. Adaptation extends beyond language acquisition; it also includes emotional, social, and cultural support. Therefore, teachers must be adequately prepared to meet the challenges involved in integrating refugee children.

On the way to integration? The education of children with diverse migration experiences in Polish schools

Anna Żurek, Katarzyna Stankiewicz — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The study aims (1) to analyze the main educational solutions for children with migration experience in Polish schools, with reference to academic literature and current legal regulations from the last ten years; and (2) to evaluate how these solutions meet the needs of specific groups of pupils with migration experience, with particular attention to integration-support strategies and the barriers encountered in this context.

Research methods: The study is based on a narrative literature review of selected academic publications, reports, and legal regulations from the last ten years concerning the education of children with migration experience, approached from an interdisciplinary perspective. The review was qualitative and intended to provide answers to research questions such as: What is the cultural diversity of Polish schools? What are the specific characteristics of the various groups of migrant pupils? What educational solutions are currently in place? How do they respond to the needs of diverse groups of migrant pupils? What support is provided for integration? What barriers to integration are posed by the adopted educational solutions?

Process of argumentation: The article begins by presenting Polish schools as culturally diverse environments formed by different groups of children with migration experience. As a point of reference, selected acculturation strategies are then outlined and contextualized within the school setting. Next, the main educational solutions for children with migration experience implemented in Polish schools are described. A key section of the article analyzes the barriers to integration encountered by pupils with various migration experiences in the educational environment.

Research findings and their impact on the development of educational sciences: Polish schools are currently characterized by significant cultural diversity and host pupils with a wide range of migration experiences. The needs of these pupils, including integration needs, vary according to their individual experiences. Language skills—particularly proficiency in the language of instruction—are crucial for successful integration. The main barriers to education for pupils with migrant experience include linguistic, educational, and emotional challenges. The study offers an innovative perspective by linking diverse types of migration experience to existing educational solutions and examining their significance for the integration of students into both Polish schools and Polish society.

Conclusions and/or recommendations: There is considerable potential for integration through the inclusion of migrant pupils in mainstream classes; however, this may not be suitable for children with refugee backgrounds. Education in preparatory classes must be adapted to the specific needs of these pupils. The Polish education system requires changes toward becoming more inclusive and responsive to the individual needs and well-being of all children, with particular attention to the unique circumstances of pupils with migration experience.

Salesian pedagogy of accompaniment in the social rehabilitation of minors

Bogdan Stańkowski — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of this article is to explore whether, and to what extent, the literature on the social rehabilitation of minors in the Salesian context addresses the issue of pedagogical accompaniment and to consider the direction which this accompaniment should take. The author seeks to answer three main questions:

To what extent does the analysis of relevant literature and Salesian practice in social rehabilitation justify the use of the concept of the pedagogy of accompaniment in the context of social rehabilitation in the spirit of Don Bosco?
How can this potential concept of accompaniment be understood?
If the Preventive System of Don Bosco contains theoretical suggestions related to the concept of a pedagogy of accompaniment, what direction should this accompaniment take, and what dimensions of education and social rehabilitation should it emphasize?

Research methods: This article is theoretical in nature and is based on a literature analysis.

Process of argumentation: The article is structured as follows:

The concept of “accompaniment” in the context of education within the Salesian Preventive System;
The direction of accompaniment for socially maladjusted pupils/minors.

Research findings and their impact on the development of educational sciences: The key findings are as follows:

The literature on social rehabilitation in the spirit of Don Bosco’s Preventive System supports the existence of a pedagogy of accompaniment in the Salesian tradition.
In the Salesian spirit, accompanying socially maladjusted youth involves, above all, supporting the development of their identity.
Salesian accompaniment also includes helping young people discover pedagogical love and building master–pupil relationships. The essence of educational accompaniment lies in personal contact between educator and pupil—such a relationship allows educators to reach the heart of the young person
Salesian accompaniment aims to orient youth toward authority figures and support the discovery of personal values and faith, which in turn could translate into the formation of the minor’s sense of values and ethical outlook.
In the context of social rehabilitation, accompanying minors in the spirit of Don Bosco also means being physically and actively present among the youth in creative, inspiring, and motivating ways (Salesian assistance).

Conclusions and/or recommendations: Viewing socially maladjusted minors through the lens of a pedagogy of accompaniment has pedagogical implications: young people become the main protagonists of their own education: the prime movers and dynamic agents. Salesian accompaniment requires paying close attention to young people during various activities (sports, theater, school) and to their individual abilities, inclinations, talents, and character traits. In the Salesian context, such accompaniment may be expressed using the Jesuit/Ignatian concept of cura personalis.

Student conceptualizations of international education programs and professional functioning in the free market: A data-driven inquiry

Marcin Rojek, Elżbieta Szulewicz — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of the research project Comparative Study on Functions of International Programmes in Poland (NCN, Sonata Bis, 2020/38/E/HS6/00048) was to explain the functions of international education programs in Poland. However, during the data analysis, a topic not previously anticipated emerged: students’ interpretations of these programs in the context of their future professional careers in a free-market economy.

Research methods: Using a qualitative approach and a phenomenographic research strategy, we sought to deepen our understanding of students’ conceptualizations of international education programs. This led us to an additional research question: What meanings do students attribute to international education programs in relation to their future professional functioning in a free-market economy?

Process of argumentation: We identified three key conceptualizations:
(a) Pole position – an international program as a guaranteed advantage in the race for admission to the world’s top universities.

(b) Freedom laboratory – international schools as spaces where students can safely explore the freedom of learning, which later translates into the ability to capitalize on economic freedom.

(c) Diamond mine – a setting where students, independently or with minimal teacher support, consciously mine vast and unlimited reserves of academic knowledge in order to acquire unique information and skills (often unavailable in national programs) that support success in the competitive free-market environment.

Research findings and their impact on the development of educational sciences: Contrary to numerous previous academic claims, the neoliberal order does not necessarily have a negative impact on education. Students in international education programs do not view the free-market economy as a threat, but rather as an opportunity for global competition—which ultimately leads to financial success and the ability to fulfill personal aspirations.

Conclusions and/or recommendations : Given the continuing globalization of education, it can be assumed that the number of students participating in international education programs will grow. This trend suggests a long-term research trajectory in pedagogy, with the potential to shed new light on the complex nature of educational processes.

Self-initiated programming activity as a factor in developing students’ skills in school education: Preliminary research findings

Maciej Celiński — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The study aims to examine the impact of secondary school students’ programming activity on the development of specific skills in various areas of school education. It also seeks to identify factors that influence students’ engagement in programming and the motivations behind their participation.

Research methods: The research was conducted in 2023 among 835 Polish students aged 15 to 19. A combination of quantitative methods was used, including frequency analysis with tabular summaries, measures of central tendency and dispersion, and statistical tests for group comparisons.

Process of argumentation: The study explores variations in students’ programming engagement across different types of schools. It analyzes how participation in programming activities correlates with skill development and academic performance. Additionally, the research investigates factors that discourage students from programming and their specific areas of interest within the field.

Research findings and their impact on the development of educational sciences: The results show significant differences in students’ engagement in programming activities. The primary motivations for participating in programming include skill development and academic success. The findings highlight the role of programming education in building digital competencies and confirm its relevance in contemporary education.

Conclusions and/or recommendations: The study underscores the importance of integrating programming into school curricula to support students’ skill development. It also calls for further research on barriers to programming engagement and strategies to strengthen students’ interest in this area.

Pedagogical university students’ ethical attitudes and competences regarding artificial intelligence: An empirical study

Alicja Baum, Maria Trzcińska-Król — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives and problems: The aim of the research was to examine the self-assessment and views of students from a pedagogical university on the ethical and moral aspects of using AI and their relationship with general attitudes toward AI, as well as competences and knowledge in this area.

Research methods: The diagnostic survey method was used, including an original questionnaire and the General Attitudes toward Artificial Intelligence Scale (GAAIS). The study sample consisted of 226 participants.

Process of argumentation: The article begins with an introductory section, followed by a presentation of the research methodology and the results obtained. It concludes with a discussion of the main findings.

Research findings and their impact on the development of educational sciences: Analysis of the responses showed that 65.04% of respondents always follow ethical principles when using AI, and 67.70% are mindful of privacy and information security issues. 50.45% believe that using AI for assignments and exams constitutes cheating or plagiarism, while only 45.13% consider it morally wrong. Respondents support regulations for the use of AI (72.12%) and favor preparing students for the ethical use of AI in their future work (85.84%). They are largely opposed to banning AI in educational institutions (69.47%). Students expressed more positive attitudes towards the benefits of AI (M = 3.22) than levels of understanding of its disadvantages (M = 2.72). Respondents rated their competences (M = 2.65) and knowledge (M = 2.85) regarding AI as below average.

Correlation analysis revealed that students who had more positive attitudes towards the benefits of AI, a better understanding of its disadvantages, and a higher self-assessment of AI competence were less willing to agree that:

using AI for assignments and exams constitutes cheating or plagiarism and is morally wrong;
• regulations should be developed to define the extent of AI use in education;
• the use of AI in educational institutions should be banned.

Furthermore, students with more positive attitudes towards the benefits of AI were:

more likely to support the idea that students should be prepared for the ethical use of AI in their future professional work.

Conclusions and recommendations: The research conducted constitutes an important starting point for a more in-depth analysis of students’ knowledge and behavioural patterns in the context of AI use. The findings indicate that students generally exhibit a positive attitude towards the implementation of AI tools in educational settings and recognize their potential in both teaching and learning processes.

However, a concerning trend emerges: individuals who have higher levels of competence in using AI and who display a favorable attitude towards the technology often do not perceive a need for introducing regulations governing its use in educational institutions. Furthermore, they frequently do not view the use of AI in completing assignments or exams as a form of unethical conduct, such as cheating or plagiarism.

In light of these findings, the issue of properly preparing future teachers and specialists for working in environments where AI may become an integral element of children’s and adolescents’ education becomes particularly important. Accordingly, it is essential to incorporate topics related to the use of artificial intelligence into higher education curricula, with particular attention to ethical and moral considerations.

Selected aspects of Home Literacy Environments and reading motivation versus metacognitive reading strategies of students with and without dyslexia - empirical premises for designing educational support

Kamil Kuracki — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of this study was to identify the factors determining students’ choice of reading strategies—both for those with and without dyslexia—and examine how motivation to read mediates the relationship between the Home Literacy Environment (HLE), including both active and passive components and the use of specific reading strategies.

Research methods: The study employed the following tools: the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by K. Mokhtari and C. A. Reichard, the Motivations for Reading Questionnaire by A. Wigfield and J. T. Guthrie, and an original HLE Questionnaire developed by the authors. A correlational research design was used. Data analysis included descriptive statistics, Pearson’s r correlations, and regression analysis using A. Hayes’ PROCESS macro for SPSS and SAS. The sample included 252 students diagnosed with dyslexia and 250 students without dyslexia, all aged 14–15.

Process of argumentation: The article begins with an outline of the theoretical background of the research problem, taking into account the importance of the HLE, motivation, and metacognitive reading strategies in students with and without dyslexia. It then details the methodology, sample characteristics, and tools used. Following a presentation of the findings, the article concludes with a discussion of the results and offers recommendations for educational practice.

Research findings and their impact on the development of educational sciences: The study identified links between students’ retrospective assessments of their HLE (active and passive components), their overall reading motivation, and their self-reported use of reading strategies (global, support, and problem-solving). The findings indicate the mediating role of global reading motivation in the relationship between HLE and reading strategy use—but only among students with dyslexia.

Conclusions and/or recommendations: The results allowed us to outline guidelines for designing educational environments conducive to literacy development, including targeted parent psychoeducation about the importance of HLE in academic achievement and specific goals for remedial and compensatory work with students with dyslexia.

Kindergarten teacher preparedness to provide first aid

Anna Klim-Klimaszewska — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): This article presents research into the preparedness of kindergarten teachers to provide first aid. The research was based on statistics regarding accident rates in Polish kindergartens.

Research methods: The study involved 360 kindergarten teachers and employed the diagnostic survey method using a questionnaire.

Process of argumentation: The objective of the study was to assess Polish kindergarten teachers’ knowledge of first aid principles. The scope of the research was defined by the following questions:

How do the surveyed teachers evaluate their knowledge of first aid?
What types of situations involving danger to children have the surveyed teachers encountered?
Were the surveyed teachers able to take appropriate action when a child’s life or health was at risk?

Research findings and their impact on the development of educational sciences: The study showed that teachers’ knowledge of first aid principles is insufficient and that the measures taken did not always follow proper procedures.

Conclusions and/or recommendations: There is a need to raise teachers’ awareness of the importance of regularly updating their ability to respond effectively in situations that threaten children’s safety.

Adaptation and validation of the school climate measure among Polish-speaking adolescents

Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The main objective of the present study was to assess the performance of a Polish adaptation of the School Climate Measure (SCM) among a sample of Polish adolescents (N = 451).

Research methods: Reliability analyses, confirmatory factor analysis, sex and cultural measurement invariance analyses, as well as convergent and discriminant validity analyses were performed using the adapted 10-domain version of the SCM.

Process of argumentation: The School Climate Measure (SCM; Zullig et al., 2015) was developed to assess middle and high school students’ subjective perceptions of their school climate.

Research findings and their impact on the development of educational sciences: The 10-factor model demonstrated acceptable fit: χ²(774) = 1428.73, p < .001, RMSEA = .052, 95% CI [.048, .056], CFI = .944, TLI = .938, SRMR = .053. We also achieved strict sex measurement invariance, allowing for valid comparisons between male and female students in Poland. However, comparisons with American samples should be made with caution, as only weak factorial cultural invariance was confirmed. Reliability indices for all scales were satisfactory: Cronbach’s α ≥ .81, Tarkkonen’s ρ ≥ .71, McDonald’s ω ≥ .81. The Polish version of the SCM demonstrated good convergent validity with students’ average grades and good discriminant validity, as evidenced by a lack of correlation between subscale scores and the time taken to complete the survey. The SCM can help identify challenges in Polish schools and support efforts to promote a positive school climate that promotes students’ holistic development and well-being.

Conclusions and/or recommendations: The Polish adaptation of the SCM is recommended for use with Polish adolescents for both research and practical applications.

Exploring the experiences of department heads in promoting positive work ethics among educators

Peter Babajide Oloba, Melisha Govender — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives (aims) and problem(s): Poor work ethics among educators in disadvantaged schools remain a persistent challenge, undermining teacher performance, learner outcomes, and institutional effectiveness. Despite their pivotal role in enforcing professional standards, little is known about how department heads experience and navigate their responsibilities in promoting ethical workplace behaviour. This study explores the experiences of department heads in promoting positive work ethics among educators in disadvantaged schools. The study aims to examine how department heads lead efforts to promote positive work ethics and to understand the challenges they face in doing so.

Research methods: The research adopts a constructivist paradigm, using a qualitative approach to gather insights into the lived experiences of 20 department heads with at least five years of leadership experience. Data were collected through semi-structured interviews and analyzed using qualitative content analysis.

Process of argumentation: Through the voices of department heads, the study develops an understanding of how ethical leadership is enacted in challenging school environments. The argument is built around the actions department heads take—such as role modeling, monitoring, and fostering development—and how these actions are constrained by contextual limitations, such as limited resources, political interference, and lack of incentives.

Research findings and their impact on the development of educational sciences: The findings reveal that department heads play a crucial role in addressing ethical challenges by fostering a culture of accountability, communication, and professional development. They set a positive example through role modeling, monitor educators’ performance, and create opportunities for growth and collaboration. The study also highlights significant barriers, such as inadequate rewards, school politics, and scarce resources that affect morale and educator effectiveness. These insights contribute to educational sciences by deepening the understanding of leadership practices in ethically challenging environments.

Conclusions and/or recommendations: Addressing the identified challenges requires systemic reforms, including the implementation of transparent reward systems, the promotion of collaboration, and the reduction of workplace politics. By addressing these issues, department heads can better foster a positive work ethic, enhance teacher performance, and support improved learner outcomes in disadvantaged school contexts.

Identity motives and passion: The mediating role of identifying with an activity

Krzysztof Kwapis, Anna M. Batory-Ginda — Fri, 27 Jun 2025 00:00:00 +0000

Research objectives and problems: Favorite activities often become central to self-definition, as passions and identity intertwine. This study examined whether the satisfaction of six identity motives—distinctiveness, continuity, self-esteem, belonging, efficacy, and meaning—predicts the strength and type of passion, and whether identifying with an activity mediates these relationships.

Research methods: A total of 209 adults completed validated tools to assess identity motives, identification with a favorite activity, and passion. Mediation analysis was conducted using the PROCESS macro for SPSS.

Process of argumentation: Based on the dualistic model of passion and the motivated identity construction theory, the study tested direct and indirect paths: from motives through identification to passion.

Research findings and their impact on the development of educational sciences: Efficacy, continuity, and meaning were found to predict identity formation, which in turn predicted both harmonious and obsessive passion. Additionally, meaning and distinctiveness showed direct associations with the intensity of passion. These findings underscore the identity-based foundations of passionate engagement, which is relevant for fostering motivation in education.

Conclusions and/or recommendations: The results highlight the motivational and identity-based foundation of passionate engagement. Supporting identity-related motives and identification with learning activities may promote sustained and adaptive engagement. Further longitudinal research is recommended.