Multidisciplinary Journal of School Education

Editorial

Anna Błasiak, Ewa Dybowska — Wed, 31 Dec 2025 00:00:00 +0000

We are pleased to present the latest issue of our journal, Family and School: Educational Partnership. As the authors in this volume demonstrate, the themes addressed here are as timely as they are important. Collaboration between parents and schools is closely linked to children’s educational outcomes. Furthermore, in today’s rapidly changing world means that schools and families can fully achieve its aims without structured collaboration and partnership.

From problem to mystery. How to approach family as a partner in education?

Petruschka Schaafsma — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): In current studies on the educational triangle of school, family, and local community, the distinct character of the family is generally assumed rather than explicitly articulated or critically examined. This study aims to fill this gap as a contribution to dealing with the difficulties of cooperation within the educational triangle.

Research methods: This study employs a critical cultural-philosophical analysis of contemporary tendencies in how families are approached in Western societies. This analysis clarifies the main trends in recent studies in pedagogy and educational sciences on educational partnerships between school and family. An investigation of personalist philosophical understandings of family is used to develop an alternative to current dominant views.

Process of argumentation: First, the research problem is defined by analyzing how recent pedagogical studies on the educational triangle approach family. Second, the problem is placed in a broader perspective of current social tendencies in viewing the family: either with suspicion or appreciation. Third, the reasons for this dual evaluation are discussed and shown to lead to an impasse: the family is expected to be both opened up and protected and is often instrumentalized, while its specific character remains assumed rather than clarified. Fourth, an alternative approach is explored through the personalist philosophical perspectives on family offered by Gabriel Marcel and Jean Lacroix. They distinguish between approaching the family as “problem” and as “mystery.” The conclusion indicates the value of the mystery approach for addressing the risks inherent in the current impasse regarding how to deal with family, including as a partner of schools.

Research findings and their impact on the development of educational sciences: The impact of the findings on educational sciences is presented in relation to four acute risks arising from the impasse, which are also relevant in school–family relations:

The risk of overlooking the family’s distinct character.

The risk of asking too much of the family.
The risk of judging the family.
The risk of overly negative, one-sided evaluations of the family’s strong influence.

Conclusions and/or recommendations: The findings lead to the following recommendations:

In schools’ interactions with families, the unnamable distinctiveness of the family must be respected.
To prevent the erosion of the family through excessive external demands, families must be granted adequate non-instrumental space to develop and sustain their own specific identity
This distinctiveness should be protected through restraint in judging whether a family is “good.”
This also requires restraint in intervening in families from the outside.

Parental public pedagogies: The perspective of two case studies

Maria Mendel — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problem(s): The aim of this article is to analyze parental public pedagogies from the perspective of two case studies.

Research methods: This case study adopts a qualitative case study design and uses narrative interviews, observations, and document analysis.

Process of argumentation: The article begins with a discussion of the theoretical foundations of public space, public pedagogies, and issues related to parental involvement. This is followed by a presentation of the research design, the findings, and a discussion of the forms of public pedagogies demonstrated in both cases.

Research findings and their impact on the development of educational sciences: The people at the center of both case studies interrupt and disrupt the public space of which they are a part. Their interruptions express disagreement with what Gert J. J. Biesta describes as an “egological” form of existence: one focused solely on the individual self. Through their ongoing engagement with subjectivity, both participants—as parent and as teacher—develop a pedagogy of interruption.

Conclusions and/or recommendations: The article concludes with reflections, including forward-looking ones, drawing attention to the role of networks of parent–researchers in public space in strengthening the subjective representations of both parents and researchers.

Education of the child as part of parental duties – Comparative legal analysis of national reports submitted to the Commission on European Family Law

Marta Prucnal-Wójcik — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problems: The author conducts a comparative analysis of the legal regulations of 21 European countries concerning children’s education in the context of parental responsibility/authority.

The guiding questions are: Is a child’s education considered part of parental responsibility/authority? What is the legal source of this right and obligation? Does the law give children any ability to decide about their education? Do the national reports refer to compulsory schooling or education duty?

Research methods: The author performs a comparative legal analysis of reports submitted by 21 countries[1] to the Commission on European Family Law on the subject of parental responsibility.

Process of argumentation: Drawing on the provisions contained in the domestic legislation of 21 European countries, as documented in the reports submitted to the Commission on European Family Law, the author presents the legal solutions governing children’s education in the context of parental responsibility/authority.

Research findings and their impact on the development of educational sciences: The analysis shows that in all 21 legal systems examined, a child’s education is regarded as an element of parental responsibility/authority/care/custody. The most common legal sources of the parental right and duty to provide a child’s education are provisions found in children’s/family/parental responsibility acts or codes, constitutions, civil codes, and education laws. National legislation generally grants children an indirect right to influence their educational path. Most reports also outline, at least in general terms, the scope of compulsory schooling or education duty in their respective countries.

Conclusions and/or recommendations: The discussion offers a concise overview of the regulations in 21 European countries and serves as an introduction to a more detailed analysis of the issue of children’s education.

Parental involvement in school education as a factor determining a child’s academic success

Anna Błasiak — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of this article is to describe parents’ participation in their children’s educational processes and the optimal conditions for its implementation. The research problem was defined as follows: What are the basic conditions and principles of parental participation in educational processes that give students a chance to achieve academic success?

Research methods: A literature review on the subject was conducted.

Process of argumentation: The issue of parental involvement in school life, as well as the analysis of their role and the quality of school–parent relations, is still relevant. The family and the school have been, are, and will continue to be the primary educational environments. Their activities must be integrated because their influences overlap. High-quality cooperation between parents and schools supports students’ educational success and well-being. The conditions and principles of parental participation in their child’s education, based on educational partnership and its benefits, have been identified.

Research findings and their impact on the development of educational sciences: The findings show that parents and schools must cooperate on the basis of educational partnership due to formal and legal requirements and the child’s well-being. On the one hand, parental involvement in education is an individual right; on the other hand, it is a social necessity that increases a child’s chances of success at school. Furthermore, given contemporary social developments, schools and families cannot fully perform their functions without close cooperation.

Conclusions and/or recommendations: The task of modern education is to prepare children for life in a rapidly changing world. This responsibility lies primarily with schools and families; thus, it is important for these two fundamental environments to work together consistently. This cooperation is a duty and a necessity, as well as an opportunity to support children’s educational success. However, certain rules and conditions must be observed in this collaboration. Therefore, it is necessary to educate students, school personnel (beginning at the university level), school leadership, and parents about the value of cooperation and the ability to build partnership-oriented relationships.

Educational partnership in primary schools in light of the experiences of parents of students in grades 1–4

Janina Florczykiewicz, Marek Jeziorański — Wed, 31 Dec 2025 00:00:00 +0000

Research objective: The pilot study aimed to gather parents’ opinions on the implementation of the educational partnership concept in selected schools.

The research problem and methods: The research problem was formulated as follows: How do parents of students in grades 1–4 perceive the implementation of the educational partnership concept in primary schools? A diagnostic survey was conducted using an original questionnaire with a 5-point response scale. The research material was analyzed using statistical methods.

Structure of the article: The introduction refers to the humanistic principles underlying contemporary educational concepts. The essence of educational partnership is discussed, with an emphasis on the relationship between the school and parents. The subjects of cooperation, determinants of partnership relationships, and factors that may pose a threat to them are identified. The discussion is situated in the context of partnership models developed by Joyce L. Epstein and Urie Bronfenbrenner. The following section presents the methodological assumptions, statistical analysis results, and a discussion of the findings and conclusions.

Research results and their impact on the development of pedagogical sciences: Parents positively evaluate educational partnership across all key components (communication, cooperation, trust, and the nature of the relationship). They trust the school, feel like co-decision-makers in matters concerning their child, and receive the necessary support from teachers. Communication with teachers takes the form of dialogue. The findings expand knowledge in the field of educational partnership and serve as a reference point for further comparative studies.

Conclusions, innovations, and recommendations: Although the results confirm the implementation of educational partnerships, it should be noted that some parents expressed less positive assessments. This indicates the need to continue efforts to optimize school–parent relationships and to identify parents’ needs regarding communication with the school.

Passion and resilience as important areas of family–school partnership

Urszula Oszwa, Agnieszka Gabryś — Wed, 31 Dec 2025 00:00:00 +0000

Research aims and problems. Understanding the relationship between passion and resilience may help identify protective factors for well-being and strengthen family–school partnerships. The main objective of the study was to determine the relationship between resilience and passion. The research questions were (1) How strong is the correlation between resilience and passion in its three dimensions (personal benefits, origin, and balance with life) among students? (2) To what extent do passion and its three dimensions account for variability in students’ resilience? (3) Does gender moderate the relationship between resilience and passion and its three dimensions?

Research methods. A cross-sectional study of 579 students was conducted. The main outcome measures were the Self-Report Passion Inventory (SRPI) and the Brief Resilience Coping Scale (BRCS).

Process of argumentation. The argument proceeds from an analysis of the theoretical framework (the Dualistic Model of Passion) to an examination of empirical data, and finally to conclusions regarding the importance of passion for students’ resilience.

Research findings and their impact on the development of educational sciences. There were statistically significant positive correlations between the variables, but gender did not moderate these relationships. Stepwise regression analysis indicated that passion explained 56% of the variance in resilience. The results may be applied in the development of support programs for students at all education levels, including the earliest stages. Collaboration between teachers and parents in recognizing students’ passions from an early age may be an important factor in strengthening their interests.

Conclusions and/or recommendations. As the study results show, cultivating students’ passionate activities could support their well-being and resilience. This approach could also strengthen partnerships between families and schools.

Parents’ perspectives on the (non)presence of educational partnership in parent–teacher relationships: Research report

Ewa Kochanowska — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problems: Guided by the belief that recognizing parental subjectivity is essential for students’ effective functioning in school, this qualitative study sought to examine how parents of early school-aged children conceptualize educational partnership with teachers and how they experience it in practice. The research focused on identifying factors such as the types of communication between teachers and parents, teachers’ perceptions of parents’ competencies, areas of shared parent–teacher interaction, and both parties’ attitudes toward educational support. In parents’ view, these factors shape—and often determine—the quality of their educational partnership with teachers.

The main research questions guiding the study were:

What meanings do parents attribute to the concept of educational partnership in early school education?
How do parents experience educational partnership in the school setting?

Research methods: The study is situated within an interpretive qualitative paradigm and employs individual, open-ended interviews with parents of early school-aged children. Analysis of the research material involved identifying and describing thematic categories emerging from the statements of the respondents to illustrate how parents understand the essence of parent–teacher educational partnership and how it is enacted in practice.

Process of argumentation: The article begins with an analysis of theoretical concepts and empirical studies concerning the participation of educational stakeholders, demonstrating the importance of educational partnership in the parent–teacher relationship for enhancing the effectiveness of teaching and upbringing. The need for pedagogical support and parent education is emphasized. The issue of educational partnership is examined from a subjective and constructivist perspective, according to which partnership interactions should involve knowledge exchange, negotiation, collaborative problem-solving, and the joint optimization of educational and developmental processes in both school and family environments.

Research results and their impact on the development of pedagogical sciences:
The findings indicate that parents are well aware of the importance of their participation in their children’s school education. In their view, the presence and quality of an educational partnership depend primarily on how teachers build and shape relationships with parents. The response categories identified during the analysis reveal varying conceptualizations of educational partnership, as well as diverse ways in which parents experience such partnerships in practice. This article contributes to a line of research aimed at transforming early childhood education practices to create space for parents’ full participation in their children’s learning—supported by both teachers and the school.

Conclusions and/or recommendations: The analysis allowed for formulating several actions that schools and teachers must undertake to create conditions for an effective educational partnership with parents. The study underscores the importance of teachers adopting a dialogical, open, and creative stance when shaping communication with parents. The conclusions presented here may support efforts to develop new solutions to implementing the idea of teacher and parent subjectivity in the education of young children.

Education for transgression: Narratives of “barrier-free” individuals on family and school determinants of exceeding one’s own limitations

Tamara Cierpiałowska — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problem: The aim of this article is to analyze determinants related to family and school that foster exceeding one’s own limitations (transgression) in the narratives of “barrier-free” individuals. The research question is formulated as follows: Which factors that contribute to readiness for transgressive action and are associated with the family and educational environment emerge in autobiographical reconstructions? The analysis identifies conditions that are conducive to transgression. Reflection on these factors may support the educational process and, through biography-based learning, be used in formative practice.

Research methods: Empirically, the article draws on the authors’ qualitative study of people with disabilities who were finalists or laureates of the nationwide competition called “Person Without Barriers.” The study was conducted within the interpretive paradigm using the biographical method and procedures of grounded theory.

Process of argumentation: Amid multiple contemporary crises, young people increasingly face isolation, loss of trust, diminished sense of meaning, and difficulties in setting life goals. The incidence of mood disorders, anxiety, and self-destructive behavior among children and adolescents is rising. This results in the need for effective forms of educational support. One possible form of action is education grounded in the life stories of “barrier-free” individuals. Theoretically, the article refers to psychotransgressionism and the notion of homo transgressivus, which were developed by the Polish psychologist Józef Kozielecki.

Research findings and their impact on the development of educational sciences: The analysis indicates that family and school conditions are crucial for the development of transgressive action. The identified family factors were acceptance, granting age-appropriate autonomy and decision-making, cultivating a belief in one’s capabilities rather than focusing on deficits, fostering resourcefulness, and building optimism. School-related factors included treating the student as a subject/agent, setting demanding expectations, and simultaneously adopting individualized and flexible responses to the student’s needs and abilities.

Conclusions and recommendations: The narratives of “barrier-free” individuals show that the identified features of the family and school environment support transgression. This knowledge should be disseminated among parents and teachers/educators, as a particular approach to upbringing can create opportunities for young people to move beyond various constraints and to formulate and attain ambitious life goals.

Parent–teacher conferences as opportunities for educational partnership: A conversational analysis across three historical models of partnership

Beata Adrjan — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): This study focuses on the concept of educational partnership, understood as the relationship between teachers and parents as reflected in their conference interactions. Three components of such partnership were examined: trust, a sense of collegiality, and a sense of the common good (Mendel, 2002, p. 53). The aim of the study was to diagnose the educational partnership as manifested in conversations recorded during parent–teacher conferences. The research questions were:

In what situations, and in what ways, does trust manifest during parent–teacher conferences?
In what situations, and in what ways, does a sense of collegiality manifest during parent–teacher conferences?
In what situations, and in what ways, does the common good manifest during parent–teacher conferences?

Research methods: The study was conducted using conversational analysis, which seeks to describe methods of producing orderly social interactions. This approach emerged from Garfinkel’s ethnomethodological program and his analysis of “human” (ethno) methods (Silverman, 2009, p. 190). Conversational analysis is a well-developed, internally coherent method (…) particularly suited to examining professional practices as action processes (Granosik, 2013, p. 10). To examine the parent–school partnership from this perspective, conversational analysis was applied to 22 parent–teacher conferences in grades 1–3 held in public schools. A conference is a pedagogical practice that maintains existing order and tradition (Czerepaniak-Walczak, 2018, p. 55).

Process of argumentation: The article consists of a theoretical section and a research section. The theoretical section presents three historically shaped models of parent–school relationships: participatory relationships (in the Second Polish Republic), asymmetric cooperation (during the communist period), and simulated democracy (in the Third Polish Republic). The research section presents the method and findings, showing contemporary images of partnership: how mutual trust, community, and the sense of the common good are expressed in the context of conversational analysis.

Research findings and their impact on the development of educational sciences: Trust manifests primarily in conversations about children. It appears as an attitude directed toward parents (in the expectation that they will exercise parental control). Both parents and teachers tend to distrust children. Collegiality manifests in formal and organizational matters; for example, when parents elect the class parent board to discuss organizational issues. A sense of the common good appears in teachers’ references to benefits for the entire class and to class events organized jointly.

Conclusions and/or recommendations: The contemporary relationship model identified on the basis of conversational analysis of parent –teacher meetings is one that is dominated by the teacher, focused on meeting the school’s needs, oriented toward cooperation for the benefit of the school rather than the child, based on class achievements rather than individual ones, simulates democracy within schools, generates distrust toward pupils, and leaves parents largely on their own.

Preparing teachers to cooperate with parents

Anna Królikowska — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): Cooperation between teachers and parents is one of the fundamental tasks of the school. It is closely related to the idea of the subjectivity of the family and school in the education process, which is based on the relationship between teachers and parents. Good mutual relations between these entities create conditions conducive to the child's development. At the theoretical level, there is well-established scientific knowledge about educational partnership. The multidimensional nature of educational partnership and the diversity of types of cooperation between the family, school, and local community are often not reflected in everyday educational practice. This continues to be a challenge for contemporary schools, but also for the process of teacher training. In this context, the aim of the research is to examine higher education programs that prepare students for the teaching profession and to evaluate them in terms of their usefulness for developing the competence of cooperation with parents, as well as to identify proposals for better preparing teachers to cooperate with families. Research methods: The research was conducted using document analysis (education programs). The education programs of five academic institutions training preschool and early school teachers were analyzed.

Process of argumentation: A preliminary analysis of the curricula of five Polish universities training teachers showed that the issue of teacher cooperation is not addressed explicitly (e.g., in the form of a separate course).

Conclusions and/or recommendations: Research conducted among students completing a five-year full-time teacher training program (Surma Rostek, Twardowska-Staszek, 2024) shows that they rate their competences lowest in relation to cooperation with parents. They feel least prepared for this area of teaching. Young teachers (up to 5 years of experience) also point to difficulties in cooperating with parents, and this is one of the most important factors causing them to leave the profession. The research has led to the following recommendations for teacher training: (1) Enriching the teacher training process with a practical dimension – introducing exercises and communication skills training into the curriculum, taking into account the specific nature of the family environment; (2) Expanding the student internship program to include the opportunity to observe parent-teacher meetings conducted by experienced teachers and student participation in various forms of cooperation with parents.

The need for parent–teacher collaboration in shaping healthy habits in early school-age students. Pedagogical research results

Helena Konowaluk-Nikitin — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of this paper is to present the theoretical principles of cooperation between early school teachers and the parents of their students, as well as to show the results of research that was primarily aimed to identify the actions taken by parents and teachers to shape children’s pro-health habits.

Research methods: The research was conducted using a mixed-method approach (quantitative and qualitative) among 52 parents and 12 teachers from five primary schools in the Lublin Voivodeship. Parents completed surveys, and in-depth interviews were conducted with early childhood education teachers.

Process of argumentation: It is widely recognized that cooperation between school and family is natural and necessary, yet it remains debatable whether this relationship is truly a partnership. A child at an early school age not only acquires knowledge and skills but also develops habits that shape his or her attitudes. This article presents the results of research on the need for cooperation between family and school, using the example of shaping pro-health habits. The study identifies both well-established children’s habits and those requiring additional support from the school.

Research results: An analysis of the findings suggests that children’s health habits are developed to varying degrees across different areas of health. These habits are most advanced in the area of personal hygiene and least developed in the areas of physical activity and proper nutrition.

Conclusions and/or recommendations: The study identified specific areas of cooperation between teachers and parents in shaping healthy habits in children. Certain topics should be addressed jointly, and the actions of parents and teachers should be consistent.

Parental burnout as a challenge for the parent-school partnership

Lidia Wiśniewska-Nogaj — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problems: This article analyzes the parent-school partnership in the context of parental burnout (PB). PB is a syndrome characterized by parents’ exhaustion resulting from prolonged stress and a chronic imbalance between demands and resources. It has serious negative consequences for the parent, the child, and the parent-child relationship. PB also affects children’s academic achievement.

Research methods: The methods employed include a critical analysis of the literature on PB, the risk and resources model of PB and its relationship to parent-school cooperation. However, this review does not meet the criteria for a systematic review.

Article structure: The article consists of four parts. The first two focus on PB and summarize the main findings concerning the phenomenon. The third part examines academic achievement and PB, while the final section discusses the parent-school partnership and its challenges, particularly in relation to parental stress and PB.

Research findings: The parent-school partnership is a crucial yet challenging endeavor. Research indicates that teachers often perceive parents as overly demanding and difficult, rarely viewing them as partners or allowing them to play an active role in the school community. Teachers’ comments and actions may contribute to parental stress and burnout; therefore, suggestions have been made for improving communication and collaboration with an emphasis on parental well-being.

Conclusions: PB is a serious condition with potentially significant negative ramifications. Teachers are often on the front lines and can either alleviate or exacerbate parental stress. Thus, it is important to discuss how to support parents and to reconsider the parent-school partnership in order to create a more supportive environment.

Service learning as an opportunity to strengthen multi-stakeholder cooperation between family, school, and community

Ewa Dybowska — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of this article is to explore service learning methodology in cooperative partnerships between families, schools, and local communities. Accordingly, the following research question was posed: How can the service learning method support and strengthen cooperation between families, schools, and the local community?

Research methods: A desk research method was applied to both scholarly articles and project reports that use the service learning methodology.

Process of argumentation: Service learning is an educational method based on learning through experience and is applied in various areas of education. It can also be used to support multi-stakeholder cooperation among schools, families, and the community. These methods benefit students, parents, teachers, schools, and institutions operating in the local community.

Research findings and their impact on the development of educational sciences: In today’s context of a rapidly changing pace of life and ongoing social, cultural, and economic transformations, schools are continually seeking new forms of learning. Promoting the idea of service learning may be one way to achieve educational outcomes that meet students’ needs, as learners are not only recipients of knowledge but also actively experience and apply it through their own involvement.

Conclusions and/or recommendations: Service learning is successfully implemented in many countries at both the secondary school and university levels. It benefits both learners and the local community. Further areas for the application of this method should be explored. Primary education, in particular, still seems to be an underdeveloped area for service learning. The exploration of the essence of service learning has indicated the necessity of continuing research that substantiates this approach as an effective method for cultivating communicative learning within the interactions between family, school, and community.

Resilience education through Service-Learning methodology

Cándida Filgueira Arias, María del Carmen Escribano Ródenas, Franciele Corti — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): This study promotes the use of the Service-Learning methodology to strengthen children’s and young people’s awareness in the face of social challenges and to foster Education for Resilience. It underscores the importance of involving students actively in their educational process to ensure responsible citizenship grounded in values that contribute to their holistic development.

Research methods: In this regard, the Service-Learning methodology is used as an educational approach that integrates the development of academic competencies with meaningful community service.

Process of argumentation: We present the theoretical framework underpinning the relationship between knowledge, social skills, and emotional competencies, which together activate mechanisms that foster resilience. In addition, we propose the design of a methodological approach and a Service-Learning project for Resilience Education, adaptable to various educational levels, from Primary Education to Higher Education.

Research findings and their impact on the development of educational sciences: This proposal aims to enhance students’ ability to cope with academic and emotional challenges and to support the development of resilient educational and life trajectories.

Conclusions and/or recommendations: The Service-Learning methodology provides a broad spectrum of psychological benefits aimed at safeguarding mental health aspects that may be at risk, while also fostering community resilience.

Interpersonal closeness as a pedagogical category fostering the integration of educational environments: families and schools

Grzegorz Godawa — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of this article is to examine the phenomenon of interpersonal closeness in relation to family–school cooperation. The author defines interpersonal closeness as a pedagogical category and discusses the unifying role of the pedagogy of interpersonal closeness in cooperation between educational environments. The following research questions were posed: What characterizes interpersonal closeness understood as a pedagogical category? What is the unifying role of interpersonal closeness in family–school cooperation?

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

Process of argumentation: The author explores the phenomenon of interpersonal closeness, beginning with etymological analyses and references to other scientific fields. He presents interpersonal closeness as a pedagogical category, defines it, and characterizes the pedagogy of closeness. The author draws attention to family and school as educational environments in which closeness can be developed. He emphasizes the importance of cooperation between these environments and the role of interpersonal closeness in strengthening that cooperation.

Research findings and their impact on the development of educational sciences: The author draws attention to the relatively underexamined phenomenon of interpersonal closeness. The analyses support the thesis that interpersonal closeness can be treated as a pedagogical category of great importance for the development of all participants in the educational process and for their cooperation. The results indicate a need for a pedagogy of closeness, as it can guide both the building of interpersonal relationships and the overcoming of difficulties that arise in this process. The author provides pedagogical implications that are relevant to the development of interpersonal closeness in the family–school relationship.

Conclusions and/or recommendations: Referring to the pedagogical category of closeness may constitute a key to interpreting situations that occur in the family–school relationship. The analysis may serve as a basis for further discussion on the place and significance of closeness in education.

Problematic Internet use, family relationships and social support vs. depressive symptoms among adolescents during remote learning

Roman Solecki, Piotr Hreciński , Piotr Szczukiewicz — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The study presented in this article seeks to answer the following question: What is the role of social support and the quality of family relationships in the context of depressive symptoms and problematic Internet use during the COVID-19 pandemic and remote learning among adolescents?

Research methods: The study was conducted among 509 adolescents aged 11–16. Empirical data were collected using the Epidemic Difficulty Questionnaire (ATP), Family Relationships Questionnaire (KRR), Sense of Support Scale (SWS), Internet Addiction Test (IAT), and the Child and Adolescent Depression Inventory (CDI2). The results showed that 34.02% of the students had elevated depressive symptoms. Heavy Internet use affected 16.8% of respondents, including 10.86% who simultaneously showed heightened symptoms of both depression and addiction. Additionally, girls were more likely than boys to exhibit symptoms of depression.

Process of argumentation: First, the number of individuals affected by depression and Internet addiction was determined, and four groups were identified based on the combination of these two variables. These groups were then analyzed according to gender, age, pandemic-related difficulties, quality of family relationships, and sources of support.

Research findings and their impact on the development of educational sciences: The study found that 34.02% of students had elevated depressive symptoms. Heavy Internet use affected 16.8% of respondents, including 10.86% who simultaneously experienced aggravated symptoms of depression and addiction. Moreover, girls were more likely than boys to report depressive symptoms. Students exhibiting both depressive and addictive symptoms experienced significantly more difficulties in relationships with family members compared to those without symptoms, and they perceived a greater number of household responsibilities as burdensome. Depressive symptoms were less severe among students whose families demonstrated mutual understanding and openness to differing views and beliefs. In such families, members communicated flexibly, cooperated effectively, and cared for one another.

Conclusions and recommendations: The results confirmed that the quality of family relationships is crucial for the healthy functioning of adolescents without depressive symptoms, even in pandemic conditions. Therefore, an important preventive measure for schools is to undertake initiatives that strengthen mutual communication and parent–child relationships, as well as to enhance the diagnostic skills of parents, caregivers, and educators in the early detection of risk behaviors among children and adolescents.

Between the imagined and the existing culture: The consequences of biographical learning after conviction

Joanna Żeromska-Charlińska — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): This article analyzes the subjective trajectories of a former convict in the context of social exclusion. The aim of the study was to reconstruct the experience of becoming a free individual and to examine the opportunities offered by cultural norms. The analysis sought to identify and interpret the key features of the data corresponding to the research question.

Research methods: Based on an in-depth interview with a former female convict, the study attempted to identify her subjective world, her situation in a new, culturally sanctioned reality, and to conceptualize this reality in an interactional dimension. The collected data were examined through interpretive hermeneutic-phenomenological analysis. The research employed the biographical method and an in-depth interview.

Structure of the article: The paper presents a theoretical introduction, followed by methodological assumptions and research results.

Research findings and their impact on the development of educational sciences: The resulting narrative was analyzed to describe the former convict’s personal journey of re-learning in a host culture. The analysis focused on the subject’s social status as well as on her attempts to step into a new role and overcome mistrust toward people, places, and events. The empirical analysis revealed that the subject relied on complex self-reconstruction mechanisms operating at the intersection of the imagined and existing culture.

Conclusions and/or recommendations: The research enabled an in-depth examination of the social adaptation strategies of both the ex-convict and the surrounding community. The added value of this study is that it provides a better understanding of the complexity of post-sentence learning processes under imposed social pressures.

The role and actions of the school in preventing domestic violence against students

Katarzyna Wojtanowicz — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problems: The aim of this article is to present the role of the school and the actions that it undertakes to prevent domestic violence against students. In line with this objective, the following research questions were posed: What role does the school play in preventing domestic violence against students? What measures should schools take to counteract domestic violence? How do school staff assess their preparedness and readiness to take action in this area? What recommendations can strengthen the school’s efforts to address domestic violence against students?

Research methods: To answer the research questions, a qualitative research design was used, specifically focus group interviews (group discussions, commonly referred to as focus groups). A total of 68 participants took part in the study. The group of respondents consisted of school principals, teachers, homeroom teachers, as well as school counselors and psychologists.

Process of argumentation: The research process is both theoretical and empirical, as it combines an analysis of relevant literature with the author’s own findings. It focuses on presenting the role of the school and the actions that is undertakes to support families affected by violence and to protect children experiencing domestic violence. The study highlights that building an atmosphere of trust and safety in the school environment is a vital condition for effectively supporting students at risk of violence and mitigating its negative effects.

Research findings and their impact on the development of pedagogical science: The analysis of the collected material confirms the key role of the school in preventing domestic violence against students and in supporting families affected by violence. The findings indicate that efforts in this area are highly interdisciplinary, especially within pedagogical science, but also reveal limits in how these responsibilities are carried out.

Conclusions and/or recommendations: The research contributes to the development of the domestic violence prevention system, as well as to broader child and family support measures. The findings emphasize the need to enhance the readiness and openness of educational institutions to carry out effective interventions, provide support to children and families, and strengthen the overall system of support available to educators.

The capillary phenomenon of sharenting

Antonia Rubini — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): This paper explores the phenomenon of sharenting—the widespread practice of parents sharing images and information about their children on social media—as an emerging area of interest in the educational sciences. The aim of the study is to critically analyze this practice from pedagogical, ethical, and socio-philosophical perspectives, with particular attention to its implications for child protection, identity formation, and educational responsibility in digital environments.

Research methods: The study employs a theoretical and argumentative methodology, using an interdisciplinary qualitative approach based on a review of academic, philosophical, and legal literature. The analysis draws on philosophical (Sartre, Foucault), pedagogical (Mortari, Rousseau), sociological (Bauman, Giddens), and media theory (Watzlawick, Barile) frameworks, as well as relevant legal and institutional sources.

Process of argumentation: The argument proceeds by first defining sharenting, then examining parental responsibility in the digital era, and finally presenting a pedagogical proposal rooted in an ethics of care, critical awareness, and the cultivation of digital citizenship.

Research findings and their impact on the development of educational sciences: The contribution of the study is the formulation of an educational vision that acknowledges the need to support digital parenting through reflective, dialogic, and child-centered practices. Implications for the educational sciences include the urgent need to develop training models and pedagogical tools that equip teachers, educators, and parents to address the challenges of online communication. Such efforts should incorporate media literacy and relational ethics into curricula and educational practice.

Conclusions and/or recommendations: Sharenting is not simply a communication trend but a crucial arena for rethinking educational practice in contemporary society. It raises fundamental questions about visibility, identity, and responsibility that demand pedagogical and ethical consideration.

Engagement of literature influencers on Instagram: Bookstagrammer strategies to promote reading in the family context

Carmen Ruiz, Marilé Pretel Jiménez, José Luis Del Olmo Arriaga — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): This study explores the influence of bookstagrammers on young readers and their families in the context of declining reading engagement among youth in the digital age. It investigates how social media, particularly Instagram, can be used to promote a love of reading and support the development of literacy skills.

Research methods: A mixed-methods approach was adopted to assess the impact of bookstagrammers on reading habits. The quantitative component analyzed the behavior of literary influencers on Instagram, examining their posts and levels of engagement (likes, comments) to identify strategies used to promote reading. The qualitative component consisted of semi-structured interviews with families, exploring their reading practices and the extent to which they followed bookstagrammer recommendations. Together, these methods provide a comprehensive picture of how digital literary influencers shape family reading habits and encourage engagement with literature.

Process of argumentation: The article is organized into an introduction, a literature review on the educational role of social media, a methodology section outlining the research design, and a results section presenting the main findings.

Research findings and their impact on the development of educational sciences: The study shows that bookstagrammers create interactive content, such as reading challenges and virtual book clubs, that captures the interest of young readers. These activities promote social interaction, encourage the exploration of diverse genres, and support the development of critical thinking. The findings suggest that integrating social media into reading practices can enhance literacy development and help build a community of engaged readers.

Conclusions and/or recommendations: The study recommends that educators and families actively engage with bookstagrammers to create supportive reading environments. By embracing the innovative strategies used by literary influencers, stakeholders can help foster a generation of motivated readers, ultimately contributing to long-term gains in literacy, empathy, and cultural awareness in educational settings.

Partnership in education: A parental view of art schools under pandemic constraints

Agnieszka Weiner — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problem(s): The aim of the study was to present the parental perspective on the partnership between art schools and families during remote education in the COVID-19 pandemic, based on a four-dimensional model of educational partnership (cognitive, volitional, emotional, and behavioral). The main research problem concerned the nature of this partnership emerging from parents’ assessments.

Research methods: A diagnostic survey was conducted among 461 parents of students attending art schools—music and visual arts institutions. The research instrument was an author-developed questionnaire grounded in the theoretical partnership model and validated using the VREP expert procedure. Statistical analyses (Mann–Whitney U test, Spearman’s rho, and Friedman’s ANOVA) were applied to assess levels of partnership and to compare different types of art schools.

Process of argumentation: The article outlines the adopted theoretical framework of educational partnership, presents the methodological assumptions, and subsequently analyzes differences across the defined partnership dimensions in various types of art schools. The findings are interpreted in relation to national and international research on education during the pandemic.

Research findings and their impact on the development of educational sciences: Parents perceived the partnership between art schools and families as incomplete and uneven across the dimensions. The behavioral and cognitive dimensions received the highest ratings, whereas the emotional and volitional dimensions were rated as the weakest. Significant differences were identified between music and visual arts schools. The findings reveal structural shortcomings in emotional support and collaboration mechanisms under crisis conditions, thereby contributing to knowledge on school–family relations and addressing a gap in research on art education.

Conclusions and recommendations: The results indicate a need to strengthen the emotional and volitional aspects of school–family collaboration, particularly in crisis situations. The study underscores the importance of further research into the relational and organizational factors shaping partnerships in crisis contexts, with particular attention to art schools.

Social communication as a necessary condition for community-building: Lessons from Aristotle and Thomas Aquinas for modern education

Adam Machowski — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problems: The aim of this research is to rediscover the educational sources of social and political community. Since these sources originated in antiquity and the Middle Ages, it is useful to revisit the ideas of Aristotle and Thomas Aquinas. The article is a comparative inquiry into their views on the social and political value of education.

Research methods: The source materials consist of texts written by both authors. In my study, I use the method of hermeneutic text analysis to uncover the meaning of their writings, alongside comparative analysis—the main method used—which examines the two authors’ texts in their historical and cultural contexts.

Process of argumentation: Such a comparison is possible and legitimate because Aquinas repeatedly commented on, and creatively interpreted, the thought of the Stagirite. Both classical thinkers emphasized the role of proper communication in the co-creation of a social community. Multidimensional education—transmitting knowledge and virtues—served this purpose by constructing a community of shared values. However, while Aristotle’s doctrine focuses on the political dimension of communication and pedagogy (the first part of the article), Aquinas discovers and analyzes the social, pre-political reality of community life (the second part). This generates important differences between them. While Aristotle maintains a strictly political orientation in his understanding of education, Thomas Aquinas emphasizes the more familial nature of social dialogue and instruction (the third part).

Research findings and their impact on the development of educational sciences: The analysis shows the need for education oriented toward community-building. These authors’ reflections on social relations and the necessity of mutual communication in a political community remind us of the importance of social education. In Aristotle, we find a strong call for conscious political education of citizens, whereas in Thomas Aquinas, we encounter an appeal for education in social relations and for building smaller communities such as families, associations, and congregations.

Conclusions and recommendations: The purpose of this article is to show the importance that classical authors attached to social education as a prerequisite for the existence of a political community. This is important in our postmodern times, which are characterized by radical individualism and the breakdown of community ties. In this commentary, I propose rediscovering the ideas of both philosophers for contemporary education, which help us appreciate and properly apply communication in the creation of social and political bonds.

Learning coping strategies in the narratives of young bloggers with SMA: The role of family, school, and community

Katarzyna Ciszewska — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problems: This study investigates how environmental contexts—family, school, and the social environment—shape the development of coping strategies among young bloggers living with SMA. The analysis focuses on turning points in their lives and the influence of significant others in learning to manage illness-related challenges.

Research methods: The study employs a qualitative methodology grounded in hermeneutic phenomenology. Proxemic analysis (Walulik 2022) served as the primary analytical tool. Blog content was supplemented with semi-structured interviews with the authors, providing a broader understanding of their lived experiences.

Process of argumentation: The article opens with an introduction outlining the conceptual motivations, research aims, and contextual background on SMA. It then describes the methodological framework, including the methods used, analytical techniques, characteristics of the research sample (five bloggers), and data sources (blog entries and interviews). A subsequent section discusses the main theories and key concepts, which is followed by an analysis of the empirical findings. The final section concludes with a summary and pedagogical implications.

Research findings and their impact on the development of educational sciences: The findings underscore the importance of the environmental context. Family members, teachers, peers, professionals, and clergy emerged as influential figures supporting the development of both task-oriented and meaning-oriented coping styles. The study also highlights the value of blogs as research material, as they offer authentic insights into the daily experiences of individuals with SMA. These findings may inform and enrich the training of future professionals.

Conclusions and/or recommendations: The study emphasizes the importance of developing coping competences among children and adolescents with disabilities while ensuring that parents do not fall into patterns of overprotection. Mechanisms such as modeling, resilience, and transgression play a key role in helping young people overcome their limitations.

Critical thinking in teacCritical thinking in teachers’ perception: Critical remarks based on researchhers' perception/understanding. Critical remarks on the basis of research

Anna Mróz, Natalia Twardosz, Istvan Zsigmond, Anna Wiatrowska — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): This study investigates teachers’ perceptions of critical thinking (CT) as an essential competence in contemporary education. It examines teachers’ self-assessed levels of CT, their preparedness to develop CT in students, and the barriers that hinder its effective implementation in teaching practice.

Research methods: A quantitative survey was conducted among 213 teachers from various educational levels in southern Poland. The structured questionnaire included self-assessment items and Likert-scale questions measuring teachers’ attitudes toward CT. Data analysis employed descriptive statistics, correlation analysis, and nonparametric tests (Mann–Whitney U and Kruskal–Wallis).

Structure of the article: The article begins with a conceptual overview of CT in the context of the information society, followed by a description of the research methodology. Subsequent sections present and discuss the empirical findings and their implications for educational practice.

Research findings and their impact on the development of educational sciences: Teachers highly value CT but often feel underprepared to teach it. Only 7.5% reported being very well prepared, and many cited obstacles such as a lack of methodological tools, insufficient training, and low student motivation. The results emphasize the need for systematic support and teacher education focused on CT instruction.

Conclusions: The study underscores the importance of professional development that enhances teachers’ competence and confidence in fostering CT. Strengthening CT-oriented curricula and training programs is vital for preparing students to think critically in a complex, information-driven world.

Educational ideas within the Peasant Movement in the early 20th century: Three engaged voices

Tomasz Maliszewski — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of this paper is to present the key ideas and proposals for educational work that emerged within the Polish peasant movement in the first half of the 20th century. It examines the principal educational and upbringing concepts advanced during this period by three prominent peasant movement activists: Stanisław Thugutt, Juliusz Poniatowski, and Ignacy Solarz. The basic research problem considered in the article is the question of which pedagogical achievements of these three activists can be considered timeless and valuable today.

Research methods: The study mainly makes use of original publications by the selected peasant-movement activists, as well as the methodological assumptions of the social history of education.

Process of argumentation: Based on an analysis of the collected source material, an attempt was made to identify the most important educational ideas proposed by each of the three rural educators.

Research findings and their impact on the development of educational sciences: In total, twelve educational ideas and proposals formulated by Thugutt, Poniatowski, and Solarz are identified, many of which may be regarded as timeless and still relevant today.

Conclusions and/or recommendations: The author argues that the pedagogical achievements of Thugutt, Poniatowski, and Solarz should be recognized as an important illustration of Polish contributions to the New Education Movement and considered a valuable and still relevant component of Polish educational heritage.

The word as a pedagogical sign: Lessons from fairy tales

Ana Carolina Galiano Moyano — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): Education—in all its manifestations—is a process that enables people to grow and improve. In educational institutions, this process takes place through teaching, understood as the transmission of knowledge through signs; and for the teacher, the most significant sign is the word. Its pedagogical power is so great and mysterious that, when used well, it educates. To explain this aspect, this paper aims to provide a theoretical discussion of the educational power of words through fairy tales. Specifically, we seek to identify the difference between education and teaching, the importance of words in both processes, and to present an example from a case study in which the narrated words of stories convey educational elements because they reflect goodness, truth, and beauty.

Research methods: This research is qualitative in nature, and the methods used included bibliographic review and analysis. In addition, data from a previous study of our own—a case study based on a survey technique—were incorporated and valued for the purposes of this work.

Process of argumentation: The argumentation process was characterized by the identification of central ideas, the relationships between concepts, and examples drawn from the results of earlier research.

Research findings and their impact on the development of educational sciences: Among the most significant findings, we note that the influence of stories has withstood the test of time due to their richness, depth, and meaning. This influence emerges through experiences of reading or listening to stories, the words associated with these readings, identification with the characters, and the reflection of human nature expressed in them.

Conclusions and/or recommendations: In conclusion, we find that stories exert a great influence on people because of the beauty, truth, and goodness that they convey. The word that emerges from them becomes a necessary sign in education, which leads people toward their personal fulfillment.

Inclusive language in academic environments: Theory and practice

Stanislava Moyšová — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives: This case study aims to describe different modalities of inclusive language, i.e., gender-balanced, gender-sensitive, or gender-neutral language, which are used in the official communication of Comenius University Bratislava. We link these modalities with the results of an online survey carried out in August 2024, which showed how native Slovak speakers perceive inclusive alternatives for generic masculine nouns.

Research method: A critical text analysis was performed on online statements of the faculty members of Comenius University Bratislava and the online survey on inclusive language.

Process of argumentation: In the past decade, gender-sensitive or inclusive language has permeated the communication of many actors in civil society, be it the media, public institutions, or various associations. It reflects the post-structuralist idea that language is a tool of power and makes women invisible, especially in professional life and various other roles. In Romance and Slavic languages, the “invisibilization” is caused by generic masculine nouns. The implementation of forms other than the generic masculine is based on psycholinguistic research (mainly in the German language). According to these researchers, this leads to women becoming invisible in the language. Comenius University Bratislava adopted a gender equality plan, financed by EU-funded programs. The use of inclusive or gender-sensitive language is a part of this action plan.

Research findings and their impact on the development of educational sciences: The critical analysis of online statements of Comenius University Bratislava and its faculty members shows that only in the Faculty of Arts and the Faculty of Pedagogy is gender-sensitive language systematically used (doublets or neuter nouns). The main information channel of the University and the profile of the Faculty of Law almost never apply inclusive language. The online survey which was carried out in August 2024 shows that the majority of Slovak native speakers consider the variants of gender-sensitive language (both lexical and graphical) to be strange and redundant.

Conclusions and/or recommendations: According to the survey, the generic masculine form is perceived by the majority of Slovak native speakers as a neutral form which denotes both genders. These findings could be correlated with the use of inclusive language (especially split forms) in statements on the social networks of different faculties of Comenius University Bratislava. The reasons for this situation could be the fact that the administrators who author the content are not informed about the action plan adopted at the university level (about the use of inclusive or gender-balanced language) and continue to use the classical generic masculine forms of nouns because the split form bears the characteristics of non-conventionality. A major shift in the use of gender-sensitive language could be enacted by a top-down approach in academia, but this will not solve the practical questions related to its functionality in the stylistics of the Slovak language.

Rhetorical skills and inclusion in the context of contemporary social challenges

Silvia Vertanová — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives (aims) and problem(s): The aim of this study is to present the potential threats posed by modern communication technologies. The communication environment surrounding an individual influences the structure of their neural network. Intensive immersion in content offered by today’s cyberspace tends to detach users of digital media from the limits of the body, physical space, and temporal constraints. Prolonged exposure to virtual worlds may result in the loss of the ability to attain awareness of one’s authentic “self.” The proliferation of non-verbal interactions risks undermining the ability to actively use language; as a result, the critical function of human consciousness may be weakened. In this context, what challenges does contemporary education face?

Research methods: The author draws on selected critical commentaries on education by renowned scholars in the humanities (Ortega y Gasset, Adorno, Liessmann, Wikforss) and, in a contemporary context, scrutinizes the impact of technological change on the development of rhetorical (speech) skills among university students. This analysis is conducted against the backdrop of constructivist reforms in education. The article was prepared as part of the research project VEGA 1/0142/24 Jazyková inkluzívnosť: medzi integratívnou a reštriktívnou komunikáciou [Linguistic Inclusiveness: Between Integrative and Restrictive Communication].

Process of argumentation: The article begins with an introduction that characterizes modern society as a “post-typographic culture” (Ong, 1982). It then identifies potential pitfalls associated with cyberspace and highlights the weakening of language skills resulting from the excessive passive consumption of virtual content. The decline in active language use poses a threat to the development of the individual’s critical consciousness.

Research findings and their impact on the development of educational sciences: For the full integration of individuals into society, that society must be composed of autonomous subjects. Therefore, within the educational process in today’s post-typographic culture, it is necessary to strengthen the development of active speech practices and the autonomous consciousness of learners.

Conclusions and recommendations: As a safeguard against the potential decline of linguistic abilities in future generations, this article proposes the inclusion of rhetoric at all levels of education. Historically, rhetoric emerged in the public sphere of ancient democratic societies; however, over the past century, it has often been reduced to an instrument of propaganda serving totalitarian power structures. In the contemporary context, rhetoric must be adapted to new communication needs and media channels. In this regard, the German school of rhetoric associated with Saarbrücken proposes the concept of so-called functional rhetoric (Geissner, 1974).

Level of moral development and school success of elementary school students

Marija Tomic — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problems: The aim of this study was to determine whether there is a statistically significant relationship between elementary school students’ level of moral development and their academic achievement. The research examined the connection between students’ moral development and their overall grade point average (GPA), as well as their achievement in art-related subjects (painting and music) and science subjects (mathematics and physics).

Research methods: The study employed a survey technique to collect data on students’ academic performance and a scaling technique to measure moral development. The moral development scale consists of 65 items assessing moral knowledge, attitudes, and behavior.

Process of argumentation: The paper is structured around a theoretical and methodological framework. The theoretical section analyzes major theories of moral development and relevant empirical findings, while the methodological section presents the research aims, questions, hypotheses, sample description, instruments, and research procedure.

Research findings and their impact on the development of educational sciences: The analysis shows that there is no statistically significant relationship between overall academic success and moral development, nor between achievement in science subjects and moral development. It is also important to note that students who earned higher grades in painting achieved a higher level of moral development than other students. Students with high grades in art demonstrated statistically significantly higher results on the moral development scale. Given that this relationship was not confirmed for music, the hypothesis concerning art subjects is only partially supported.

Conclusions and/or recommendations: Regardless of the results obtained, future research should be directed toward examining children’s morality in a larger sample of students. Although the level of moral development does not statistically significantly differ depending on students’ overall academic success, the difference observed in art-related subjects provides a basis for more detailed investigation. Further studies with larger and more diverse samples are needed to validate these results and explore potential mediating factors influencing moral development.

Supporting religious and pro-social education in the Catechesis of the Good Shepherd within the cognitive-developmental framework of integral religious development

Barbara Surma, Jacek Prusak — Wed, 31 Dec 2025 00:00:00 +0000

Research objectives and problem(s): This article aims to identify practical approaches to religious and pro-social (moral) education within the pedagogical framework developed in Rome during the 1950s by Sofia Cavalletti, known as the Catechesis of the Good Shepherd (CGS). The central research question guiding this study is: How does the CGS program support the religious education and pro-social development of preschool children in the context of the cognitive-developmental concept of integral religious development?

Research methods: To address these questions, we employed a method of document content analysis. The religious education content and its delivery methods were examined through an analysis of the CGS curriculum and methodological guides for children aged three to six years.

Process of argumentation: The article consists of an introduction and justification for the choice of topic, a presentation of methodological assumptions, an analysis of the literature to present the research context, research results in accordance with the research problem, conclusions and discussion.

Research findings and their impact on the development of educational sciences: A psychological and pedagogical analysis of the CGS program, viewed through the lens of holistic child development, suggests that it effectively integrates (a) the individual characteristics of the child, including age, psychological traits, religious socialization, and prior knowledge based on physical and psychological experiences; (b) the characteristics and role of the adults introducing the child to the faith, particularly the nature and quality of the relationship with the child; and (c) the content and delivery of religious knowledge.

Conclusions and/or recommendations: Formal catechesis is important in supporting the religious development of preschool children as it complements the foundational experiences gained within the family. It considers the development of the child’s religious awareness according to their unique religious disposition and their ways of understanding and perceiving reality. Cavalletti’s content arrangement is kerygmatic, and fosters a relationship with a personal God, which forms the basis for pro-social (moral) development in subsequent stages of religious education.

Validation of the Career Planning Styles (SPK-21) tool

Katarzyna Jagielska — Mon, 29 Dec 2025 18:25:50 +0000

Research objectives and problem: The article focuses on the theoretical basis for the development and validation of the Career Planning Styles (SPK-21) tool. The aim was to design and evaluate the psychometric properties of a questionnaire for investigating the career planning styles of university graduates entering the labor market. The main research objective was formulated as the following question: What are the career planning styles of university students?

Research methods: The study was conducted in the 2023/2024 academic year. The Career Planning Styles questionnaire was distributed to students in two stages. First, a pilot study was carried out with 155 respondents, which enabled an initial psychometric validation of the tool. The main survey was then conducted among 665 university students.

Process of argumentation: The article begins with an introduction to the topic of professional careers in the modern world. Particular attention is paid to the issues of accelerating change and the growing complexity of the world, as well as their consequences for the labor market and career planning. This section also addresses factors that influence career planning decisions. The next part outlines the methodological assumptions of the research, including sample selection, research timeline, and the procedure for creating and validating the SPK-21 tool. The final part presents a summary of the tool’s potential applications.

Research findings and their impact on the development of educational sciences: The analyses led to the development of the final version of the Career Planning Styles (SPK-21) questionnaire. Cronbach’s alpha for its three dimensions: ordered style, flexible style, and dependent style was 0.726, 0.707, and 0.620, respectively.

Conclusions and/or recommendations: The evaluation of the validity and reliability of the final version of SPK-21 was positive. The tool can be used to measure three styles of career planning, and the survey may be conducted individually or in groups.