During the last 200 years, the school and the educational system in Spain have experienced an explosion of ideas, approaches, trends, models and pedagogical currents which proclaim themselves as alternative or innovative. In this article, we are going to compare the alternative models and practices with the traditional educational model. We are going to start with a conceptualization of traditional pedagogy and the alternative models which have been presented in Spain in recent years. The conclusions of the study are going to show the relevance of the alternative educational practices; a limited relevance, which is more retro than neo; a recovery of the pedagogical memory and an updating more than an innovation.

The aim of the contribution was to map the degree of smartphone addiction in adolescents by means of The Smartphone Addiction Scale (SAS-SV) short version designed by Kwon et al. (2013). The construct validity of the research tool was established by exploratory factor analysis. A unidimentional solution appeared suitable to work with. The internal consistency of the scale was determined by Cronbach’s alpha (0.831). 519 respondents aged 12 to 25 years (AM = 19.41; SD = 3.83) participated in the research. A statistically significant difference was confirmed in the degree of adolescents’ smartphone addiction by gender in favour of women, and by age, at which respondents got their first smartphones, in favour of those who got their smartphone at a younger age. The effect size of differences was weak. No statistically significant difference showed in the degree of smartphone addiction by school type attended by adolescents.

The paper presents research findings concerning desired parental activities for peer violence prevention. An instrument was created for the purpose of this research, and study sample comprised 480 participants, including 170 parents, 94 teachers and 206 students. Activities perceived as more important were open communication and greater control of children’s behavior, while parents’ participation in school was assessed as less important. The “School without violence” program was recognized as a significant resource for empowering family activities in peer violence prevention. This implies that it is important to implement family support programs and to develop parents’ skills.

The purpose of this article is to look closer at the educational system in Finland and to consider it in terms of its educational success. It analyses historical aspects, teaching methods, cooperation between family and school, the material status. These considerations will be enriched by the practical experience gained during a study visit to Jyväskylä College of Education, a vocational secondary school in Jyvaskyla.

Theoretical deliberation on the process of transformation of family system and how its functioning as well as data obtained in course of empirical research specify conditions of development of youth brought up in single-parent families. Picture of situation of educational development functioning of single-parent families gives theoretical knowledge on deficite of these educational environments. The most common hazards are within psychosocial factors. On the basis of obtained data and scientific theories conclusions were drawn for educational practice and requirement of work with families at the school counselor level were finally expressed. Within the framework of activities addressed to families of changed structure both work with children growing up in described environments must be included and work with single parents. Proposed activities should be of repair and support type.

The aim of this article is an analysis of ways of presenting polish education’s problems in opinionforming weeklies. First assumption of this article is: way of writing about education impacts on what readers of these opinionforming weeklies think about education (about rules of working of education, role of education in human life). The author of this article analysis 115 texts about school and education published between 2009 – 2010 in opinionforming polish weeklies (‘Polityka’, ‘Newsweek’, ‘Wprost’, ‘Gość Niedzielny’, ‘Przegląd’). This analysis based on theory of T.A. van Dijk who was confident of relation between language, thinking and action. He affirms that a language (as a form of social action) forms a nonlinguistic reality, but discourse analysis is a method which let us meet social reality. Results of this analysis let us affirm that opinionforming pressemphasizes economic aspects of education (it is connected both with kindergarten and with primary school, secondary school and other stages of education). Kindergarten, primary schools, secondary schools and others are presented in press like companies which sale their services. This perspective of looking has many consequences. When we want to rate quality of these institutions, we should use economical mechanismes.

The active and direct participation of the state in the process of education was a very important and significant element that put the position of the main ideological-political formations in the interwar period in opposition to concepts constructed at the turn of the twentieth century. At the time of regaining independence, the state could be considered as one of the main subjects that were import_ant for rebuilding the awareness and collective identity of Polish people’s citizenship. Therefore, this text deals with the school and the army – institutions of educational influence during the Second Polish Republic – as the subjects of educational influence.

The image of the modern school in the artistic view of selected fields of art. Selected aspects

The school institution has always been subject to social criticism. The negative image of the school was not always fully justified and true. It happened that the words of criticism contributed to the improvement of school’s image. The school is one of the most important social institutions, it is therefore essential that its assessment be objective and the difficulties encountered / shortcomings have become an impulse for discussion, dialogue, and then for correction and supplementation. This text is an attempt to indicate the role of the art that presents selected areas of the functioning of the school. In the text, I refer to historical examples of art involvement in the educational and upbringing process at school, thus trying to signal that art was already an important element of education in the past. It was creating the image of the school. Today we can notice a similar practice. On the one hand, the presence of art in school creates its image, and on the other hand, art that works outside also creates its image. In the text, I present a number of examples of how school is perceived in an artistic image of fine arts, film and theater.

About the need for increased intercultural education in the face of the right-wing populism in Poland

The phenomenon of right-wing populism, which has been spreading in Poland for several years, is deeply permeated with exclusive and anti-pluralist demagogy, which has consequences for public education in our country. In this context, an urgent socio-educational challenge is to counteract students’ fear of what is different and unknown, as well as to develop respect and empathy towards other people, i.e. their different worldview, culture and religion. The aim of this article is not to construct some ad hoc and one-off school and pedagogical initiatives in the face of populist lies and manipulation, but to create the conceptual foundations of an educational, interdisciplinary and, above all, anti-populist preventive system that would be thoroughly filled with the premises of intercultural education and educate young citizens who perceive pluralism as cultural and social value.

The article presents the issue of patriotic discourse in school textbooks for teaching Polish for grades 4–8 of primary schools. At the same time, this issue is placed in the aspect of recent changes in education made and announced by the minister of science and education. The analysis of the textbooks carried out using the KAD method shows that, although we constantly deal with a romantic vision of patriotism due to the canon of reading, it is sometimes broken through reflection on historical events and the past. The martyrdom tendency, formed in the period of Romanticism, is still the dominant one, the presence of which is part of the paradigm of the long duration of Romanticism. The article also addresses what patriotic education at school should be today. Not only today, but for a long time now, we have been dealing with a tendency to produce and reproduce a conservative discourse and be closed within a martyrological narrative. This way of understanding patriotism today may lead young people to consider any form of patriotism as anachronistic and inadequate to our times.

A culturally diverse school in Poland. Experiences of Bydgoszcz teachers in the first period of the war in Ukraine

The article describes the experiences of Bydgoszcz teachers working in culturally diverse schools in the first period of the war in Ukraine (from February 24 to April 22, 2022). The basis of the article is the analysis of the statements provided by the participants of the conference “A Ukrainian student in the Polish education system. How to help teachers create a multicultural learning environment?” organized at the Kazimierz Wielki University, by its Department of Didactics and Studies on Culture of Education and the Kuyavian-Pomeranian Centre for Teacher Education in Bydgoszcz. The statements presented in the article concern the experience of eighty teachers from Bydgoszcz schools of various levels as well as academics, doctoral students and students working in educational institutions. The article is a contribution to the methodical trend of intercultural pedagogy. It contains practical tips on the work of teachers in culturally diverse classes, developed on the basis of current statements provided by people taking care of refugees from Ukraine.

The article addresses the implementation of regional education, a crucial component of socio-cultural identity. Its goal is to initiate a discussion on the essence of regional education in contemporary schools and present a pilot study on students’ knowledge about their region. The research shows that the role of schools in acquiring knowledge about the region is significantly smaller than that of the family environment, the Internet, or learning through social observation. The research indicates the need for broader studies on schools’ current curricula and educational offers in regional education. Its results also reveal the urgent need to restore the methodological foundations of regional education in Poland. It will help remind young people of the importance of local cultural heritage values and their own roots in their lives. A modern school also needs to restore the idea of regional education as civic education, which is necessary to shape competencies conducive to integration and openness to others. It is extremely important, especially in the current social situation related to the ongoing war in Ukraine.

Mathematical Failures of Girls and Members of Ethnic Minorities. Causes, Explanations, and Remedial Measures in the Light of Educational Ideologies

In this article I discuss the question: „What is mathematics really all about?” How mathematics is viewed is significant on many levels, especially in education and society. For many years, sociologists of mathematics education, have stressed that mathematics acts as a gatekeeper: mathematics more than any other subject, has been cast in the role as an ,,objective” judge. The main purpose of this article is to conjoin several sets of problems such as the mathematical underparticipation of women and ethnic minorities , the sense of cultural alienation from mathematics felt by many social groups, mathematics in the process of transmission of social and political values, its role in the unequal distribution of power and the social nature of mathematics as a discipline.

The paper presents three possible 'futures' and 6 scenarios for schools that are elaborated in the OECD report published as a book entitled What Schools for the Future? in 2001 and its sequel in 2003 Networks of Innovation. Towards New Models for Managing Schools and Systems. These different visions are compared and archetypes of the types of leaders that each of them might require are proposed. The implications for developing such managers to meet the demands of varying future scenarios are then considered. Finally, the question to what extent these visions are globally relevant is explored and whether globalisation of educational policy and practice itself is a desirable future.

This article discusses the modern concept of civic education and its history, which dates back to ancient times. Civic education is perceived as the process of educating individuals about their rights and responsibilities as members of a society and preparing them to participate in the democratic process. One of the key objectives of civic education is to promote active citizenship and engagement in the democratic process. The article highlights the interdisciplinary nature of civic education and its connection to a well-constructed educational system, as well as detects the biggest challenges for the process. The purpose of the article is to introduce the importance and development of civic education and to analyze its state in Poland, noting the changes that have taken place over the course of the 21st century. To accomplish this objective, the author decided to compare various reports on both the state of democracy and education in Poland. Furthermore, the author sought to underscore the significance of the individuals responsible for educating society, as well as the methodologies employed in civic education, which significantly influence the formal civic education of young individuals. Such ideas were also presented in the recommendations.

This article characterizes motivation for learning and school anxiety among pupils of the last two grades of primary school and junior high school students. The research method is the “I and My School” test by E. Zwierzyńska and A. Matuszewski. The research pinpoints low motivation for learning and an average level of anxiety among the tested adolescents. The gender does not diversify the motivation level. Girls are characterized by a higher level of school anxiety than boys. The motivation level rises in junior high school and the level of anxiety decreases. Good students have an equally low motivation level as poor ones but at the same time good students have a higher level of school anxiety. The following factors influence the low level of motivation among the tested students: general reluctance towards learning, low interest as far as the lesson is concerned and the teacher’s behaviour.

School in the discourse of polish cabarets

The study aims to identify problems related to school and school education present in cabaret discourse and the way they are presented. The cabaret is an interesting research area and field of analysis of social problems, including issues related to educational policy. The data collection method was source searching. The analytical material consisted of eight sketches of Polish cabarets, selected according to the criteria: time of publication, popularity, and topicality. The data analysis method belongs to a group of approaches called critical discourse analysis. Applications of discursive strategies described by R. Wodak and M. Reisigl were sought. The results show that in the discourse of Polish cabarets, the school is presented as a subordinate contractor of political and legal regulations. It characterises with low social prestige, which is built on the low assessment of school teaching in terms of content, the low prestige of the teaching profession, and the low assessment of the student’s role. In relations between these entities, the discourse of scolding and disciplining appears as the manifestation of power and hierarchy; of infantilisation and sexism.

Challenges to teachers’ psychological safety in the workplace – pilot studies in the municipality of Strzelin

The study aims to show how teachers’ interactions with students, parents or legal guardians, and colleagues in the workplace affect educators’ sense of psychological safety. To this end, the survey and in-depth interviews were carried out among teachers of public educational institutions in the municipality of Strzelin (in the Lower Silesian Province). A noticeable scarcity of studies on the aggressive acts directed against educators and their consequences was the inspiration to undertake them. Publications on increasing the levels of physical, psychological, sexual, and economic aggression among students are much more common. The obtained research results show that many teachers feel “left behind” in the face of the aggression they experience, expressing the view that they cannot count on help and understanding from either the Ministry of Education and Science or their immediate superiors. Furthermore, the measurements showed that educators need to be more adequately assimilated knowledge of the legal protection to which they are entitled and are also unaware of ministerial initiatives to provide psychological support for teachers. The conducted pilot study argues in favour of the desirability of pursuing subsequent in-depth research addressing the issue of teachers’ psychological safety.

Several factors are responsible for attaining the academic success of the learners, but more importantly, the home environment, the school location, and other environmental factors surrounding the school go a long way in determining the teaching and learning outcome. The environment under which learning takes place influences, to a greater extent, the attainment of the students’ achievement. Therefore, this study interrogated the school environment as a determinant of students’ academic achievement in Government with detailed reference to the Atiba Local Government Area of Oyo State. Students studying Government as a school subject were the population of this study. Six (6) Senior Secondary Schools were drawn as samples. Twenty (20) students were selected from each school, totaling One Hundred and Twenty (120) participants. The questionnaire was adopted for data collection, while data analysis was by rank order, percentages, and mean. The study availed itself of both primary and secondary sources of data gathering and consequently discovered that the parents’ education and home environmental factors significantly impact students’ achievement in Government. It was recommended that the home and other environmental factors determine academic achievement, as this can accelerate the rate at which students learn and achieve their educational pursuits.

Difficult conversations with young people about war

The aim of the article is to analyse the most important challenges faced by parents, guardians, educators, teachers, and psychologists in communicating with Ukrainian youth after the start of the full-scale Russian-Ukrainian war. Selected good practices of educational, pedagogical, and psychological institutions, organisations and scientific research centres in Poland supporting the mental health, well-being and promoting intercultural integration of Ukrainian adolescents residing in Poland were identified. Using individual, semi-structured interviews, barriers and facilitators to communication and integration of Ukrainian teenagers with their Polish peers were also explored. The conducted analysis confirmed the necessity of addressing the topic of war in discussions with young people, considering their psychological needs and perceptual capabilities. Systemic solutions are needed to educate them in the field of information security and intercultural dialogue, and to intensify activities increasing the social inclusion of teenage refugees from Ukraine in Poland.