The Freedom to Teach vs. Autonomy of Academic Education According to Act 2.0

The issue of work is the autonomy of academic education. Analyzing the factual and legal conditions for adopting the so-called Constitution for Science and applying Act 2.0. in the field of conducting studies leads to considering the presented issue. In this way, the work aims to determine whether legal rules of creating studies curricula, in force since the 2019/2020 academic year, provide universities with the necessary institutional autonomy and guarantee freedom of teaching. The work concludes that the adopted regulation adequately realizes the autonomy of academic education. The analyses show that the adopted solutions enough balance the requirement to protect the public interest and the need to respond to the needs of the socio-economic partners of higher education institutions. In this way, the quality of education is balanced with the need to introduce new curricular content into the programs of study, responding to the challenges of today’s university graduates.

Distance learning in the perspective of deep and reflective learning

The aim of the article is to show the process of studying young people remotely and to search for solutions leading to the improvement of the process in the perspective of deep and reflective learning. The article aims to solve the problem: how is the process of studying young people remotely? The method of individual cases, the technique of uncategorized, in-depth interview, was used to solve the problem. In the theoretical part, attention was paid to understanding the process of studying in the light of various didactic paradigms and an attempt was made to outline the approach of a deep and reflective learning process, looking for ways to improve the process of studying young people in this perspective. In the empirical part, the course of the process of studying the respondents remotely was presented, highlighting, above all, the components to which the respondents drew attention in their statements. The analysis of the empirical material shows that the process of studying young people is understood surface, superficially, it is limited to taking actions offered by the university on the educational platform. Students do not use their potential in the process of studying, they do not show full, possible commitment. The analysis of the empirical material leads to the development of practical guidelines aimed at improving the process of studying young people, which result from the assumptions of deep and reflective learning. The research shows the need to focus attention on the process of studying and its effectiveness, the need to take action by academic teachers, and above all by students focused on improving the process.