Dynamic changes characteristic of modern societies, especially those involved heavily in technological transformation create special conditions for adaptation of the network environment to the needs of education. The introduction to this article discusses contexts of the issue as a precondition resulting from the threat of digital divide of teachers. Then, the paper includes considerations on the conditions of the constitution of information literacy as a result of the revision of theory and practice. It proposes a process of examination of teacher information literacy in the digital environment in the perspective of hermeneutic methodology. Conclusions provide the proposal to include research on the development of teacher information literacy in the process of the network society formation.

This study aimed to review the literature on anorexia prevention programmes targeting the general population and populations at risk and to describe the programmes selected for the review. Methods: The review was conducted under the PRISMA guidelines. The following digital databases were explored: PsychINFO, PubMed, ScienceDirect, Scopus, and Web of Science. 412 records, including 92 full-length research articles, were critically analysed. Fourteen studies that met all inclusion criteria were ultimately included in the analysis. Results: Most studies described prevention programmes for adolescents or young adults. The majority of the reviewed programmes targeted girls and young women. General and selective prevention programmes were the predominant types of interventions. The evaluated programmes differed considerably in content, modality, and duration. All of the reviewed studies have been published in the last 18 years. Conclusions: Further research is needed to develop anorexia prevention programmes that are more effective, deliver more lasting outcomes, and can be applied in various populations. Methods supporting the broad implementation of such programmes should also be identified.

The adopted international rules for educational programmes have stimulated their reform at the national and local levels. It is interesting to observe how individual countries have approximated them in pre-primary education. This is possible by a comparative approach, which is the content of this study. It is based on results of an analysis of national educational programmes in pre-primary education in three neighbouring countries – in the Czech Republic, Poland and the Slovak Republic. It points at what is basically conceptually the same and what is different in the curricula of the studied countries as a result of the trends in curricula in the OECD countries at the beginning of the 21st century.