The article highlights changes in Character and Citizenship Education (CCE) in Singapore. In response to the country’s current and future needs, the government has been introducing various mandatory programs aimed at integrating ethnic groups and developing human resources through education. The aim of the article is to recognize the importance attributed to CCE in educational policy and to discuss the currently implemented approach. The diagnosis takes into account the broader social, political and historical context of the country, in which CCE is embedded.

This study is a review (content analysis of the literature) supplemented with actual indications and a proposal for a project that can be implemented by researchers representing universities from several countries. The aim is to show how universal design and broadly understood accessibility relate to the idea of intercultural education, or how they rather stem from it. Additionally, it will be important to develop these ideas within the thinking about the changing university – open and accessible to everyone as much as possible. Due attention will be drawn here to important issues from the point of view of the priorities and prospects of the European Union’s policy, also because of the obvious need to change the social reality towards the frequently mentioned inclusion. The ending will comprise the guidelines and recommendations for those designing future activities, those implementing ready-made solutions, as well as for theoreticians who try to organize their knowledge in this area.

The aim of the article is to carry out a literature review concerning the principles of cultural child rearing among Indigenous people in Canada as regards traditional practices and their contemporary adaptation in the shadow of the historical trauma of colonization. The main categories of analysis are cultural connectedness and cultural child development related to Indigenous understanding of child autonomy, discipline, spirituality, building relationships and community in Canadian Indigenous societies. In the first part of the article, the focus is on the importance of cultural connectedness and five areas of connectedness crucial to a cultural framework by which Indigenous knowledge is transmitted, preserved and promoted. In the second part, the principles of traditional child development in contemporary Indigenous practices with some examples such as the “Four Hills of Life” are explored. In conclusion, there is a brief reflection on Indigenous ways of child rearing in the context of its barriers and opportunities.

Recently, there has been an intense increase in interest in brain research findings among education professionals. In response to the needs of teachers, a number of proposals have appeared on the market, which are in fact so-called neuromyths, i.e. theories or methods, with an unclear theoretical basis and unproven effectiveness. Despite this, they are widely used in many countries. The purpose of the article is to check whether the obtained results will be related to the specific socio-economic situation of a given country. The study included 171 teachers from Poland and Israel. Participants were asked to fill out a questionnaire that had already been used for this purpose in other countries. The results indicate that the factor significantly differentiating the studied groups, was the place of residence. Polish teachers scored better on questions about facts of brain structure, but were more likely to believe false claims involving eating sweet things, brain neuroplasticity or the need to drink water. Israeli teachers, on the other hand, were more likely to accept as true false claims related to bilingualism, to simultaneous stimulating both the left and right hemisphere, to giving children a lot of educational toys, doing multitasking and using media. This may be a result of socioeconomic and cultural differences, concerning, among other things, the use of scientific publications, media or university subjects.

This article presents the problem of immigrant integration in Poland. The research objective was to analyze the degree of integration of the immigrants with the host (Polish) society. The authors adopted the concept of 5 dimensions of integration as the theoretical basis for their research. The studies were carried out using a survey questionnaire. They lasted from November 2022 to March 2023 and were carried out via the Internet. 224 immigrants took part in the research. The condition for participation in the study was residence in Poland for at least 2 years. The respondents were asked, among other things, about free practice of one’s religion, access to places where one can practice religion (churches, temples, mosques, etc.), making and maintaining acquaintances, encountering discrimination/hostility on the part of Poles, importance of religion and tradition in adapting to life in Poland, the choice of Poland in the event of the possible re-deciding on the choice of residence place or a possible change of residence place. The analysis of the indicators revealed that the vast majority of the respondents (61%) had integrated with the host society to a great extent. However, a large group of immigrants (39%) who had problems with integration was also identified.

The theoretical and methodological framework of the undertaken considerations is determined by the basic conceptual categories – the linguistic image of the world, culture and values. In the analysis of their educational context, some assumptions were adopted from the field of linguistics and sociolinguistics (the perspective of the cultural context in linguistic research), social and cultural anthropology (with particular focus on its anthropocentric-cultural trend), axiology (its phenomenological orientation) and cognitive psychology (its cognitive-developmental theories). At the same time, the assumption was made that the study of the linguistic image of the value of friendship appreciated by learners from the Polish-Czech borderland enables treating language as a source of knowledge (anchored in their own experience and culture) about the ways they understand the world. In the analysis of qualitative empirical material, a reductive and expansive method of data processing was used, as well as the assumptions of the interpretative approach to the analysis of the statement meanings in the context of: understanding the respondents’ thoughts, critical common-sense understanding and theoretical understanding. In preparing a full description of the linguistic image of the value of friendship preferred by children, a phenomenological approach was also used, consisting in moving from individual textural-structural relations of meanings and the essence of the respondents’ experiences to a synthesis in the form of a description of their axiological experiences.

The article comprises a static scientific-analytical review of the values and life meanings of Ukrainian youth in the conditions of war. The instability of the situation is characterized by the life circumstances that continue for a long time and significantly go beyond the social and natural norms in which people are used to living. In this social context, the value paradigm of a person is changing. On the basis of statistical data, a quantitative and qualitative analysis of the problems that concern Ukrainian youth today was carried out, the types of their social activity, life priorities and meanings, dominant factors that influence the process of personality formation were determined. It is also stated in the study that the formation of the young people’s value foundations during the war is influenced by their emotional and psychological state, which in most cases is not stable and has a contradictory and changeable character. Extremeness and categoricalness in assessments, frequent changes in emotional moods and priorities in young people are a result of the experienced stress. Some important generalizations are made regarding the restructuring of the value sphere of young people under the influence of such a tragic socio-political phenomenon as war.

The situation in Ukraine caused by war since 2014 and the intensification of hostilities from 2022 have led many Ukrainian citizens to emigrate. Living in other countries requires the need to adapt to often different cultural conditions. Intercultural sensitivity is an important dimension of intercultural communication competence that determines if individuals effectively adjust to a new reality. This study aims to adapt the most widely used tool for measuring intercultural sensitivity, the Intercultural Sensitivity Scale (2000) by Chen and Starosta, to Ukrainian conditions. This article comprises a presentation of a Ukrainian version of the questionnaire for measuring cross-cultural sensitivity, along with its psychometric properties. The obtained results showed that Chen and Starosta’s five-factor model of intercultural sensitivity (IS) did not fit the Ukrainian cultural context. A confirmatory factor analysis of the previous adaptations of IS, showed that the best model for the present study was the Serbian model. Therefore, we created a four-factor IS model containing 15 items (α-Cronbach’s 0.841). These factors, along with the items included in the Ukrainian version of the Intercultural Sensitivity Scale, were based on the 24-item Intercultural Sensitivity Scale (ISS) formulated by Chen and Starosta. This study contains a proposaal of an alternative model of the Intercultural Sensitivity Scale that is better suited to Ukrainian culture. The questionnaire with a key is attached to the article for other researchers to use in their studies.

The text addresses the key competencies of the future relevant to the labour market from the perspective of students of the humanities and social sciences. It is based on the research carried out in three universities: in Poland, the Czech Republic and Slovakia (a total of 603 students were surveyed) in 2022 as part of the Erasmus+ project grant KA220-HED. Research results indicate that students perceive critical thinking, problem-solving, and interpersonal communication skills as the most important for future work, given that creativity is ranked in the middle of the three universities by students. Students ranked low emotion management, time management skills and digital competencies in the labor market. In terms of gender in the 4Cs, there are differences – for men, critical thinking is more important than for women, while communication and cooperation are more important for women. There are no differences in assessing the importance of creativity – this reflects the stereotypical image of differences between occupations perceived as more male and female.

The phenomenon of exclusion, marginalization and disadvantage is experienced by many social groups, especially the – culturally, nationally or religiously – Others. The article is a continuation of an earlier text published in the journal Edukacja Międzykulturowa [Intercultural Education], which concerned the theoretical foundations of multiple discrimination and a review of the research conducted in the intersectional paradigm. In this text, the focus is primarily on the analysis of research on multiple discrimination against mothers of children with disabilities. The research was aimed at learning about their experiences and answering the question: Do the surveyed women feel discrimination? And if so, does this unfair differentiation affect them because they belong to more than one group? To obtain an answer to thess research questions, in 2023 I conducted six narrative interviews with mothers of children with profound disabilities. The analysis of their narratives made it possible to conclude that they experience differentiation by others due to more than one criterion. In their case, the first factor of discrimination is gender – the female one, which intersects with another (or others): woman – a mother of a child with disability; woman – a person who does not work. The narrators share their experience of being stigmatized due to their appearance (too well-groomed, and therefore not sufficiently devoted to the child), educational and caring competences (responsible for the child’s behaviour that is inconsistent with social norms) and due to the abandonment or limitation of their professional career.

The European refugee crisis of 2015 had a profound impact not only policies, but also narratives related to migration. The article is aimed to analyse how the European refugee crisis was narrated in Polish textbooks on geography and civics – two subjects that cover contemporary socio-political events within their curricula. It looks at the textbooks not only as a source of information but also as a political and pedagogical mirror that reflects the ongoing discussions in society. The article builds on the vast scholarship on how the refugee crisis was narrated in Poland and investigates whether and to what extent the same patterns are reflected in the textbooks. Mixed methodology is used in the article to identify the main narratives and themes in the samples of Polish textbook. According to the study the narrations are less extreme and explicit than in the public discourse, they are also often incoherent and inconsistent, and hardly human-centred. While they are not explicitly politicized, they often replicate the main narrative frames from the media discourse.

The representation of the Romani culture in Western popular culture has long been based on stereotypes and prejudices of those who are not part of it. These stereotypes have shaped the common perception of the Romani. Cultural studies are focused on literature relevant in the postcolonial and critical discourse analysis. In the works created for the D&D games set in the fictional world of Ravenloft, one can find the Vistani, an ethnic group inspired by the Romani. What is shown here is how the portrayal of the Vistani coincides with the stereotypes pointed out by researchers in popular depictions of the Romani culture and how the viewers receive such characterizations nowadays. This exploratory study points out how the stereotypes and culture coding work in speculative fiction (namely fantasy genre) and how the portrayal of fictional culture could have real-world implications.

In the article, the role of information and communication technologies (ICT) is highlighted in the context of intercultural education and the ways are identified in which modern technologies can support the development of intercultural competencies. The authors analyze the theoretical foundations of intercultural education and the practical aspects of using ICT in the process of intercultural learning. By integrating ICT with intercultural education, it becomes possible to promote both the understanding of cultural diversity and collaboration skills in a globalized world. On the basis of the presented foundations of intercultural education, it is pointed out that ICT enables global access to information concerning different cultures, fostering understanding and tolerance towards intercultural differences. In their discourse, the authors focus on the possibilities of creating interactive educational environments using ICT, which stimulates active participation in the cultures of other communities. The article demonstrates that the use of ICT allows for the personalization of the teaching process, adapting it to the individual needs of students and supporting the development of their intercultural competencies. Additionally, the significance of virtual reality (VR) and distance learning in the context of intercultural education is analyzed, emphasizing their role in stimulating intercultural situations and global cultural exchange.