Since the Declaration of Salamanca and the Convention on the Rights of Persons with Disabilities, we have moved to an inclusive paradigm with regard to school. Mainstream schooling has become the rule. Thus, teachers in regular classes must work with all students, including those with special educational needs. It is not easy; many teachers face dilemmas in accommodating all types of students in the same classroom. This conceptual paper proposes a framework based on Mezirow’s transformative learning for understanding the transformations in teacher pedagogy needed to work in an inclusive school. It can be used as a basis for developing training mechanisms to support teachers in their transformation to work in an inclusive school.

Explaining a political phenomenon is not to be viewed as a multi-variant function but rather a comprehensive research tool ensuring adequacy (in a broader context – chances of arriving at an explanation) at the expense of universality. The proposed coincidence paradigm provides possibilities of applying explanations seemingly contradictory from the substantive and methodological perspective. The concepts of “meta-activity” and “quasi-expert” are used for the sake of explaining the criteria ensuring development of a political science research tool composed of multiple elements. At the core of deliberations lies broadly-defined exemplification of the dispute between normative and empirical methodology.

The article is an attempt to characterize the methodology of multidisciplinary empirical research, designed and implemented within technical, exact, natural, social, and humanistic sciences. Three paradigms have been characterized: Education 4.0, Industry 4.0, and Society 5.0. The author’s attention was drawn to the need for a clear formulation of detailed concepts as well as their content and context. The types of possible empirical research and the methods and techniques used in them were presented, attention was also drawn to the importance of the model used in the research. It was considered necessary to disseminate methodological knowledge for the reliable execution of empirical research, allowing for its repeatability, verification, and evaluation.