Gerotranscendence seems to be a promising construct in research on successful/positive ageing. The gerotranscendence theory approach to ageing does not focus on the losses associated with the ageing process, but points to opportunities for harmonious living when these losses are inevitable. The theory may be attractive from the perspective of research on the education of seniors, as it shows the possibilities for development even for people who are very advanced in age and in poor health and physical condition. This article aims to present Lars Tornstam’s gerotranscendence theory from the perspective of a researcher dealing with learning in late adulthood. The text presents the main assumptions of the theory, its origins, and a brief overview of research on gerotranscendence conducted to date, including research conducted in Poland. Areas that have been the subject of debate with the author of the gerotranscendence theory have also been identified in articles published in the subject literature. The last part has been devoted to the educational and practical implications of the theory in question.

In this article, we present the original study focused on the perception of professional success among graduates of the Preschool and Early Childhood Education at the Faculty of Pedagogy, University of Warsaw. The authors focused on a group of the graduates who, in the initial interview, declared that they felt professionally fulfilled – which was a key criterion for the selection of participants. Most of the respondents were active primary school teachers, but there were also some university teachers. The aim of the study was to analyse the perception of professional success among the Faculty graduates and to analyse the factors that support the process of achieving such success. The results clearly indicate that success is perceived by teachers not only through the perspective of professional achievement, but is also considered in the context of work-life balance – a full sense of fulfilment must encompass both spheres. In addition, those interviewed emphasise the significant role of support from family and loved ones as an important foundation for their professional journey. The article contributes a valuable voice to the discussion on subjective dimensions of career success among graduates of Preschool and Early Childhood Education studies.

Inclusive education, along with integrated and special education, is one of the forms of education for students with statements of special educational needs, which in Poland can be issued due to certain types of developmental dysfunctions. It presupposes that students are educated in mainstream schools, with the smallest possible repertoire of special interventions. In the educational and therapeutic process of this group of students, parents play an important role, so the interaction between the school and the student’s family is essential. The present study addresses the issue of the primary school’s interaction with the family of a student with a statement of special educational needs. The focus of the research was on forms of collective interaction. The results of the survey indicated that parents of students with statements of special educational needs had little involvement in collective forms of interaction with the school. One of the main issues exposed in the study is parental education as one form of interaction.

This publication discusses Marian Mazur’s Cybernetic Theory of Characterin the context of its application in inclusive education and managing diversity in school classrooms. Modern education faces challenges arising from the increasing diversity of students, which requires adapting teaching methods to meet the individual needs of students with varying predispositions and learning styles. Mazur’s theory, based on the analysis of character dynamism, offers teachers a tool for better understanding the internal decision-making mechanisms of students, which can support more effective management of diverse groups. The paper also presents the results of empirical research conducted in a Youth Educational Center. These studies demonstrated that profiling the dynamism of character is more relevant than assigning a fixed character category in terms of adapting educational processes to the individual predispositions of students.

This article presents the results of the author’s research, which aimed to identify how parents perceive career Counsellor’s assistance in the choice of post-primary school and to what extent labour market forecasts are considered in the decision-making process. The research results correspond with the view presented from the perspective of their children published in the article "Career Counsellor’s Assistance to Students in the Choice of Post-primary School and Profession Sought in the Labour Market" (Pardej, 2024a). The qualitative research used the interview method. The analysis of the research material was conducted using the MAXQDA 2022 program. The research sample consisted of parents of first-year students of Warsaw technical schools studying the professions of the future N=53 (Monitor Polski, Journal of Laws, 2023, item 145).Regarding the choice of secondary school and profession, parents and their children most often use the services of a career counsellor at primary school (40 coded segments). In many families, however, the decision-making process occurs without consulting a career counsellor (28 coded segments). According to parents, their children are more likely to seek the help of a career counsellor at school than at the psychological-educational counselling centre because of the long-term contact, followed by the child’s openness to cooperation. Parents see many areas for improvement regarding the competence of career counsellors and the lessons they teach. Parents have a (usually everyday) knowledge of the labour market and desired occupations (30 coded segments). If they check labour market forecasts, they often do so together with their children (12 coded segments) or give up this activity (23 coded segments). In contrast, occasionally, they do so alone (either children or parents).

The school environment is most often analyzed from an adult viewpoint. This study shows various aspects of school life from students’ perspectives in actual and preferred terms (teachers’ perceptions have been excluded) and those who experience and face various situations in the school environment. The research was conducted among 1195 elementary school students from 4th to 8th grade. The research tool was the TROFLEI questionnaire (Technology-Rich Outcomes-Focused Learning Environment Inventory). The study has enabled the identification of aspects of everyday school reality that are of utmost importance to the students. The study results suggest a change of teaching methods and styles in Polish schools, dropping the schematic approach and paying attention to student’s personal development and interpersonal relationships among students and teachers. All that constitutes a necessary condition to create a friendly atmosphere at school and determines the successful realization of its function.

The constant changes in today’s world, in almost all areas of life, are forcing individuals to continually upgrade their education, expand their competencies to adapt to a changing and unpredictable reality, and efficiently take advantage of the many opportunities provided by modern technology. Learning management systems (LMS) like Moodle, Canvas and Blackboard are becoming increasingly popular in educational institutions, highlighting the growing integration of technology in education. Integrating cloud services such as Google Workspace and Microsoft 365 has dramatically improved the capabilities and accessibility of distance education. These platforms offer tools that enable real-time collaboration, information sharing and effective communication between teachers and students. Today–thanks to constant access to the Internet–learners have a variety of ways to (self-)learn formally and informally, including through mobile devices or social or information services. The article describes the concept of MOOCs–these are quick courses organized in a virtual space to acquire knowledge, skills and social competencies in an easy and accessible way, available to everyone, regardless of the age of potential participants, their qualifications, location or possession of specialized software–and an example of the application of the MOOC concept in adult education which is the GSmart MOOC tool developed within the framework of the international Erasmus+ project entitled Generation: Smart. Social Competences Transmedia Bridge To Cultivate A New Culture For Cross-Generational Collaboration (GSmart) was implemented by us. The emergence of MOOCs, such as GSmart, in adult education underscores a significantshift toward more inclusive, flexible and interactive learning environments. The continued evolution and adoption of MOOCs will be crucial in shaping a future in which lifelong learning is integral to personal and professional development. Moreover, the example of our course may encourage others to apply the concept in various other possible ways.

Based on subject literature and examples drawn from design practice, the article aims to introduce the concept of adaptive fashion, almost absent from Polish popular science discourse and tailoring practice. By analyzing its potential in the context of inclusion, the article demonstrates that adaptive fashion can play a crucial role in integrating people with disabilities, offering them the opportunity for fuller participation in social life. According to WHO data, over a billion people worldwide live with various forms of disability; however, the standard fashion market primarily focuses on the needs of “typical” body types, marginalizing individuals with specific requirements. The lack of tailored clothing can lead to social exclusion and reduced self-esteem, which limits active participation in social and professional life. Adaptive fashion addresses these challenges by providing functional, aesthetically pleasing, and comfortable clothing while allowing users to dress independently (fastening/unfastening, putting on/taking off).

How to cite [jak cytować]: Pazonyi, J. (2023). Foreword of the Editor: Fundamentals of Education. Equal opportunities for all or fair chances to all in education. Podstawy Edukacji. Equal opportunities for all or fair chances to all in education, 16, 7-9.

The study aimed to search for a family aetiology of strategies for adolescents in situations of social conflict inherent in the pattern of parental response to situations of social conflict. The research used the Questionnaire on Coping Strategies of Parents in Situations of Social Conflict (in Polish – KSRwSK) by D. Borecka-Biernat, and the Questionnaire for the Study of Coping Strategies of Adolescents in Situations of Social Conflict (in Polish – KSMK) by D. Borecka-Biernat. Empirical research was conducted in junior high schools. They included 893 adolescents (468 girls and 425 boys) aged 13–15. The research analysis showed that the mother and Father, perceived as using destructive and constructive strategies in social conflict, contribute to modelling a process involving destructive and constructive behaviour used in cases of social conflict.