Introduction

Interview with Professor Jerzy Nikitorowicz: On the Challenges Resulting from Modern Migrations

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The objectives of this study were to investigate the degree to which first-year students are underprepared for university physics due Covid-19 pandemic, and get insight on what could be the intervention strategies with which their conceptual gaps can be bridged by higher education institutions. This was achieved by conducting a qualitative study on a sample of 72 students who are enrolled in extended engineering programmes in a South African university. The collected categorical data was analyzed using descriptive statistics. The results of this study show that more than half of the respondents did not complete the matric physics syllabus and were extremely underprepared for their university physics lectures. In particular, they lack conceptual understanding of Newtonian mechanics. These students welcome the idea of being given lecture videos and/or in-person lectures/workshops, by the university, with which they could revise the matric syllabus before they start attending university physics classes. Moreover, the results reveal that the majority of students appreciate the coupling of the foundation physics and mainstream physics modules. The results further show that it could be more effective to have students simulating half of their physics experiments in a computer before they conduct them in a laboratory.
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Bridging Academic Gaps: How to Assist Underprepared Students whose Academic Background was Highly Suppressed by Covid-19?

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Educating future youth workers is a particular challenge for higher education. It results not only in the acquisition of basic knowledge and skills, but also in the implementation of the glocal perspective. In this aspect, the process of internationalization of higher education is a key element enabling optimal shaping of future youth workers’ vocational identity.
The article presents an international strategic partnership project enabling such activities in the area of bachelor’s studies. Its theoretical layer (Positive Youth Development) and intellectual outputs were presented. Moreover, learning, teaching and training activities, which are the result of the testing of the educational module, were introduced. The opportunity to participate in such international activities enables future social professionals to creatively approach youth problems at the local level using a broader perspective and mechanisms based not only on identifying risk and problems but also on resources and opportunities for positive development. The results worked out in the project can form the basis to develop learning, teaching and training activities for future youth workers outside partner universities.
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Internationalisation of Higher Education Curriculum as a Strategy for Preparing Future Youth Workers

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The aim of the paper is to present the specificity of voluntary work of Erasmus+ Spanish students (voluntary migrants) in aid of children in Polish primary schools attended by foreigners (often forced migrants). The first – theoretical part of the text presents the outline of migration issues, including forced and educational migration as well as voluntary work. The second part of the text shows methodological assumptions of qualitative research, which was conducted using the method of individual cases in June 2022 among Spanish volunteers working on behalf of the Dialog Foundation in Bialystok, Poland. Chosen research results concerning the activities undertaken by the volunteers, their motivation to act and the multilateral benefits from their work have been shown. In the light of the results of the research, Spanish volunteers contributed to the integration of pupils in the primary schools, in which they conducted workshops. The results of the research may hopefully be useful to develop further educational research concerning volunteering in aid of children in an intercultural environment.
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The Result of the Meeting of Voluntary Migrants with Forced Migrants at the Volunteering Background – Research Report

Katarzyna Górak-Sosnowska, Urszula Markowska-Manista (Eds.), <italic>Non-inclusive Education in Central and Eastern Europe. Comparative Studies of Teaching Ethnicity Religion and Gender</italic>. Bloomsbury Academic, 2023

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The aim of this article is to draw attention to the constant relevance of intercultural dialogue as the way to go beyond stereotypes and ignorance between nations and as a key factor in preventing conflicts and developing intercultural communication skills. A special emphasis is put on the mutual awareness of the historical and cultural heritage and the great input made to it by the outstanding personalities living in the Rzeczpospolita I, the interwar and post-war periods. The text briefly describes the biographies of Kościuszko, Ogiński, Skirmunt and Niemen as characters belonging to two cultures. The literature on the subject was selected in a way to emphasize the intercultural nature of the above-mentioned personalities. The article also names the scientists, writers, political activists who are currently working on maintaining a dialogue between Poland and Belarus. The present state of cultural exchange between the two countries is briefly described in the text, the existing difficulties are defined and the attitudes aimed at preventing the mutual alienation of the two neighboring countries in the next generations are designated. In conclusion it is stated that Polish-Belarusian dialogue, considered from the perspective of mutual cultural heritage, has the potential for further development, under the condition of mutual appreciation of the cultural background of the past and the memories of it preserved by the nations.
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History and Perspectives of Intercultural Dialog Between Poland and Belarus. Based on Biographies of Prominent Personalities

AHEAD OF PRINT

Volume 75 (2023): Issue 1 (December 2023)

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Volume 73 (2021): Issue 1 (December 2021)

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Polish Journal of Educational  Studies

 Currently known as the Polish Journal of Educational Studies Formerly known as Studia Pedagogiczne (1954 – 2017)  The Polish Journal of Educational Studies is an open access, international, peer-reviewed, issued annually, journal that publishes original, high-quality empirical, theoretical and conceptual articles covering a wide range of topics in the field of education. The journal also welcomes book reviews, reports on seminars and reviews of other published material.　  The journal was founded as Studia Pedagogiczne in 1954 by the Polish Academy of Sciences (Committee on Education Studies). Since that time, it has been a leading Polish academic journal publishing high-level original research and theoretical studies in education.  The Polish Journal of Educational Studies welcomes submissions from scholars around the world who locate their interests in education. Manuscripts with implications for ongoing educational studies, policy making and practice in Poland as well as those which present Polish education in international contexts are particularly welcome.  All articles submitted to this journal have undergone a rigorous double-blind peer review process, based on initial editors screening and anonymous review by at least two reviewers (one from Poland and one from abroad).  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 

Polish Journal of Educational Studies