Research objectives (aims) and problem(s): The aim of this paper is to identify the relationships between psychosocial resources, such as basic hope, dispositional optimism, and personality traits (extraversion, openness to experience, emotional stability, agreeableness, and conscientiousness), and the life satisfaction of musically gifted students. In addition, the analyses aim to show the importance of these characteristics for teacher-student relationships. Research methods: The study sample consisted of 66 musically gifted students attending first- and second-cycle music schools aged 15 to 19 (M=16.13; SD=1.16). The following research instruments were used: the Satisfaction with Life Scale (SWLS), the Revised Life Orientation Test (LOT-R), the Basic Hope Inventory (BHI-12), and the Ten-Item Personality Inventory (TIPI-P). The study used the paper-and-pencil interviewing method. Process of argumentation: Artistically gifted students require particular attention due to their specific way of functioning, especially in their personalities and emotional and social aspects. Education offered in art schools differs from that in schools of general education, and musically gifted students face additional challenges that may significantly affect their well-being and life satisfaction. This research focuses on analyzing the relationships between selected psychosocial resources and life satisfaction among musically gifted individuals. It is expected that personality traits will play a significant role in building satisfying teacher-student relationships, which in turn will contribute to educational success. Research findings and their impact on the development of educational sciences: The results show that basic hope, dispositional optimism, and such personality traits as openness to experience, conscientiousness, and extraversion are associated with higher life satisfaction. The findings are of considerable importance for educational practice and for the optimization of aptitude development. Education in music schools promoting versatile student growth, including in terms of strengthening their well-being and life satisfaction, requires consideration of the role of the subjective characteristics in question in a teacher’s work. Conclusions and/or recommendations: The findings might be used to develop appropriate curricula for music schools that consider the specific ways of functioning of musically gifted students. This is reflected not only in students’ life satisfaction and achievement of educational goals but also among teachers.
Research objectives (aims) and problem(s): The study aims to examine how perceptions of teacher authority among 15-year-old students have changed over the last decade (2011/2012–2022). The research also seeks to identify the authority figures indicated by students and to capture changes in their understanding of authority in the context of socio-cultural transformations. Research methods: A quantitative-qualitative approach was used, combining statistical analysis with a qualitative interpretation of students’ responses. Data were collected through an electronic questionnaire administered on an e-learning platform. The key open-ended question – “Who is the greatest authority figure for you?” – allowed students to provide unrestricted answers without predefined categories. Process of argumentation: The article presents selected theoretical perspectives on authority, emphasizing its personal and relational dimensions within educational contexts. This theoretical framework is followed by a comparative analysis of empirical data from two nationwide studies conducted in Poland in 2011/2012 and 2022. Research findings and their impact on the development of educational sciences: The comparative analysis reveals significant changes in adolescents’ perceptions of authority. The proportion of students indicating teachers as authority figures increased markedly, while the number identifying both parents as their main authority decreased substantially. Conclusions and/or recommendations: The results suggest that teacher authority is undergoing transformation under the influence of social and cultural changes. Contemporary students increasingly value authenticity, empathy, and communication rather than authority based solely on formal position.
Research objectives (aims) and problem(s): This article aims to identify factors contributing to occupational stress and successes based on the opinions of early childhood teachers. It seeks to answer the following research questions: What are the sources of stress for teachers in lower grades when confronted with the realities of school? What is the scope of achievable success? Research methods: A diagnostic survey was conducted using a questionnaire and written statements about professional successes. Process of argumentation: The interrelationships involved in participants’ engagement in teaching and educational processes are changing and require updating to highlight factors related to teachers’ job satisfaction. Research findings and their impact on the development of educational sciences: The sources of problems include low wages, excessive parental expectations, legal liability, teachers’ involvement in their professional role, fatigue, excessive teaching and administrative responsibilities, lack of remuneration for project implementation, extracurricular school competitions, contests and olympiads, bullying, poor working conditions, undesirable behavior among students, professional development obligations, perfectionism, the need to acquire new digital skills, self-presentation, and the idealization of a teacher’s socio-professional position. Teachers’ satisfaction is driven by student success and a sense of professionalism. Conclusions and/or recommendations: Early childhood teachers find fulfillment in working with children. Despite experiencing many difficulties, they believe their work is important to society and offers opportunities for personal and professional development. Teachers’ responsibilities include recommending actions to ensure students’ active participation in school life.
Research objectives and problems: The aim of this article is to present the parental perspective on raising bilingual children in Polish-European families. It focuses on problems of parents’ experiences of the bilingual development process and identifies two new contributions: the bilingualism management circle and parental isolation in the Polish context. Research methods: A qualitative, interpretative paradigm was applied. Narrative interviews with parents of bilingual families (10 families: Polish mothers and European fathers living in Poland) were analyzed using Schütze’s methodology to capture their unique perspectives on the challenges they face. Process of argumentation: The analysis reveals how parents navigate raising bilingual children, including their emotions, attitudes, and strategies. New categories emerged, such as children’s fatigue from language switching, persistent parental anxieties despite using the “one parent, one language” (OPOL) model, and fathers’ difficulties in providing school support. Research findings and impact on educational sciences: Parents perceive bilingualism as a family value and a form of socio-cultural capital. However, a gap exists between this ideal and reality, causing concerns about child development. As for the impact on educational science, parents apply a cyclical management process: setting priorities, implementing strategies, engaging in reactive problem-solving, and evaluating outcomes. There is thus a clear need for institutionalized support for the development of advanced skills and professional training. Conclusions and recommendations: Systematic support for parents should be organized, including peer support groups and teacher training to recognize typical phenomena in bilingual development. Raising bilingual children should become a priority in Poland. The findings also show that even consistent OPOL application does not eliminate parental anxieties – a novel contribution to Polish literature.
Research objectives (aims) and problem(s): The aims of this article are to analyze the literature on the optimal personality traits and competencies expected of teachers and to examine their potential role as a counterbalance to the external demands of the education system. It also focuses on teachers’ mental state, the distinctive features of the educational system as a workplace, and the relationship between teachers’ mental state and these features. Research methods: This article is theoretical in nature and is based on a literature analysis. Process of argumentation: The well-being of Polish teachers requires greater attention and a more in-depth, comprehensive analysis. It is influenced by the characteristics of the educational system, which represents a distinctive work environment where occupational stress emerges. The line of argument, therefore, begins with a brief overview of three key elements: teachers’ mental state, the characteristics of the educational system as a workplace, and contemporary definitions of occupational stress. The nature of these elements creates an urgent need to identify an optimal personality profile for teachers. The article presents existing proposals in this area. Research findings and their impact on the development of educational sciences: The key findings suggest that the specific nature of teachers’ work environment may contribute to occupational stress, while contemporary models of occupational stress emphasize the interaction between external and internal factors. Strengthening teachers’ heuristic and developmental personality traits appears to be a promising direction for promoting the well-being of this professional group. Conclusions and/or recommendations: To support teachers’ well-being, one can modify requirements, increase rewards, or provide external resources. Certain personality traits can be an effective counterbalance to external stresses.
Research objectives (aims) and problem(s): The research explores Polish teachers’ experiences managing challenging student behaviors, especially aggression and peer violence, and the emotional impact of these behaviors on teacher well-being. It also addresses the lack of systematic research on effective interventions in Poland and examines the support available to educators. Research methods: The article uses a qualitative method, involving semi-structured interviews with eight experienced teachers from various subjects and schools in the Mazowieckie Voivodeship. Thematic analysis with inductive coding identified key themes related to behavioral challenges, emotional strain, and support mechanisms. Process of argumentation: The article begins by noting the global prevalence of school violence and its effect on teacher burnout and attrition, reflecting similar issues in Poland. It highlights Polish teachers’ frequent reports of class disruptions, safety concerns, and stress. The Positive Behavioral Interventions and Supports (PBIS) model is introduced as an internationally proven, systemic approach that improves school climate, reduces problem behaviors, and lowers teacher stress. PBIS’s multi-tiered framework fosters positive teacher-student relationships and collaborative networks. Research findings and their impact on the development of educational sciences: The findings reveal that challenging behaviors cause chronic stress, helplessness, and burnout, which are worsened by insufficient training and systemic support. The study advances educational sciences by emphasizing systemic, data-driven methods that promote student development and teacher resilience, suggesting sustainable improvements. Conclusions and/or recommendations: The study recommends implementing PBIS in Polish schools to better manage challenging behaviors and enhance teacher well-being. It also calls for future research to adapt and evaluate PBIS in Poland, with a focus on teacher training and institutional support. The findings highlight the need for systemic, collaborative strategies to foster positive educational environments and sustain gains in teacher motivation and student outcomes.
Research objectives (aims) and problem(s): The article analyses the transformation of teachers’ professional development from traditional training models to contextual workplace learning. The aim is to develop a theoretical model that conceptualises professional growth in the work environment, distinguishes between traditional and emerging paradigms, and identifies effective and sustainable learning conditions at individual, group, and institutional levels. The study addresses key problems: how these models differ, what conditions support sustainable development, and how contextual learning can be integrally understood. Research methods: A narrative methodology is used to analyse scientific literature. Using the snowball sampling technique and systematic selection criteria, both theoretical and empirical sources from ERIC, Scopus, Web of Science, and Google Scholar databases are examined to trace the transformation trajectories in professional development practices. Process of argumentation: The study applies a comparative lens to analyse traditional and contextual learning models. It highlights conceptual shifts in learning forms, content, methods, the participants’ role, and organisational context. A theoretical model is proposed that integrates the individual, social, and organisational dimensions of learning. The model underlines the recursive nature of professional development as an ongoing cycle of reflection, activity, and outcomes. Research findings and their impact on the development of educational sciences: The proposed model demonstrates that professional growth is dynamic, systemic, and context-dependent. It emphasises the interaction between learning, practice, and result-orientation across all organisational levels. This perspective contributes to educational sciences by supporting a shift towards more sustainable, practice-based professional development. Conclusions and/or recommendations: Professional development should be continuous, contextual, reflective, and cooperative. A move away from episodic, standardised training towards integrated workplace learning is recommended. Strengthening schools as learning organisations and fostering cultures that support teacher growth through reflective practice, learning communities, and sustainable support systems should be prioritised.
Research objectives (aims) and problem(s): The research concepts were developed based on Ulrich Beck’s theory of risk, Pierre Bourdieu’s concept of cultural capital, and Paulo Freire’s concept of critical pedagogy. The research problem is formulated as follows: What concerns do students at Kraków universities have about using artificial intelligence while studying? It was assumed that they are related, in part, to dependence on technology, algorithmic flaws, and the potential replacement of humans by AI. Research methods: The study was conducted between 20 January and 20 March 2025, using the diagnostic survey method (CAWI) on a quota sample of 1,529 students, via the Google Forms platform. Frequency analyses and descriptive statistics were applied. Process of argumentation: The empirical findings were interpreted in relation to broader social and educational processes associated with technological risk, digital inequalities, and critical approaches to AI in education. Research findings and their impact on the development of educational sciences: Respondents rated their concerns using a five-point Likert scale. The strongest concerns were related to the possibility of AI replacing humans in professions such as teaching or translation (30.1% selected level 5, the highest level of concern; 13.7% reported no concern at all). High levels of concern were also recorded regarding errors and imperfections in algorithms (level 4 – 24.6%, level 5 – 23.2%). The results indicate a growing sense of social anxiety associated with the increasing use of technology, particularly concerns related to the loss of control over technological systems and the potential for technological dependency. Conclusions and/or recommendations: Literature analyses indicate a shortage of empirical studies on students’ concerns regarding AI use in higher education and highlight the need to promote informed, responsible AI use in academic environments. The study contributes to the emerging debate on AI-related risk perception among university students and expands research on technological inequalities in higher education.
Research aim/problem: The aim of this article is to demonstrate the role of music in human life through the lens of the pedagogy of accompaniment, presented as a practical tool to mitigate teachers’ stress. The research problem focuses on the following question: What values does music embody, and how can it accompany and support individuals both in their daily life and in the context of stress? Research method: The study is based on the autobiographical narrative of a teacher educated in both music and music therapy. A proxemic analysis was conducted on selected excerpts from the autobiography that focus on the subject’s lifelong relationship with music. Process of argumentation: Music, as a pervasive phenomenon, fulfils a range of roles in human life, including social, humanistic, and therapeutic functions. The article examines its values, especially the personal relationship with music, through the conceptual framework of Zbigniew Marek’s pedagogy of accompaniment. This perspective, incorporated into the analysis, highlights the spaces in which the author of the autobiographical narrative has improved her functioning through her connection with music. Research findings: Music emerged as a companion across different dimensions of life, providing support, closeness, and assistance in difficult situations, everyday struggles, moments of reflection, and spiritual experience. Conclusion/recommendations: Engagement with music as a means of coping with stress may constitute a valuable dimension of individual burnout-prevention strategies and contribute to improving the quality of teachers’ professional functioning and teaching practice, as well as more systemic solutions, including the implementation of programmes that incorporate music into teacher well-being support initiatives.
Research objectives (aims) and problem(s): This article investigates how Polish teachers experienced and responded to COVID-19 disruptions, focusing on transformations in pedagogical practice, professional stress, and evolving understandings of professionalism and success. Research methods: The study is a qualitative narrative inquiry conducted within the Global Teachers Voice 2 initiative. It forms part of an international project led by the International Council on Education for Teaching and the Mapping Educational Specialist knowHow charities, including the Teacher Voice Project and the Future-Proofing Education Systems initiative. The study involved 11 purposively selected teachers. Data were collected through online semi-structured interviews and analyzed thematically, using narrative approaches to preserve participants’ perspectives and meanings. Process of argumentation: The analysis traces how teachers responded to emotional and organizational challenges while maintaining professional commitment. It examines the interrelations between technology use, relational pedagogy, and professional collaboration as foundations of adaptive practice. Research findings and their impact on the development of educational: The findings show that participants reconstructed their professional identities by emphasizing agency, relationality, adaptive capacity, and a redefinition of professional success beyond performance-based metrics. By foregrounding teachers’ voices within the Polish context and situating the analysis within an international research framework, the study contributes an in-depth, relational perspective to post-pandemic debates on teacher professionalism. It advances theoretical discussions by integrating teacher agency and relational pedagogy, demonstrating how professionalism and success are reshaped through the dynamic interplay of technology, relationships, and autonomy in post-pandemic contexts. These insights inform broader debates on sustainable, human-centered educational development. Conclusions and/or recommendations: Future-oriented education systems should strengthen teachers’ professional autonomy, relational competencies, and access to technological and institutional support. Enhancing teacher agency and supporting a multidimensional understanding of professional success are essential for developing resilient, innovative, and inclusive schools. Policy frameworks should move beyond technocentric and performance-driven models toward approaches that recognize the relational, adaptive, and reflective dimensions of teaching.teacher professionalism; relational pedagogy; digital pedagogy; teacher and school success; post-pandemic teaching
Research objectives (aims) and problem(s): The aim of the study is to examine whether there are differences between working teachers considering a career change and those who are not in terms of the motivation accompanying teachers at different stages of their careers. Research methods: The study involved 513 Polish preschool and primary school teachers, of whom approximately 35% declared their willingness to leave the profession. The study was conducted using a closed-ended questionnaire, and the data were analyzed statistically (chi-square test, Fisher’s test). Process of argumentation: The observed phenomenon of leaving the profession exacerbates the shortage of staff in educational institutions, negatively affects the quality of education, and increases the workload of other teachers. Therefore, this phenomenon should be studied in greater depth. Research findings and their impact on the development of educational sciences: The findings indicate that internal and altruistic motives are the main drivers for entering and practicing the teaching profession, regardless of career plans. Teachers considering a career change report declining motivation more often due to external and organizational factors and cite habit, fear of change, and limited job alternatives as reasons for staying. Those not considering leaving report higher job satisfaction and professional fulfillment, despite criticizing bureaucracy and frequent reforms. Younger teachers and those working in preschools are more likely to consider leaving the profession. Conclusions and/or recommendations: Limiting the outflow of teachers requires not only improving salaries but also systemic actions, such as improving working conditions, providing organizational and emotional support, and creating conditions for maintaining internal motivation and a sense of meaning in teaching work.
Research objectives and problems: The aim of the study is to determine whether passion moderates the relationship between self-efficacy and well-being – in both its eudaimonic and hedonic dimensions – in students of pedagogical and teacher education programmes. The study addresses the following research problem: Does passion moderate the relationship between self-efficacy and eudaimonic and hedonic well-being in students of pedagogical and teacher training programmes, and, if so, in what manner? Research methods: The data for this analysis were collected using the General Self-Efficacy Scale (GSES), the Psychological Well-Being Scale (PWBS), the Satisfaction with Life Scale (SWLS), and the Self-Reported Passion Scale (SRPS). Process of argumentation: The article begins by introducing the concepts of self-efficacy, well-being and passion. It then outlines the research methods, followed by an analysis and discussion of the results. Research results and their impact on the development of educational sciences: The results show that the moderating role of passion in the relationship between self-efficacy and well-being occurs only in the context of hedonic well-being, not for eudaimonic well-being. Conclusions and recommendations: In light of the obtained data, the systematic reinforcement of self-efficacy among university students should be regarded as key.
Research objectives (aims) and problem(s): Reading is a skill that Homo sapiens has acquired over the last 10,000 years. Over the past 30 years, digital tools and media have profoundly transformed this exclusively human activity. This scoping review aims to understand how these new media have affected reading processes and whether they have transformed the cognitive and educational outcomes associated with reading. Research methods: This article analyzes recent literature on reading, focusing on articles and research from the last 15 years. The methodology is based on a scoping review of peer-reviewed studies, meta-analyses, and empirical research examining paper versus digital reading. The point of view is neuroscientific and, based strictly on the most recent experimental data, attempts to offer new analytical tools for educational interventions. Process of argumentation: For the sake of brevity, the topics of nighttime rest, implications of using smartphones in the evening, and the relationship with gaming have not been addressed. The article explores measurements of oral reading fluency to monitor learning progress; the effects of reading support on visual patterns, reading performance, and attitudes; self-regulated learning and metacognitive processes; and the relationship between digital/paper reading, memory, and attention. Research findings and their impact on the development of educational sciences: The findings highlight essential aspects that must be taken into consideration in educational processes, particularly how digital versus paper reading modulates memory, attention, and metacognitive self-regulation. These results offer new analytical tools for designing evidence-based educational interventions that account for the cognitive transformations induced by digital media. Conclusions and/or recommendations: The review concludes that digital media have significantly transformed reading processes, with measurable effects on cognitive and educational outcomes. It recommends that educational practices integrate awareness of these differences, promoting a balanced use of digital and paper-based reading in line with specific learning goals. Underexplored areas, such as the impact of digital reading on sleep and evening device use, warrant further investigation.
Research objectives (aims) and problem(s): This article presents important issues related to knowledge about teachers that are not always connected to the teaching process but can play a significant role in the teaching profession. Furthermore, it aims to fill a gap in research on teachers by referring to several different issues in a single text. Research methods: The method used is primarily a comparative analysis of existing data from international, large-scale quantitative studies and works derived from official national studies. A social desirability scale is also provided, aimed at verifying the opinions and responses of the surveyed teachers. Process of argumentation: The article consists of four main parts and a summary. The introductory part refers to methodological issues in teacher research. Relevant findings from studies using the social desirability scale are quoted to examine whether teachers’ opinions may be distorted to align more closely with social expectations. The second part is a socio-demographic characterisation of teachers. The third part presents teachers’ beliefs and attitudes. These relate to the most important elements of professional preparation and to teachers’ sense of self-efficacy in their work. The fourth part completes the image of teachers based on public opinion of the profession in Poland. Research findings and their impact on the development of educational sciences: Among the issues discussed are the feminisation and ageing of the teaching staff, teachers’ perceptions of their preparedness for teaching, the importance of teachers’ self-efficacy, discrepancies between public opinion of teachers and what teachers think about themselves, and how society values them. The research indicates that it is worth observing the teaching profession not only from the perspective of the classroom. Conclusions and/or recommendations: Given that teachers are leaving the profession, government policies should introduce changes in their professional status. The issues most frequently raised by teachers are the salary situation and the need to increase their ability to influence politicians’ decisions regarding education. An equally important issue – in light of the analyses and postulates cited – is the effective attraction of young candidates to the teaching profession.
Research objectives (aims) and problem(s): The project described in the article focused on evaluating contentment with work in relation to professional burnout of university staff members. The study was conducted between 1 May and 30 December 2024 among academic staff members of a university in Southern Poland. The sample consisted of 163 university teachers with different scientific degrees and titles, roles, and years of experience. The sampling was convenient. The object of the study was contentment with work and professional burnout, and t Research objectives (aims) and problem(s): The article evaluates contentment with work in relation to professional burnout among university staff. The study was conducted between May and December 2024 among academic staff members of a university in Poland. The sample consisted of 163 university teachers with various scientific degrees and titles. The sampling was convenience. The study’s objectives were to identify and evaluate correlations between contentment with work and areas of burnout, as well as selected socio-demographic and work-related factors. Research methods: The study was conducted using the survey method. The following questionnaires were used: MSQ-SF and OLBI. The data obtained were described using adequate statistical methods. Process of argumentation: During a literature review, it was noted that studies of job satisfaction and burnout among academic teachers had hardly ever been conducted. Therefore, it was concluded that a research project focusing on this group (academic staff members) and conducted using tools applied in pedagogy only occasionally (MSQ-SF) or never (OLBI), as well as with complementary concepts and methodologies, would be valuable. Research findings and their impact on the development of educational sciences: Analyses of the results indicate that academic teachers are content with their job. The majority of them do not experience burnout. Slight burnout was evident among respondents with experience in other workplaces. This means that managers of human potential in universities should focus in particular on empowering the youngest staff members with experience in other working environments. Conclusions and/or recommendations: There is a need to explore contentment and burnout among academic teachers further. Such research will help diagnose the situation of these staff members and take supportive, empowering measures that will prevent, for example, outflow of academic teachers or a decrease in the quality of their work. he objectives were: to identify correlations between contentment with work and areas of burnout, and to evaluate correlations between contentment with work and professional burnout, and selected socio-demographic and work-related factors. Research methods: The study was conducted using the survey method. The following questionnaires were used: Minnesota Satisfaction Questionnaire – Short Form - MSQ-SF by D. J. Weiss, R.V. Davis, G.W. England & L.H. Lofquist, translated and adapted to Polish by Z. Borucki (1988) – to investigate contentment with work and the Oldenburg Burnout Inventory – OLBI adapted by Łukasz Baka & Beata A. Basińska to investigate burnout in the area of exhaustion and disengagement from work. The data obtained were described using adequate statistical methods. Process of argumentation: During a literature review, it was noticed that studies into job satisfaction and burnout (especially the ones using OLBI) had been hardly ever conducted among academic teachers. Therefore, it was concluded that a research project focusing on this group (academic staff members) and conducted using tools which in pedagogy have been applied only occasionally (MSQ-SF) or never (OLBI), as well as complementarity of concepts and methodology, would be valuable. Research findings and their impact on the development of educational sciences: Analyses of the results indicate that academic teachers are content with their job. This refers in particular to older staff members with more years of professional experience and higher academic degree/title. The majority of them do not experience burnout. Slightly felt burnout was visible in respondents who have had experience in other workplaces. It means that managers of human potential in universities should focus in particular on empowering the youngest employees (emotional support, information etc.) and staff members with experience in other working environments (support in adaptation to new setting and conditions). Conclusions and/or recommendations: There is a need to further explore contentment and burnout among the youngest, the least experienced academic teachers with the lowest scientific degrees and titles, and teachers who begin work in a new place/university. Such a research will help diagnose the situation of these staff members and take supportive, empowering actions that will prevent, for example, professional burnout, decreased level of work satisfaction and, consequently, outflow of academic teachers or decrease in the quality of their work.
Research objectives (aims) and problem(s): The purpose of the study is to explore the reality of hospital education from teachers’ perspectives. Special focus is placed on perceptions of the goals and tasks of education, general support offered to hospitalized children and youth, and teachers’ professional identity and strategies. The article poses the question of the circumstances under which different professional identities are formed and how they shape interactions with students, parents, and medical personnel. Research methods: Qualitative research methods were used: group and individual interviews with teachers and principals of hospital schools (N=10), participant observation and research walks in two hospital schools, and desk research. The study design was ethnographic. Process of argumentation: Whereas most national and international studies are focused on pupils’ perspectives of hospital education, our attention is on the teachers’ side: identities, strategies for coping with everyday school life, the construction of these strategies, and their professional roles. The aim of this article is to explain how teachers define their position in the process of hospital education. Research findings and their impact on the development of educational sciences: The study reveals a typology of four basic models of professional identity conceptualized through the lens of action strategies employed by teachers working with hospitalized youth and children: Chameleon, Rescuer – Clown Doctor, Rescuer – Therapist, and Braveheart. All of them reveal different forms of coping with the tension between the perceived mission of supporting youth and children with complex educational, emotional, and psychological support and an unfavorable institutional environment, lack of psychological competencies, and other barriers. Conclusions and/or recommendations: The study’s main recommendation is to provide complex support for teachers employed in hospital schools. It should include training in psychological and emotional support, clarifying formal relationships between the primary institutional actors involved, and sharing responsibility for hospital education of youth and children.
Research objectives (aims) and problem(s): This study examines the connection between second language vocabulary learning and chronotype (morningness–eveningness preference). Academia has paid little attention to how biological rhythms affect vocabulary learning effectiveness, despite the fact that individual variances are widely acknowledged as having an impact on language acquisition. As a result, this study seeks to examine whether learners’ chronotype influences vocabulary acquisition outcomes and whether performance varied depending on the time of day. Research methods: The study employed a sample of 102 people with a quantitative research approach. The Morningness-Eveningness Questionnaire was adopted to determine the learners’ chronotypes, classifying them as either morning types (“larks”) or evening types (“owls”). Both morning and afternoon sessions were used to gauge vocabulary acquisition performance. Data were analyzed using inferential statistics, including independent samples t-tests to compare vocabulary learning abilities between individuals with different chronotypes and the paired samples t-test to compare the means of each group in the morning and afternoon. Process of argumentation: The study is based on the premise that people’s circadian preferences can affect their cognitive function. The investigation evaluates whether alignment between learners’ biological rhythms and instructional schedules improves vocabulary acquisition by comparing vocabulary learning results across chronotype groups and various times of day. Research findings and their impact on the development of educational sciences: Based on chronotype, the results show statistically significant differences in vocabulary learning outcomes, with larks generally outperforming owls. While evening-type learners scored higher later in the day, morning-type learners performed noticeably better during morning sessions. Effect size analyses found medium to large effects, indicating the substantive importance of chronotype in second language vocabulary learning. These results contribute to educational sciences by emphasizing the role of chronobiological elements in shaping learning efficacy. Conclusions and/or recommendations: In second language contexts, chronotype has a considerable impact on vocabulary learning performance. Aligning teaching times with students’ biological rhythms may improve vocabulary acquisition and overall learning outcomes, so it is advised that language instructors and educational planners take learners’ circadian preferences seriously when planning learning schedules and instructional activities. While SLA research emphasizes WHAT and HOW to teach, WHEN to teach is neglected, a matter this research tries to bring forth. The WHEN-TO-TEACH should be learner-centered; therefore, it transforms into WHEN-TO-LEARN. Learning is bound to WHEN it occurs, as each learner is open to learning in a specific biological time.
Research objectives (aims) and problem(s): The study investigates whether volunteering in educational settings can reduce burnout among student educators and shape their professional identity. Using a case study of language education students, the research explores how volunteering affects resilience, motivation, and perceptions of teaching. Research methods: The study employs a mixed-methods approach using psychometric survey data and qualitative interviews. Quantitative instruments measured burnout and life satisfaction, while interviews focused on students’ motivation, emotional demands, and institutional support. Process of argumentation: This study draws on the author’s experience as founder of the Study Buddy volunteering programme. Although volunteer teaching is widely recognized as a valued developmental experience, its psychological costs and benefits remain underexplored, mainly in pre-service teacher contexts. This study fills that gap by questioning how structured volunteer programmes can either buffer or exacerbate early career burnout. Research findings and their impact on the development of educational sciences: Volunteer teaching enhanced professional confidence and emotional engagement, creating potential for burnout prevention. Participants also reported emotional fatigue and stress related to a lack of institutional support. Strong intrinsic motivation emerged as a protective factor, while institutional gaps intensified strain. Conclusions and/or recommendations: Volunteer teaching should be recognized as a formative phase of teacher growth. Institutions must offer structured mentoring, reflective supervision, and formal recognition to ensure that such experiences build long-term resilience and reduce the potential for burnout.
Research objectives and problems: The main objective of this study is to analyze the causes and relationships associated with technostress experienced by teachers with varying levels of professional experience and demographic characteristics. The study addresses the following research questions: What is the level of technostress among in-service and pre-service teachers? To what extent is the level of technostress among in-service and pre-service teachers differentiated by socio-demographic variables such as gender, place of residence, age, and length of service? Research methods: The data were collected through a cross-sectional, questionnaire-based study conducted during the summer semester of the 2024–2025 academic year. The study sample included 60 in-service teachers and 394 pre-service teachers. Process of argumentation: In recent years, scientific research has increasingly focused on the concepts of technostress – stress resulting from the use of information and communication technologies (ICT) and technophobia, understood as anxiety related to technology and its application. These phenomena affect not only teachers’ well-being but also their professional functioning by reducing work efficiency, job satisfaction, and the quality of their relationships with students. Consequently, they may negatively impact teachers’ overall professional success and their ability to meet the expectations of their educational environment. This paper analyzed the above-mentioned assumptions. Research findings: The study revealed that both in-service and pre-service teachers reported generally low levels of technostress. However, in-service teachers experienced significantly higher abilities-demands technostress than pre-service teachers. Age and work experience were positively correlated with technostress, but only among in-service teachers. Place of residence significantly influenced technostress levels in this group as well, with the highest levels observed among those living in medium-sized cities. No significant gender or residence-related differences were found among pre-service teachers. Conclusions: The study highlights important differences in technostress levels among teachers related to their experience, age, and living environment. Understanding these variations can help inform strategies to better support teachers in adapting to technological demands in education.
Research objectives (aims) and problem(s): The study focuses on factors that motivate and support the personal potential of university employees. The aim of the research is to identify these factors in the generations represented by the respondents. Another objective is to determine university managers’ courses of action for developing strategies to motivate and support the growth of academic teachers from different generations. The main research problem was formulated as follows: What factors motivate and support employees from different generations (Baby Boomers and Generations X, Y, and Z) in the workplace? Research methods: The research was conducted as a quantitative study. The method used was a survey conducted by means of a questionnaire using convenience sampling. A pilot study involving 198 teachers was conducted at universities in Poland in March 2025. As the study focused on generational differences, the respondents were grouped into four generational groups. Process of argumentation: Polish literature lacks publications on the subject in question. This allows us to assume that the results presented herein are innovative and fill a gap in the research regarding motivating and supporting different generations of university teachers. Research findings and their impact on the development of educational sciences: The study reveals generational differences among academic teachers in expected motivations and support in the workplace. For Baby Boomers and Generation Y, personal development opportunities and employment stability were the most important; for Generation Z, it was flexible working hours and promotion/recognition opportunities; and for Generation X, it was flexible working hours and employment stability. Conclusions and/or recommendations: Further in-depth investigations are required to diagnose the situation of academic staff members and introduce adequate motivating and support solutions.
