March 2026 – Czasopismo „Edukacja Ustawiczna Dorosłych

Review of the monograph Adult Education. Contemporary Strategies and Practices in Ukraine and Abroad

The Role of Robotics in Supporting the Education of People with Disabilities

Teachers’ Professional Development in Response to the Challenges of the Contemporary Education System

Education of hairdressers in Poland – status, needs and directions of development in the context of continuing education

Career Counselling and Competence Assessment in the Sectoral Skills Centre

Between Coherence and Universality: Qualication Frameworks in Poland in the Context of European Solutions

Ongoing Professional Development in Strategic Human Resource Management

Practical Aspects of Human Resource Management in Building and Developing a School’s Organizational Cultur

Support for supporters: what kind of social support do teachers experience? – Evidence from research in the Małopolskie voivodeship

Support and Testing Centers as an element of support for people with disabilities, their family members and caregivers

Perspectives and Challenges in Building Career Paths among Young Poles and Ukrainians

Komentarz

Konferencje, recenzje, informacje

Touching the Brain Without a Scalpel: Neuromodulation as an Innovative Method for Supporting Health and Development

Health practices among female students of pedagogy

Standardisation of vocational examinations – introduction of VR technology into the confirmation process of the qualication GIW.02 Underground deposit exploitation

Managerial culture in the professional activity of an education manager

Theoretical and axiological foundations of school organizational culture in the context of human resource management

Immigration to Poland within the european context: threat or opportunity?

Lev Vygotskyi’s concept of learning from an andragogical perspective

Closed Educational Centers (Les centres éducatifs fermés – CEF) and their liminal position in the Juvenile Justice System in France

Features and types of heuristic questions in the organization of “philosophical dialogue” as an educational model