Multidisciplinary Journal of School Education

14/08/2026

👉 Katarzyna Ciszewska
👉 Learning coping strategies in the narratives of young bloggers with SMA: The role of family, school, and community
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3688/3270

📌Abstract
Research objectives and problems: This study investigates how environmental contexts—family, school, and the social environment—shape the development of coping strategies among young bloggers living with SMA. The analysis focuses on turning points in their lives and the influence of significant others in learning to manage illness-related challenges.

Research methods: The study employs a qualitative methodology grounded in hermeneutic phenomenology. Proxemic analysis (Walulik 2022) served as the primary analytical tool. Blog content was supplemented with semi-structured interviews with the authors, providing a broader understanding of their lived experiences.

Process of argumentation: The article opens with an introduction outlining the conceptual motivations, research aims, and contextual background on SMA. It then describes the methodological framework, including the methods used, analytical techniques, characteristics of the research sample (five bloggers), and data sources (blog entries and interviews). A subsequent section discusses the main theories and key concepts, which is followed by an analysis of the empirical findings. The final section concludes with a summary and pedagogical implications.

Research findings and their impact on the development of educational sciences: The findings underscore the importance of the environmental context. Family members, teachers, peers, professionals, and clergy emerged as influential figures supporting the development of both task-oriented and meaning-oriented coping styles. The study also highlights the value of blogs as research material, as they offer authentic insights into the daily experiences of individuals with SMA. These findings may inform and enrich the training of future professionals.

Conclusions and/or recommendations: The study emphasizes the importance of developing coping competences among children and adolescents with disabilities while ensuring that parents do not fall into patterns of overprotection. Mechanisms such as modeling, resilience, and transgression play a key role in helping young people overcome their limitations.

👉 Keywords: educational environment, school, family, disability, coping with illness

14/08/2026

👉 Adam Machowski
👉 Social communication as a necessary condition for community-building: Lessons from Aristotle and Thomas Aquinas for modern education
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3686/3268

📌Abstract
Research objectives and problems: The aim of this research is to rediscover the educational sources of social and political community. Since these sources originated in antiquity and the Middle Ages, it is useful to revisit the ideas of Aristotle and Thomas Aquinas. The article is a comparative inquiry into their views on the social and political value of education.

Research methods: The source materials consist of texts written by both authors. In my study, I use the method of hermeneutic text analysis to uncover the meaning of their writings, alongside comparative analysis—the main method used—which examines the two authors’ texts in their historical and cultural contexts.

Process of argumentation: Such a comparison is possible and legitimate because Aquinas repeatedly commented on, and creatively interpreted, the thought of the Stagirite. Both classical thinkers emphasized the role of proper communication in the co-creation of a social community. Multidimensional education—transmitting knowledge and virtues—served this purpose by constructing a community of shared values. However, while Aristotle’s doctrine focuses on the political dimension of communication and pedagogy (the first part of the article), Aquinas discovers and analyzes the social, pre-political reality of community life (the second part). This generates important differences between them. While Aristotle maintains a strictly political orientation in his understanding of education, Thomas Aquinas emphasizes the more familial nature of social dialogue and instruction (the third part).

Research findings and their impact on the development of educational sciences: The analysis shows the need for education oriented toward community-building. These authors’ reflections on social relations and the necessity of mutual communication in a political community remind us of the importance of social education. In Aristotle, we find a strong call for conscious political education of citizens, whereas in Thomas Aquinas, we encounter an appeal for education in social relations and for building smaller communities such as families, associations, and congregations.

Conclusions and recommendations: The purpose of this article is to show the importance that classical authors attached to social education as a prerequisite for the existence of a political community. This is important in our postmodern times, which are characterized by radical individualism and the breakdown of community ties. In this commentary, I propose rediscovering the ideas of both philosophers for contemporary education, which help us appreciate and properly apply communication in the creation of social and political bonds.

👉 Keywords: Aristotle, Aquinas, Aristotle, Aquinas, social education, family education, social education, family education

14/08/2026

👉 Agnieszka Weiner
👉 Partnership in education: A parental view of art schools under pandemic constraints
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3620/3267

📌Abstract
Research objectives and problem(s): The aim of the study was to present the parental perspective on the partnership between art schools and families during remote education in the COVID-19 pandemic, based on a four-dimensional model of educational partnership (cognitive, volitional, emotional, and behavioral). The main research problem concerned the nature of this partnership emerging from parents’ assessments.

Research methods: A diagnostic survey was conducted among 461 parents of students attending art schools—music and visual arts institutions. The research instrument was an author-developed questionnaire grounded in the theoretical partnership model and validated using the VREP expert procedure. Statistical analyses (Mann–Whitney U test, Spearman’s rho, and Friedman’s ANOVA) were applied to assess levels of partnership and to compare different types of art schools.

Process of argumentation: The article outlines the adopted theoretical framework of educational partnership, presents the methodological assumptions, and subsequently analyzes differences across the defined partnership dimensions in various types of art schools. The findings are interpreted in relation to national and international research on education during the pandemic.

Research findings and their impact on the development of educational sciences: Parents perceived the partnership between art schools and families as incomplete and uneven across the dimensions. The behavioral and cognitive dimensions received the highest ratings, whereas the emotional and volitional dimensions were rated as the weakest. Significant differences were identified between music and visual arts schools. The findings reveal structural shortcomings in emotional support and collaboration mechanisms under crisis conditions, thereby contributing to knowledge on school–family relations and addressing a gap in research on art education.

Conclusions and recommendations: The results indicate a need to strengthen the emotional and volitional aspects of school–family collaboration, particularly in crisis situations. The study underscores the importance of further research into the relational and organizational factors shaping partnerships in crisis contexts, with particular attention to art schools.

👉 Keywords: education partnership,, art school,, remote education, COVID-19 pandemic, parents

14/08/2026

👉 Carmen Ruiz, Marilé Pretel Jiménez, José Luis Del Olmo Arriaga
👉 Engagement of literature influencers on Instagram: Bookstagrammer strategies to promote reading in the family context
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3645/3265

📌Abstract
Research objectives (aims) and problem(s): This study explores the influence of bookstagrammers on young readers and their families in the context of declining reading engagement among youth in the digital age. It investigates how social media, particularly Instagram, can be used to promote a love of reading and support the development of literacy skills.

Research methods: A mixed-methods approach was adopted to assess the impact of bookstagrammers on reading habits. The quantitative component analyzed the behavior of literary influencers on Instagram, examining their posts and levels of engagement (likes, comments) to identify strategies used to promote reading. The qualitative component consisted of semi-structured interviews with families, exploring their reading practices and the extent to which they followed bookstagrammer recommendations. Together, these methods provide a comprehensive picture of how digital literary influencers shape family reading habits and encourage engagement with literature.

Process of argumentation: The article is organized into an introduction, a literature review on the educational role of social media, a methodology section outlining the research design, and a results section presenting the main findings.

Research findings and their impact on the development of educational sciences: The study shows that bookstagrammers create interactive content, such as reading challenges and virtual book clubs, that captures the interest of young readers. These activities promote social interaction, encourage the exploration of diverse genres, and support the development of critical thinking. The findings suggest that integrating social media into reading practices can enhance literacy development and help build a community of engaged readers.

Conclusions and/or recommendations: The study recommends that educators and families actively engage with bookstagrammers to create supportive reading environments. By embracing the innovative strategies used by literary influencers, stakeholders can help foster a generation of motivated readers, ultimately contributing to long-term gains in literacy, empathy, and cultural awareness in educational settings.

👉 Keywords: Bookstagrammers, social media, promotion of reading, family participation, literature influencers, Instagram, educational strategies, content analysis

14/08/2026

Polecamy uwadze!

👇👇👇
Horyzonty Wychowania - czasopismo naukowe

❗️Serdecznie polecamy najnowszy zeszyt naszego czasopisma!

📖 Tom 25 Nr 74 (2026): Interdyscyplinarne perspektywy edukacji. Od praktyki rodzinnej i szkolnej po kulturowe reprezentacje

👇👇👇
https://horyzontywychowania.ignatianum.edu.pl/HW/issue/view/132

https://horyzontywychowania.ignatianum.edu.pl/HW/issue/view/132/48

✏️ Redaktorzy tematyczni: Agata Kotowska, Anna Błasiak, Irmina Rostek

👉 Edytorial:
Współczesny świat stawia przed edukacją i kulturą wyzwania, które wymagają nie tylko adaptacji, lecz także głębokiej refleksji nad ich rolą w życiu człowieka i społeczeństwa. Globalizacja, rozwój technologii, kryzysy społeczne i kulturowe oraz zmieniające się potrzeby edukacyjne sprawiają, że procesy uczenia się i wychowania muszą być analizowane w sposób wielowymiarowy, uwzględniający zarówno konteksty psycho społeczne, jak i kulturowe. Oddając w Państwa ręce 74. numer „Horyzontów Wychowania” liczymy na to, że jego lektura sprzyjać będzie refleksji nad złożonością relacji między wychowaniem, edukacją i kulturą w różnych obszarach życia w kontekście wyzwań współczesności. Przedstawione w numerze teksty skupiają się głównie na wątkach współczesnego wychowania i edukacji w rodzinie, wskazując na znaczenie relacji rodzinnych dla rozwoju jednostki. Współczesna rodzina pokazana jest wielowymiarowo – zarówno jako środowisko wspierające, jak i zagrażające rozwojowi. Dzięki zawartym w artykułach refleksjom wracamy do dzieciństwa jako fundamentu kształtowania tożsamości człowieka. Ważną część numeru stanowią także artykuły podejmujące wątek wychowania z perspektywy historycznej, co pozwala na lepsze uchwycenie dynamicznego charakteru tego zjawiska oraz zachęca do zastanowienia nad przyszłością. Zapraszamy do lektury numeru, licząc na to, że ukazując szerokie spektrum problematyki, skłoni ona do dialogu i dalszej wymiany myśli.

24/07/2026

📢 Znamy wyniki ewaluacji działalności naukowej w latach 2022-2025! 🎓📚✨

Z ogromną radością przyjęliśmy informację o bardzo dobrych wynikach ewaluacji działalności naukowej Uniwersytetu Ignatianum w Krakowie🏆👏

Do tego sukcesu przyczyniła się również redakcja czasopisma „Mulitidisciplinary Journal of School Education” oraz wszystkie osoby zaangażowane w przygotowywanie kolejnych numerów. 📖🖋️🌍

21/07/2026

👉 Antonia Rubini
👉 The capillary phenomenon of sharenting
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3634/3264

📌Abstract
Research objectives (aims) and problem(s): This paper explores the phenomenon of sharenting the widespread practice of parents sharing images and information about their children on social media as an emerging area of interest in the educational sciences. The aim of the study is to critically analyze this practice from pedagogical, ethical, and socio-philosophical perspectives, with particular attention to its implications for child protection, identity formation, and educational responsibility in digital environments.

Research methods: The study employs a theoretical and argumentative methodology, using an interdisciplinary qualitative approach based on a review of academic, philosophical, and legal literature. The analysis draws on philosophical (Sartre, Foucault), pedagogical (Mortari, Rousseau), sociological (Bauman, Giddens), and media theory (Watzlawick, Barile) frameworks, as well as relevant legal and institutional sources.

Process of argumentation: The argument proceeds by first defining sharenting, then examining parental responsibility in the digital era, and finally presenting a pedagogical proposal rooted in an ethics of care, critical awareness, and the cultivation of digital citizenship.

Research findings and their impact on the development of educational sciences: The contribution of the study is the formulation of an educational vision that acknowledges the need to support digital parenting through reflective, dialogic, and child-centered practices. Implications for the educational sciences include the urgent need to develop training models and pedagogical tools that equip teachers, educators, and parents to address the challenges of online communication. Such efforts should incorporate media literacy and relational ethics into curricula and educational practice.

Conclusions and/or recommendations: Sharenting is not simply a communication trend but a crucial arena for rethinking educational practice in contemporary society. It raises fundamental questions about visibility, identity, and responsibility that demand pedagogical and ethical consideration.

👉 Keywords: sharenting, parenting roles, identity, relationships, publication practices

21/07/2026

👉 Katarzyna Wojtanowicz
👉 The role and actions of the school in preventing domestic violence against students
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3642/3263

📌Abstract
Research objectives and problems: The aim of this article is to present the role of the school and the actions that it undertakes to prevent domestic violence against students. In line with this objective, the following research questions were posed: What role does the school play in preventing domestic violence against students? What measures should schools take to counteract domestic violence? How do school staff assess their preparedness and readiness to take action in this area? What recommendations can strengthen the school’s efforts to address domestic violence against students?

Research methods: To answer the research questions, a qualitative research design was used, specifically focus group interviews (group discussions, commonly referred to as focus groups). A total of 68 participants took part in the study. The group of respondents consisted of school principals, teachers, homeroom teachers, as well as school counselors and psychologists.

Process of argumentation: The research process is both theoretical and empirical, as it combines an analysis of relevant literature with the author’s own findings. It focuses on presenting the role of the school and the actions that is undertakes to support families affected by violence and to protect children experiencing domestic violence. The study highlights that building an atmosphere of trust and safety in the school environment is a vital condition for effectively supporting students at risk of violence and mitigating its negative effects.

Research findings and their impact on the development of pedagogical science: The analysis of the collected material confirms the key role of the school in preventing domestic violence against students and in supporting families affected by violence. The findings indicate that efforts in this area are highly interdisciplinary, especially within pedagogical science, but also reveal limits in how these responsibilities are carried out.

Conclusions and/or recommendations: The research contributes to the development of the domestic violence prevention system, as well as to broader child and family support measures. The findings emphasize the need to enhance the readiness and openness of educational institutions to carry out effective interventions, provide support to children and families, and strengthen the overall system of support available to educators.

👉 Keywords: domestic violence prevention, child protection, school’s role, school-based interventions, interdisciplinary cooperation, teacher preparedness

21/07/2026

👉 Joanna Żeromska-Charlińska
👉 Between the imagined and the existing culture: The consequences of biographical learning after conviction
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3543/3262

📌Abstract
Research objectives (aims) and problem(s):This article analyzes the subjective trajectories of a former convict in the context of social exclusion. The aim of the study was to reconstruct the experience of becoming a free individual and to examine the opportunities offered by cultural norms. The analysis sought to identify and interpret the key features of the data corresponding to the research question.

Research methods:Based on an in-depth interview with a former fe-male convict, the study attempted to identify her subjective world, hersituation in a new, culturally sanctioned reality, and to conceptualize this reality in an interactional dimension. The collected data were examined through interpretive hermeneutic-phenomenological analysis. The research employed the biographical method and an in-depth interview.

Structure of the article: The paper presents a theoretical introduction, followed by methodological assumptions and research results.

Research findings and their impact on the development of educational sciences: The resulting narrative was analyzed to describe the former convict’s personal journey of relearning in a host culture. The analysis focused on the subject’s social status as well as on her at-tempts to step into a new role and overcome mistrust toward people, places, and events. The empirical analysis revealed that the subject relied on complex self-reconstruction mechanisms operating at the intersection of the imagined and existing culture.

Conclusions and/or recommendations: The research enabled an in-depth examination of the social adaptation strategies of both the ex-convict and the surrounding community. The added value of this study is that it provides a better understanding of the complexity of post-sentence learning processes under imposed social pressures.

👉 Keywords: adaptation, cultural legitimacy, biographical learning, social exclusion, former convict

30/06/2026