Objective
To examine how transnational family life and parent–child co-agency shape educational decisions among Ukrainian refugee children in Poland.
Background
Since Russia's full-scale invasion of Ukraine in 2022, many Ukrainian families have relocated to Poland, where children navigate educational transitions amid legal, emotional, and educational uncertainty. Little is known about how these decisions are negotiated within transnational families whose members may remain dispersed across borders.
Methods
This qualitative study draws on interviews with 40 refugee children in the final grades of Polish primary school and 40 parents, conducted as part of the EduMAP research project.
Results
Parent–child co-agency was dynamic and often asymmetrical, which is shown within two aspects: gendered parental asymmetry and parent–child asymmetry.
Conclusions
Educational transitions emerged as negotiated processes of agency and co-agency within transnational family networks, rather than exclusively parental or child-led decisions.
Implications
Schools should support refugee children and parents by providing guidance on recruitment procedures and school options. Family-oriented support may strengthen children's participation while reducing excessive responsibility and helping mitigate educational inequalities.
The article examines the role of the language of schooling as a key condition for access to knowledge and achievement among Ukrainian students with forced-migration experience in Polish schools. The empirical material comes from the qualitative EduMAP project and includes interviews with 40 students in grades 7–8 of primary school and the first year of upper-secondary school in Warsaw and Lublin, as well as 14 interviews with principals, teachers, homeroom teachers, psychologists, and
intercultural assistants. Thematic analysis was conducted within a critical realist framework. Findings show that conversational proficiency in Polish is insufficient for equitable participation in learning. Success depends on mastering the language of schooling, including disciplinary vocabulary, argumentative structures, and academic genres required in literature, the sciences, mathematics, and exam tasks. Students employ compensatory strategies of limited effectiveness, such as machine translation and peer support. Institutional support is uneven and often focuses on everyday Polish rather than academic competencies. Intercultural assistants are positively evaluated, though role ambiguity and employment conditions limit their long-term impact. Exam accommodations mitigate barriers but do not substitute for sustained work on the language of schooling. The article argues for moving beyond marginal, add-on language classes toward a whole-school approach in which developing academic language becomes the responsibility of all subject teachers and is embedded in everyday pedagogy and exam preparation.
The chapter examines the Academy of Evaluation (AE), a pioneering capacity-building initiative for commissioning authorities in Poland’s evaluation system. Implemented between 2008 and 2017 through a partnership between the Polish National Evaluation Unit and the University of Warsaw, the AE delivered eight editions of postgraduate education to 250 civil servants from evaluation units across national and regional administrations.
The chapter analyzes AE’s evolution from a technical training focused on “contracting evaluations” to a comprehensive educational framework centered on developing “knowledge brokers” – intermediaries who facilitate evidence-informed decision-making in public administration. Drawing on program documentation, participant surveys, external evaluations and reflective analysis, authors discuss AE’s Theory of Change, curriculum and pedagogical approach.
The findings demonstrate that sustained academic programs can effectively build evaluation capacity among commissioning authorities, thereby improving the quality of terms of reference, contractors’ collaboration and professional networks within the evaluation system. However, the initiative’s impact was constrained by broader socio-institutional factors that affected evidence use in policymaking.
The chapter offers insights for designing evaluation capacity-building programs, emphasizing adaptive programming, practitioner-academic collaboration and evaluation within the context of democratic governance. It offers lessons for initiatives strengthening evaluation systems through professional development, focusing on curriculum design, institutional cooperation and alignment with socio-political contexts.
This article examines how media organisations in eight European countries responded to the war in Ukraine through corporate social responsibility (CSR). Based on a comparative analysis of 203 initiatives, the study identifies media-specific patterns combining symbolic support, editorial interventions, philanthropic aid, and infrastructural backing, reflecting both journalistic commitments and civic engagement. Existing CSR models only partially capture this complexity. To address this gap, the article proposes a four-dimensional CSR model for wartime contexts, incorporating activity type, temporal phase, organisational depth, and target group. The model captures the hybrid nature of media CSR intersected with wartime editorial, civic, and organisational logic. This article contributes to CSR scholarship and media management research, offering a media-specific CSR model grounded in wartime conditions and applicable to other crisis scenarios.
Pozostałe osiągnięcia naukoweArtykuły (zamknięty dostęp)Journal article
Akademia Sztuk Pięknych im. E. Gepperta we Wrocławiu
Anna Maria Kramm i Sylwia Mucha (Wrocław)
The "Simulacra" (2026) series of works by Agnieszka Semaniszyn-Konat offers a critical reconfiguration of the theme of the exhibition where it was presented: "Soda Spring". The series juxtaposes the promise of lightness, effervescent refreshment, and social relaxation with the relentless mechanics of Jean Baudrillard’s fourth stage of the image. Created using a mixed-media technique, incorporating acrylic, pigment, and resin. The works measure 20 × 20 cm. This intimate, modular format mimics the dimensions of interface tiles and social media layouts, where the experience of art is reduced to a superficial, safe swipe. The series was showcased at the "Soda Spring" exhibition, part of the Wrocław Painting Biennale. The exhibition and the Biennale were organized by the E. Geppert Academy of Art and Design in Wrocław. The exhibition took place at the "Sztuka na miejscu" gallery in Wrocław from May 12 to June 7, 2026, and was curated by Anna Maria Kramm and Sylwia Mucha. The event received funding from the Ministry of Culture and National Heritage, the City of Wrocław, and the Wrocław Academic Center.
Osiągnięcia artystycznePrace artystyczneauthorship of an artwork at an event
