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Human mental well-being, measured by the frequency of experiencing happiness, may be one of the most important factors in supporting learning and stimulating creative thinking, so necessary during robotics and programming classes. Positive emotional states, mental well-being, and a sense of happiness are also closely related to social contacts, the development of which is undoubtedly contributed to by the participation of students in the performing of joint tasks during robotics and programming classes. The article presents the results of research on the relationship between mental well-being, the measure of which is the frequency of experiencing happiness, and the implementation of robotics and programming classes in high school. The study covered 127 high school students in southern Poland. The Happiness Experience Scale (SDS) and a questionnaire were used in the research. On the basis of the obtained research results, it can be concluded that experiencing happiness is related to the development of creativity and social competences among students participating in robotics and programming classes. The issue of robots in education as a part of STEM education was considered. Initial qualitative research was also done on the organization of robotics and programming classes.

During the war, a significant number of Ukrainian universities were tragically destroyed, while others were relocated. The challenging wartime circumstances in which universities operate in Ukraine have increased the use of distance education. University management and academic staff agree that the quality of services offered hinges on the establishment of comprehensive open electronic student campuses. These online campuses will deliver educational content, but also innovative pedagogical technologies for fostering competency development. This can be used for competency development in the use of gamification techniques, promoting entrepreneurship and start-ups, implementing project methodologies, leveraging research and cognitive technologies, as well as using digital tools for communication and collaboration, and employing formative assessment strategies. The objective of the study on which this article reports was to determine the university ecosystem model most amenable for providing high quality digital education. We describe and analyse current digital education ecosystem models and examine their implementation at three universities: (1) Borys Grinchenko Kyiv University (BGKU), Ukraine; (2) University of Silesia (US), Poland; and (3) Constantine the Philosopher University in Nitra (UKF), Slovakia. Both strengths and limitations of online campuses are outlined. Our analysis supports the development of key performance indicators to assess the development of university digital education ecosystems and establish the necessary and sufficient conditions for implementation. Insights gained from organising education in remote learning conditions in wartime Ukraine are valuable also for educators in other countries.

Contemporary education is often based on using e-learning courses, which have become a popular means of delivering didactic material to students. Among the main advantages mentioned is the potential possibility of creating individual ways of learning and teaching. The purpose of this article is to provide a description of the various approaches to adaptive learning, to present the comparative research results of a Polish-Ukrainian study, as well as to highlight the options offered by LMS Moodle (Modular object-oriented dynamic learning environment Learning Management System) for the implementation of adaptive learning and the possibility of taking into account the expectation of students regardless of the country. During the study, an online survey was administered to 59 students at the University of Silesia in Katowice (US), Poland and 121 students at the Borys Grinchenko Kyiv University (BGKU), Ukraine between March-June 2020. All of the students were studying online due to the pandemic caused by COVID-19. The classes were conducted in synchronous and in asynchronous modes using e-learning courses in the Moodle system, as well as MS Teams for Polish students and Google Suite for Ukrainian students. At the same time, the majority of the surveyed students declared that they lack personalization, both in terms of materials and the learning process, which was limited in terms of fulfilment and they would like to have a choice of the level of study.

Purpose: This paper aims to discuss issues related to science, technology, engineering and mathematics (STEM) education. It is emphasized that the need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. The authors present selected previous experiences, publications, research into the study topic, and review examples of primary school robotics and programming curricula, as well as associated educational activities. The authors stress that workshops, using kits to build and programme robots, are a modern form of interdisciplinary education of children and youth. Design/methodology/approach: The rationale for conducting such activities in schools is found in the European reference framework in the context of training of key competences. Classes in robotics--if properly taught--will have an impact on the development of mathematical literacy and scientific-technical information and social competences. At the same time, competence is understood to mean a combination of knowledge, skills and attitudes appropriate to the situation. Besides, an analysis is presented of basic legal regulations in this matter as well as results of a survey, conducted in Poland and Ukraine among in-service teachers and prospective teachers. Findings: The study was carried out with the participation of 91 primary school teachers and future teachers in the province of Silesia and at the University of Silesia in Poland, and in Ukraine, at Borys Grinchenko Kyiv University. The survey contained 15 questions about the pedagogical research "Robotics and children". The study was carried out to determine the needs of modern education to introduce the basics of robotics in the educational process of primary school. Originality/value: It can be expected that the findings from the prior Polish and Ukrainian surveys can be extrapolated into curricula for secondary schools and vocational education and training (VET) in the coming years.

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This study discusses the results of developing teachers' digital competence by the MOOC "Contemporary ICT Tools and Innovative Methods of Creative Education", designed within the project "MOOCs for Sciences of Education" and hosted on the Polish MOOCs platform Navoica. More than 150 students attended the course throughout its two editions in 2020-2021. The data analysis was conducted with the implementation of the Rasch Measurement Model. The study is believed to contribute to the development of the MOOC pedagogy, discussing the MOOCs effectiveness for students' learning outcomes and satisfaction. The conclusions and overall recommendations are provided accordingly. [ABSTRACT FROM AUTHOR]