In many current discussions, digitalization functions as a dazzling leitmotif not only for technological, social and cultural transformation processes in general, but also for current social reproduction problems and upheavals in the field of education in particular. On the one hand, there is a widespread uneasiness in educational cultures of digitality; on the other hand, the promises of the future in learning technology are also promoting tendencies of ease for some groups. Based on a broader perspective that goes beyond a Freudian understanding of discomfort in culture, this article puts forward five trenchant theses for discussion, all of which mark fault lines of (dis)comfort in the educational cultures of digitality.

The outcomes of the COVID-19 pandemic are having an impact on all areas, with the educational sector being one of the most impacted sectors to be taken into account. The purpose of this article is to identify the main opportunities and challenges of online education as a result of the COVID-19 pandemic, through a selective bibliography providing advice on information sources, and databases. The research methodology was achieved by performing a systematic literature review of what exists on subject, in order to retrieve the main categories for a SWOT analysis, from the points of view of teachers, students and the parents themselves.
Finally, it attempts to cover the main contributors to the study domain. For each weakness and challenge, teachers and students can create an opportunity in online learning.
The authors also have seen that this type of education is providing a great environment for learning innovation and to face-to-face teaching.

The article is a study report on distance learning during the SARS-Co-V-2 virus pandemic, conducted among postsecondary school students. The subject of the study was the opinions of postsecondary school students about distance learning. The research was diagnostic in nature, and the method of a diagnostic poll with
survey technique was used. The author’s survey was sent to 85 students of postsecondary schools in the Opole voivodship (Poland). As a result of the study, an average level of satisfaction, degree of motivation and involvement in self-learning by the respondents was determined, as well as an average evaluation of the level of effectiveness of learning conducted in that form. The respondents indicated both the positive and negative aspects of distance learning. The first group comprised mainly aspects related to saving time, money and the flexibility of this form of learning, while the other group included aspects of a social and health nature, related to shortcomings in self-study and evaluation of the learning process.

The COVID-19 pandemic has greatly affected every area of our lives. One of them was education, which had to undergo a huge transformation in a very short time. Overnight, the computer replaced the blackboard and became the only tool of communication between a student and a teacher. Teachers had to completely change the tools used in the teaching process and enter a completely new and, for many of them completely unknown, working environment. Online learning has replaced traditional teaching. A computer with Internet access has become a basic work tool for people who have so far used it mainly for recreational purposes. Teachers were thrown in at the deep end, for most of themit was the first time they had encountered platforms for remote communication.
As the workspace has changed, learners and teachers have begun to move much more frequently into the world of the Internet, which harbors many dangers of which quite a few people were previously unaware. For this reason, the authors decided to investigate the problem of information security in e-learning. This paper attempts to collect the experiences and assess the awareness of university teachers about information security threats while teaching during the COVID-19 pandemic. The research results presented in this paper showed that the level of awareness of the risks, that may affect academic teachers in the distance learning process, is very low. Additionally, no appropriate procedures for safe distance learning have been developed. The communication security area was practically completely overlooked during the COVID-19 educational  revolution.

Based on Roblyer & Edwards (2000: 192), distance learning means “the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” The instructional delivery includes an instructor who is physically located in a different place from the learner, as well as possibly providing instruction at disparate times. More specifically, the instructor controls the instructional sequencing and pacing and all learners participate in the same learning activities. The aim of the paper is to show the advantages and disadvantages of distance schooling during the Covid-19 lockdown, the emphasis being placed upon among others, the teacher – student relationship, the equipment conditions required for running an English lesson and working online, as well as some “food for thought” in the form of necessary changes and modifications to be introduced, which have been suggested by the sample in question. The respondents constitute 9 teachers from secondary schools, who have replied to an online questionnaire investigating the situation in Polish schools, concerning distance education, specifically teaching a FL. Apart from presenting the current state of affairs, some suggestions for the future are remarked upon.

E-learning has changed significantly since the pandemic. In the early months of 2020, our whole educational framework suffered from several side effects that needed to be corrected to ensure an effective and alternative way of teaching. Therefore, new methods and methodologies needed to be outlined to address the students’ learning needs. Regarding Higher Education, students and teachers were used to a more traditional way of teaching, yet strategies had to be implemented to maintain teaching in a higher level of performance. Thus, a methodology called “Flavours in EaD” was developed. This strategy comprised several actions and steps on how to build a robust, intuitive, and flexible E-learning course in the COVID-19 Pandemic time. What will be presented and analysed in this work as a way of disseminating the research and methodological process related to the “Flavours in Ead” strategy is based on the thought process involving the preparation, verification, development and implementation phase.

The collaborative attitude to education in general and e-learning in particular has become increasingly popular and productive. It preserves certain learning values connected with social context of learning and new phenomena of networking and using the tools of social media in education. Collaborative learning values include mutual inspiration, crowdsourcing, problem learning, peer learning and the like. More careful and elaborated look is necessary to pinpoint all important constituents of the overall positive account of social learning. One should take into account historical background and theoretical basis for a new wave in collaborative pedagogy.
At the same time, we face one of the greatest challenges in modern online learning, especially in its massive edition, including a new wave of MOOCs. It is a challenge of respecting an individual and open choice of learning path, even within more and more uniform massive online courses. One possible way of providing free choice of student’s learning path is to offer more adaptive academic curricula.
The purpose of the study was to determine the students’ attitudes toward community and individual online learning to explore their preferences in this regard, and to have them evaluate which of these forms held more promise for the future. In the study, we were also interested in tendencies in the choice of online learning and traditional learning, as well as factors that may influence the direction of these trends. The results showed that there are dichotomies and conflicts between individual and collaborative online learning as far as sets of values are concerned. But the user practice shows that the reconciliation between the two is possible.

The article presents the research results on the socio-emotional context of distance learning from teachers’s perspective. The primary purpose of this study was to explore teachers’ experiences in primary, secondary, and vocational schools as they converted their classes to distance learning, and in a broader perspective, indicate difficulties resulting from the mediation of personal contacts.
The main research question was: What are teachers’ opinions related to relationships and their well-being connected with conducting remote classes? Based on the results of a diagnostic survey conducted in primary, secondary, and vocational schools in Silesia, Poland, it can be concluded that the well-being of teachers has worsened due to the need to stay at home and prolonged social isolation. The teachers also pointed to the deterioration of relationships with students and the loosening of ties in the classroom. The article ends with recommendations for improvements in distance learning.

Studies on the educational dimension of international mobility discuss the implications of academic, international mobility in general, or focus mainly on students’ mobility. There is, however, an insufficient number of studies that focus on the mobility of higher education staff, particularly in relation to learning. Each year, studies on the impact of mobility are published by the European Commission, but this does not provide an overview of how adult learning occurs within mobility and how mobility affects the lifelong learning of higher education employees. The purpose of this paper is to describe and explain HE employees’ learning characteristics in the course of three types of mobility: traditional, blended and digital. The study was conducted with the participation of 103 staff members of European Universities from 17 countries. We claim that the three mobility schemes studied here are different ways of experiencing the world and learning. Therefore, they should be implemented in parallel, and not perceived as alternatives.

The aim of the study was to identify the areas most sensitive to the well-being of students in the e-school environment. The researchers’ interest in the field of education most often relates to students’ school achievements. It seems reasonable to look at the reality of school from the perspective of the well-being of adolescents. The threat of a pandemic and the transition to remote learning have created unique conditions for understanding student problems. In reference to Allardt’s concept, four categories of well-being were distinguished 1) school conditions, 2) interpersonal relationships, 3) means of self-fulfillment, and 4) overall health condition.
The study was conducted online, but through schools, among grades 7 and 8, and the first grade of secondary school students (N = 360). The principal component analysis (PCA) and confirmatory factor analysis (CFA) of the tool have been developed. The criterion validity was determined on the basis of the relationship between the questionnaire and other tests that measure similar problems. Rosenberg’s Self-Assessment Scale and the KIDSCREEN-10 Health-Related Quality of Life Questionnaire for Children were used.
The Student’s Well-being in the E-school Environment: A Questionnaire is sufficiently reliable and valid. The distribution of low, average and high results in the sub-scales was more or less even. Low scores in the first sub-scale were reported by every fourth student, in the second and third sub-scale by every third student. The scale can be used to recognise the well-being of students learning in a remote or hybrid system. Well-being translates into functioning in many areas of life activity.