Contemporary practitioners and scientists more and more frequently highlight the extraordinarily rapid process of implementation of new technologies – including those based on artificial intelligence – and unpredictable consequences of such actions. Therefore, it is important to be an active participant in the debate on the relation between human and modern technologies, a debate based on interdisciplinary scientific knowledge. The article refers to selected ideas related to knowledge management, organisational learning, knowledge area, or innovation environment. The challenge which social science researchers face, next to examining the theoretical aspects, is the application of various calculation methods and new technologies to make quicker and easier decisions in social contexts – with regard to various groups of people, e.g. employees, customers, or voters. Apart from the new methods, another serious challenge is to raise social awareness regarding the digital responsibility in certain groups such as managers or, more generally, employers and employees. The responsibility of the elite and scientific authorities should consist in instilling awareness in one another and approaching the new phenomenon with care. Potential threats may completely change our civilisation. The presented discussion is based on literature study which included selected theories and reports of research centres and scientific bodies. A particularly interesting case study discussed in this article includes TOP CDR initiative and a report prepared by SW RESEARCH agency in cooperation with Procontent public relations and digital marketing agency. The conclusions of this report indicate that corporate digital responsibility (CDR) may be a pioneering area for in-depth empirical studies. The nature of the topic, despite being clearly related to sociology, requires interdisciplinary approach and cooperation of numerous circles, not only scientific ones.

This article is first of all a theoretical study covering the whole area of critical thinking. The development of critical thinking should be supported by new information technologies. The text only points to some possibilities of using information technologies in the concept of building learning power and critical thinking.

The development of information technologies gives us new tools and forms to support the teaching/learning processes. Many of the new tools of digital technology pose new teaching challenges for the teacher. However, there appears a question that is not only worth asking, but also worth answering: how to improve the teaching/learning process with the help of the new educational opportunities, so as to strengthen it and not to disturb it at the same time? A tutor-teacher has to search and to find out – in the area of these educational opportunities that belong to him or her and his or her pupils – such optimal solutions that neatly combine both the elements of traditional teaching and the ones that are typical of distance learning. This gives new opportunities for effective online tutoring when the teacher is available online for any of the students at a specific time that is perfectly convenient for each of them.

Academic e-learning is not a new phenomenon world-wide or in Poland. However, there are only a few publications examining academic e-learning in Poland from a wider perspective (i.e., country-wide, and not only from that of the specific course, faculty member, or university orientation), and none of them present complex analysis and diagnosis. The goal of this paper is to present an investigation of academic e-learning in Poland in both public and private universities. The sample of 139 universities was surveyed, and relations between variables – such as e-learning process characteristics and university characteristics – were analysed via hypotheses testing. Results of the survey may constitute a basis for comparison on a national and international level and offer strategic directions for university authorities.

The article deals with digital competence, which is one of the main components of the professional competence of future teachers, as well as discloses the foreign experience of the development of future teachers’ digital competence. European standards for the determination of digital competence are analysed – in particular, the digital competence profile of the teacher Digital Competency of Educators (DigCompEdu), which includes six areas of teachers’ digital competences. The article outlines approaches to the description of educational outcomes concerning the digital competence of teachers. The analysis of the experience of foreign countries (Lithuania, Estonia, Austria, Norway, the Netherlands, Western Australia, Slovenia on the problem of developing the digital competence of teachers in the process of their professional training in higher education institutions and professional development of practising teachers) has been carried out taking into account the scope of digital competence. The reforms in the education of foreign countries concerning the digitalisation of education and the development of teachers’ digital competence are considered. Academic courses, foreign educational platforms, communities for teachers’ professional training and professional development on digital technologies are described and analysed. The analysis of the work of foreign researchers allows to make conclusions about the approaches to classification and description of the types of teachers’ digital competence.