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The COVID-19 pandemic has changed the learning process, which was previously carried out conventionally with face-to-face interaction, into an online learning activity (e-learning). e-Learning has several benefits, but it also has some challenges that need to be addressed. A preliminary survey has been conducted by asking open-ended questions regarding students’ experience and obstacles during e-learning to determine their perceptions of e-learning, and the results showed that there were problems faced by students in implementing e-learning, especially pertaining to student loyalty. Previous research has stated that e-learning service quality exercises an influence on student satisfaction and student loyalty. This research focusses on the influence of e-learning service quality factors on student perceived value (SPV) and student satisfaction, and ultimately on its role in influencing student loyalty. This research was conducted using a quantitative approach, wherein data were gathered, using judgement sampling, from 309 undergraduate students enrolled across six universities in Tangerang. These data were analysed by partial least squares structural equation modelling (SEM-PLS), and the results of the analysis indicated the presence of a positive and significant relationship between these variables. Resultant to the analysis, there emerged some useful suggestions for educational institutions and lecturers that would enable them to improve the quality of e-learning. The findings of the present study imply that improving the factors of e-learning service quality will inculcate in students a favourable value perception towards the university, as well as create a feeling of satisfaction in them, arising from the fulfilling character of the experience to which they were exposed during the e-learning process; these phenomena are expected in turn to increase students’ loyalty towards the university.

Subject and purpose of work: This study focuses on vocational education. It explores the role of international internships in the vocational education of the students of technical secondary schools.

Subject and purpose of work: The aim of this paper is to identify the professional expectations of students of Economics at the State School of Higher Education in Biała Podlaska. The paper presents also respondents’ opinions on particularly desirable values of potential employers.

This study — carried out in May 2020, early on during the COVID-19 pandemic - examines the situation in the Polish e-education market, as perceived by secondary school and university students who consume e-education services and by the providers of such services. Firstly, to set the stage, in-depth interviews were carried out with eight owners of companies offering commercial e-education services. Next, an extensive online survey was carried out among secondary school and university students in the 2019–2020 school/academic year using the CAWI method on a sample of 803 respondents — with secondary school students (group I) accounting for 30% of the sample and university students (group II) making up the remaining 70% — concerning their satisfaction or dissatisfaction with e-education services. Taken together, the findings allow for an assessment of the advantages and disadvantages of distance learning and point to the increased demand for e-education services during the pandemic, in tandem with a continually shifting e-education services market.

This article explores Bruno Amable’s Diversity of Capitalism approach to analyze educational systems in the European Union (EU28). The main goal is to identify the main clusters of educational systems with regard to their institutional characteristics. Second goal of the analysis is to evaluate the impact of several EU policies and initiatives on the institutional structure of European educational systems. This article identified six clusters in terms of general education and five clusters in terms of higher education systems. The clustering shows, that – with some exceptions (notably the United Kingdom and Ireland) – European education systems have similar structure to other institutional areas, in particular, it confirms the existence of post-communist (in terms of Farkas) or patchwork (in terms of Rapacki et al.) capitalism. The article shows, as well, that subsystem of higher education is much less diverse, what may have a significance for future discussions on the capitalisms in the EU. Results suggests also that there exist significant differences in performance between the clusters, something that may have a crucial importance for an educational policy.