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The aim of this paper is to perform a sociological and pastoral analysis of the religiousness of young people in Poland, which is a challenge to Catholic education. The authors analyse this issue based on the empirical study conducted in 2019 and 2020. The study employed an online survey questionnaire. The study included 1171 people, students in grades 7 and 8 of primary schools and of secondary schools in the Małopolskie and Podkarpackie Voivodships in Poland. The paper focuses on young people's self-declarations concerning: the religion they profess, faith, affiliation with a religious community, a bond to the community, the respondents' and their parents' attending religious services, celebrations/masses and praying individually. It was regarded as important to determine the correlations between the self-declarations of affiliation with a religious community and self-declaration of the religion professed and between the self-declarations of faith and bond to a religious community and self-declaration of the religion professed. These issues are enriched with the respondents' opinions on religion as a school subject. They provide an insight into not only the respondents' religiousness but also a diagnosis of young people's attitudes towards religion as a school subject. They allow for conclusions to be drawn on Catholic education in the secularising society, especially with young people increasingly often quitting religious lessons in schools. [ABSTRACT FROM AUTHOR]

One of the trends in today’s tourism sector is the development of environmentally-friendly tourism activities which rely on natural resources of cultural heritage and on biodiversity. This is definitely the case for agritourism, a form of rural tourism. The purpose of this paper is to identify the development aspects of Polish agritourism with particular emphasis on natural and cultural attractiveness. To demonstrate the relationship between agritourism activities of Polish farms and the cultural and natural attractiveness, the Hellwig’s synthetic development indicator was used. As shown by research, the cultural and natural attractiveness of a destination is an important exogenous development factor. Another finding was that the intensified efforts undertaken by the farmers to access EU funds were not focused on areas with valuable natural or cultural resources and an untapped agritourism potential; instead, they were oriented at regions dominated by semi-subsistence or family farms. For a large part of farmers, the new form of support is about to become a source of additional incomes. [ABSTRACT FROM AUTHOR]

Background: Due to changes in Polish society resulting from a significant inflow of immigrants to Poland, the need to develop the cultural competences of various professional groups who have contact with immigrants in their work has increased. These groups should include healthcare professionals, especially because of the significant increase in the number of culturally diverse patients. Therefore, medical education in Poland has had to rapidly adapt to this novel situation. For instance, the teaching process should be now more focused on the development and evaluation of the cultural competences of prospective health care workers. However, there is still a lack of standardized, valid and reliable instruments to assess cross-cultural competences among healthcare professionals. The purpose of the present paper was to describe, for the first time, the translation, adaptation, and psychometric evaluation of the Polish version of the Cross-Cultural Competence Inventory. Methods: Across two studies, we examined psychometric properties of the Cross-Cultural Competence Inventory (CCCI) such as reliability (i.e. internal consistency, test-retest reliability, factor structure) and validity (i.e. theoretical, criteria, convergent). In the first study, 408 participants (75% were healthcare professionals) completed the Polish version of the CCCI and the Positive/Negative Attitude Towards Culturally Divergent People Questionnaire. In the second study, 317 participants (97% were healthcare professionals) completed the CCCI twice, with an interval of at least 22 days. In addition, across two study sessions, participants completed questionnaires constructed to measure (a) cultural intelligence, (b) need for cognitive closure, (c) emphatic sensitiveness, (d) emotional intelligence, (e) self-esteem, (f) social desirability, and (g) personality. Finally, to additionally examine the theoretical validity, 36 professional cross-cultural competence trainers completed the CCCI during a one-session study. Results: Our findings confirm the reliability and validity of the CCCI. More precisely, in study 1 we proved the theoretical validity and reliability (i.e. internal consistency) of the CCCI. While the assumed structure did not fit the data well, all items were significantly related to the general factor, thus providing strong support for the usage of the total score of the CCCI. In study 2, we additionally estimated the test-retest reliability and theoretical, criterion and convergent validity. Across two studies we were able to successfully confirm these psychometric properties. The reliability was satisfactory and ranged from .83 to .86. We also observed a high and significant positive correlation between CCCI and the Cultural Intelligence Scale, which measures a concept similar to the one measured by CCCI. In addition, a significant relationship between intercultural competences (CCCI) and other variables such as personality, empathic sensitivity, emotional intelligence, self-esteem (positive correlations) and the need for cognitive closure (mainly negative correlation) were demonstrated. Conclusions: The obtained results support the usage of the CCCI questionnaire in scientific research, such as, for example, among healthcare professionals (nurses, doctors) and students of medical fields (nursing, medicine). [ABSTRACT FROM AUTHOR]

In the paper a comparative study conducted on the 1st grade students of sociology and pedagogy is discussed. The study focused on the language skills of students. The abilities to decode academic content are the most important tested skills. The study shows that the students have very poor language skills in decoding the academic content on every level of its complexity. They also have noticeable problems with the definition of basic academic terms. The significance of the obtained results is considerable because of the innovative topic and character of the study, which is the first such study conducted on students of a Polish university. Results are also valuable for academic teachers who are interested in such problems as effective communication with students. [ABSTRACT FROM AUTHOR]