The goal of the study was to diagnose the needs of instructors working in the area of the digital inclusion of persons who are excluded, at risk of exclusion, marginalized, and discriminated against in terms of using new technologies. The research focused on the phenomenon of the digital divide as seen from the perspective of digital literacy educators of older adults. The study was conducted in 2019 in Poland, using a qualitative research methodology (a structured in-depth interview) and interpretative paradigm. The respondents were 8 specialists, educators of older adults, representing different types of institutions dealing with the digital divide: a activity center, a public library, a nursing home, an NGO, and a University of the Third Age. Triangulation of the results led to several important conclusions regarding to the expectations, experiences, challenges and postulated supporting actions related to digital inclusion. Based on the results gathered, we have noticed that educators readily share their didactic and organizational experience. The respondents were open to the development of their own teaching competences, and recognized the role of lifelong learning. They often highlighted that the digital education of older adults is only one of many additional activities. The activities to improve the digital literacy of older adults are implemented as part of their non-formal education (i.e. it is carried out by educators holding no formal qualifications). For this reason, the teachers expect content-related and methodological support most of all, as well as the promotion of the idea of lifelong education (including digital literacy development) in society.

Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only during direct interaction with a given tool can one notice significant differences in their functionality. By carrying out evaluation studies the indicators that determine this functionality can be identified. The paper presents e-learning in the context of the academic training of the future generations of teachers. The reflections revolve around digital literacy and experience in using modern information and communication technologies in education. The goal of the research was to evaluate three areas: the functionality of the SELI platform, individual experiences with e-learning, and digital literacy. The technique used was an e-learning survey appended to the end of two e-learning courses offered on the platform. The survey was addressed to teachers and students of the biggest pedagogical university in Poland. The general impression of the content presented on the platform was, in most cases, rated as being very good or good. The platform itself was also evaluated positively. Based on the analyses conducted, two groups of platform users were identified. One third of the users have diverse experiences with e-learning, which corresponds with their digital literacy. The remaining two thirds of the respondents need more training in the areas evaluated. The authors of the paper believe that this type of study should accompany all activities that introduce e-learning at every stage of education. Only then will it be possible to discover where the digital divide lies among the teaching staff and learners.

Currently, there are over 120,000 people aged 100 years or more in Europe. In Poland, there are 4,000 centenarians. And although demographic forecasts say that the number of people above 100 years of age will be on the rise in the decades to come, each centenarian is a unique case that should be the focus of interest for medical and social researchers. In this article, we are going to present the results of qualitative research carried out among people aged 100 or older and show their perception of their own old age in the context of their individual life stories. The results prove that despite individual differences, experience, and functional limitations, the respondents are very open to other people and take the passage of time and their developing age with a pinch of salt. The most important aspects of life for the respondents are positive social relations in their closest environment, deep and authentic faith, and an optimistic attitude. All of the centenarians tried to be physically active, and those who were bedridden remained intellectually active (reading, prayers, conversations). They were at peace with the ailments and difficulties associated with old age and treated them as something natural.

This paper reviews the research of learning in students throught socio-demographic determinants of academic motivation. The goal of this research was to determine statistically significant differences in some dimensions of academic motivation (internal motivation, external motivation and amotivation) in students in relation to variables from the socio-demographic domain (sex, age and education level of the respondents). The sample was apparent, 1711 respondents from four countries: Slovakia, Czechia, Serbia and Poland which are involved in some of the levels of formal education, from undergraduate, to doctorate. Respondents of both sexes were included, 20.7% were male, while 79.3% were female, ages ranging from 18 to 61 years (AS=25.4). The results of this study show that there are significant differences in the dimensions of academic motivation in relation to age, sex and education level of the respondents. This research has shown that internal motivation is less developed in younger age groups and those of lower educational levels. The results showed a relatively balanced relationship between internal and external motivation in women, which is not the case with men.