Renewable energy sources are an alternative to traditional sources and are based on inexhaustible and environmentally friendly supply. Various controversies have been stirred up by the development of energy production from renewable sources, e.g., due to the high cost of these investments or carbon footprint at the production stage of renewable installations, or later in the disposal process. However, they seem to be gradually offset by the numerous benefits that outweigh the initial costs of their support. Therefore, it is not surprising that European Union (EU) countries are at the forefront of the transition to a low-emission economy. This is evidenced, e.g., by a 22% reduction in greenhouse gas emissions in Member States, with gross domestic product (GDP) growth of 58% between 1990 and 2017. Nevertheless, the use of renewable energy sources such as sun, wind, water, etc. is much more expensive than burning fossil fuels. This argument of high investment costs can be decisive in decisions of both public debates and individual households. Therefore, education on renewable energy sources is needed to facilitate the process of transition to a zero-emission economy in the European Union countries. This education should, above all, be addressed to young people, who will be making these decisions in the future. Reduction of greenhouse gas emissions by 2050 will largely depend on the knowledge and awareness of young people. The aim of the paper is to diagnose the perception of the transition to a zero-carbon economy in the opinion of Polish schoolchildren. We put a particular emphasis on renewable energy sources as a key element shaping the security of the state in terms of sustainable ecology and friendly social development. We achieved the aim of the study through a research process with use of theoretical and empirical research methods. We analysed the literature on the subject and the current legal acts in the field of renewable energy sources. We also conducted a survey of high school students in Poland. The analysis of the research results allowed us to formulate recommendations on the possibility of shaping state security in the field of sustainable ecology and friendly social development.

This article compares military and defence-oriented training, education, and socialisation in seven European countries—Sweden, Germany, France, Latvia, Lithuania, Estonia, and Poland. The comparative case study approach has been employed to identify the systemic solutions employed in the defence education of young people in those European Union countries. The criteria that have guided the analysis of defence education in each country include purpose, characteristics, duration and possible shortcomings. The results identify common content and alternative delivery patterns and establish a research agenda for further study based on gaps in policy knowledge and programme evaluation. The defence education solutions implemented in each of the countries under analysis lead to conclusions and recommendations regarding the need to create common solutions in the area of cooperation between the armed forces and the civilian population of EU countries. The experience of each country shed light not only on defence-oriented training of young people but also on the potential of various activities aimed at strengthening national security.

The purpose of this article is to highlight the essence and content of teaching this subject, which was introduced in Polish schools on 1 September 2009. To achieve this goal, the importance of education and, specifically, security education is discussed. The essence of security education is then presented, and it replacing the currently implemented defense adaptation is explained. Subsequently, the educational content of security education was discussed. The aim of the study was based on theoretical research methods such as analysis, synthesis, comparison, and inference.The conclusion encourages further reflection on this subject because education is an important area for ensuring security; hence, education in security from pre-school education to adult education can be found in Polish education. The tendency toward change testifies to broader cognitive perspectives, especially in the area of personnel and structural security of individuals and social groups. It also testifies to the understanding of the essence and importance of education itself.

This article aims to present military innovations in secondary schools in Poland and the possibilities for their use in processes strengthening national security. The Constitution of the Republic of Poland in Art. 5 and 26 impose an obligation on the authorities to ensure the security of the state and its citizens and to defend the state’s borders and the integrity of its territory. Therefore, it is important in this context to properly train and educate students in military secondary schools. The basis for reaching the conclusions presented here were the results of empirical research conducted among secondary school students enrolled in military classes in Poland. The type of statistical analysis used, segmentation, allowed subgroups of respondents to be identified with their percentage share in the total population and the characteristics that define them. Analysis of the research results makes it possible to distinguish categories of the defense potential of students of military classes such as their mobilization, social and individual potential. The content of the article also indicates the possibilities and needs for the development of the potential of students of military classes.

The article is aimed at diagnosing the opinions of Polish theologians on the possibilities of parishes as regards organisation of free time of the faithful in order to consolidate societal security. The basis for formulating the presented conclusions were the results of empirical surveys conducted with members of the Society of Dogmatic Theologians operating in Poland (N=64). The test method used was a diagnostic survey, the technique – a questionnaire, and the research tool – a questionnaire form. A nonparametric chi-square (χ²) test and the Spearman correlation analysis were used to analyse the results. The paper is of an interdisciplinary nature. It fits in the area of research pertinent to (pastoral) theology and security studies.

The objective of this article is to describe the system of defence education for Polish youth after 1989 and its transformations. The article indicates that in Polish primary and secondary schools today, the subject of security education is taught, and in some high schools – especially in Certified Military Uniformed Classes – the subject of military education is taught as well. Among students, however, the defence curriculum is taught mainly as part of extra-curricular activities, mainly within the Academic Legion and Passport Programme. On the basis of the research strengthening military potential is supported by the defence education of young people. The exploration underlined that achieving the defence objectives outlined by the programmes of the Ministry of National Defence in agreement with the Ministry of National Education. The study used the diagnostic survey research method and the techniques of content analysis, a questionnaire, interviews, and observations. The article conluds recommendations for security education curriculum.