Street art, with a particular emphasis on murals, plays a crucial role in shaping the cultural DNA of contemporary cities. A prime example of this is the mural “Four Seasons with Kora” in Warsaw, which is dedicated to the renowned Polish artist Kora (Olga Jackowska). This large-scale mural, which combines the artist’s portrait with a chestnut tree motif, visually changes with the season, influencing the artist’s social perception. This study analyzed murals’ functions in social, cultural, and ecological contexts, highlighting their role in informal education and as a platform for social dialogue and integration. Using research methods such as visual analysis and examining comments and reactions on social media, this work aimed to understand how a mural integrates with its surroundings and is perceived throughout different seasons. The results indicated that the mural has become an important element of public space, not only for beautifying the city but also for stimulating social and cultural reflection.

Celem artykułu jest ukazanie znaczenia nowych mediów dla edukacji do pokoju we wciąż zmieniającym się i niepewnym świecie. W tekście podkreślono znaczenie i potencjał edukacyjny związany z rozwojem technologicznym oraz zdefiniowano zagrożenia, które towarzyszą i są związane z rozwojem i wszechobecnością nowych mediów w życiu człowieka. Podkreślono, że wychowanie do pokoju w świecie nowych mediów stanowi istotny problem pedagogiczny. Nowe media coraz silniej określają poziom krytycznej refleksji związanej z wszelkimi przemianami kulturowymi, społecznymi i technologicznymi. Odkrywanie i propagowanie wartości pokoju w świecie nowoczesnych mediów odbywa się w zupełnie nowych przestrzeniach i perspektywach. Przy użyciu nowoczesnej technologii nowe media wygenerowały nową przestrzeń życia człowieka umożliwiając między innymi głębszą i bardziej rzetelną refleksję nad wychowaniem do pokoju. Niestety oprócz możliwości jakie wygenerowały nowe media dla wychowania do pokoju pojawiły się również zagrożenia z którymi musimy się jako społeczeństwo zmierzyć. Wychowanie do pokoju w świecie nowych mediów jest procesem dynamicznym, który wymaga ciągłego rozwoju oraz zaangażowania. Jest to zadanie nie tylko dla szkół czy instytucji edukacyjnych. Wyzwanie to dotyczy całego społeczeństwa. Odpowiedzialność zatem spoczywa na wszystkich podmiotach biorących udział w szeroko rozumianym wychowaniu.

The article aims to compare senior support systems in Poland and Turkey, focusing on the role of education and intergenerational integration in daily senior care centres. The study was done with the use of a qualitative comparative approach based on desk research, drawing from government documents, statistical data, and scholarly sources. The analysis reveals substantial differences: Poland demonstrates a well-developed institutional support system with strong financial programs and intergenerational initiatives, while Turkey relies primarily on traditional family care, though recent trends indicate a shift towards community-based services and structured intergenerational activities. Despite distinct socio-cultural contexts, both countries share common objectives, such as promoting active aging and improving seniors’ quality of life. The findings suggest that effective senior support policies require cultural sensitivity and local adaptation. The article recommends further research on the sustainability and long-term impact of intergenerational integration programs, especially in the light of evolving family structures and demographic changes. The comparative perspective of Poland and Turkey shows that diverse approaches can lead to similar outcomes when tailored to local social and cultural contexts.

New media in education: safety, opportunities, and challenges This publication focuses on the issue of education for the safe use of the Internet and new media among school-aged children and adolescents. The author approaches the subject comprehensively – from theoretical reflection, through the design of empirical research, to practical recommendations. The introduction discusses key concepts related to new media, cyberspace, and the social transformations occurring in the digital age. It analyzes changes in communication, upbringing, and education models, emphasizing the challenges posed to schools and families by children’s immersion in the online environment. The second chapter deepens the theoretical considerations, referring to philosophical, psychological, and pedagogical frameworks. It describes the impact of the digital environment on identity, emotional development, and social relationships of young users, highlighting the importance of developing digital competences and critical thinking. The third chapter presents a detailed account of the empirical research project, based on the triangulation of qualitative and quantitative methods. The fourth chapter offers an analysis of the data collected by the author. It presents young people’s attitudes toward the Internet, their awareness of online threats, and their expectations of adults. The findings reveal a varied level of knowledge and emphasize the need for educational support. In the concluding section, the author presents research findings and an educational model based on dialogue, trust, and cooperation. Recommendations for teachers and parents are formulated, emphasizing the importance of empathetic communication, modeling safe behaviors, and collaborative efforts to foster digital competence among children and youth.

Out‐of‐school learning (OSL) practices within the scope of lifelong learning (LLL) are essential elements of contemporary educational systems, with both Türkiye and Poland implementing initiatives to promote it. Strengthening OSL practices can increase education accessibility and improve societal competencies. A comparison between Türkiye and Poland allows for understanding the differences and similarities in approaches to education beyond the classroom walls. However, their approaches may differ due to their unique cultural, economic and social contexts. The results show that OSL practices within the scope of LLL can be adapted in different ways, such as informal, non‐formal, experiential, technology‐enhanced, or community engagement, etc. Both countries have commonalities in OSL practices, such as cultural heritage, non‐formal education programmes and community‐based initiatives. However, their unique contexts and digital integration also shape their approaches. Both countries continue to invest in OSL initiatives to promote skills development and social inclusion.