DH F7 Through pedagogical innovations

Changes through pedagogical innovations

Pedagogical innovations are a key part of education policy and practice in some countries, for example Poland. They let schools add new, relevant, engaging and challenging content for their students and communities. Such content is defined as any innovative addition to the curriculum, organisation or methodology that aims to improve the quality of schoolwork. Schools can start such innovations in teaching themselves, based on their own needs and interests.
They have a lot of independence and flexibility in introducing pedagogical innovations, as long as they follow certain basic principles and requirements, such as: 

  • the innovation must match the core curriculum and the educational standards
  • the innovation must be approved by the school head and the teaching council
  • the innovation must be voluntary for teachers and students (with written consent)
  • the innovation must be evaluated and reported by the school
  • the innovation must not infringe on the students’ right to free education, upbringing and care
The regulation also splits pedagogical innovations into three types: curricular, organisational, and methodological. Curricular innovations involve changes in the content, scope, or sequence of the curriculum, such as in the introduction of new subjects, modules or topics. Organisational innovations involve changes in the structure, organisation or management of the school, such as establishing new forms of classes, groups or teams. Methodological innovations involve changes in the methods, techniques or tools of teaching and learning, for example using new technologies, media or materials.

The procedure of pedagogical innovations in Poland is based on the internal procedures of the school, which means that the school itself decides what innovations will be implemented, and how they will be implemented and evaluated. The school head is responsible for starting, coordinating, and supporting the pedagogical innovations, as well as for applying for funds if needed. The teaching council is responsible for approving, monitoring, and reviewing the pedagogical innovations, as well as for providing feedback and recommendations. The teachers are responsible for participating in, implementing, and reporting on the pedagogical innovations, as well as for developing their professional competencies. The students are responsible for engaging in, learning, and evaluating the pedagogical innovations, as well as for expressing their opinions and preferences. The school’s governing body and the superintendent of education are not directly involved in the procedure of pedagogical innovations, but they can provide guidance, advice and recognition if requested.

The procedure of pedagogical innovations in Poland offers many opportunities for introducing new content into schools. There are various ways in which new content can be introduced, depending on the type, level, and objectives of the innovation. 

For example, new content could be:

  • a new subject or module that covers a specific area of knowledge or interest, such as bioeconomy, robotics or entrepreneurship
  • a new topic or theme that integrates diverse subjects or disciplines, such as climate change, human rights or cultural diversity 
  • a new perspective or approach that challenges existing assumptions or practices, such as critical thinking, inquiry-based learning or cooperative learning
  • a new resource or material that enhances the learning experience or outcomes, such as digital tools, multimedia, or authentic texts