Keynote

Why do so many students do exactly what they are told — and nothing more? And why do others become deeply, intrinsically motivated learners who seek out challenges and persist in the face of difficulty?

This keynote draws on self-determination theory, motivational research, and the lived experience of teachers to explore what it really means to support student agency. We will challenge some common assumptions about motivation — including the idea that rewards and pressure are effective tools for learning — and offer a more human-centred alternative.

What makes a school a genuine learning community — a place where not just students, but teachers, leaders, and parents are all engaged in continuous growth and inquiry?

This keynote explores the conditions under which schools themselves become learning organisations. Drawing on Peter Senge’s work, as well as examples from schools across Central Europe, we examine what leadership, culture, and structure need to look like for a school to truly learn from its own experience.

What does a truly democratic school look like? What would it take to create spaces where learners genuinely participate in decisions about their learning, their community, and their shared life?

This keynote draws on the experience of democratic schools in Poland and internationally to explore what democratic education means in practice — and what we can learn from it even if we work in more conventional institutional settings.

What happens to learning when trust is absent? And what becomes possible when it is fully present? This opening keynote explores trust as the foundational condition for genuine education — drawing on research, practice, and personal experience.

We will examine what it means to trust learners, how teachers can build trustworthy environments, and what the systemic obstacles to trust are in contemporary schooling. The keynote will set up themes that we will return to throughout the three days.