APOSTOLOS KARAOULAS’s scientific contributions

The significance of images in education has evolved significantly over the centuries, with illustrated books playing a central role in enhancing learning and comprehension. Since the 16th century, the use of images in education has been intrinsically linked to their ability to facilitate understanding and enrich the learning experience. Images, combined with text, function not merely as decorative elements but as a multidimensional learning mechanism that enhances language, thinking, and the emotional development of students. The historical evolution of illustrated books, from their early forms during the Enlightenment to the modern digital era, highlights the enduring and growing importance of images in the educational process. Digital tools, interactive visuals, and contemporary educational applications have elevated images into even more powerful learning tools, enabling students to interact actively with content, fostering their creativity, critical thinking, and deeper understanding. This study focuses on a diachronic analysis of the role of images in education, tracing their use from the 16th century to the digital age. Historical examples and modern tools, such as digital books and interactive learning platforms, are examined to understand the evolution and ongoing importance of images in the educational process. Through a comparative approach to these examples, the study underscores the progression and current significance of images in education while exploring how they enhance learning and adapt to the needs of modern educational systems.

Education in Europe has a long historical tradition as a tool for social structuring and cultural progress. Over the centuries, the skills cultivated in schools have continuously adapted to the prevailing cultural, economic, and technological needs. From the ancient societies of Greece and Rome to the Renaissance and the Industrial Revolution, the skills integrated into education have reflected the demands of each era. However, modern Europe faces new challenges, such as digital transformation, climate change, and social inequalities, which shape the strategic direction of the European Union’s (EU) education policies. The EU recognizes the importance of education as a driver of development, not only in terms of professional adaptation but also in fostering active citizens capable of participating in society and advancing democratic processes. Education policies focus on strengthening fundamental skills, such as communication and critical thinking, while also emphasizing new, contemporary skills, such as digital and environmental competencies, to meet the demands of the 21st century. The Digital Compass 2030 initiative serves as a key tool in preparing citizens for emerging technological challenges, while the Sustainable Development Strategy promotes environmental awareness and sustainability. This study aims to examine the evolution of knowledge and skills in European education, emphasizing how modern educational strategies integrate technological and social challenges. Specifically, it highlights the significance of school years as a foundation for developing skills that foster collaboration, critical thinking, and social responsibility. This study adopts a multidimensional approach that encompasses social, economic, and environmental dimensions, identifying the role of skills in preparing students for the challenges of the future.

The study of the role of school infrastructure in the educational process constitutes a critical field for understanding transformations in both education and European society. Beyond their physical nature, school facilities play a significant role in shaping the learning environment and the educational process itself. Following World War II, Europe faced the urgent need to restructure its educational systems, with school architecture emerging as a crucial factor in this endeavor. The architectural and technological innovations integrated into school buildings reflected the pedagogical theories of the time, which emphasized creativity, collaboration, and the development of critical thinking. The modern school space, through the combination of sustainability and innovative pedagogical practices, mirrors social progress and the values of the era, preparing students for the complex challenges of the modern world. The interaction between school space and the learning process demonstrates that education is not confined to the transmission of knowledge but is primarily an act of building values, fostering cooperation, and enabling social interaction. By examining the evolution of school infrastructure and its connection to educational policies, the article highlights the importance of school space design as a determining factor in enhancing learning, sociability, and students’ personal development.

Georg Picht’s theory of the “educational catastrophe” (Bildungskatastrophe) and Ralf Dahrendorf’s related perspectives on social inequalities in education serve as key reference points for analyzing the realities of European education. This study explores the significance of these theories, focusing on their historical development and contemporary reception. Through a critical review of the literature, it highlights the ways in which the original insights of Picht and Dahrendorf continue to hold relevance, especially during periods of educational crises and restructuring. Although these theories appeared to lose their immediate influence during the era of European integration and educational reforms, the resurgence of inequalities demonstrates the enduring pertinence of their original diagnoses. Despite the European Union’s policies aiming to balance opportunities, social constraints continue to produce disparities in access to and quality of education. Analyzing the chronological evolution of their theories reveals the cyclical nature of educational crises. Inequalities and inefficiencies in educational systems resurface in new forms, raising questions about the sustainability of contemporary European strategies. Reexamining the theories of Picht and Dahrendorf, not as outdated findings but as tools for understanding recurring problems, may help identify the factors that continue to threaten education in both Germany and a unified Europe. Policies of evaluation and privatization have exacerbated disparities in educational access, hindering the formation of a truly equitable educational system. Although Europe has moved away from the extreme “catastrophic” educational practices of the past, the need for substantial reform remains pressing. Creating an inclusive educational system that incorporates targeted social policies, funding for the most vulnerable groups, and reforms oriented toward equal opportunities is a critical prerequisite for securing a fairer and more effective educational future in Europe. Such an approach is essential to prevent a new “educational catastrophe” in Europe.

This paper examines the evolution of education from a state-supervised model to an internationalized and technology-driven educational reality. With a focus on exploring how educational reforms impact social justice, the study analyzes the function of education as a tool for reproducing social inequalities. It investigates the influence of internationalization and technology on educational policies, as well as the management of education systems, while exploring how contemporary reforms shape school operations and the educational process in a global environment. Emphasis is placed on the transition from state supervision, where educational policies and decisions were primarily national and local, toward a system increasingly guided by international organizations such as the OECD, economic actors, and technological advancements. Through a critical analysis of international educational policies and their impact on national education systems, along with a literature review and an examination of shifts in goal-setting processes and the orientation of educational practices, the paper highlights the role of technology and globalization in reshaping the educational landscape. It also considers the changing relationships between states and educational institutions, as well as the influence of economic and political factors in shaping modern educational strategies. Despite the opportunities that technology offers for enhancing education, the research suggests that the trend toward internationalized and technology-driven education may exacerbate inequalities between countries and educational systems while limiting local and national autonomy.

This article explores the dynamic relationship between education and culture in Europe from the 18th to the 21st century, analyzing how education has functioned both as a means of shaping and reproducing cultural and national identities, and as a field for questioning and deconstructing entrenched cultural stereotypes. Beginning with the philosophical foundations of the Enlightenment, where education emerged as a cornerstone of progress and intellectual freedom, and extending to the necessary transformations of educational systems in the 19th century for the creation of national identities, the analysis addresses the ideological and cultural processes that shaped the development of the European educational system. The article also examines the oppressive and authoritarian aspects of education, such as its use in colonialism to impose cultural hierarchies, and its role in shaping hegemonic national and cultural norms. Focusing on the critical analysis of historical and social data and drawing on the theories of key thinkers such as Kant, Foucault, and Bourdieu, the article aims to investigate how education has functioned as a contested space of cultural narratives and as a means of cultural intervention. Drawing on examples from French and German education, the article highlights the dynamic role of education in shaping social and cultural consciousness and underscores the necessity of constructing an educational system capable of deconstructing dominant cultural models, creating space for new, alternative approaches and values.

Johann Friedrich Herbart’s theory holds a central place in the history of European education, as it shaped understandings regarding the structure of learning and the systematic organization of teaching. The aim of this study is to explore Herbart’s didactic model through the lens of contemporary educational demands and to connect it with the development of 21st-century skills. The article investigates the principles Herbart established for the learning process and their compatibility with modern approaches that foster creativity, critical thinking, and interdisciplinarity. The research focuses on how classical didactic conceptions can be redefined to meet the needs of today’s educational reality. Key questions addressed concern the extent to which the Herbartian model remains relevant, how it can be interpreted through contemporary pedagogical theories, and what its contribution is to the shaping of a learning framework that supports both cognitive development and metacognitive skills. The article argues that the five stages of Herbart’s didactic approach can be re-evaluated as mechanisms for enhancing core competencies such as critical thinking, creativity, collaboration, and problem-solving. The analysis is based on a theoretical and literature-based exploration of the interdisciplinary relationship between Herbart’s theory and contemporary pedagogical approaches. Through a comparative examination, the article seeks to highlight the ways in which the Herbartian model can be adapted to modern teaching practices, strengthening the connection between theory and practice. The article contributes to the discussion on the transformative potential of classical pedagogical theories in the modern educational landscape.

The European Education Area (EEA) 2030 strategy aims to harmonize the educational systems of EU member states by promoting digital transformation, environmental education, lifelong learning, and equality policies. While these shared priorities seek to strengthen European cohesion and competitiveness, they also raise critical questions regarding their impact on the cultural identity of member states. This article examines the extent to which the 2030 Charter shapes and potentially restricts the ability of states to preserve their unique educational and cultural traditions. It analyzes the tensions between EU policy convergence and national autonomy, highlighting the need for sustainable approaches that balance EU objectives with cultural diversity. Through an analysis of adaptation processes, policy flexibility, and curriculum pluralism, this study emphasizes that the future of European education depends on integrating both national and European goals. In particular, the incorporation of continuous education, digital literacy, and environmental awareness should not come at the expense of maintaining the cultural heritage of member states. Instead, the effective fusion of common European objectives with local values can lead to a more harmonized and sustainable educational strategy for the future-one that protects cultural traditions while fostering the essential skills required for a globalized and rapidly evolving world.

The continuous professional development of teachers constitutes a fundamental pillar for the progress and enhancement of every educational system. The educational process is in constant evolution, requiring teachers to maintain an unbroken link between theoretical knowledge and its practical application in the classroom, to adequately meet the demands of the modern school. This article focuses on the evolution of the teaching profession from the 18th century to the present day, emphasizing the importance of continuous professional training for teachers. The demand for ongoing training emerges as critical for effective education, as it is not sufficient for teachers merely to possess theoretical knowledge; they must also be capable of applying it directly and practically in their everyday teaching practices. The importance of continuous professional development becomes increasingly apparent considering the ongoing progress of society and technology, both of which directly impact the school environment and teaching methods. Since the Age of Enlightenment, when fundamental pedagogical concepts were developed and gradually established across Europe, education has undergone significant transformations. The establishment of scientific knowledge as a core tool of teaching, alongside the social and political reforms of the period, laid the foundations for the formation of the modern school. As technology and new scientific advancements continue to develop, education is called upon to integrate these changes to respond to contemporary needs. In today’s world, teachers are not merely transmitters of knowledge; they must continuously adapt their teaching practices based on developments in science and technology to meet the challenges of the 21st century. Professional training becomes essential for supporting educators in the implementation of innovative teaching practices, as well as for strengthening the interaction between theory and practice. Linking theoretical training with everyday educational practice is a crucial factor in enhancing the effectiveness of the educational system and in addressing the ever-increasing demands of modern society.

The continuous advancement of artificial intelligence and augmented reality has introduced new dynamics into the field of education, influencing both learning processes and educational practices. The book, as a traditional medium of learning, finds itself at the center of this transformation. Although the comprehension of digital technologies and the integration of artificial intelligence pose the challenge of the book's potential displacement, the relationship is more complex. Contemporary educational approaches suggest that the book is not being replaced but rather transformed into a component of the learning experience. An examination of the changing role of the book reveals that, while artificial intelligence enables the creation of more personalized and adaptive learning experiences, the book remains a crucial tool for developing critical thinking and the ability to evaluate information. Despite the increasing availability of technological support, the book does not lose its relevance but instead assumes a different role in the educational process, enhancing learners’ capacity to interact with knowledge in a more targeted and individualized manner. Research indicates that the integration of digital tools does not displace the printed book; rather, it positions both within a dynamic collaboration, where the need for different media depends on the demands of the learning process. Physical interaction with a book offers value that digital media cannot fully replicate, such as enhanced concentration and deeper comprehension of content. A qualitative analysis of the literature and contemporary trends in educational technology reveals a tendency toward coexistence and collaboration between printed and digital books, aiming to create an educational framework that leverages the potential of both media. In the future, the book remains a vital learning tool, embedded within a broader educational system that combines traditional and modern means, allowing for a more holistic learning experience.