The Polish Ministry of Education (MEN) has announced the removal of mandatory homework in primary schools, igniting a vibrant discussion about its impact on education. Over the past months, opinions have been divided; some argue that in the age of artificial intelligence, homework completed outside of teacher supervision cannot be considered a reliable measure of student performance. On the other hand, critics of the abolition argue that regular homework assignments play a crucial role in instilling discipline and consistency in children's learning processes, which in turn leads to better academic outcomes.

Barbara Nowacka, the Minister of Education, stated that she is awaiting feedback from the Educational Research Institute regarding this issue. She mentioned that a team composed of practicing teachers has been formed to evaluate the situation. Currently, they have reached a consensus that the educational approach cannot revert to what it was before this change, indicating dissatisfaction with previous methods. This highlights a willingness to adapt school policies based on contemporary pedagogical discussions and the evolving role of technology in education.

The decision to eliminate mandatory homework raises questions about the future of academic assessment and learning methods in Poland. As discussions continue and more insight from educational experts is gathered, there may be significant implications not just for how education is structured but also for how students engage with their learning outside of classroom environments. The balance between leveraging technology and maintaining effective traditional learning practices remains a critical consideration as these reforms proceed.