The report titled “What about education?”, explores contemporary reflections from teachers, Kashubian activists and cultural animators on the current state and future of Kashubian education. The individuals who comment represent diverse generations, backgrounds, professions and perspectives on Kashubian culture, identity and history. This multi-voice discussion addresses the attitudes of teachers, local government officials, parents and students, as well as formal issues, finances, legal regulations and local government policy itself. As Cezary Obracht-Prondzyński writes in the report’s opening text, these reflections are intended to strengthen the community conversation on Kashubian education. The following speakers were invited to present their reflections: Sulisława Borowska, Elżbieta Bugajna, Anna Gliszczyńska, Monika Kapiszka, Katarzyna Kiedrowska-Zagozdon, Wojciech J. Konkel, Przemysław Łagosz, Dariusz Majkowski, Iwona Makurat, Szczepan Makurat, Weronika Mierzwińska, Justyna Mikołajczyk, Danuta Pioch, Justyna Pomierska, Elżbieta Pryczkowska, Lucyna Radzimińska, Mikołaj Rydygier, and Michał Kargul.

Speaking about the challenges of Kashubian education, S. Borowska draws attention to the shortage of passionate teachers (a point also made by P. Łągosz and S. Makurat) who are appreciated by the community. She also emphasizes another important factor: the enthusiasm among young people to expand their knowledge in the sphere of Kashubian education. E. Bugajna, in turn, points out the lack of instruments measuring the level of Kashubian language education in the form of internal and external examinations at the primary school level. She also notes that the study of Kashubian has been experiencing a renaissance for over a decade.

Other authors (including A. Gliszczyńska, M. Kapiszka, D. Pioch, J. Pomierska, and M. Kargul) offer contributions from diverse perspectives – students, teachers, activists, and cultural animators themselves. They all emphasize the importance of the everyday use of the Kashubian language, the role of a sense of identity and belonging, and the growing need for inclusive Kashubian education.

J. Mikołajczyk believes that cooperation between the school community and the Kashubian Pomeranian Association (ZKP) and other regional organizations/associations is of great importance. The author also shares her dream of establishing a Kashubian Erasmus program. However, according to W.J. Konkel, the biggest stumbling block in Gdańsk is the shortage of Kashubian language teachers and insufficient commitment from local governments and school principals to introduce Kashubian into schools.

L. Radzimińska discusses the leading role of Kashubian teachers in the process of preserving and developing the language and fostering regional identity, also emphasizing the importance of legal and organizational issues related to Kashubian language instruction.

The authors of the report, in addition to sharing their own observations, also note how much has been achieved so far for Kashubian in schools. They almost unanimously point to the need for systematic research, diagnoses, and practical solutions to support the development of regional education.

The entire discussion constitutes a record of a dynamic debate in which Kashubian education is seen as a crucial area for the future of the region, requiring both support and informed public engagement.