The aim of this research was to identify leading problems within Polish andragogical discourse.The chapter's content was guided by answers to the following questions: what topics are most commonly being explored, and what most interests Polish andragogues? Academic articles published from 2014 to 2018 in four specialist journals were examined in the research. A qualitative method was used in the process of analysing the content of the articles. The keywords listed were grouped into clusters and issues, and analytical categories were identified for use in developing a typology of research issues: 1) the domain of andragogical reflection, with subcategories: theory, methodology, subject of analysis; 2) formalised teaching processes; 3) competences, consultation, labour market -a subjective perspective; 4) development tasks, problems and conflicts in social roles; 5) spaces of development, animation and personalised learning. The present research highlights the vast area of Polish androgogical research, thus widening the boundaries of the research field, going beyond formal learning spaces and exploring microworlds of individuals and social problems.

The purpose of this study is to: 1. determine changes in levels of loneliness among educationally active women before and during the COVID19 pandemic; 2. examine the relationship between social support, life satisfaction, experience of transformative learning manifestations, and experience of social and emotional loneliness among younger (< 30 years) and older (30+) women. Methods: Data were collected using an online test method. The research sample consists of 258 educationally active women living in northwestern Poland. Age of women surveyed: from 19 to 87 years. Findings: During the pandemic, the emotional loneliness of the surveyed women increased. The level of social loneliness remained unchanged. Social support is a protective factor. The level of loneliness correlates negatively with life satisfaction and positively with perceiving in oneself manifestations of transformative learning. The latter regularity applies only to younger women.