Developmental Preferences of Final-Year Students in Głogów: Social, Educational, and Economic Priorities

Abstract

The study identified key challenges and development priorities across social, educational, infrastructural, economic, and administrative domains through non-participant observation and community surveys with quantitative indicators. In the social sphere, the most significant problems were low-quality healthcare services (50.3%), kindergarten shortages (40.7%), and the need for social support centres (35.2%). Educational challenges included shortages of qualified teachers (45%) and poor school facilities (40.7%). Infrastructure priorities were laboratory and workshop professionalisation (49.1%), internet accessibility (46.4%), and sports facility development (40.1%). Observational findings revealed that senior pupils in Głogów prioritised practical career aspects: 62% asked about employment and working conditions, while only 27% discussed global values. Over half (54%) viewed teacher and psychologist consultations positively, though 21% preferred peer or online advice. Students demonstrated pragmatic orientations focused on self-realisation. Results indicated the necessity of an integrated development approach combining social, economic, educational, and infrastructural dimensions with active resident involvement in decision-making. High interest in entrepreneurship (63.7%) and soft skills development (40.6%) confirmed the community's potential for economic growth and human capital enhancement. The study's practical significance lies in its applicability for planning local development programmes, designing investment strategies, modernising social and educational infrastructure, and developing mechanisms to support civic activity and partnership-based interaction between authorities and residents. An integrated, participatory approach is essential for effective community development addressing identified priorities across all domains.