The article presents a series of five cultural renaissances which took place in the Western World from the 3rd century BC to the 15th–16th centuries AD. One feature which all these renaissances had in common was a type of technological turn which either triggered or helped to spread renewed interest in literature. The end of the 20th century and especially the beginning of the 21st century has been witness to a major technological revolution. Some signs of literary and philological renewal can also be observed, especially in the field of classical studies. All this has led some scholars to believe that we are currently heading for the sixth Renaissance.

This article discusses some proposals aimed at creating a new discipline named polonistyka (Polish studies), an umbrella term which would encompass those research (sub)divisions that fall outside the traditional academic taxonomy. The article identifies three cultural turns whose shockwave effect have significantly changed the face of the humanities. They are the transition from the analogue to the digital; an impasse in the interdisciplinary and transdisciplinary studies; and the continual fragmentation of research interests. The new discipline, as envisaged by the article, would reintegrate and provide institutional recognition to all kinds of studies, projects and probes. It would also create a framework for some kind of academic certification of research interests that are in dispute. To achieve these goals it would be necessary to redefine the subject matter, the scope as well as the functioning of the new discipline. That, in turn, implies a reformatting of the legacy model of teaching and study to fit in with the new discipline. The transition is absolutely necessary, not least because of the real danger of marginalization and pauperization of the profession (i.e. teachers and specialists in the field of ‘Polish philology’).

This study analyzes and discusses key strategies for digital education. It begins by examining and defining several key concepts, including global citizenship, digital citizenship, computational thinking, informational thinking, and systemic thinking. Moreover it analyzes the role of leadership in the age of digitalization and advocates for panoramic leadership. Then it compares STEM-based education with STEAMbased education extended by panoramic leadership – STEAMPL.