At the age of fast technological development, knowledge of particular subjects quickly becomes outdated and there is an increasing concern to "identify the knowledge, skills, competence, abilities and attitudes that will equip the citizens to play an active part in the emerging society" [Key Competencies. A developing concept in general compulsory Education, Eurydice 2002, p.11]. As a result of the processes taking place and the development of a new model of social relationships in the form of a knowledge society, educators in the European Union Member States have formulated the competencies that are necessary for people for self-realisation and personal development and in order to be an active citizens. These competencies are considered to be the key competencies and are defined as a combination of knowledge, skills and attitudes relevant to a particular situation. These include such competence as: communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship and cultural awareness and expression [Opt.cit., p.13].

All the above competencies are important, but this study will focus on one of them, namely the ability to learn understood as "the ability to learn consistently and persistently, to organise one's own learning process, including by means of effective time and information management, both individually and collectively [Opt.cit., p.16]

This ability is so vital nowadays, enables an individual to acquire "the competencies to employ the previous experiences and general life experiences for the purpose of using and applying knowledge and skills in various contexts: at home, at work as well as in training and education" [Loc.cit.]. The key factors that contribute to the development of this competency are considered to be motivation and confidence in one's own possibilities. 

Thus, the question is how to organise the educational process at school so as to make graduates want to and know how to learn for the rest of their lives?

Many educational researchers, as well as international organizations (eg. OECD) undertake a number of studies, present and disseminate their results and valuable educational practice schedule to allow educational space in an efficient manner. Very interesting findings on learning presented by David Istance and Hanna Domont in chapter summarizing the book The Nature of Learning: Using Research to Inspire Practice [Dumont, Istance, Benavides, 2013, pp. 479-513]. The authors present the conditions to be satisfied by the learning environment (generally understood as the conditions under which learning takes place) to the process of extending them to be effective:

• focus on the students, as a principal participants in the learning process and encourage them to actively participate in this process and develop students' understanding of their own actions as learners.

• build on the social nature of learning and actively encourage the well-organized collaborative learning.

• take care of students' motivation and emotion as they play the important role in student achievement.

• take into account individual differences among students, including the previously acquired knowledge.

• work with the use of programs that for all students require hard work and posed a challenge, but does not have an excessive burden.

• use a clearly defined expectations and consistent with their assessment strategies, especially evaluating shaping, which have the greatest supports the learning process.

• should strongly promote the connection between the fields of both knowledge and school subjects as well as between the local community and the wider world.

My poster  presents the results of research on effective ways of organizing students' learning space in Polish primary schools in the school year 2013/2014.

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