Jangar was established in January 1995 in Warsaw. For over 30 years, we have been passionately and wholeheartedly providing teaching aids—both manufactured and directly imported by us—for the teaching of school subjects (nature studies, biology, physics, chemistry, geography, mathematics and many others), as well as research equipment and materials for nature and ecological education, now increasingly referred to as environmental education, delivered in both school and extracurricular settings.
From the very beginning, JANGAR has cooperated with and represented the largest manufacturers and suppliers of educational aids and research instruments on the Polish market. At the same time, we actively seek out smaller producers—often scientists—who develop innovative teaching materials in their fields, characterised by scientific accuracy and an original approach to the subject.
Over 90% of the teaching aids we offer our customers are either produced in-house or directly imported from the Western companies we represent, operating across various continents. This allows us to ensure competitive prices while maintaining the high quality of carefully selected products. As a result, we are able to offer both classic teaching aids and research instruments, as well as modern, innovative solutions.
By maintaining close contact with both major and smaller manufacturers of educational resources and research instruments worldwide, and by participating in the largest educational events globally (trade fairs and exhibitions), we continuously monitor the international market for teaching aids and equipment, including both established and emerging trends in education. However, there are several topics and areas that are particularly important to us; here are a few of them:
Support for students from Ukraine
We systematically develop teaching aids in two languages (models, charts and experimental kits in Ukrainian and Polish). Our mission also includes broadening knowledge about Ukraine in order to support the integration of Polish and Ukrainian students. The first step towards understanding and tolerance is, indeed, learning about one another. For this reason, we have created the ‘ACTION: INTEGRATION’ series, which provides a wealth of useful information about Ukraine—its geography, nature, traditions and culture—as well as guidance and recommendations for teachers working with Ukrainian students.
Environmental education and nature protection
“Air quality, recycling and climate change are topics increasingly addressed across various school subjects. Raising environmental awareness is extremely important, both in schools and among adults. Like any lesson, educational activities must be engaging and appealing in order to be effective. Even the most essential knowledge will not be fully absorbed by pupils, students or adults if it is delivered solely in the form of a theoretical lecture. This is why we systematically develop new teaching aids and kits for different age groups, enabling the demonstration of clean energy, the principles of waste segregation, as well as the collection of environmental samples (water, soil and air) for quality testing.
Hands‑on experiments for students
What do the Awakening Schools movement, Waldorf education, the Dalton Plan, STEM, the pedagogies of M. Montessori and C. Freinet, unschooling and other contemporary alternative schools have in common? Learning through hands‑on experience. Lessons full of experiments are not only a way to diversify classes, but above all a means of awakening pupils’ curiosity and research passion, encouraging them to explore the world around them and the phenomena that shape it. For more than 25 years, we have been creating experimental kits and packages that make it possible to implement this concept in public schools as well. Our sets for school, laboratory and field experiments are carefully designed and include an instructor’s guide (from theory to conclusions) along with all the necessary laboratory equipment.
Multidisciplinary teaching
“Is the atom we learn about in physics the same as the one discussed in chemistry lessons? Are the elements shown on the periodic table in the chemistry classroom the same as the macroelements mentioned in biology? It can make your head spin! That is precisely why we create products that are interdisciplinary — they connect concepts from different school subjects (physics, chemistry, geography, biology and more). This allows teachers of various subjects to use the same kit, while pupils explore a given topic from the perspective of multiple disciplines. For example, when learning about water, we can discover not only its physical and chemical properties, but also explore geographical and biological aspects.
Future skills and modern technologies
Modern technologies can now be found in schools at every turn. Their purpose is to make teachers’ work easier and more efficient, while making learning more engaging for pupils. Our mission is to ensure that modern equipment does not gather dust on a shelf or give teachers a headache. That is why we personally test every teaching aid we offer. We programme robots, use 3D printers, and also propose practical classroom applications by creating sample lessons and 3D‑printing sets (shell‑e). However, modern technologies do not have to be limited to IT or technology lessons. Our range also includes products that can be used in physics, chemistry and biology classes.
Outdoor learning and forest education
Stepping outside the school walls brings countless benefits and opens up a world of possibilities. Fortunately, this approach is becoming increasingly popular in Poland. It appears under many names: outdoor education, open‑air learning, learning beyond the classroom, fieldwork, adventure education, Green School, outdoor education… Learning in the field allows pupils to understand the laws of nature by experiencing the real world first‑hand.
