Introduction. The article is an attempt to look at the issue of personal knowledge management from the perspective of the family function and the educational processes taking place within it. Political, social, and economic changes in the second half of the 20th century have emphasized the role of knowledge in the personal and professional development of individuals. As a result, knowledge was recognized as the most valuable capital, leading to economic growth and thus allowing for quickly meeting new challenges. Currently, the issue of knowledge and processes related to its acquisition and processing is still relevant. The condition for the development of knowledge, ensuring its high quality and relevance is the dissemination of an attitude of caring for knowledge not only among adults, but also among learning children and adolescents. The task of educational institutions is to support clients in taking responsibility for their own (personal) knowledge, which is particularly emphasized by the concept of personal knowledge management. Aim. The aim of the article is to provide a detailed analysis of selected aspects of the concept of personal knowledge, and the process of managing, it in the context of educational processes taking place within the family, as well as contemporary family functions. Methods and materials. The article is a review, and the subject of the analysis were studies (conceptual works and research reports) on contemporary concepts of knowledge and its processing within the implementation of knowledge management. Particular attention was paid to the concepts of personal knowledge and its possible presence in educational processes taking place in the family. Results. The results of the analyses show that in the context of the implementation of the family function, personal knowledge management is more than just learning or even self-education. Personal knowledge management (PKM) includes the processes of acquiring, organizing, analyzing, and using information that has an impact on everyday life. In the context of children, these skills develop naturally through interactions with the environment, especially with family members. Children’s learning to manage personal knowledge in the space of family life is a key element in shaping their future organizational, communication, and social skills. This process not only affects cognitive development, but also interpersonal relations and the ability to adapt to changing life conditions. People who learn to manage their knowledge early cope better in situations requiring information analysis and decision-making. By imitating their parents, children acquire basic strategies, such as planning, organizing time, or managing tasks. In the context of the identified low interest of teachers in students’ personal knowledge, the role of the family in this area seems invaluable.