Education In Lithuania Research Articles

Theoretical Review of The Nature and the Possibilities of Inclusive Catholic Education in Lithuania

Aim. The aim of this theoretical review is to identify the possibilities of inclusive education in a Catholic school. The review seeks to describe the ways in which such schools have already chosen to engage or not engage in compulsory inclusive education in Lithuania. It also seeks to highlight the Catholic Church's teaching on inclusion of vulnerable groups. Methods. Analysis and synthesis of scientific literature. Analysis and synthesis of Catholic Church documents. Results. The analysis and synthesis of the scientific literature revealed that Catholic educational institutions in Lithuania implement one of the following three ways of contact with inclusion: a) full inclusion, b) gradual involvement in the state strategy of inclusion, c) segregation of pupils at the time of admission to the school. The analysis and synthesis of Catholic Church documents has shown that the Church's teaching on the inclusion of vulnerable groups unequivocally invites, encourages and even insists that schools become open to all children and their needs. Conclusions. The very nature of the Church community is inherently inclusive and has no room for discrimination; on the contrary, its weakest members should be the most lovingly protected. The development of Catholic education is bound up not only with the creators of specific educational paradigms, but also with the changes in general education in a particular context. Although concrete practices are gradually changing and showing good trends towards inclusiveness, some schools retain a strong elitist character and tend to offer aid as a form of charitable action outside the formal schooling.

The features of the development of higher education in librarianship in Soviet Lithuania

Attempts to organize higher library education in Lithuania were made long ago. An episodic course in bibliography was taught at the old Vilnius University in 1829-1830. After the restoration of Soviet power in Lithuania in 1940, the Chair of Bibliology was established at Vilnius State University, and a course in bibliography was offered. Lectures aimed at starting the preparation of skilled librarians and bibliographers were planned to begin in the autumn of 1941. However, this work was interrupted by the war and the Nazi occupation. The Department of Librarianship was founded at Vilnius State University in 1949 (with the Chair of Librarianship established in 1952, and the Chair of Scientific Information in 1973). During a short period, these Chairs achieved significant results in various branches. They developed scientific and research activity in librarianship and bibliography, providing skilled specialists for the libraries of our republic. In recent years, more than 2,000 specialists have been trained at the University. These graduates have been appointed to work in different public, children’s, school, scientific, special, and technical libraries, as well as in scientific information offices.

Training of information retrieval in the State university of Vilnius: some contential and technological aspects of education in the field of librarianship and bibliography

The article deals with the problem of professional education of librarians at the University of Vilnius. The changing role of information, which is becoming one of the natural resources of the country, and the rapid development of computer technology reveal new professional demands for librarians. As a result of this tendency, teaching online bibliographical searching has become of great importance in the library education curriculum. Specific conditions of development and practical needs of libraries and information services, main traits, and opportunities of higher education in Lithuania are revealed. This makes it possible to create an original conception of automated information retrieval training. The problems of information retrieval are studied in subjects such as Librarianship, Bibliography, Information Retrieval Systems, Information, and Technical Aids for Library Work, which are based on a specially created training automated information retrieval system (AIRS). Three different kinds of connections between the revealed subjects are presented in a scheme and commented upon. The choice of education technology is discussed. The main forms are various practical studies, realized on the basis of AIRS. These also help overcome the psychological barrier that arises when working with computers.

Enhancing Active Learning through a Holistic Approach: A Case Study of Primary Education in Lithuania

Enhancing Active Learning through a Holistic Approach: A Case Study of Primary Education in Lithuania

Perceived Benefits of Learning Analytics and Artificial Intelligence-Based Oniline Learning Platforms: Case of Lithuanian General Education Schools

Online learning platforms with integrated tools of learning analytics (LA) and artificial intelligence (AI) are growing in popularity in general education in Lithuania. Such platforms have a number of advantages in terms of the teaching-learning process, however, there is a lack of research about such advantages after direct use of the platforms in general education schools. Thus, the purpose of the current study is to find out the perceived benefits of online learning platforms with LA and AI tools. The research was conducted in 11 schools in Lithuania. The students at these schools tested the LearnLab and Eduten Playground online learning platforms for almost three months. Descriptive statistics methods and chi-square (χ2) criteria were applied. Results showed that students claim that their learning achievements have improved thanks to the platforms. Moreover, research results showed, that when working with platforms, it is appropriate to pay attention and, in parallel, to teach students computer literacy from the elementary grades, to develop a relationship with the computer as a work tool. It is also appropriate to start working with LA and AI platforms from the primary grades, which would positively stimulate the growth of digital competence, as well as the interest of students in the educational subject(s) and the positive growth of learning achievements.

Teacher Training for Pupils’ Sexuality Education in Lithuania: An Evaluation of Study Programmes and the Preparedness of Students of Pedagogical Studies

The paper presents findings from an evaluative mixed-methods study on teacher training for sexuality education in Lithuania. The analysis of the course outlines of pedagogical studies has identified the scope of preparation for sexuality education, the topics of the content presented, and a typical programme of preparation for sexuality education. Based on the data from the survey of students and graduates, conclusions about their readiness to carry out sexuality education were formulated.

KAI STEAM SUJUNGIA GAMTOS MOKSLUS IR VISUOMENINĮ UGDYMĄ

STEAM (Science, Technology, Engineering, Arts, Mathematics) is emerging as an important link in modern education, seamlessly integrating different disciplines and fostering creativity and critical thinking. STEAM is particularly useful for children aged 5-8, whose genuine interest and curiosity actively engage them in learning this educational approach. It not only enriches students, but also inspires teachers to use innovative approaches to teaching different subjects. Science education is increasingly becoming an integral part of STEAM, in line with Lithuania's education strategy "Lithuania 2030". Successful STEAM education depends on a supportive school environment, effective leadership and teacher competences. This educational concept is in line with the objectives of the Strategy for Progress, with its emphasis on personalised learning and the formation of an innovative society. In the study, the integration of STEAM subjects allowed pupils to explore the links between disciplines and to apply theoretical knowledge in practice. The results revealed successful learning: students acquired knowledge about medieval castles and developed creativity, problem-solving, teamwork and critical thinking skills by designing and building castles in groups. Keywords: primary education, STEAM education, educational activities, knowledge and skills

Value Narratives in Sexuality Education: Teachers’ Preparedness or Retreat?

The paper analyses the value narratives on youth sex education presented to the public by influencers and parents of school-age children. The research questions are: what is the content of the value narratives in the field of sexuality presented to the public by influencers and parents of school-age children? what is the motivational environment for teachers delivering sex education? what are the possible principles of communication between teachers, organisations involved in sex education, and parents? The empirical research data were collected using a mixed methods strategy. The methodological and value differences between the institutions providing sex education in Lithuania were found to be insignificant, nevertheless, there are significant differences in the value narratives between the concepts of ‘sexuality education’ and ‘sex education’ in the public sphere. Parents of school-age children are exposed to fragmented, value-indoctrinated sex education content presented by influencers, leading to social tensions in school communities regarding children’s sex education. The analysis of the narratives of influencers and parents on the topic of sex education shows that the constructive participation of interested groups (educators, parents, social organisations) in the policy of sex education is impossible without the principles of critical analysis, attention to conflicts, and social dialogue.

Rivalry for influence between the Catholic Church and political regimes in the Lithuanian education system in 1918–1940

In the interwar period of the 20th century, the formation of the national education system took place in Lithuania. The Catholic Church sought to actively participate in the creation of this system in order to consolidate the principles of the organization of its educational system. The political regimes in interwar Lithuania sought to create a unified national education system, and the Catholic Church sought to make the educational system in line with its principles in the field of education. The article reviews how the Catholic Church and political regimes competed for dominant influence in the field of education in Lithuania during the interwar period (1918–1940). It is said that the struggle for influence in youth education was most clearly manifested in the field of secondary education (higher than primary education), because the position of the Catholic Church in this field was the strongest: Catholic educational societies had created a network of private schools. The Catholic Church and the Christian Democrats defending its position held the view that only a confessional school that nurtures the Christian spirit is suitable for Catholic children. Therefore, the state is required to finance private Catholic schools that meet the educational ideals of Catholic society. Catholic public figures and Christian Democrat politicians proposed to implement the principle of cultural autonomy in the country’s education system, which would guarantee the financing of private Catholic schools. During the period of Lithuanian parliamentarism (before the coup d’état of December 17, 1926), the position of the Catholic Church in the field of education clashed most strongly with the viewpoint of left-wing political forces. The leftist political forces sought to entrust the state with the right to determine educational ideals. The idea of a denominational school was alien to the left wing – they considered it an internal concern of the religious community itself, and the introduction of compulsory religious education in schools contradicted the fundamental values of the left-wing activists. After December 17, 1926 the nationalist political regime, established during the coup d’état, was guided by the rule that the monopoly of education must be in the hands of the state – only it has the exclusive right to educate its citizens. These attitudes were reflected in the education reform carried out in the mid-forties, which not only unified the educational chain up to high school, but also demonstrated the government’s unwavering political course towards the monopolization of the educational system. The monopolization of education by the state brought the nationalist government into conflict with the Catholic Church, which, defending its rights in the education system, demanded the implementation of the principle of cultural autonomy. The government sought to monopolize education and ended this process in 1938, the year the new Constitution of Lithuania was adopted.

Curriculum of the State Music School (1923): Trajectories and Possible Origins of the Institutionalisation of Musical Education


 
 
 The article aims to summarise the curricula of Juozas Naujalis’s private music school, nationalised in 1920, later the State Music School, and their possible origins in the historical context of music education in Lithuania in the second half of the nineteenth–the early twentieth century. Although the circumstances of the founding of the State Music School have been investigated, some pages of its history still remain obscure. The relevance of this article is determined by the currently changing educational programmes in Lithuania and by the trends of the creation and transformation of the State Music School Conservatory in the light of educational programmes. The article presents in detail the first musical education programme prepared by the State Music School in 1923, the Law on the Music School adopted in 1921, and the consistent integration of music subjects into the educational process from 1920 to 1930. The purpose of the article is to show the first steps of the State School of Music towards its transformation into a conservatory taking into account musical education programmes and the reintegration of musical educational experience. Source analysis, historical comparative, and analytical-critical methods were used.
 
 

Dirbtinis intelektas aukštajame moksle: viešosios komunikacijos Lietuvoje aspektas

Education and higher education institutions can use artificial intelligence to improve the efficiency of teaching and learning processes or support learners. However, they also face many challenges related to academic integrity and acquiring the required knowledge and skills. The changes have been particularly evident with the introduction of artificial intelligence tools. For this reason, the past year has seen an increase in scholarly research and dissemination of information about the opportunities, challenges, and problems of using artificial intelligence in higher education. In Lithuania, there are no studies on the impact of artificial intelligence on changes in teaching and learning methods in higher education and related topics. Since the development of artificial intelligence tools is extremely fast, and users can quickly use them in various activities, it is necessary to urgently analyse the problem and look for possible solutions to the problems that have arisen. The article aims to examine the issue of artificial intelligence in higher education and analyse public communication about AI in higher education in Lithuania. The research results showed that official and public communication about the use of AI in Lithuanian higher education is insufficient. There is neither communication about specific challenges arising for Lithuanian higher education, comments from Lithuanian higher education institutions and other education representatives, nor recommendations to higher education institutions regarding the application of AI provided. As a result, higher education institutions or academic staff have to analyse the current situation and make decisions independently and quickly. In the face of a lack of communication, after analysing the sources and considering the available experience on plagiarism prevention, comparative advice for the academic staff on AI and plagiarism prevention is presented.

Učinkovitost izrade videa u učenju engleskoga kao drugog jezika (ESL) u Litvi

The growing number of research investigating the efficacy of Web 2.0 tools in ESP classroom (Selevičienė 2020; Almuhaisen et al 2020; Rodgers and Dhonnchadha 2018; Šulovská 2013) has revealed the positive effect of technology integration on the development of students’ language learning in higher education. However, the implementation of web-based technologies, namely digital video creation for language learning, has been scarcely discussed through the prism of K-12 environment. The purpose of this study is to examine the effectiveness of video making in L2 acquisition of English from the perspective of secondary learners and explicate the potential strengths and weaknesses of its utilisation in the ESL classroom. Qualitative research methodology was employed to analyse an open-ended survey. Tenth and ninth graders were asked to produce their responses to a two-fold questionnaire aimed at evaluating the use of video making for revisiting target vocabulary of the lesson. The current research indicates a polarised view of video making practice in the ESL classroom. Regarding the potential of video creation, learners admitted it being beneficial for the acquisition of vocabulary, when it comes to memorising it, forming strong associations, comprehending and communicating the meaning more properly. Yet the results of the study also demonstrated that creating content via video aids proved to be relatively demanding and time consuming due to lack of ICT skills in video making, not sufficient Internet connection speed or restrictions imposed on time and vocabulary limit. The study may provide English language instructors with useful insights as to how the use of video creation may facilitate the learners’ acquisition of vocabulary and how possible hindrances can be prevented to achieve more effective learning outcomes with the aid of digital video making tools in the ESL classroom. The major contribution to the research in this field is its focus on the adoption of video making method in the English as the second language classroom considering the context of secondary education in Lithuania.

Baltic Archaeology, Cultural History, Ancient Lithuanian Symbolism, Old Europe, and the Archaeomythology of Marija Gimbutas

Marija Alseikaitė-Gimbutienė (Gimbutas) (1921–1994) was born and raised in Lithuania within a family of physicians and intellectuals devoted to the preservation of Lithuanian folk culture. She studied archaeology with Professor Jonas Puzinas who was the first scientifically trained archaeologist in independent Lithuania. Marija Gimbutas was thoroughly trained in Eastern European archaeology, Baltic prehistory, Indo-European linguistics, ethnology, history, folklore, mythology, and European languages taught by the most accomplished Lithuanian scholars in their fields. In 1942 she earned a Master՚s degree at Vilnius University for her thesis on “Burial Practices in the Lithuanian Iron Age.” In 1946 she earned her doctorate in archaeology from Tübingen University in Germany before immigrating to the United States in 1949. This paper traces her prodigious production of major publications and scholarly achievements fostered by her multidisciplinary education in Lithuania. It discusses the development of her Kurgan hypothesis, her excavations in Southeastern Europe, her theory of Old Europe, her formulation of archaeomythology, and the ancient veneration of the earth as the source of life.

Lietuvių kalba kaip klaida. Raštingumo samprata ir kalbos taisymai mokykloje

This special issue documents the history of formal writing education in Lithuania in the second half of the 20th and early 21st centuries by taking a (socio)linguistically informed approach to school literacy. The study consists of four contributions, one theoretical and three empirical. The authors explore authentic pupils’ written language practices by focusing on variation in spelling, morphology and syntax, word choice as well as stylistic expression, as corrected by teachers, and critically contrast the data with the dominant normativist (or prescriptivist) approach to school literacy in Lithuania. The data for the empirical contributions were retrieved from an anonymised database “Rašinėliai” (‘School Essays’) which some of the authors of the study have been collecting since 2014 for the purpose of investigation of school writing in Lithuania. At the time the study was conducted, the researchers could choose among more than 7,500 PDF files documenting writing by almost 950 different pupils between 1st and 12th grades, of which almost 80% were teacher-corrected. The results of the study can be interpreted as revealing the cognitive and social diversity of the literacy phenomenon. There were virtually no cases in the data of the pupils’ written essays that could not be explained by natural cognitive or social causes. Among the main causes of linguistic variation, the findings identified (1) the influence of spoken language with its own phonetic and grammatical rules; (2) the cognitive mechanism called analogy, whereby pupils internalise a certain spelling convention and then generalise it; and (3) the potentially interconnected factors as the genre, the motivation of the pupils and pedagogical practice. The authors hope that the study will show both the originality and productiveness of the sociolinguistic approach when applied to data from Lithuanian schools, as well as its theoretical potential of developing sociolinguistics of school literacy. Besides that, there is an expectation that the research will have important implications for local educational policies and pedagogical practice.

DVIDEŠIMT AŠTUNTOJI NACIONALINĖ MOKSLINĖ-PRAKTINĖ KONFERENCIJA „GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2022“: KONFERENCIJOS APŽVALGA

In 2022, the national scientific-practical conference “Natural science education in a comprehensive school – 2022” was held remotely (online). Such conference format was determined by the ongoing Covid-19 pandemic; therefore, the conference for the third time already, could not take place in its usual format. It is obvious that the plenary session “united” different continents – Africa (speaker Dr. Angela James from Republic of South Africa), Latin America (Dr. Solange Locatelli from Brazil), Europe (Dr. Martin Bilek from Czech Republic, Dr. Malgorzata Nodzynska-Moron from Poland, and Dr. Rita Birzina from Latvia). All plenary reports in their own way were interesting and relevant. Prof. M. Nodzynska-Moron’s report was dedicated to non-formal natural science education realities. Various practical examples were presented, non-formal natural science education experiences were analysed. Prof. M. Bilek analysed chemistry didactics issues in his report. A special attention was paid to virtual chemistry experiments, as well as to experiments using computer tools. Prof. A. James discussed the implementation of STEM programme while working with primary school teachers. Preparation and practical implementation aspects of such programme were analysed, concrete educational experiences were presented. In the first section, the reports were mainly devoted to the problems of pre-school, primary and general natural science education. A total of 9 reports were presented. In the second section, issues of natural science and technological education in gymnasium and in higher education institutions were discussed. A total of 10 reports were presented. It is interesting that in the second section, three reports of foreign researchers were presented. The topics of the research were diverse, basically various areas of natural science and technological education were discussed. It is important that the participants were active, intense discussions and sharing of experiences took place. The results of the ongoing international project “Bridge2Teach” were presented at the conference. More information about this project can be found on the project website (https://www.bridge2teach-project.eu). Various natural science education topics were presented in other reports. On the second day of the conference, a seminar was held for natural science teachers “Integrated science education in Lithuania: achievements and future perspectives” (The project is funded by the Lithuanian Science Council No. P-REP-21-8). Insights, recommendations, and conclusions of the research. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2022&issue=19320 Keywords: online platform, national conference, science education, science teachers, science pedagogy

School Libraries and Information Literacy Education in Lithuania

A self-responding questionnaire (26 items in 3 sections: 1. General information on the school and its library; 2. Information literacy education; 3. The school library role in the school life) was administered in Autumn 2021 to 651 school libraries in Lithuania to investigate how they are organized and positioned, and their role in information literacy education. The main findings show strengths (e.g., opening hours, the school librarian as an information and cultural professional) and weaknesses (e.g., missing PD in Information Literacy). The research provides useful foundations for further investigations and interventions to improve the school library role and profession, as discussed with the President of LMBDA.

Catholic education in Lithuania: an alternative for the dominating education system?

In this article it is discussed whether the catholic education may be approached as the alternative for the dominating education system. In the theoretic part I did reveal that regarding to the historical context, the catholic education is a traditional, during different periods reflourishing phenomenon. That is why the notion alternative while speaking about a catholic school in Lithuania may be used in some extremely specific cases: a) how catholic education becomes an opposition for different repressions as well as for a worldview that is uncongenial for the catholic culture; b) when there is an objective to gain reservations necessary for an education institution as well as not to pursue certain reforms that are provided for at a national level.
 Phenomenological analysis has grasped that an incredibly special space of a catholic school that appears in the remembrance of the participants of the analysis, is a chapel. A relation based on trust between adults and pupils in a catholic school, stimulates pupils to proceed the same well that they witness the senior (teachers and other pupils) as well as their peers (building team and embracing correlation) doing. On the other hand, negation and disregard of a classroom relation problems may lead to hidden, decennial sneering. Body dimension at a catholic school displays in several aspects: voluntary physical assistance and embracing look at the different one, a shocking collision with a theme about one’s sexuality and peaceful belief in body resurrection that provides strength and hope. Exclusive time in catholic education – planned retreat kairos time. Other scheduled liturgical practice (Mass) for some pupils becomes as resistance time for senselessness. Also, the transformation time when worldview of a school is changing, leads to foreignness and anxiety experience that stimulates resistance as well as desire to replace a school back to the usual, “normalcy” condition.
 Some exceptional catholic education features that are mentioned in a theoretic part of the article also are seen in findings of phenomenological analysis, that are: pastoral care practices, liturgical practices and practise of mercy activities.

Eduardas Volteris in the Milieu of the Founders of the University of Lithuania and Their Cultural Relations

The aim of the article is to analyse and evaluate the contribution of Professor Eduardas Volteris (1856–1941), an archaeologist, ethnographer, folklore writer, and bibliographer, in the development of cultural relations and cultural expression of the Lithuanian academic intelligentsia in independent Lithuania. The sources analysed in the article evidence the significance of Eduardas Volteris’s organisational and research work in the process of the establishment of higher education in independent Lithuania between 1920 and 1922. His ambition to prioritise the humanities in higher education in Lithuania, his initiative to promote academic relations of the evolving academic community, and his wish to support the cultural transnationalism greatly benefited the development of the cultural perspective in independent Lithuania. Eduardas Volteris sought that the studies of general global humanities at the newly- established Lithuanian University be linked with the nurturing of Lithuanian cultural heritage and its dissemination. It was thanks to the implementation of these attitudes voiced by Eduardas Volteris and other intellectuals that the Faculty of Humanities of the University of Lithuania became an important basis for the development of cultural identity in the society. Prof. Volteris attempted to involve the professors and students of Kaunas in heritage studies and public cultural life. Volteris’s experience in and contribution to the organisation of academic and cultural cooperation was extensive. The professor encouraged the establishment and activities of the Lithuanian-Latvian Unity Society, a cultural relations organisation. Although the organisation was not numerous, its activities helped to expand the cultural contacts of the academic community not only in the Baltic region; it also took part in international intellectual and cultural organisations and facilitated the dissemination of different cultures in Lithuania. Eduardas Volteris was interested not only in the culture of the city, the land, and the people, in the names of the mounds, the local language. His cultural research was also linked to the cultural policy of the modern state, the ambition to understand the characteristics of modernity through the people’s attitudes and culture. Volteris can be attributed to the elite of the creators of collective historical and cultural memory in the edification of the Lithuanian public. The participation of the academic intelligentsia in the development of the historical self-awareness of the society was crucial has been throughout the years of existence of independent Lithuania. The impact of scholars in the field of mass cultural expression has become particularly relevant in the current context of new geopolitical tensions, Russia’s growing imperial ideology, and its policy of direct aggression, which is based on its own constructed narrative of history. In this contemporary context, Eduardas Volteris’s aspirations and the work he started in modernising Lithuania between the two world wars remain a source of valuable experience.

076 Sexuality education in Lithuania – Needs and opinion of young people

Objectives: The aim of study was to determine the most relevant reproductive health topics among youth in Lithuania, to identify the most convenient sources of information about reproductive health and to find out if pupils in Lithuania have qualified sexual education lessons.

The Interaction Between Understanding of Critical Thinking and Teaching/Learning of Critical Thinking Skills

This article aims to present the interaction between understanding of critical thinking and teaching and learning of critical thinking skills in higher education in Lithuania. Representative quantitative research was implemented, and 152 teachers and 1512 students took part in the survey. Exploratory factor analysis revealed two factors – the rigidity and elasticity of the conception of critical thinking – that have an impact on teaching and learning of critical thinking skills.