Socio-cultural Environment Research Articles

The Effectiveness of the Implemented Experimental Program Aimed at Developing Social Competence in Future Educators

The article examines the effectiveness of an implemented experimental program aimed at developing social competence in future educators. The program was designed to enhance key aspects of social competence, including communication skills, emotional self-regulation, and the ability to engage in constructive interaction. The article details the goals and objectives of the program, as well as the methodological approach used in its implementation. It discusses the teaching methods applied, such as training sessions, role-playing, and group discussions, which facilitated the development of social skills among participants. The effectiveness of the program is analyzed based on various criteria, including survey results, testing, and observations of participants' behavior. The achieved results are described, including improvements in communication skills, increased self-esteem, and better adaptation to the socio-cultural environment. The article also addresses the challenges and limitations encountered during the experiment and offers recommendations for further refinement of the program. The research findings underscore the importance of a comprehensive approach to developing social competence in future educators and its impact on their professional growth. Future research directions in this field are discussed, including the implementation of new methodological approaches and the expansion of the program to other participant groups.

Édouard Louis´s novel The End of Eddy: A representation of hegemonic masculinity?

Background In this paper we analyse the novel The End of Eddy by Édouard Louis. The motivation for this paper is Bourdeau’s (2020) observation that Louis’s book explores working class politics, sexuality, and masculinity. Methods We analysed the amendment through narrative content analysis, the application of which allows us to answer the following question: Édouard Louis’s novel The End of Eddy: A representation of hegemonic masculinity? Results We conclude that this narrative is built on contradictions that can be summarized as a conflict between a socio-cultural norm anchored in a French village and a person who does not fulfil this concept, who is outside of it. We believe that hegemonic masculinity, that is, one part of the cultural norm of a given village, causes Eddy’s inclination or consciousness of homonationalism. Thus, on the one hand, hegemonic masculinity is undoubtedly present in this novel; on the other hand, it forms a kind of background or socio-cultural environment which, although it defines itself against the given, unconsciously causes the “birth of the conscious homosexual”. Conclusions Thus, we dare to claim that the narrative under analysis is not only a representation of hegemonic masculinity, but also an accentuation of its external and internal influence on one’s own perception of (sexual) difference.

What Role Does the Heritage Language Play in Chinese Communities in UK?

This article examines the pivotal role of heritage language on Chinese diaspora communities in the UK, emphasizing its role in cultural transmission and identity formation. It emphasizes how community schools serve as essential platforms for heritage language education, enabling immigrant families to preserve their linguistic and cultural connections. The interplay between language learning and the socio-cultural environment is explored, revealing the challenges faced by learners and the significance of family education in this progress. Mastery of heritage language is shown to foster a sense of belonging and cultural pride, contributing to the construction of identities in a multicultural society. The article further discusses how heritage language education not only imparts linguistic skills but also installs cultural values and beliefs, reinforcing national identity among diaspora members. Ultimately, it underscores the transformative impact of heritage language on individual and collective identities, facilitating a deeper understanding of cultural nuances and promoting intercultural awareness within the diverse landscape of contemporary Britain.

Bridging realms: Western client perspectives on psychotherapy inspired by Indigenous healing

ContextThe decolonial turn in psychology criticizes conventional Western psychotherapeutic frameworks and seeks to decolonize therapeutic practices by considering diverse cultural perspectives. Indigenous healing has been increasingly used in the psychotherapy of ethnic communities, but also in the psychotherapy of Western clients. The research questions of the present study were focused on how Western clients experience the therapies inspired by Indigenous healing. ObjectiveThe study aimed to explore the motivations, experiences, and mental health outcomes of participants of therapies inspired by Indigenous healing with a focus on issues related to intercultural transfer of therapeutic practice. DesignSemi-structured qualitative interviews were used to gather narratives from 28 participants. Thematic analysis was used for data analysis. ResultsParticipants reported the following long-lasting outcomes of Indigenous therapies: increased well-being, calm, satisfaction with life, better emotion regulation, coping with stress, behavioral control, problem solving, decision making as well as a more sensitive and deeper experience of reality. Conventional Western psychotherapy was perceived as conversation-based, while Indigenous therapy was perceived as experience-based and more complex. The integration of experiences from Indigenous therapies was more difficult in the Western sociocultural environment compared to participation in the place of their origin, within the community of Indigenous people. ConclusionIndigenous healing has beneficial outcomes for Western clients, but the integration of these experiences is quite difficult and requires systematic psychotherapeutic support in the Western cultural environment.

Materialization of Ritual: The Example of Alevi Belief System

Rituals are symbolic and physical elements of beliefs and experiences. Individuals' and societies' relationships with nature and struggle for survival within nature have led to the creation of various practices. All these practices, when manifested symbolically within the context of belief systems, are called rituals. Therefore, every change in the relationship between the individual, society, and nature results in a change in rituals. Migration, urbanization, technological advancement, and globalization cause many elements concerning individuals and society to change. Changes that affect societies' social, cultural, economic, and religious lives have led to functional and structural changes in rituals performed within the traditional context. Thus, rituals passed down in traditional societies with their traditional and symbolic structures have undergone semantic and formal changes in rapidly changing modern societies. At the core of these changes lies the necessity for individuals to adapt to contemporary socio-economic conditions. Rituals has a power that shapes community in many ways with their mythic and theological backgrounds. Rituals determine the doctrinal and social structure of Alevi belief system. For the Alevi community, rituals hold the power to transmit cultural and social values, as well as to define the belief system with its mythic and theological background. Traditional Alevi rituals shape the entire lives of their followers. Members of the faith learn and transmit all components of their socio-cultural and economic environment through ritual-centered practices. Despite all political and social events, Alevi communities managed to sustain their ritual-centered traditional belief systems and lifestyles until the 1960s. However, migration after this period rapidly led to the transformation and alteration of ritual-centered life. Alevi communities experienced a culture shock due to their rituals not being accepted by the “other”s. This situation compelled them to conceal their beliefs and remain invisible. The process experienced after migration and urbanization has resulted in the weakening of traditional belief systems among Alevi individuals. During this period where non-governmental organizations are increasingly dominant and influential, the social and cultural demands of Alevi communities who come together under the leadership of non-governmental organizations in the city have led to the transformation and reconstruction of traditional Alevi rituals. Therefore, the traditional structure and rituals of the Alevi belief system have undergone a transition from their traditional context to a new world influenced by factors such as migration, urbanization, modern life, and the rejection of dominant authority. This article discusses the change and re-creation of rituals away from the traditional context in urban life following social and economic demands in the context of fieldwork conducted in Türkiye, Germany, and Austria.

Cross-cultural experiences: Voices of the Chinese doctoral students at a Spanish university

The aim of the study was to investigate the experiences of Chinese doctoral students at a Spanish university, aiming to enhance understanding of transcultural experiences. Challenges perceived during their cultural transition throughout their doctoral studies were explored, along with the strategies they employed to overcome these obstacles. Following a qualitative approach, eight participants were interviewed in depth on critical incidents experienced in academic and sociocultural settings. Effective communication emerged as the main challenge. Most critical incidents in the relationship with supervisors were associated with mismatched expectations and misunderstandings regarding learning objectives and activities. Limitations in writing in English and unfamiliarity with the sociocultural environment of the host university were perceived as hindering the achievement of academic goals and the adaptation to the local culture. Interaction with other doctoral students, self-determination, critical reflexivity, and autonomy were coping strategies that facilitated cross-cultural adaptation. The results confirm the legitimate socio-educational needs of Chinese students and their broad cultural and pedagogical agency. Results are useful for institutional support programs and to help doctoral students and supervisors establish adaptive cross-cultural relationships. Moreover, the study shows the resourcefulness of Chinese students in dealing with the challenges of cross-cultural transition and emphasizes the role that higher education institutions must play in serving international students.

Library as a Participant in the Utilization of Research Results

One of the problems existing in science is the use of scientific research results in practice. The aims of the article are to show, through a review of foreign literature and the results of a survey of domestic experts in the field of library science and librarianship, the reasons for the disconnection between science and practice, as well as to identify the steps necessary for practice to benefit from research. The problem is posed from the perspective of post-non-classical science as applied to library science and librarianship. The reasons for the lack of transfer of scientific results into practice, identified by foreign authors, are given. The rating of the reasons noted by domestic experts, who put the technical backwardness of libraries and the lack of motivation of specialists to implement the results of scientific work in practice in the first place, is presented. Various options for solving the problem of non-use of scientific results in practice are analyzed and evaluated. Ways to eliminate the problem: using different ways to attract and expand the participation of practitioners in theoretical research, increasing their research activity; dissemination of research results, including overcoming the deficit of publications and increasing their number written by practitioners; continuing professional education. It is concluded that if we proceed from post-nonclassical science, it becomes clear why the results of scientific research conducted on the basis of one library cannot be applied to another: the peculiarities of one library are not absolute, they depend on existing situational relationships. The non-use of modern scientific results in librarianship is also related to the dependence of science on the socio-cultural environment and the inclusion of value attitudes. Among the ways to bridge this gap are the following: creating special publications for practitioners, webinars, face-to-face meetings and conversations between researchers and practitioners. One method of improving the link between research and practice is to include research reports (research reviews) in newsletters, various periodicals often read by practitioners.

Effectiveness of Multilevel and Multidomain Interventions to Improve Glycemic Control in U.S. Racial and Ethnic Minority Populations: A Systematic Review and Meta-analysis.

Racial and ethnic disparities in type 2 diabetes outcomes are a major public health concern. Interventions targeting multiple barriers may help address disparities. To conduct a systematic review and meta-analysis of diabetes self-management education (DSME) interventions in minority populations. We hypothesized that interventions addressing multiple levels (individual, interpersonal, community, and societal) and/or domains (biological, behavioral, physical/built environment, sociocultural environment, and health care system) would have the greatest effect on hyperglycemia. We performed an electronic search of research databases PubMed, Scopus, CINAHL, and PsycINFO (1985-2019). We included randomized controlled trials of DSME interventions among U.S. adults with type 2 diabetes from racial and ethnic minority populations. We extracted study parameters on DSME interventions and changes in percent hemoglobin A1c (HbA1c). A total of 106 randomized controlled trials were included. Twenty-five percent (n = 27) of interventions were exclusively individual-behavioral, 51% (n = 54) were multilevel, 66% (n = 70) were multidomain, and 42% (n = 45) were both multilevel and multidomain. Individual-behavioral interventions reduced HbA1c by -0.34 percentage points (95% CI -0.46, -0.22; I2 = 33%) (-3.7 [-5.0, -2.4] mmol/mol). Multilevel interventions reduced HbA1c by -0.40 percentage points (95% CI -0.51, -0.29; I2 = 68%) (-4.4 [-5.6, -3.2] mmol/mol). Multidomain interventions reduced HbA1c by -0.39 percentage points (95% CI -0.49, -0.29; I2 = 68%) (-4.3 [-5.4, -3.2] mmol/mol). Interventions that were both multilevel and multidomain reduced HbA1c by -0.43 percentage points (95% CI -0.55, -0.31; I2 = 69%) (-4.7 [-6.0, -3.4] mmol/mol). The analyses were restricted to RCTs. Multilevel and multidomain DSME interventions had a modest impact on HbA1c. Few DSME trials have targeted the community and society levels or physical environment domain. Future research is needed to evaluate the effects of these interventions on outcomes beyond HbA1c.

Physical Activity in Underserved Preadolescents

Drawing insights from the theory of fundamental causes of disease, this study examined the relationships between socioeconomic status (SES) and selected risk factors in transitional urban China. Specifically, under China’s distinct institutional and sociocultural environment, we examined how contextualized SES (i.e., party membership, hukou status, housing ownership, and subjective social status) and conventional SES indicators (i.e., education, income, and occupation) were associated with physical inactivity and body mass index (BMI). Utilizing the urban subsample of the 2017 Chinese General Social Survey (CGSS), we found that individuals with higher education, income, Communist Party membership, and urban hukou status had lower risks of physical inactivity. However, higher SES with Community party membership, urban hukou, and government jobs also increased the risks of being overweight, which may be explained by potential countervailing mechanisms. These findings revealed intricate relationships among SES and risk factors in China. Our study helped contextualize the theory of fundamental causes, furnished new empirical evidence, and served as a useful reference for future health inequality research in non-Western societies.

Assessment of the Impact of Socio-Cultural Risks of Soft Skills Formation in Different Educational Environments for SDG’S

Objectives. The purpose of the study was to summarise and update the impact of socio-cultural risks on the formation of Soft Skills in students in the educational environment for sustainable development goals. Theoretical Framework. The article provides an overview of the main trends in assessing the impact of socio-cultural risks on the formation of various soft skills of students. The authors analyse the main risks associated with the development of the socio-cultural environment. Results and Discussion. The main factor in counteracting risks is the development of universal soft skills that can significantly increase the effectiveness of future professionals in the modern world. This article aims to identify the impact of socio-cultural risks on the development of soft skills in students in the context of the educational environment. Research Implications. The identification of this influence is the main novelty of the study, as it highlights not only the skills themselves, but also the way in which the educational environment can contribute to their formation. The authors emphasise the need to assess the potential of the educational environment to develop sustainable skills needed to overcome modern challenges. Originality/Value. Thus, this article expands the understanding of the impact of socio-cultural risks on the formation of soft skills in students, and emphasises the importance of developing these skills to overcome the challenges of our time, making it an important contribution to the field of soft skills research in pedagogical practice.

Non-digital educational games to support conceptual change in astronomy education

Research on astronomy education has primarily focused on investigating students' conceptual understanding through the lens of student cognition. However, learning involves more than just acquiring or reorganising ideas. Despite this, there have been very few studies that have examined the learning process through multiple perspectives within a naturalistic environment. Additionally, the lack of validated astronomy game resources aligned with curriculum learning outcomes has hindered the inclusion of Game-Based Learning (GBL) in astronomy education. To address this issue, this paper explores the use of non-digital games as a pedagogical approach to support multidimensional conceptual change in post-primary astronomy education. Two dimensions of learning were examined: affective and cognitive. A mixed-methods quasi-experimental research approach was employed on a cohort of 474 post-primary students, divided into intervention and control groups. The results demonstrate robust evidence of the efficacy of non-digital games in promoting sustained conceptual change for post-primary students. The sociocultural environment created by the games was observed to favour student motivation and prolonged cognitive conceptual change. The GBL pedagogical intervention created multiple opportunities for students to review and refine their knowledge and perception of astronomy.

Kurikulum Madrasah sebagai Penyeimbang Dampak Negatif Perkembangan Teknologi Digital

The development of digital technology has a significant impact on various sectors of life, including education. This paper explores the role of the madrasah curriculum as a counterbalance to the negative effects of digital technology development. Through an analysis of the madrasah context, including characteristics of the madrasah, students, educators, facilities, partnerships, potential funding sources, and socio-cultural environment, it was found that the madrasah curriculum needs to identify and explore differentiating strengths according to its characteristics. The learning plan for madrasahs includes the formulation of Learning Outcomes, learning objectives, assessments, and learning resources involving both extracurricular activities and projects that strengthen student profiles. Additionally, planning priority programs for madrasahs is an important focus. In the classroom, the learning plan includes the preparation of teaching modules, teaching materials, and other documentation reflecting the core learning objectives. The madrasah curriculum plays a central role as a counterbalance by integrating religious values, wise digital literacy, and moral development. With this approach, the madrasah curriculum shapes comprehensive Islamic individuals who are able to face modern technological challenges while remaining steadfast in traditional values. Thus, the madrasah curriculum becomes an essential instrument in shaping a balanced and adaptive generation in this digital era.

Implementing expressive writing therapy in a virtual setting: A feasibility trial for survivors of intimate partner violence

Survivors of intimate partner violence commonly experience posttraumatic stress disorder (PTSD) and associated negative emotions. Pennebaker’s Expressive Writing Therapy (EWT) was applied in an online virtual setting to survivors of intimate partner violence. The study aimed to assess the program’s feasibility and acceptability, and to examine its effects on participants’ traumatic affects, self-esteem, and cognitive emotion regulation (CER). We employed a one-group pre- and post-test design, measuring outcomes at baseline, immediately after the intervention, and at a four-week follow-up. The implementation of EWT proved feasible; however, we encountered some cultural challenges, possibly influenced by the current sociocultural environment in South Korea. Notably, there was a significant reduction in negative CER, especially in self-blame and catastrophizing.

Psychotherapy focusing on dialogical and narrative perspectives: a systematic review from qualitative and mixed-methods studies.

This systematic review identified qualitative and mixed-methods empirical studies on psychotherapy from dialogical and narrative approaches, aiming to address the following questions: (1) How are subjectivity and intersubjectivity qualitatively understood in dialogical and/or narrative psychotherapies studied using dialogical and narrative approaches? (2) How do therapeutic changes occur, including their facilitators and barriers? (3) What psychotherapeutic resources are available for psychotherapists in these types of studies? The articles were selected according to the Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the eligibility criteria proposed by the PICOS strategy (participants, interventions, comparators, outcomes, and study design) from 163 records identified in the Web of Science Core Collection databases. The systematic review process allowed the selection of 16 articles. The results provided insights into the understanding of subjectivity, intersubjectivity, change in psychotherapy, its facilitators, and barriers from these perspectives. It also offered some therapeutic interventions that can be implemented in psychotherapies, integrating dialogical and/or narrative aspects. The centrality of dialogical exploration of patient/client resources, therapists as interlocutors fostering client agency, polyphony serving as scaffolding for change, and interconnection with the sociocultural environment are discussed. The integration of this latter topic has been a challenge for these types of studies, considering the active construction of shared meanings. The dialogical and narrative approaches focus psychotherapy on transforming meanings through dialogue and re-authoring stories, evolving within cultural and historical contexts. Thus, this study highlights the relevance of these perspectives in contemporary psychotherapy, emphasizing dialogue in co-creation within an intersubjective framework.

Exploring Psychological Realism in Bijay Malla’s “Sunglasses” and “The Prisoner and the Dove”

This article explores psychological realism in Bijay Malla’s two stories: “The Prisoner and the Dove” and “Sunglasses.” The study addresses how the characters construct certain thoughts, emotions, and feelings in their minds after observing and experiencing real-world events and conditions. It analyzes the psyches, thoughts, and psychological intricacies of individuals in lifelike situations in Malla’s stories from the viewpoint of psychological realism. The methodology involves a detailed analysis of Malla’s narrative techniques and character portrayals, using the theoretical framework of psychological realism to interpret the mental and emotional states of the characters. By examining the intricacies of the characters’ inner lives and their responses to their environments, the study aims to uncover the psychological depth in the stories. It reveals that Malla effectively presents photographic images of characters’ minds and psyches in both stories. In “Sunglasses,” Malla portrays the contradictory mental state of the narrator after observing his wife’s relationship with another man. In “The Prisoner and the Dove,” Malla presents the psyches and mindsets of political prisoners in jail. These two stories depict the protagonists’ contradictions and complex psyches within contemporary socio-cultural and political environments.

Exploring the multiple dimensions of perceived food access in the local food environment in Flanders: Perceptions of adults in socioeconomically disadvantaged situations

Persons in socioeconomically disadvantaged situations are more susceptible and disproportionally exposed to unhealthy food environments, which results in limited access to healthy foods and poorer dietary outcomes. This qualitative paper examines the various dimensions of perceived food access to healthy and unhealthy foods (i.e., availability, affordability, accessibility, accommodation, desirability, convenience and acceptability) within the local food environment among persons in socioeconomically disadvantaged situations.A total of 23 participants in socioeconomically disadvantaged situations expressed their perceptions of food access within their local food environment and its role in their eating behaviour through participant-driven photo-elicitation in a focus group context (n = 7) and researcher-driven photo-elicitation interviews (n = 16). Reflexive thematic analysis has been used to analyse our data through an access framework.Four overarching themes were constructed. The first two themes concern barriers to perceived food access in respectively the home and community food environment – including the importance of kitchen infrastructure, household composition and transport options. The third theme encompasses the interaction of perceived food access with the sociocultural environment, highlighting its dual role as facilitator (e.g., through food sharing practices) and barrier (e.g., through social stigma and shame). The fourth theme concerns awareness and the ability to navigate within the information food environment, which has also been proposed as a novel dimension of food access.This study emphasizes the complexity of food access and the need for a multifaceted approach that integrates perceptions to ensure equitable access to healthy foods.

Prosocial development in early childhood: strategies of teachers and parents during the COVID-19 pandemic in China

ABSTRACT The COVID-19 pandemic has presented unprecedented challenges for people, including young children. This study focuses on how teachers and parents foster children’s prosocial behaviours during online learning amidst the pandemic. Data were sourced from 100 articles on WeChat Official Service/Subscription Accounts (WOSA) – a popular Chinese social media platform – and from semi-structured interviews with three teachers and six parents, analyzed using content and reflexive thematic analysis methods, respectively. The key findings reveal that children demonstrated increased pandemic-related prosocial behaviours, as a result of specific strategies implemented by both parents and teachers within their sociocultural environment. These findings emphasize the importance of digital platforms and the collaborative practices of teachers and parents in supporting children’s social development during a social crisis, offering insights for shaping educational policies and practices. Future research could explore the long-term impact of pandemic-relevant practices by teachers and parents on children’s well-being across diverse cultural contexts.

Sociocultural Environment and Agency in Identity Construction of English Language Teachers

Identity is an emerging field in educational research focusing on how teacher education programs, training, reflective practices, and short-term interventions impact the identity negotiation of teachers (Gautam, 2018). However, this study reports how different levels of sociocultural environments influence teachers and what initiatives they take for professional development and identity construction. Drawing on Wenger’s (1998) notion of communities of practice and Norton’s (2013) investing, this study sought to uncover the interchange of the development of learning communities and teachers by investigating the life history of four secondary-level English language teachers derived through informal conversations and in-depth interviews. Teachers’ life stories revealed that the environment's micro, meso, and macro levels influenced their professional development and identity construction. Teachers also influenced these contexts, with the most negligible macro-level influence. Despite the massive positive and negative impact of contexts, teachers have also taken initiatives for their professional development, quality enhancement of education, and students’ learning outcomes. Although agency influences the different learning contexts, a minor intervention at the macro level is apparent, implying the need for acknowledging teachers’ opinions in policy formulation.

A validation study for measuring Asian- and Hispanic-serving sociocultural institutions in neighborhoods using business listing data and potential implications for health

Ethnic enclaves influence the health of Asian American and Hispanic or Latinx/a/o populations, likely via neighborhood social, economic, and built environments. To facilitate studies aiming to disentangle these specific neighborhood mechanisms, we describe the creation and validation of two novel measures—Asian-serving and Hispanic-serving sociocultural institutions (SCIs)—to estimate the social, cultural, and economic character of ethnic enclaves in California. Business listing data were used to identify SCIs or businesses that promote cultural and social identity, including arts, civic, historical, religious, social service, and membership organizations. Keyword searches of business names were used to identify potential Asian- or Hispanic-serving SCIs. An online audit of 1,627 businesses within 12 cities confirmed the validity of using keyword searches to assess whether census tracts were high or low in Asian- or Hispanic-serving SCIs (sensitivity: 63%–100%, specificity: 86%–95%; positive predictive value: 63%–89%). In exploratory regression analyses, high presence of SCIs (compared to low presence) may be associated with neighborhood-level health indicators, including greater percentages of residents who had an annual checkup in majority Asian census tracts and lower percentages of residents who were current smokers in majority Asian and Hispanic census tracts. This approach advances methodology in measurement of neighborhood sociocultural environments.

Neformalių XX a. pabaigos – XXI a. pradžios Lietuvos jaunimo leidinių – fanzinų – leidybos tendencijos

This article analyzes Lithuanian youth subcultural group publications – fanzines (zines) – which have not yet received broader attention from researchers. Paper fanzines started to be created at the end of the 20th century and became popular in the 1990s, spreading Western culture ideas and changing the political, and socio-cultural environment in Lithuania along with technological copying and reproduction possibilities. Using resources from Lithuania’s Youth Culture Digital Archive “Lithuanian Zine Collection” and additionally collected sources, the article analyzes the trends in the creation and publishing of fanzines. By comparing the publishing similarities and differences of fanzines attributed to different subcultural groups, the aim is to understand the cultural context of these publications, their relationship with readers, and the publishing possibilities of fanzine creators. The study applies descriptive metadata analysis and systematization of fanzines, as well as ethnographic research methods (targeted interview, questionnaire, and qualitative interviews with fanzine authors, publishers, and collectors). The research results showed that in Lithuania, mainly in the 1990s, metal music fanzine authors, unlike punks and science fiction fans, created more publications written in English. Metal music fanzines were characterized by greater volume. Science fiction fans’ publications differed from those of metalheads and punks by a greater number of continuous issues and fewer one-time publications. Authors of fanzines associated with punk ideology mostly chose to independently reproduce publications using a copying machine, while creators of metal music and science fiction fanzines more often used professional printing services. The language used in fanzines and its style helped to form a close relationship with readers, revealed the identity traits of subcultural groups, and helped metal music fanzine authors to integrate into the international fanzine culture context. Seeking independence and individuality, fanzine creators disregarded professional publishing standards. Fanzine publishing depended on individual choice, motivation, creativity, reader interest, and technological possibilities (publication reproduction, layout). Fanzines created in Lithuania became one of the main forms of idea dissemination, creative freedom, and self-expression for alternative youth communication.