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Klaipėdos universitetas

Author: Julija Melnikova

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Integrating Living Lab Principles in Teacher Training: the Case of the EDUTECH STEAM Lab at Klaipėda University

Julija Melnikova Aleksandra Batuchina Rasa Kulevičienė All authors (4)

https://doi.org/10.15181/rfds.v46i2.2730

Pub. online: 4 Jul 2025 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 46, Issue 2 (2025), pp. 82–93

Abstract

The EDUTECH STEAM lab, established at the Department of Pedagogy in the Faculty of Social Sciences and Humanities at Klaipėda University, serves as an integral component of teacher training by implementing the principles of a Living Lab, a user-centered, open innovation ecosystem that fosters collaboration between educators, researchers and technology developers. This study explores the best practice case of how the Living Lab model, as implemented in the EDUTECH STEAM lab at Klaipėda University, enhances pre-service and in-service teacher training, facilitating the co-creation, experimentation and validation of emerging educational technologies. In particular, the EDUTECH STEAM lab plays a crucial role in preparing teachers to integrate AI-driven learning analytics, adaptive assessment models, and interactive STEAM education into real-world classrooms. The article was conducted using a systematic approach to identify and analyse relevant scholarly works on teacher education, STEAM integration, digital pedagogy, and Living Lab methodologies. The findings indicate that embedding a Living Lab approach in teacher training enhances technological pedagogical content knowledge (TPACK), promotes formative assessment strategies, and supports personalised learning pathways

for students.

Challenges Faced by Primary School Teachers in Implementing Steam Education / Pradinių klasių mokytojams kylantys iššūkiai įgyvendinant steam ugdymą(si)

Rasa Kulevičienė Gražina Šmitienė Julija Melnikova All authors (4)

https://doi.org/10.15181/rfds.v46i2.2728

Pub. online: 4 Jul 2025 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 46, Issue 2 (2025), pp. 61–70

Abstract

STEAM education in schools is identified as one an educational priority. The aim of this article is to discuss the challenges faced by primary school teachers in implementing STEAM education. A semi-systematic analysis of scientific literature was chosen to conduct the study. Based on research findings, three key challenges faced by primary school teachers in implementing STEAM education were identified. The findings of the study suggest that teachers struggle to ensure inter- and transdisciplinarity. Most of the focus is on the integration of science and mathematics, while the inclusion of engineering, technology and the arts disciplines often remains insufficient. While digital technologies have great potential to enrich STEAM education for primary students, their

integration remains a challenge. This is not only due to the lack of available technological options, but also because of the limited digital literacy of teachers, and the absence of clear methodological guidelines for how to use these tools effectively. It is therefore essential to ensure that schools are equipped with the necessary digital technologies, and that teachers are empowered to use them effectively in STEAM teaching and learning.

Using Learning Analytics in Mathematics and Science Education Lessons: A Case Study from Lithuania

Gražina Šmitienė Julija Melnikova Aleksandra Batuchina All authors (4)

https://doi.org/10.15181/rfds.v44i3.2639

Pub. online: 25 Oct 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 44, Issue 3 (2024), pp. 75–86

Abstract

Learning analytics is associated with wide opportunities for the organisation of individualised, differentiated and personalised learning.

Moreover, the individualisation and personalisation of natural science and mathematics education are considered one of the

priorities of Lithuanian education, in order to foster a culture of innovation in schools. The importance of integrated education is

recognised for the sustainable improvement of the students’ competencies: problems in solving issues of the integrated organisation

of natural sciences and mathematics in lessons, searching for the most appropriate didactic solutions, and so on. The usefulness of

learning analytics is quite ambiguous: the search for tools for learning analytics, the system of its use, and definitions of benefits

for the learner, are questions that require researchers’ attention. The current article is based on a qualitative study that particularly

sought to disclose the possibility of using learning analytics in science and maths lessons. Focus group participants were teachers

from general education schools in Lithuania. The aim of the focus group was to extract the accumulated experience of teachers in

working with digital platforms and applying learning analytics based on artificial intelligence. The results of the study revealed that

teachers have no doubt about the benefits of digital platforms integrating learning analytics based on artificial intelligence, in identifying

student (class) learning gaps, and learning characteristics, and making data-based decisions regarding the differentiation and

individualisation of learning. The research participants saw the importance of data generated by learning analytics in planning and

organising integrated maths and science education lessons.

Unveiling the Potential of Learning Analytics in Learning Design: Theoretical Implications for General Education

Kamilė Kesylė Julija Melnikova

https://doi.org/10.15181/rfds.v42i1.2612

Pub. online: 11 Jul 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 43, Issue 2 (2024), pp. 59–71

Abstract

The article seeks to explore the possibilities of learning analytics in the improvement of learning design in general education. Hence,

it aims to describe key components of learning analytics and address its advantages and some limitations in education, as well as to

depict the most common learning design models. Theoretical analysis helped to reveal how learning analytics can provide teachers

with valuable insights into student engagement, progress and learning outcomes. By taking into account students’ data on interaction

with course materials, teachers can identify areas for improvement, and make data-informed decisions on pedagogical strategies. The

implications of the article highlight the most common practices on how learning analytics can be used to evaluate the effectiveness of

the learning design, address weaknesses in teaching-learning process, predict course completion rates by identifying student profiles,

etc. The theoretical implications allow for presupposing that the synergy of learning analytics and learning design could serve the

improvement of the quality of general education.

Data Literacy of Secondary School Teachers: the Competence-Based Approach

Evelina Brazauskienė Julija Melnikova

https://doi.org/10.15181/rfds.v42i1.2608

Pub. online: 11 Jul 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 43, Issue 2 (2024), pp. 17–27

Abstract

This study analyses the charging role of data literacy for general education teachers in the digital age, and highlights the need for

educators to be attentive to the feedback data generated by various educational platforms and the emergence of data literacy as a crucial

competency. Recognising the importance of data literacy in a variety of domains, it highlights the challenges that teachers face

in using data for effective teaching, as teachers play a crucial role in data-driven learning, and make informed pedagogical decisions

based on data interpretation and analysis. The study aims to analyse the theoretical foundations, highlighting the implications of

data literacy for teaching practice and the quality of education. It concludes that effective and equitable education in the digital era

requires the inclusion of teachers’ data literacy skills, and the promotion of a broader public understanding of the interaction between

data, education and student outcomes.

The Impact of School Leaders on Teachers’ Engagement in School Improvement Through an Intergenerational Diversity Lens

Julija Melnikova Gita Šakytė-Statnickė

https://doi.org/10.15181/RFDS.V42I1.2603

Pub. online: 5 Mar 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 42, Issue 1 (2024), pp. 75–85

Abstract

The aim of the research study is to analyse how the leadership of school leaders could encourage teachers to participate more effectively

in school improvement, taking into account the different generations of teachers and the specificities of those generations. The

scientific literature suggests that a specific focus on intergenerational diversity is necessary to better understand differences in teacher

engagement in school improvement. A qualitative methodology was chosen to provide a comprehensive and in-depth understanding

of the participants’ real-world experiences and their subjective interpretations of those experiences. Fifteen school leaders from

general education schools in Lithuania participated in the focus group discussion, and provided insights on how school leaders’

leadership may impact teachers’ engagement in school improvement initiatives, with the focus on addressing generational diversity.

The proposed study does not aim to promote intergenerational stereotypes, but rather to focus on unique intergenerational values,

behaviours and skills. The findings would be useful in developing research-based recommendations for school leaders’ practices

(e.g. recruitment and retention, job satisfaction, career development, motivation and empowerment, teacher role and performance,

leadership, etc) for encouraging groups of teachers of different generations to become more engaged in school improvement.

MODELIO „NUO ŪKIO IKI MOKYKLOS“ KŪRIMO PRIELAIDOS KLAIPĖDOS REGIONE: ŪKININKŲ ĮTRAUKIMO PERSPEKTYVA

Julija Melnikova Inga Dailidienė Simona Grigaliūnienė All authors (4)

https://doi.org/10.15181/tbb.v90i1.2518

Pub. online: 19 Jun 2023 Type: Article

Open Access

Journal: Tiltai Volume 90, Issue 1 (2023): Tiltai, pp. 43–65

Abstract

The article analyses the prospects for small and medium-size farms relating to the development of the ‘From Farm to School’ model in the Klaipėda region. The research aimed to reveal the possibilities for involving farmers in the Klaipėda region in cooperation with educational institutions in order to provide them with farm products/services. Questions relevant to the study were discussed during a focused group discussion with representatives of small and medium-size farms in the Klaipėda region: Are farmers interested in providing services and products to educational institutions? How do they evaluate the public procurement system? What are the possible cooperation opportunities and obstacles? etc. The results show that the needs and expectations for cooperation between Klaipėda region farmers, municipal employees and educational institutions as buyers of services basically coincide. The participants in the research agreed that the food from local growers is good, and they would like children to be fed quality food from local farms in schools. However, the results of the study assumed the insufficient literacy of small and medium-size farmers in order to effectively develop cooperation with educational institutions. Therefore, the article aims to raise awareness of representatives of small and medium-size farms and all interested groups about the ‘From Farm to School’ model, which could have an impact on the better involvement of farmers, and strengthen the connection between local farming communities and educational institutions. Better awareness could help to develop targeted actions of interested parties in order to shorten food supply chains, improve the quality of food in school meals, and promote the supply of products from small and medium-size farms to educational institutions in the Klaipėda region. The research also aims to contribute to the goals of the national Sustainable Development Strategy, by developing knowledge on how it is possible to preserve or restore natural ecosystems with the help of the activities and services of small and medium-size farms.

Skaitmeninių technologijų integravimas į mokyklos, kaip organizacijos, procesus ir praktikas: teorinis modelis

Aleksandra Batuchina Julija Melnikova

https://doi.org/10.15181/rfds.v36i1.2506

Pub. online: 21 Feb 2023 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 39, Issue 1 (2023), pp. 5–15

Abstract

Mokslinio straipsnio tikslas – pristatyti kuriamą teorinį modelį, kuris apibūdintų pagrindinius mokyklų tobulinimo pasitelkus skaitmenines technologijas elementus ir leistų atskleisti mokyklų skirtumus bei nustatyti jų geriausią praktiką ir iššūkius. Modelis projektuojamas tokių teorijų, kaip, pvz., mokyklos tobulinimo, edukacinių inovacijų, besimokančios mokyklos, pagrindu, integruojant naujausias skaitmeninių technologijų vaidmens edukacijoje ir mokyklos vadyboje teorijas. Modelio pagrindą sudaro šeši pagrindiniai elementai, apibūdinantys inovatyvią skaitmeninę mokyklą: mokyklos vizija, lyderystė, mokymo(si) procesas, besimokanti bendruomenė, veiklos kokybės užtikrinimas, skaitmeniniai ištekliai. Ypatingas dėmesys skiriamas skaitmeninių technologijų taikymo galimybėms, atsakant į klausimą, kaip jos prisideda tobulinant pedagoginę ir vadybinę praktiką. Sukurtas inovatyvios skaitmeninės mokyklos teorinis modelis bus tolesnio tyrimo pagrindas, leisiantis mokykloms apmąstyti, suprasti ir tobulinti savo praktikas, siekiant pasitelkus skaitmenines technologijas siekti tvarių pedagoginių ir vadybinių pokyčių.

Integration of Entrepreneurship into Higher Education (Educational Sciences) in Lithuania and Latvia: Focus on Students’ Entrepreneurial Competencies

Julija Melnikova Jeļena Zaščerinska

https://doi.org/10.15181/rfds.v18i1.1250

Pub. online: 4 Aug 2022 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 18, Issue 1 (2016), pp. 100–109

Abstract

The purpose of this article is to highlight the aspects of integration of entrepreneurship into higher education (Educational sciences) in Lithuania and Latvia. The article maintains that proper entrepreneurial competencies are required to successfully start, operate and ensure the new business in the marketplace. From an educational perspective, scholars are primarily concerned with the development of individual-level competencies for entrepreneurship. Therefore the following question arises: what competencies for entrepreneurship should individuals be able to manifest when facing an entrepreneurial venture? More specifically, from educational and higher education perspectives, the question is: what competencies for entrepreneurship should universities address in their curricula for graduate programmes specifically in Educational sciences. Models of students’ entrepreneurial competencies are highlighted theoretically and some empirical insights on which competencies students in Educational sciences from Lithuanian and Latvian universities would like to have acquired are provided. The article presupposes that competence–based education can be designed to promote entrepreneurial activity among university students.

Development of Students’ Innovative Competence in University Studies of Social Sciences, Applying Industry-Based Technologies’ Learning Resources

Andreas Ahrens Julija Melnikova Jeļena Zaščerinska

https://doi.org/10.15181/rfds.v23i1.1682

Pub. online: 4 Aug 2022 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 24, Issue 1 (2018), pp. 52–61

Abstract

The purpose of this article is to highlight the aspects of application of Fast Track Solution SAP Business One Model to the business curriculum of a university study programme. With the SAP Business One, students gain knowledge and understanding on how different areas of business interact and integrate and how information technology-based infrastructure simplify business operations. In addition, this research article introduces and identifies the SAP Business One modules that can be applied to the present business curriculums of university studies, which leads to a blended learning approach when education addresses the needs of industry. Blended learning, as a learning approach that applies the SAP Business One modules, complements the skills required by industries thus fostering the industry-based learning approach. Theoretical knowledge and hands-on experience will make business students gain competitive advantage and competency in innovativeness.

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