Klaipėdos universitetas

The article analyses teachers’ experiences of the use of digital tools in the development of pre-school children’s language skills. Findings from the qualitative research revealed that the use of digital tools helps to open up these possibilities for preschoolers’ language development: improving children’s speaking and active listening skills; meeting children’s different educational needs; developing fine motor skills; developing reading skills; facilitating spontaneous learning; helping teachers to plan educational activities; individualising and differentiating the content of education; ensuring quality parent-teacher cooperation; etc. Teachers face the following difficulties when using digital tools to develop pre-school children’s language skills: a lack of funds to purchase digital tools; inaccurate information in digital space; inappropriate educational content for children; lack of methodological hours to create interactive tasks; etc. In the opinion of the informants, the success of the use of digital tools is determined by the teacher’s personal qualities, motivation, and the ability to apply effectively innovative educational methods. This is why teachers regularly participate in seminars and conferences, share best practices on social networks, etc.

Processes of inclusiveness in the implementation of education, trends, and the prevailing experiences of creating inclusion in educational institutions, in the life of an institution’s community, and in educational practice, have created new challenges and opportunities for teachers. The following article shows preschool teachers’ experiences of inclusive education in developing children’s communication competence. A qualitative research strategy was chosen for the empirical study. Preschool teachers, who work in the inclusive education group and have experience of working with children with autism spectrum disorders, participated in a semi-structured interview. Teachers’ experience of inclusive education has been analysed on the basis of the following aspects: an assessment of the situation in the context of inclusive education; the organisation of children’s communication competence activities in inclusive education; preschool teachers’ feelings and their experiences; and the advantages and disadvantages of inclusive education experiences in developing children’s communication competence. The research findings show that it is difficult for teachers to work in inclusive education groups, because educational institutions lack specialists, teachers lack competencies, motivation and educational tools, and parents are not satisfied with the educational situation.

This article presents the points of view of case managers about the possibilities of cooperating with social educators in providing assistance to adolescents who do not attend school. The article was based on an analysis of academic and normative literature, and on the findings of qualitative research conducted by the authors. The analysis of the qualitative research data highlighted the following findings: in the opinion of case managers, cooperation with social educators could be strengthened by joint meetings, workshops and joint supervisions. An algorithm of consistent cooperation was created in order to achieve changes and positive outcomes for the child’s well-being.

The Covid-19 pandemic posed new challenges and opportunities for participants in education. The following article reveals the experiences

The article analyzes the factors that influence the quality of the study. Quality of study and its assurance are priority tasks in the European higher education area. The key provisions of the Bologna Process focus on the paradigm shift in higher education. The Berlin Communique (2003) identifies the need for quality assurance at institutional, national and European level as well as for the development of common quality assurance criteria and methodologies. The Bergen Communiqué (2005) emphasized the importance of research for the improvement of studies, and endorsed the European qualifications framework for higher education based on learning outcomes. They are defined by the Dublin Descriptors (2005), which describe knowledge and understanding specific to each cycle, the application of knowledge and understanding, as well as decision-making, communication and learning to learn skills (2014-2020 Case Study of the Suitability and Compatibility of European Union Funds Investment in Training Programs, 2018). The Leuven Communique (2009) emphasizes student-centered studies, which remain a priority in the European Higher Education Area Quality Assurance Regulations and Guidelines (2015). The article analyzes the attitude of students of pedagogical studies towards the factors that influence the quality of studies. Students from Lithuanian and Romanian regional universities (Klaipėda University and 1 Decembrie 1918 University) participated in the study, 553 persons studying in various forms, undergraduate and postgraduate studies. The study was conducted with the aim of increasing internationalization and developing partnerships with European Union universities. Close collaboration in research helps to disseminate best practice in improving the quality of studies. This international study is theoretically and empirically based on the research methodology and statistical methods have identified the most important factors that determine the quality of the study process. It is researched how students’ attitudes towards individual study process quality factors depend on their study evaluation, learning motivation, age and other parameters. The dissemination of the research results will help the academic community of the universities to carry out similar research and to improve the quality of studies on this basis.

Higher education, scientific research and innovations play a significant role in supporting social cohesion, economic growth and global competitiveness. The Bologna Process documents note the importance of the involvement of students in the quality assurance of higher education.The aim of the article is to reveal the connections between learning provisions and study quality of the Klaipėda University (hereinafter: KU) Childhood Pedagogy study programme students. 131 students of Klaipėda University Childhood Pedagogy study programme were interviewed by means of a questionnaire.The research reveals that students’ attitudes towards individual determinants of the study quality are related to the learning provisions that they follow. Students have identified most important factors affecting the quality of studies: relationship between the student and the university teacher, student motivation to learn, teaching/learning methods and university teacher competences. The results of the research can help university management team, programme curators to enhance educational processes at the university by improving the quality of studies.

This article analyses the opinion of pre-school teachers on the peculiarities of the development of language skills of pre-school

Strategic documents (Description of Pre-school Children’s Achievements, 2014; State Strategy for Education in 2013–2022, 2014; Concept of Good School, 2015; Methodological Recommendations for Pre-school Education, 2015; etc) state the need to create conditions for children to actively work, investigate, create, discuss, and learn to solve problems, etc. This changes the classic approach to the quality and outcomes of pre-school education. The article analyses teachers’ attitudes towards the possibilities for applying active learning methods in developing children’s language skills at pre-school age. The findings of the qualitative research have revealed that pre-school teachers look for the most effective, child-friendly education methods and tools in order to ensure the success of children’s language education and their optimal achievements according to the children’s abilities. From a teacher’s point of view, pre-school children whose teachers apply active learning methods have the following opportunities for language education: to think creatively, experience the joy of education, take responsibility, investigate and solve problems, work in pairs and/or groups, learn to believe in themselves, use media, develop responsible media usage habits, etc. The findings of the research reveal that children’s language education possibilities using active learning methods are highly dependent on the teacher’s competencies, creativity and willingness to work in a different, non-traditional way.