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Improving the Competences of Preschool Teachers by Implementing the Strategy of Universal Design for Education: the Experience of the Leaders

Rasa Braslauskienė Erika Dirmeikė

https://doi.org/10.15181/rfds.v46i2.2724

Pub. online: 4 Jul 2025 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 46, Issue 2 (2025), pp. 6–18

Abstract

This article presents the experiences of the leaders of educational institutions in the possibilities for improving the competences of preschool teachers by implementing the universal design for education strategy. The qualitative research found that the following areas of competence are important for preschool teachers when implementing the universal design for education strategy: continuous professional development, planning and implementation of inclusive education, knowledge of students, media and digital literacy, leadership, etc. Based on the insights of the leaders, teachers must constantly improve their professional competences that are closely related to the quality of children’s education. The findings of the research revealed the informants’ opinions on the most effective ways of improving the competences of preschool teachers, such as: collegial learning, participation in long-term competence development programmes, supervision, projects, idea fairs, self-education, etc. The research participants highlighted the possibilities for improving teachers’ competences by implementing the strategy of universal design for education, including: searching for new educational methods and testing them in practical activities; developing cooperation with parents, guardians and caregivers of students; the opportunity to develop competences in an (in)formal, self-educational way; empowering creativity; participating in various project activities on a national and international scale, etc. The implementation of these possibilities depends on the motivation of teachers and their desire to constantly update and improve their professional competences.

A Human Capital Assessment Monitoring System: Theoretical Analysis for its Implementation and Development

Sandra Jekabsone Janis Priede Irina Skribane All authors (4)

https://doi.org/10.15181/rfds.v45i1.2704

Pub. online: 18 Mar 2025 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 45, Issue 1 (2025), pp. 49–57

Abstract

Human capital consists of a complex and extensive set of components that make up a person as a member of society. As an element of

the overall capital stock, human capital is used as a resource to create tangible and intangible values, as well as to increase the welfare of

society. However, it is challenging to objectively evaluate what human capital has achieved and realised based on work results only. The

study aims to evaluate human capital assessment methods and highlight some considerations for implementing its monitoring system,

which is necessary to promote the progressive socio-economic development of society and the country as a whole. To achieve the goal

of the research, an analysis of monitoring system foundations in scientific literature has been carried out. Human capital assessment

approaches and indicators, as well as various options for developing a human capital assessment monitoring system, were considered.

The Relationship between the Knowledge Economy and Marketing: a Bibliometric Analysis

Agnė Šneiderienė Marius Zamkauskas

https://doi.org/10.15181/rfds.v44i3.2640

Pub. online: 25 Oct 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 44, Issue 3 (2024), pp. 87–102

Abstract

Knowledge is a commodity of the knowledge economy, produced, disseminated and consumed in this environment. It should be

noted that the main enablers, the political system and society, and the main consumers, the economy and society, are highlighted. Moreover,

various marketing tools can be applied to promote a knowledge-based economy and ensure lifelong learning. The selection of

marketing solutions is contingent upon the degree to which society is prepared to transition to a knowledge-based economy. Thus, a

need exists to investigate the relationship between the knowledge economy and marketing. The aim of this research is: by applying

the bibliometric analysis method, to analyse the relationship between the knowledge economy and marketing. The analysis conducted

revealed that the knowledge economy is a relevant scientific field. Topic trend analysis revealed a shift in studies. From 2016 to

date, the emphasis has been on decision-making, manufacturing, sustainability and sustainable development. The focus of studies

has shifted from the United States and the European Union to China. This suggests future research directions, such as research into

the application of the knowledge economy in different settings and different sectors, and research into the relationship between the

knowledge economy and sustainability issues.

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.

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 Potential of Digital Tools for Developing Pre-School Children’s Language Skills: Teachers’ Experiences

Rasa Braslauskienė Erika Turauskienė Reda Jacynė

https://doi.org/10.15181/rfds.v42i1.2607

Pub. online: 11 Jul 2024 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 43, Issue 2 (2024), pp. 5–16

Abstract

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.

Rethinking Maritime Education and Training for Generation Z Students

Inga Bartusevičienė Momoko Kitada Elena Valionienė

https://doi.org/10.15181/rfds.v41i3.2543

Pub. online: 27 Oct 2023 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 41, Issue 3 (2023), pp. 16–29

Abstract

Every country’s economy depends on workforce competencies that are developed mostly by education systems, in which institutions of higher education play an important role. With the spread of higher education and the continuous development of opportunities for lifelong learning, higher education institutions are facing challenges organising education by addressing the needs and preferences of different generations. As research shows, different generations have various learning preferences, needs and goals in life, and education. To organise teaching and learning activities effectively (now and in the future), educational institutions need to understand the characteristics of the multi-generational student population, and the tendencies in future changes to the student population. This is important for many industries, including the maritime industry. To supply young talent to the maritime industry, maritime education and training also need to take into account the future workforce and the needs of industry, in terms of new challenges, such as technological changes, sustainability goals, decarbonisation, and the blue economy. This paper presents an analysis of the changes in the student population at the World Maritime University higher education institution over the last five years, with a special focus on Generation Z. Insights into the organisation of effective education to address the needs of the maritime industry are presented based on the tendencies identified.

The Contribution of Students and Educators to Economic Sustainability Based on their Awareness of their Own Role in Economic Development

Maryna Moroz

https://doi.org/10.15181/rfds.v40i2.2532

Pub. online: 10 Jul 2023 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 40, Issue 2 (2023), pp. 77–88

Abstract

Economic sustainability based on the triple bottom line is not new, but topical in the scientific discussion on the development of economic growth. International organisations globally, together with governments, budget an increase in funding for education as the main tool for sustainable annual economic growth. On the other hand, it is difficult to measure the outcome of financial effort, as it is an intangible asset. The current research is based on interviews with 20 professors and 20 students at Klaipėda University and LCC International University, to learn how they understand their role in economic development, and to verify the dependency of their desire to contribute more to their awareness. The findings of the qualitative research show that productivity by both students and educators depends on their awareness of their economic role. On the other hand, as the study shows the limitation of participants’ perception of their economic role, its promotion is suggested.

Preschool Teachers’ Experiences of Inclusive Education in Developing Children’s Communication Competence

Rasa Braslauskienė Erika Turauskienė

https://doi.org/10.15181/rfds.v40i2.2526

Pub. online: 10 Jul 2023 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 40, Issue 2 (2023), pp. 6–18

Abstract

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.

Experiences of Pre-Primary Education Teachers in Assessing Children’s Achievements and Progress in Distance Education During the COVID-19 Pandemic

Aida Norvilienė Sada Ramanauskienė Neringa Strazdienė All authors (5)

https://doi.org/10.15181/rfds.v34i2.2251

Pub. online: 4 Aug 2022 Type: Article

Open Access

Journal: Regional Formation and Development Studies Volume 34, Issue 2 (2021), pp. 143–154

Abstract

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

of pre-primary education teachers in assessing children’s achievements and progress in distance education during the first

lockdown of the Covid-19 pandemic. The qualitative research involved 15 pre-primary education teachers who worked remotely in

the spring of 2020. The method of semi-structured interview was chosen. The continuity of education was found to be maintained.

All activities were transferred to distance education by emphasising the opportunity for parents to engage, interest and motivate

children. Various tools for distance education were used: online platforms and social networks, general digital software, and specialised

software for the creation and demonstration of teaching materials. The assessment of children’s achievements and progress in

distance education is seen by teachers as a complex process that requires a high level of parental involvement.

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