Klaipėdos universitetas

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

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

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

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.

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.

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.

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.

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.