Klaipėdos universitetas

The Lithuanian Progress Strategy 2030 and related educational policies emphasise the need to prepare students for a dynamic world filled with challenges and opportunities. This necessitates the improvement of educational content through a competency-based approach that transcends traditional subject boundaries. Implementing interdisciplinary integration requires a holistic combination of knowledge, aligned with student interests and societal needs. Teachers are granted autonomy to design and adapt subject content to meet educational objectives, although this demands both time and specific competencies. Effective interdisciplinary teaching depends on collaborative practices that deepen understanding and enhance skills. Characteristics of transformational leadership, such as trust based on shared values and leading by example, are crucial for improving the quality of education. These values underpin the Agile project management model, which is designed for goal-oriented collaboration amid uncertainty. However, the Agile methodology is not yet widely applied in Lithuania’s education system. This study aims to explore the potential of Agile methodology for facilitating interdisciplinary integration in a gymnasium.

The article analyzes the experiences of Lithuanian and Swedish preschool teachers in multicultural education in educating preschool children. The content, methods and tools of multicultural education of preschool children are revealed. Used research methods: analysis of scientific literature and documents, comparative analysis, qualitative research, semi-structured interviews, and qualitative content analysis. The following aspects of multicultural education emerged: preschool teachers in both countries believe that multicultural education enriches children,

In recent years, crises affecting both the world and Lithuania have posed challenges to educational institutions, prompting them to adapt quickly. This article presents the results of a quantitative study that explores the well-being of Lithuanian teachers and influential factors during the organisation of remote learning in the context of the Covid-19 pandemic. The survey results (n=129) revealed that younger teachers with less work experience felt more comfortable and were more satisfied with remote teaching than their older, more experienced colleagues. Conversely, older teachers with longer tenure found remote teaching more challenging and anxiety-inducing. However, older teachers with longer experience rated their competencies in lesson organisation, emotional