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,

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