Klaipėdos universitetas

With the popularisation of education in health care, the promotion of a healthy lifestyle, thereby strengthening all-round health, with physical, mental and emotional well-being, becomes more relevant. The aim of the article is to reveal the possibilities of education in a healthy lifestyle based on the point of view and experience of health-care specialists. The questionnaire survey of health-care specialists showed that the respondents have a positive attitude towards the need for the education of individuals in a healthy lifestyle, but they lack knowledge about strengthening personal health and education in a healthy lifestyle. Although the respondents’ approach to education in a healthy lifestyle is complex, their health behaviour may not always be a suitable example to others. Not only the functions of information and education, but also guidance, consulting and assistance are important to the interviewees, but they lack the skills of educational competence to perform them. In addition, health-care professionals lack sufficient knowledge and ability to apply educational methods, prepare tools, and use resources, and integrate education in a healthy lifestyle into health care.

The study aimed to better understand elementary students’ mental health and well-being before and after the Covid-19 pandemic, as well as whether there are differences in elementary students’ self-reported mental health between racial groups. Minnesota Student Survey results were analysed, and the results of Bonferroni post-hoc tests found significant differences in worrying a lot and feeling sad between racial groups. Hispanic or Latino/Latina students are significantly more likely to worry a lot than all other racial/ethnic groups. Black, African or African American students are significantly less likely to feel sad than all other racial/ethnic groups, except White students. Hispanic or Latino/Latina students reported the largest increases in worrying and feeling sad between 2019 and 2022. The study findings hold implications for practice, including building educators’ cultural responsiveness, increasing mental health support in the schools, and implementing social-emotional learning in elementary schools.

The paper presents the results of a study conducted with 18 students, future teachers. In the course of the study, the students are instructed

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.

One of the most important aspects influencing the quality of life is education. The paper includes the research results from an analysis of how the level of education affects quality of life, and the development of different initiatives and values. An analysis of scientific literature is performed, with a more detailed analysis of data from Latvia, taking into account the level of household income and satisfaction with life. Research methods applied: analysis of scientific findings, analysis of time-series on several indicators of development related to different education indicators, and income indicators depending on educational level, with a calculation of income confidence interval with a probability of 0.95 for households with different educational levels. Data used in the research: data from databases of the Official Statistics Portal of the Republic of Latvia, Household Finance and Consumption Survey. The research results indicate that households in Latvia with a higher education have a significantly higher income than households with primary or no education.