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This comprehensive analysis delves into the multifaceted evolution of research concerning information and communication technology (ICT) within the dynamic landscape of education. Embracing the meta-analysis methodology, this study embarks on a detailed journey through the corpus of scientific literature devoted to exploring the intricate interplay between ICT and education. Covering a substantial temporal span from 2002 to 2022, this investigation meticulously scrutinises and synthesises a wealth of scholarly contributions, illuminating diverse dimensions of the integration of ICT and its impact in educational settings. The overarching objective is to discern not only the methodological nuances, but also the transformative potential and broader trends that underscore the nexus of ICT and education. With a keen focus on Lithuanian scholarly output, this analysis seeks to unravel the intricate tapestry of research endeavours, shedding light on the methodological paradigms, thematic trajectories, and empirical insights that have shaped the discourse surrounding the role of ICT in education over the past decade. At its core, this study aims to address a constellation of probing questions that lie at the heart of contemporary educational discourse. How has the research methodology pertaining to the application of ICT in education evolved over time? In what specific domains and subdomains of education are the contours of the influence of ICT most discernible, and what emergent themes and focal points have garnered scholarly attention? Furthermore, what demographic cohorts and educational stakeholders emerge as primary subjects of inquiry, and how do researchers navigate the complexities of data collection and analysis in elucidating the nuanced dynamics of ICT integration in educational contexts? Through a judicious blend of quantitative and qualitative analyses, this study embarks on an ambitious journey to unravel the intricate threads of inquiry that animate the discourse surrounding ICT in education. By adopting a mixed-method meta-analytical framework, this investigation offers a panoramic vista that spans thematic, temporal, methodological, and demographic dimensions, thereby affording a nuanced understanding of the multifaceted landscape of the integration of ICT in education. In traversing this expansive terrain of inquiry, this study aspires not only to illuminate the contours of past research endeavours, but also to chart a course for future inquiry and innovation in harnessing the transformative potential of ICT to enrich and enhance educational practices and outcomes. After analysing Lithuanian scientific works related to the application of ICT in the field of education, it is evident that quantitative methodologies are most commonly chosen for empirical research on this topic, while qualitative methodologies are less prevalent. In articles employing quantitative methodologies, prevalent themes relating to ICT include: competency, application, possibilities and experiences, virtual learning environments, users of these environments, development in education, usage habits, attitudes towards ICT tool usage, augmented reality technologies, ICT as a component of learning environments, computer usage at home, and incentive-based encouragement using ICT tools. In articles employing qualitative methodologies, prevalent themes relating to ICT include: values education, opportunities, the internet, incentive-based encouragement, virtual learning environments, cloud computing, and experiences of using ICT in the teaching and learning process. Mixed-methodology articles commonly focus on the pedagogical foundations of educational environments, virtual experiments, the engagement of education participants, skills development, adult education, the personalisation of teaching and learning, e-learning, the educational environment, and increasing motivation. The most frequently studied subjects in these articles are teachers, followed by students, with other participant groups such as education experts and support specialists being less common. Systematising the data collection instruments used in the scientific articles analysed revealed that questionnaires predominated, with interviews being chosen less frequently, and other types of instruments being rare. An analysis of the essential conclusions of the examined scientific articles reveals that positive experiences of using ICT in the field of education are significantly more prevalent than negative experiences.

Copyright of Logos: A Journal, of Religion, Philosophy Comparative Cultural Studies & Art (08687692) is the property of Logos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studies of Lithuania's History is the property of Lietuvos Istorijos Studijos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Socialinė Teorija, Empirija, Politika ir Praktika (STEPP) is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital learning has become an everyday experience for a significant part of the population during a pandemic, regardless of their technical and psychological readiness. Both the more and less technologically advanced countries have faced the inevitable need for large-scale deployment of digital learning. This paper presents an assessment of the development of digital learning in Lithuania and the EU countries in 2019, i.e., before the pandemic began. The evaluation is carried out using the Index of Readiness for Digital Lifelong Learning, developed by the Center for European Policy Studies (CEPS) using official indicators and expert evaluation. Despite the growing number of studies aimed at assessing the digital divide in modern society and in education in particular, there is still a lack of empirical material to shed light on the link between the extent of digitalization, its determinants (such as national governance in promoting digitalization), and changes in learning outcomes caused by digitalization. The findings from the CEPS study presented in the paper are the first attempt to move beyond the assessment of the prevalence of learning digitalization in different European countries, taking a holistic view of digitalisation-induced changes in learning outcomes and participation with a special focus on digital learning policy as an important component of digitalisation development. The aim of this article is to assess the digital learning situation in Lithuania using the Index of Readiness for Digital Lifelong Learning, which was developed before the pandemic in 2019. The progress of European Union countries in developing digital learning is reviewed in the paper, based on the results of CEPS (2019) research. The Index of Readiness for Digital Lifelong Learning and the results of Lithuania’s assessment using the methodology developed by CEPS are presented here. The description of the situation in Lithuania is based on the second component of the Index titled “Institutions and policies for digital learning”. In order to qualitatively assess the country’s strategic provisions for digital learning, the method of analysis of the country’s strategic documents was applied. Public expert opinions were included into the analysis of the situation in Lithuania. An interpretation of the comparative analysis of the obtained index values is presented. Standard indicators from the Eurostat, Eurobarometer, OECD, Bertelsmann Stiftung, World Bank, and expert surveys were used to create the combined Index of Readiness for Digital Lifelong Learning. The index is constructed as a weighted average of indicators divided into three categories: learning participation and outcomes, institutions and policies for digital learning, and availability of digital learning. The assessment of the situation in the EU countries, carried out according to the developed methodology, allowed to calculate the value of the Index for each country. Lithuania ranks 11th in the overall EU-27 ranking with an Index value of 0.623. A more detailed analysis allowed us to see that the countries’ ratings can differ significantly according to the different categories of the Index. The Scandinavian countries lead in terms of learning participation and outcomes and, together with the Netherlands and Austria, in terms of availability of digital learning. Southern European countries received relatively high ratings in the Index category “institutions and policies for digital learning”, which reflects their determination to strengthen their position in the digital world. Estonia and the Netherlands also found themselves among the leaders in this category. Lithuania’s relatively high position in the list is also based on positive evaluations of the indicators of the second component of the Index (i.e., policies and institutions), while participation and learning outcomes were assessed modestly. Using the example of Lithuania, the article provides arguments in favor of why the second component of the Index should not be given.

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Konstantinas Regelis was a famous botanist working in Vytautas Magnus University in Kaunas from 1922 to 1940. Following his scientific voyage to Türkiye in 1932, the next year he was planning his another scientific voyage to Türkiye which, eventually, did not take place due to professor’s illness. Based on the findings in the Turkish archives, 9 documents on the planned trip were translated from Turkish and French to Lithuanian containing two letters written by Konstantinas Regelis himself as well as internal communication documents between the Turkish Embassy in Germany, the Ministry of Foreign Affairs of the Republic of Türkiye and the Ministry of Interior of the Republic of Türkiye. The documents reveal various details about the planned trip. [ABSTRACT FROM AUTHOR]

The paper dwells on the longitudinal data set of Lithuanian parliamentary candidates’ views and investigates the post-communist politics of memory. The analyzed surveys are conducted in 2008, 2012 and 2016. Several hypotheses regarding the impact of time, democratic consolidation and geopolitical challenges on the national level of the politics of memory are tested, and we examine differences among party families regarding the politics of memory. The list of dependent variables of this study includes the attitudes of the parliamentary candidates and their determination to implement lustration, ban the public display of Soviet symbols and implement the claim that Russia must compensate the damage inflicted on Lithuania during the Soviet occupation. The study reveals that the politics of memory remains a matter of contention shaped by the dynamic interaction of three kinds of logic: transitional (based on the need to mark a break from the previous regime), post-transitional (encouraged by expiring early transitional conventions and re-articulated geopolitical visions), and partisan (inspired by multi-party electoral competition).

Very limited information about the first Soviet occupation of Lithuania in 1940–1941 and its aftermath reached the foreign public, including the Lithuanian diaspora. The leaders of the Lithuanian diaspora and Lithuanian diplomats abroad gathered even the slightest information about the effects of the Sovietization on the country from a wide variety of sources (the foreign press, foreign diplomats, and the stories of people who had fled Lithuania). This information was essential for informing the world about the real situation in the occupied country. One of the first such “living sources” was the famous Lithuanian photographer and film-maker Kazys Lukšys (1892-1963), who arrived from Lithuania in March 1941 in Los Angeles (USA). During his conversation with the Lithuanian consul, Julius J. Bielskis, the latter gathered his impressions of the situation in Soviet-occupied Lithuania, the radical transformations in all spheres of the country’s life, and the pillaging and destruction of the country. The consul sent all this information, summarized in a letter dated 30th March, 1941, to the Lithuanian envoy Povilas Žadeikis in Washington. J. J. Bielskis himself kept a copy of the letter in the consulate archives. [ABSTRACT FROM AUTHOR]

Copyright of Filosofija, Sociologija is the property of Lithuanian Academy of Sciences Publishers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Information & Media is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the issue of Lithuania’s debt to the United States during the years 1934–1940, a debt period that has not yet been thoroughly analyzed by historians. Unlike the previous period, during this time, the Lithuanian government acknowledged the debt but, like other countries, did not make any payments towards the principal or interest until the outbreak of World War II and Soviet occupation. Similarly to Nazi Germany’s refusal to pay reparations to France, Great Britain, Italy, and other countries for the consequences of World War I, these mentioned states concurrently failed to fulfill their financial obligations to the United States. The Lithuanian government pursued a policy of non-payment, taking into account the position of major debtor nations, citing Lithuania’s economic difficulties, the loss of the Klaipėda Region, and the restoration of the Vilnius Region, among other factors. The Lithuanian authorities proceeded cautiously, valuing relations with the United States and hesitating for a long time to propose a new, favorable agreement on the debt issue to the Americans. Unlike the heads of Lithuania’s foreign affairs and finance ministries, Lithuanian envoy Povilas Žadeikis advocated debt reduction and repayment. He recognized the sensitive view of the debt issue held by American society and some segments of the Lithuanian diaspora, as well as the negative perception of debt non-payment by the U.S. Congress. The envoy justified his position by emphasizing the potential need for significant future moral and material support from the United States. Ultimately, the debt was not repaid, as the outbreak of World War II and its consequences relegated the debt issue to a secondary concern for the United States. [ABSTRACT FROM AUTHOR]

The rebellion that broke out in the Northwest Province (Severo-Zapadnyi Krai) of the Russian Empire in January 1863 and spread over the former lands of the Commonwealth of the Two Nations is not a new topic for historians. The involvement of women in the insurrection of 1863 has also been studied for a long time, with the first research appearing even before the Second World War. So far, Polish, Belarusian, and to some extent Lithuanian, researchers have raised questions about the forms and methods of women’s protests in this insurrection, and the changes in their social role, and analysed women’s memories and images of women. This article is the first to address memoirs of the January insurrection written by women from the former Grand Duchy of Lithuania who observed the events of the insurrection in these lands. The women’s memoirs are analysed here as a whole, in order to reveal some common features. In contrast to previous studies that have looked at women’s memoirs of the rebellion in order to answer questions about the course of the rebellion, the theme of deportations, or women’s ability to balance social activities and family responsibilities during the insurrection, this paper raises the more general question of what women did and did not write about in their memoirs about the insurrection between 1863 and 1864, and why.

In many countries of the world, including Lithuania, suicide rates for men are several times higher than for women. Therefore, the phenomenon of men’s suicide is receiving a lot of attention in public, scientific, and political discourses. In contrast, much less attention is paid to tackling women’s suicides and women’s mental health problems. Lithuania has been among the countries with the highest suicide rates for both men and women in the world for several decades, but research on the social and demographic aspects of women’s suicide in Lithuania is lacking. This paper aims to examine the demographic losses that Lithuania suffers from women suicides and assess the socio-demographic differentiation of these losses. The empirical part of the study was based on the calculation of years of life lost methodology. The years of life lost method is acknowledged as an accurate measure for assessing the impact of specific causes of death on premature mortality. Data sources for this study were the World Health Organization, Institute of Hygiene, and Human Mortality Database. The results of our study show that the number of years of lives lost due to women’s suicide decreased statistically significantly from 376 [321; 431] in 2007 to 287 [238; 335] in 2020. In Lithuania, the total number of women suicide was the highest among the 80+ year age group, however, the number of years of life lost due to suicide was the highest among the 30-39 year age group. The change in women’s suicide rates was inconsistent and for women, the decline in demographic loss due to suicide was twice as slow as for men. Nevertheless, the number of years of lives lost due to women’s suicide was about 5 times smaller than that of men in 2020. In Lithuania, high rates of women’s suicide reflect the poor state of women’s mental health, which poses challenges to the country’s mental health policy and sustainable demographic development.

In the first decade of the Republic of Lithuania, trade with the United States of America was not favorable. A temporary trade agreement was signed in 1925 without a consular section. This partially hampered the activities of Lithuanian consuls in the United States, as they were lacking some privileges. Consuls, especially Povilas Žadeikis, constantly raised the idea of the need for a consular agreement. The ambassador, Bronius K. Balutis, spoke about the need to have a permanent trade and consular agreement, but the government of Kaunas felt there was no rush. The idea of a consular agreement was strongly reinforced only after Žadeikis became the ambassador of Lithuania to Washington. The ambassador urged the government of the Republic of Lithuania to conclude and sign the agreement. However, it was not until 1940 that the text of the consular agreement was finally agreed upon, signed in Washington, and ratified by US Congress. Unfortunately, the Soviet occupation of Lithuania in 1940 prevented the ratification of the consular agreement in the Seimas of the Republic of Lithuania, and exchange of said documents became impossible. The agreement was forgotten. [ABSTRACT FROM AUTHOR]

The article deals with the problem of territorial administrative changes in the eastern part of Lithuania in 1939–1940. The focus of this article is on the late 1939–1940 administrative division of the Vilnius Region returned to Lithuania, the population’s attitude towards the territorial division, the efforts of the Lithuanian representatives regarding the recovery of the remaining Lithuanian areas in Belarus (Švenčionys, Dieveniškės and Marcinkonys districts), and the disclosure of the results of the negotiations. The analysis of archival documents, press and historiography allows us to state that the representatives of the Republic of Lithuania tried to resolve the issue of statehood of Lithuanian territories assigned to Soviet Belarus through diplomatic channels, taking into account the requests of “foreign” Lithuanians to connect their territories to Lithuania. However, the efforts did not yield any positive results in late 1939 through to the first half of 1940. After the occupation of Lithuania on June 15th, 1940, the administrative government of the Republican Party extended the campaign for the “recovery” of Lithuanian territories from Belarus. Political motives led to the fact that most Lithuanian settlements (in the vicinity of Švenčionys, Šalčininkai and Druskininkai) were annexed to the Lithuanian Soviet Socialist Republic (LSSR). [ABSTRACT FROM AUTHOR]

In this paper we focus on the development and academics’ perceptions of managerialism in Lithuanian higher education (HE). We systematically investigate historical changes in HE governance and policies in Lithuania and conduct an analysis of data collected through the APIKS Lithuania project survey of academics at Lithuanian public universities (N=389). We find that Lithuanian HE policies shifted to a rather market-oriented paradigm. The survey results reveal that the majority of respondents perceive their university as highly managerial, which points out to high managerialism in practice in line with the policies. Based on our key findings, we discuss theoretical and practical implications.