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On the basis of psychologically and philosophically oriented scientific resources, this article analyses philosophical aspects of personality development in the context of an educology of vocation. A classification of philosophical trends of personality development in educology is presented, as they are involved in vocational education and training. Also presented is an investigation of the impact of philosophical trends in an educology of vocation, as these trends are oriented toward persons and their productivity and skill development in problem solving. Finally, perspectives for methodological research continuity in educology are foreseen and conclusions are presented. (Contains 1 table and 3 figures.) [This article was first published in the 2004 Volume 18, No 1 and 2 issue of cd-IJE, and was introduced by the co-editors, Drs. Christensen and Fisher.]

The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type article is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are "Journal of Small Business Management" in global and the "Education Sciences" in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues.

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

This paper reports on the experiences of the authors teaching action research workshops as professional development for language teachers in Europe during the COVID-19 pandemic. It describes work carried out for Action Research Communities for Language Teachers, which is funded under the Training and Consultancies programme of the European Centre for Modern Languages of the Council of Europe as part of its aim to promote quality language education in Europe. The paper focuses on the necessary pivot from face-to-face to online action research workshops and project development in a difficult global context for a group of teachers in Lithuania. It outlines the challenges experienced by the authors and teacher participants, the lessons learned in online teaching of action research, and the positive outcomes for language teachers in setting out on their action research journeys. The paper contributes to the literature on action research in language education and professional development during COVID-19.

This paper examines the use of vignettes as a research method in a comparative exploration of the provision for children with special educational needs across eleven countries. The investigation selected in-country researchers, who responded to questions with respect to children described in 14 vignettes. The questions related to school placement options; assessment processes; support arrangements; service provision; curriculum responses and those involved in placement decisions. The vignette findings were able to highlight differences in placement decisions between the countries; the general lack of pupil voice in decision making and the ubiquitous influence of medical categories within educational settings. The utility of using vignettes in this type of research is discussed in relation to reflecting the complex reality of educational practice in different countries.

Society qualitatively participates in the implementation of corresponding tasks only when it is informed. An analysis of the National Strategy for Sustainable Development of Lithuania expresses concern regarding shortage of information: information receivers are scantily informed, whilst information providers themselves are scantily informed about actual information needs. In Lithuania, informing of society is carried out in both centralised and decentralised ways, when the state makes certain commitments regarding informing of residents because this information enhances attention to educational institutions, including pre-school educational institutions (as a link of education, social support, support to the family and the child), and encourages the interest of interested groups in the quality of children's education. Seeking to ensure sustainable development, in the name of possibilities of more extensive participation of society in pre-school education management processes, freedom in decision-making, and in the name of the formation of society consisting of active and responsible citizens, it is necessary to analyse the experiences of informing the society. Therefore, the research is orientated towards generalisation of the experiences of informing the society in the European Union countries in the context of sustainable development.

The purpose of this paper was to present empirically tested model of the importance of vocational teachers' pedagogical-didactical and psychological factors for inclination to impart their value positions in vocational education. 346 vocational teachers from 27 vocational training institutions and colleges in Lithuania completed paper-pencil questionnaires. A correlation study was designed to determine the extent to which the pedagogical-didactical and psychological determinants are related to values education. The results of Structural Equation Modelling (SEM) indicated 7 significant factors on the inclination of vocational teachers to convey values to learners in vocational education and training. Teachers' efforts to provoke or cause emotions in students during didactical processes, as well as matching students' practical experience and open teaching strategies were identified as the most important pedagogical-didactical factors for teacher's inclination to impart values education. Teachers as pedagogical experts were more concerned with values education than were teachers as didactical or subject matter experts. Important psychological factors included vocational teachers' personality traits of openness to experience and conscientiousness as well as extrinsic social motivation that were significantly related to teacher's inclination towards values education. To our knowledge, this research is the first comprehensive attempt to evaluate the importance of pedagogical-didactical and psychological factors on the inclination of vocational teachers to convey values to learners in vocational education and training. In the future, longitudinal studies are needed to make causal inferences regarding the hypothesized relationships among the variables.

Introduction: This paper reports on a study of publishers' attitudes towards e-books in the context of the global situation of e-book publishing. Comparative data are drawn from a replication of a survey carried out in Sweden, in Lithuania and in Croatia. Method: A self-completed questionnaire survey was undertaken, offering respondents the choice of a printed questionnaire or a response through an online SurveyMonkey alternative. Analysis: Quantitative analysis was performed using the descriptive statistics capability of SurveyMonkey. Results: The three country survey reveals a number of similar responses from publishers on several key issues, i.e., self-publishing, the future role of bookshops, and relationships with public libraries. The results also reveal that publishers have a certain ambivalence on these issues. Conclusion: In "small language" markets, the take-up of e-books represents a much smaller proportion of total sales than in the English language market. Responses to questions on publishers' relationships with authors, booksellers and libraries show a high degree of unanimity of opinion. [Paper presented at the Information Seeking in Context (ISIC): The Information Behaviour Conference, Part 1 (11th, Zadar, Croatia, September 20-23, 2016).]

The title of this paper comes from a quote from Senator William Fulbright, sponsor of legislation that resulted in the American Fulbright Scholar program. The Fulbright Program is based upon a shared commitment by American leaders post World War II who believed everything possible should be done to prevent the horrific tragedy and destruction of that conflict [Fulbright, J.W. (1989, p. xi]. The purpose of the paper is to invite consideration by those who prepare future school leaders to seriously contemplate what future school leaders will need in order to successfully navigate what promises to be increasingly tumultuous conditions. School leaders of the future will need to be "aware of, and find ways of coping with new and often complexifying trends" (Gardner, 2011, p. 286). Future school leaders will need preparation that helps them develop their own minds to meet their futures.

This paper examines the public education system in Vilna Governorate in the period between the second half of the 19th century and the early 20th century. This part of the paper analyzes the system's development in the period 1880-1908. In putting this work together, the authors drew upon a pool of statistical data published in Memorandum Books for Vilna Governorate in the period from 1880 to 1913, as well as an array of statistical data on the Vilna Educational District published in the scholarly journal Zhurnal Ministerstva Narodnogo Prosveshcheniya. The authors also made use of certain regulatory documents. The authors conclude by noting that during the period 1880-1908 the region witnessed a gradual increase in the number of educational institutions and students (a definite rise of at least three times). Estates-wise, the period was characterized by a sharp increase in students from rural areas and a drop in those who were the children of nobles and functionaries. In terms of students' religious affiliation, the way was led by Orthodox Christians, followed by Catholics and then Jews. [For Part 1, see EJ1228743.]

This paper examines the public education system in Vilna Governorate in the period between the second half of the 19th century and the early 20th century. This part of the paper analyzes the system's development in the period 1803-1880. In putting this work together, the authors drew upon a pool of statistical data published in Memorandum Books for Vilna Governorate in the period from the 1860s to the 1910s, as well as an array of statistical data on the Vilna Educational District published in the scholarly journal Zhurnal Ministerstva Narodnogo Prosveshcheniya. The authors also made use of several regulatory documents. The authors conclude by noting that the system of public education in Vilna Governorate had developed markedly distinct characteristics of its own. One of these characteristics was based on the motley ethnical and confessional composition of the area's population. As a consequence, in the period 1803-1880 the region witnessed two Polish uprisings, which would ultimately have an effect on its system of public education. At the same time, the development of the system of public education in Vilna Governorate had a set of features common to other regions within the Russian Empire as well. More specifically, there was a sharp rise in the number of educational institutions subsequent to the 1861 reform, and afterwards there was a drop in that number in the second half of the 1870s.

Introduction: Recent developments in the field of scientific information resource provision lead us to the key research question, namely,what is the coverage of freely available information sources when writing doctoral theses, and whether the academic library can assume the leading role as a direct intermediator for information users. Method: Citation analysis of doctoral theses was conducted in the summer of 2015. A total of thirty-nine theses (with 6,998 references) defended at Vilnius University at the end of 2014 was selected (30 per cent of all defended theses). Theses were randomly chosen from different research fields: the humanities, social sciences, biomedical sciences, technological sciences, and physical sciences. Analysis: The research team was tasked with identifying whether certain resources could be found in the eCatalogue of an academic library, its subscribed databases, freely available online (through Google or Google Scholar), or whether the resources from the library's subscribed databases are identical to those which are freely available. The data gathering process included such resource categories as journal papers, printed and electronic books or book chapters, and other documents (legal reports, conference papers, newspaper articles, Websites, theses, etc.). Conclusions: Library collections and subscribed databases could cover up to 80 per cent of all information resources used in doctoral theses. Among the most significant findings to emerge from this study is the fact that on average more than half (57 per cent) of all utilised information resources were freely available or were accessed without library support. We may presume that the library as a direct intermediator for information users is potentially important and irreplaceable only in four out of ten attempts of PhD students to seek information.

Ethics and ethical behaviour are the fundamental pillars of a civilised society. The focus on ethical behaviour is indispensable in certain fields such as medicine, finance, or law. In fact, ethics gets precedence with anything that would include, affect, transform, or influence upon individuals, communities or any living creatures. Many institutions within Europe have set up their own committees to focus on or approve activities that have ethical impact. In contrast, lesser-developed countries (worldwide) are trying to set up these committees to govern their academia and research. As the first European consortium established to assist academic integrity, European Network for Academic Integrity (ENAI), we felt the importance of guiding those institutions and communities that are trying to conduct research with ethical principles. We have established an ethical advisory working group within ENAI with the aim to promote ethics within curriculum, research and institutional policies. We are constantly researching available data on this subject and committed to help the academia to convey and conduct ethical behaviour. Upon preliminary review and discussion, the group found a disparity in understanding, practice and teaching approaches to ethical applications of research projects among peers. Therefore, this short paper preliminarily aims to critically review the available information on ethics, the history behind establishing ethical principles and its international guidelines to govern research. The paper is based on the workshop conducted in the 5th International conference Plagiarism across Europe and Beyond, in Mykolas Romeris University, Lithuania in 2019. During the workshop, we have detailed: (1) basic needs of an ethical committee within an institution; (2) a typical ethical approval process (with examples from three different universities); and (3) the ways to obtain informed consent with some examples. These are summarised in this paper with some example comparisons of ethical approval processes from different universities. We believe this paper will provide guidelines on preparing and training both researchers and research students in appropriately upholding ethical practices through ethical approval processes.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

We focus on two types of centralised national examinations (the 10th grade tests and Matura examination) that are being carried out in Lithuania for two decades. The aim of the paper is to analyse assessments of mathematics for the entire Lithuanian secondary school population that have no sampling errors while considering the factors of location, school ownership and gender as important indicators when judging about educational effectiveness in terms of quality and equity. We analyse the results of the 10th grade tests for the 2011-2015 period and the results of the same cohorts participating in the Matura examination. We observe that the distribution of the assessments of both exams is asymmetric with a positive skew. The median often is below the middle of the grade scale indicating poor performance or mismatch between knowledge and examination tasks. There are limited differences in assessments with respect to gender and school location, although we detect a tendency to have better mathematics achievement in private schools. The conclusions drawn from national assessment data is somewhat different from international data thus one cannot neglect national information for the development of educational policy. The variables analysed in the analysis has limited predictive power for achievements in mathematics and further analysis is called-for.

Global economic and social challenges in the World require fundamental changes in quality assurance in higher education institutions at the national and international level. Higher education institutions are encouraged to adjust study programs, which would meet the current requirements and needs of the labor market and individuals. Integrated curriculum is one of the measures, which could transform traditional educational paradigm and contribute to higher quality and relevance of learning and teaching. Therefore, this article addresses development and implementation issues of the integrated curriculum with the aim to provide the concept of integrated study program and discuss the opportunities for its application in educational institutions. The theoretical part of the paper gives a brief review of the meaning of the concept of integrated curriculum, the basis for development of such study programs and the connection of such curriculum with requirements of the labor market. Accordingly, the practical part presents the findings of empirical research about the implementation of integrated curricula in Kaunas University of Applied Sciences. The results of the study revealed integrated curriculum meets the students' expectations when the assessment of such programs is ensured constantly.

Questions surrounding mobility and migration are often connected to matters of language, citizenship, socio-economic status and class that are inherently unequal between developed and less-developed nation states. Scholars of geography and demographics have conceptualized both internal and external/international migration with "push" and "pull" factors as salient reasons for mobility. Traditional causes of external migration and so-called "push factors" include conflict, natural disaster, economic collapse, war, and transformations of socio-political systems as well as more promising employment options and decent incomes as contributing factors to external migration (Gonçalves & Schluter, 2020, p.3). Such "forced moves" affect largely disadvantaged populations that are at risk (i.e. asylum seekers, refugees, victims of human trafficking) (Castles, 2003). For individuals engaging in lifestyle migration and lifestyle mobilities and considered voluntary migration, their life circumstances are extremely different in that they are often equipped with "privileged preconditions" (Mancinelli, 2020, p.419) as "nomads from affluence" (Cohen, 1973) including for the most part, education, specialized skills, high standards of living and favorable visa regimes of their home countries (primarily in the West). These factors facilitate a range of choices in terms of where they travel to (i.e. place), also known as network capital, the kind of work they engage in and the rate of their mobility. Based on years of ethnographic work, in this paper, we investigate the different dimensions and discourses of lifestyle migration and lifestyle mobilities, both of which we argue presents a new trajectory and venue to explore within the field of migration linguistics (Borlongan, 2023). By focusing on two different case studies within Norway, we also draw on the notion of mediational repertoires (Lexander & Androutsopolous, 2021) as part of the communicative ecology in which jobs are found and where communication takes place among different types of migrants and their new permanent or temporary homes.

(Purpose) The purpose of this paper was to reveal how stereotyped representations of disability are manifested in school curriculum through the textbook content and the attitudes of participants of education. Research questions of this study were: How is disability represented in Lithuanian textbooks? What is the real discourse--that of participation or of exclusion--formed by the textbooks? What is the intentional learning curriculum of children with special needs, i.e., how do the participants of curriculum--teachers and students--describe it? (Methodology) In carrying out the content analysis, texts and pictures of textbooks were analyzed. 27 Lithuanian language and literature textbooks and 9 Ethics textbooks for Years 1 to 10 were examined, in total 36 textbooks. The same content analysis of oral and written opinions of teachers and students was performed. Semi-open, oral, individual and group interviews among 70 teachers from two districts were conducted. Additionally, the same type of group interviews and discussions were conducted with 231 students from 45 schools. (Results) Information about disabled people and SEN children conveyed to students at school is essentially negative. Textbook texts are often discriminating. They do not develop students' tolerance and understanding of disabled people and SEN children. In the textbooks disabled people are presented, as behaving in a strange way, looking different, they are being ridiculed and on the whole bad features are ascribed to them. In the Lithuanian language and literature textbooks and the Ethics textbooks, the disabled person is seldom presented, as an active and equal member of society. In the pictures, which also send a message about disabled people, almost all of them are presented with visual disorders. (Conclusions) Students are construing a positive discourse of disability: they actualized the positive experience of communication, friendship, joint leisure activities with disabled people and SEN children; they noticed educational possibilities for such children. The inadequacy between mediators of the meanings of disability (textbooks) and receivers (students) could be explained this way: students have construed their own opinion, their own subjective discourse not on the basis of official materials of meanings (textbook content and teachers' explanations), but on the basis of their own individual experience. An educational problem is that most often students' positive experience is not stimulated by official materials (textbook content) and authority (teachers' opinion). (Recommendations) Authors have recommended to the Ministry of Education and Science and to other responsible institutions to design methodological recommendations for the authors of textbooks. Recommendations should mention exactly how (with what frequency, what kind of disorders, in what situations) disabled people should be presented in textbooks. It was recommended to carry out research into different experiences of European countries; their experience should be evaluated, their textbooks analyzed, the opinion of experts of social integration should be sought. Such investigation would help to prepare detailed and clear methodological recommendations, not only for the authors of textbooks, but also for teachers. Such methodological recommendations would help in forming a positive discourse of disability at school. [Abstract modified to meet ERIC guidelines. This paper was published in: Caught in the Web or Lost in the Textbook? Bruillard E., Aamotsbakken B., Knudsen S.V., Horsley M. (Eds.). Eighth International Conference on Learning and Educational Media. IARTEM, International Association for Research in Textbooks and Educational Media. ISSN 1402-9693. p. 447-455.]

As an international informatics contest, or challenge, Bebras has started the second decade of its existence. The contest attracts more and more countries every year, recently there have been over 40 participating countries. From a single contest-focused annual event Bebras developed to a multifunctional challenge and an activities-based educational community building model. This paper aims to introduce the Bebras model using ten years of observations in implementing the contest in different countries. The model is essentially based on democratic and inclusive education values. Systematic literature review of research papers concerning Bebras activities has made an integral background for this model. The model is represented both at international and national levels and consists of several components where the development of Bebras tasks has taken a very significant role. Reasoning on innovated learning informatics and strengthening computational thinking by utilising carefully selected informatics concepts is discussed as well.

This paper addresses the place of the use of international "experts" in assuring the quality of Teacher Education programmes within Higher Education, in relation to the global agenda of improving standards. The experiences of one such "expert" are discussed and recommendations made as to the type of person suited to the role. Some issues relating to Teacher Education in the Baltic States of Lithuania and Latvia are addressed, in particular the need for a change in the culture from a focus on teaching to one on learning, the need to embrace, not resist change and the need to respond quickly to an ever changing education agenda. The paper attempts to address some of the difficulties faced by higher education institutions in the Baltic States and also raises the concerns of the international experts, with particular reference to the lack of good data on which to base their conclusions and recommendations. Despite years of membership of the EU change in Eastern European teacher education is not occurring as fast as it needs to and this is where the advice of the "expert" can be of use.