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At present, issues of the education system and quality improvement are topical in the whole world. Today, universities need to be prepared to offer young people education that makes them competitive in these new working conditions. When considering development of the education, they shall understand necessity of changing both content and form of the studies. As today's youth grow in an era of digital technologies and is dwelling in a virtual environment, they increasingly are demanding flexible study format that complies with their usual habitat. Therefore, the main task of universities and other higher educational establishments at this time of change is to develop intellectual skills, exploratory research attitudes and build ICT skills in a new specialist. Mathematical study programs and didactics need to be improved on the basis of ICT (paying more attention to the application of mathematics, including using ICT), creating modern technology-based learning materials and ensuring the Internet access. In order to increase students' responsibility for the learning process and to promote the ability to independently acquire knowledge, skills and abilities, it is necessary to create the preconditions for self-directed learning in higher education institutions, that is, students themselves participating in setting the purpose of studies, planning the acquisition of the subject, presentations, and evaluating their work together by agreeing on final assessment with the assessment of peers and teachers. As known, e-studies and self-assessment tests are the basis of self-directed learning. Therefore, the purpose of this research is to determine the use of various e-study materials in the learning of a mathematics course, as well as the importance of tests in the self-assessment of mathematical knowledge and skills. The findings of this study include the analysis of the usage of e-study materials and tests for assessing students' mathematical knowledge and skills, as well as determination of the importance of self-assessment tests in the learning of a mathematics course, based on the students' opinion.

New digital technologies are changing entrepreneurship. Digital entrepreneurship includes new ways how to find customers for business, how to design new products, how to generate revenue, how to collaborate with platforms and partners and so on. Today's labour market requires staff with foundation digital skills, ICT general skills, ICT specialist skills and ICT complementary skills. Improving digital competences is also a major challenge for the European higher education system. The aim of the study is to determine students' views on what digital skills students need to improve in order to enter the future labour market as well as learn and identify opportunities for students to develop their digital skills. Based on the research on digital competences, a questionnaire was developed for students of the Latvia University of Life Sciences and Technologies (LLU). This reassessment was also compared among the faculties of LLU. According to students, the most important digital skills needed for the labour market are as follows: use and manage information (69.84%), evaluation of information (67.19%) and access to information (65.15%). The comparison among the specialties show that students of agricultural engineering and forest science and forestry engineering programmes have the lowest evaluation of their digital skills, but, of course, the specialty "Information technologies for sustainable development" has the highest. Based on the obtained results, the authors suggest that the study course "Informatics" should be regularly reviewed and updated, the development of digital skills should be promoted in all study courses, as well as the study course "Introduction to the specialty" should be used to reduce the gap between ICT skills for the first-year students. [For the full proceedings, see ED621108.]

The time of COVID-19 required appropriate infrastructure, effective planning, digitally competent adult teachers, high quality training content, user-friendly tools, as well as digitally competent learners, to make education and training systems in the digital area. The readiness of the teacher to implement the remote studies, digital skills and ability to learn, as well as mutual cooperation were the determining factors in ensuring quality education during the Pandemic. This article provides a brief insight into a survey of university teachers about the challenges and disadvantages of distance learning, and describes how teachers developed their skills by collaborating and teaching each other.

The role of mathematical education in everyday life, professional activities, attitude towards the role of mathematical knowledge in the labour market is widely discussed in the literature. To improve the studies of mathematics according to the trends in society development, it is necessary to find out the mathematics teaching philosophy as well as to reflect views of the students on the issues of mathematics learning experience and mathematics teaching at university. The structure of mathematical study process for energy and electronics specialties at the RTU and LLU and the survey results, which was carried out at the Latvia University of Life Sciences and Technologies (LLU) and at the Riga Technical University (RTU), are analysed in this article. The questionnaire includes three diagnostic blocks: the role of mathematics in everyday life; in professional work / in relation to the labour market, and mathematics for the general development of a person. The total sample of the research included 887 cases. The results showed that the RTU students were more confident about their mathematical knowledge. They were ready to apply the acquired knowledge of mathematics in a new context and situation, while students of the LLU had more developed ability to use the acquired knowledge and apply in specific situations. A self-assessment method was used in the study; the results were based on respondents' opinion. Since this was a case study and it only reflects the views of the students who participated in the survey, the results did not provide generalizations, however, the study was conducted to identify problems, to carry out a more in-depth study of them and to search for solutions. [For the complete proceedings, see ED600498.]

The mathematics studies at university develop the cognitive abilities of the person, influence studies of special subjects as well as contribute to the development of professional competence. Nevertheless, several studies have been carried out to show that the quality of mathematical studies is decreasing and students' preparation and knowledge deteriorates. The article describes factors influencing the development of mathematics education, seeing motivation as a key element of successful teaching and learning. The article includes theoretical analysis of topical issues like the definitions of learning motivation, its influencing factors, which contribute to the development of mathematical thinking and competence, etc. Based on the analysis and evaluation of the scientific literature as well as taking into consideration the author's reflection, experience and observations, in the study the authors found out the factors influencing mathematics learning at the university, which include internal motives (attitude), rational thinking (potential values of mathematics and advantages in the labor market) and external factors (teaching of mathematics at the university). The findings illustrated by the results of the survey of the students from Latvia University of Life sciences and Technologies (LLU) and Riga Technical University (RTU) on the mathematics learning and teaching. The study proves that the higher the students' achievements in mathematics, the more positive attitude towards mathematics and mathematics studies at the university. [For the complete proceedings, see ED600498.]

Artificial intelligence is becoming more popular between students in higher education helping students in finding answers faster and easier and augment the educational process. Although the educators usually consider artificial intelligence as a threat to educational processes, however artificial intelligence is a leap across creative and innovative thinking in various fields, including mathematics education. Several studies have shown that artificial intelligence allows students to develop and improve more mathematical skills and cognitive skills in learning. It can help students explore more without waiting for an educator. The purpose of the study is to identify what kind of artificial intelligence - based platforms are used by students in undergraduate engineering mathematics studies, to collect the users - students and teachers experience of using them and to perform a comparative analysis of two countries - Latvia and Estonia, identifying the main challenges and considerations for the use of artificial intelligence - based mathematics learning platforms in mathematics studies at universities. Research tasks include identification of AI-based mathematics learning platforms such as Photomath, Desmos, GeoGebra, Maplesoft, Matific, Carnegie Learning, Microsoft Math Solver, ASSISTments, Fishtree, ALEKS, Symbolab, Cognii, Gradescope, Acadly, Maple Calculator as well as chatbot ChatGPT, and analysis of scientific literature on the benefits of their use in mathematics studies. Empirical research includes a survey of undergraduate students in both countries as well as focused interviews of the teaching staff. The research results show that the most popular tools in both countries are Photomath, chatbot Chat GPT as well as Symbolab, complemented by GeoGebra in Estonia and Desmos in Latvia. [ABSTRACT FROM AUTHOR]

Individuals’ emotional well-being is determined by several factors, including the ability to cope with daily stress and the ability to cope with various daily challenges. Ability of the management to provide favorable psychoemotional and psychosocial conditions within their team is particularly important. However, managers do not always have the knowledge and skills to lead their teams. For the development of the methodology, a study of the scientific literature on topical issue like healthy workplace was performed. The empirical part of the study is based on the results of the survey conducted Lithuania, Latvia, Estonia and Sweden within the Nordplus project ‘Dealing with anxiety during a pandemic to enhance adult well-being’ on the impact of Covid-19, as well as the training that would be necessary for the managers of companies or organizations to promote emotional wellbeing in the workplace. The comparative study was conducted from the perspective of both employees and managers. The results show that the impact of the COVID-19 pandemic on workplace and the well-being of employees was not strong for the respondents, depending mainly on the job position, the size of the organization and country. Managers and employees consider various psychological trainings essential. [ABSTRACT FROM AUTHOR]

Individuals' emotional well-being is determined by several factors, including the ability to cope with daily stress and the ability to cope with various daily challenges. In recent years, the Covid-19 pandemic was a major challenge that had a significant impact on the working environment. Remote working, which was introduced during the pandemic, is still in use in many industries and companies, leading to a significant increase in the use of technology and changes in communication and collaboration capabilities. This has a negative impact on individuals' work-life balance, limited socializing opportunities, leading to a deterioration in emotional well-being. In these circumstances, the understanding and ability of the management of the company or institution to ensure favorable psycho-emotional and psychosocial conditions within their team is particularly important. However, managers do not always have the knowledge and skills to improve employees' emotional well-being and ensure a positive psycho-emotional and psychosocial environment in the workplace. The solution to the above situation lies in training for managers of companies and institutions to improve the well-being of employees and to increase their competence. In order to define the content of this training, the objectives of this study are to assess the importance of training and identify what kind of training might be useful to ensure a psycho-emotional and psychosocial environment in the workplace. The results show that the most needed training topics are: Time management, Stress management, Relaxation techniques, Respectful communication, Emotional intelligence, etc. This study was carried out as part of the Nordplus project "Dealing with anxiety during a pandemic to enhance adult well-being". [ABSTRACT FROM AUTHOR]

At present, issues of the education system and quality improvement are topical in the whole world. Today, universities need to be prepared to offer young people education that makes them competitive in these new working conditions. When considering development of the education, they shall understand necessity of changing both content and form of the studies. As today's youth grow in an era of digital technologies and is dwelling in a virtual environment, they increasingly are demanding flexible study format that complies with their usual habitat. Therefore, the main task of universities and other higher educational establishments at this time of change is to develop intellectual skills, exploratory research attitudes and build ICT skills in a new specialist. Mathematical study programs and didactics need to be improved on the basis of ICT (paying more attention to the application of mathematics, including using ICT), creating modern technology-based learning materials and ensuring the Internet access. In order to increase students' responsibility for the learning process and to promote the ability to independently acquire knowledge, skills and abilities, it is necessary to create the preconditions for self-directed learning in higher education institutions, that is, students themselves participating in setting the purpose of studies, planning the acquisition of the subject, presentations, and evaluating their work together by agreeing on final assessment with the assessment of peers and teachers. As known, e-studies and self-assessment tests are the basis of self-directed learning. Therefore, the purpose of this research is to determine the use of various e-study materials in the learning of a mathematics course, as well as the importance of tests in the selfassessment of mathematical knowledge and skills. The findings of this study include the analysis of the usage of e-study materials and tests for assessing students' mathematical knowledge and skills, as well as determination of the importance of self-assessment tests in the learning of a mathematics course, based on the students' opinion. [ABSTRACT FROM AUTHOR]

This article discusses two math learning disorders: dyscalculia and mathematical anxiety. Dyscalculia is a cognitive disorder, math anxiety – emotional. Dyscalculia is a mathematics learning difficulty which is a brain-based condition connected to information organization and proceeding. In turn, mathematical anxiety is one of the emotional factors that causes learning difficulties in mathematics. Therefore, to promote progress in mathematics, the aim of this study is to identify learning difficulties in mathematics from the perspective of teachers and parents, to identify existing experiences in overcoming these learning difficulties in mathematics, and to determine the support needed by teachers. To achieve this goal, both parents and teachers have been surveyed as part of this study. About one-fifth of students have signs of dyscalculia, but 25% – mathematical anxiety. In Latvia, the most problematic type of dyscalculia is the ability to perform mathematical activities and perform both operational and practical calculations, but mathematical anxiety is equally common at all stages of education. According to a survey of teachers, only 7% of students have no mathematics learning difficulties. Parents associate children’s learning difficulties with the organization of the learning process (intensive curricula, when the teacher does not have the opportunity to implement a differentiated / individual approach), as well as teachers’ attitudes. Research shows that teachers are unable or unaware of how to determine whether a student has dyscalculia or math anxiety and do not have appropriate skills, know-how or training to help a student who experiences learning disabilities and difficulties with mathematics. [ABSTRACT FROM AUTHOR]

New digital technologies are changing entrepreneurship. Digital entrepreneurship includes new ways how to find customers for business, how to design new products, how to generate revenue, how to collaborate with platforms and partners and so on. Today's labour market requires staff with foundation digital skills, ICT general skills, ICT specialist skills and ICT complementary skills. Improving digital competences is also a major challenge for the European higher education system. The aim of the study is to determine students' views on what digital skills students need to improve in order to enter the future labour market as well as learn and identify opportunities for students to develop their digital skills. Based on the research on digital competences, a questionnaire was developed for students of the Latvia University of Life Sciences and Technologies (LLU). This reassessment was also compared among the faculties of LLU. According to students, the most important digital skills needed for the labour market are as follows: use and manage information (69.84%), evaluation of information (67.19%) and access to information (65.15%). The comparison among the specialties show that students of agricultural engineering and forest science and forestry engineering programmes have the lowest evaluation of their digital skills, but, of course, the specialty "Information technologies for sustainable development" has the highest. Based on the obtained results, the authors suggest that the study course "Informatics" should be regularly reviewed and updated, the development of digital skills should be promoted in all study courses, as well as the study course "Introduction to the specialty" should be used to reduce the gap between ICT skills for the first-year students. [ABSTRACT FROM AUTHOR]

The time of Covid-19 required appropriate infrastructure, effective planning, digitally competent adult teachers, high quality training content, user-friendly tools, as well as digitally competent learners, to make education and training systems in the digital area. The readiness of the teacher to implement the remote studies, digital skills and ability to learn, as well as mutual cooperation were the determining factors in ensuring quality education during the Pandemic. This article provides a brief insight into a survey of university teachers about the challenges and disadvantages of distance learning, and describes how teachers developed their skills by collaborating and teaching each other. [ABSTRACT FROM AUTHOR]

UNESCO document states that education has a crucial role to play in climate change, building capacities and attitudes for climate change mitigation as well as stimulating and reinforcing understanding and attentiveness of climate change. A particular attention should be paid to adult education. People are living longer in an increasingly global world, jobs are evolving and the impact of climate change is growing. To cope with these changes, there is need for adult education that promotes change by improving social, economic and environmental opportunities and also by improving learners' sustainable attitudes towards the environment. Adult educators are key drivers for achieving this change in the world. Educators have the ability to guide the positive energy of learners to make change possible. It is adult educators who can stimulate adult curiosity and provide learners with the tools and resources to explore, understand, engage and understand the importance of sustainability. Despite it, adult educators identify lack of systemic approach for SDGs implementation working in non-formal adult education field, systemic implementation guidance and daily working manuals for adult educators are missing. For that reason, adult educators from six countries have started Erasmus+ Strategic partnership project "Sustainable Attitude for Environment in Adult Education". Project is aimed to prepare manual for adult educators. For that reason, in the framework of this project a survey of adult educators as the experts in this field was carried out to analyse adult educators needs and competencies on sustainability topics and to identify measures taken daily to reduce the impact of CO2. The article analyses the survey results in Latvia. [ABSTRACT FROM AUTHOR]

The UNESCO document states that Action for Climate Empowerment is implemented through education, which has a crucial role to play in climate change, building capacities and attitudes for climate change mitigation, as well as stimulating and reinforcing understanding of, and attentiveness of climate change. A particular attention should be paid to engineering programmes, as engineers contribute to building a sustainable society, present and future, use resources efficiently and effectively, seek multiple views to solve sustainability challenges and manage the risk to minimise adverse impact on people or environment. In keeping with these principles, a primary objective of higher education engineering curricula is to produce graduates to be able to undertake engineering activities in a way that contributes to sustainable development. A case study was conducted at the Riga Technical University and the Latvia University of Life sciences and Technologies to assess the implementation of the UN Sustainable Development Goals (SDGs) in engineering studies, to assess the ecological intelligence of emerging professionals, and identify the measures to mitigate the effects of CO2. The study includes several components that characterize sustainable attitude to environment: sustainable consumption, environmentally friendly transport, energy efficiency, zero-waste, etc. In total 194 engineering students took part in the study. The paper summarizes the results of a survey on sustainable environmental behavior. The results show that more than half of the respondents (52 %) say they have never heard of the SDGs, 43 % are confident in their ecological intelligence and 42 % say they may have. Although more than two thirds of the students (68 %) are aware of energy efficiency, only 25 % of the respondents carry out an energy audit of their home, etc. The article provides a full analysis of the research. [ABSTRACT FROM AUTHOR]

This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the author's reflection experience and observations on competency-based approach in higher education seeing competence as key element of sustainable development. The competence to be acquired in the study process is reflected in the learning outcomes that describe three major domains: knowledge (learning to know), skills (learning to do) and competences (learning to be). The aim of the article is to analyse the course "Mathematics for Economists" in relation to the dimensions of competence-based education, to determine the extent to which the course corresponds to the characteristics of education for sustainable development. For that reason, in this article is given short summary on the course "Mathematics for Economists" which include the aim of this course, expected learning outcomes as well as the conception of mathematics studies for economists and business managers and made course analysis by four dimensions: contextual learning, interdisciplinary learning, problem-solving and critical thinking. The results show that the course is an example of good practice in transforming mathematics studies into education for sustainable development. [ABSTRACT FROM AUTHOR]