Index Copernicus

The rapidly evolving global business environment demands significant changes in business education, as traditional models often fail to provide students with the practical skills and adaptability needed for today’s complex market. Scholars such as Beamond, Farndale & Härtel (2024) and Zsolnai (2024) argue that conventional business curricula overemphasize financial performance and theoretical models while neglecting essential social and environmental considerations. A key issue is the gap between academic knowledge and industry needs, where graduates frequently lack hands-on problem-solving skills and real-world experience (Smith & Brown, 2024). This study examines the Rotterdam Business School (RBS) experience, showcasing how business schools can integrate innovative, sustainability-driven practices and experiential learning to remain relevant. Using literature review and document analysis, the study evaluates the limitations of traditional business education and highlights emerging methodologies that bridge the gap between academia and industry. Findings indicate that close collaboration with industry, hands-on learning, and sustainability integration are crucial in preparing business graduates for future challenges.

Following the 1772 partition of the Polish-Lithuanian Commonwealth, John Lind, Simon Linguet, and Louis-Antoine de Caraccioli took up the pen to defend its cause. By appealing to the reason and feelings of their readers in the face of the tragic events that had befallen the Republic, these essayists helped to sensitise European public opinion to its fate. The aim of our study is to define how the stupor caused by this first division contributed to the emergence of a common European consciousness. In this way, we hope to contribute to a better knowledge of the reception given by 18th-century public opinion to the dismemberment of the Polish-Lithuanian Republic.

This study aim to investigate the development of outdoor physical activity (PA) and pedagogical strategies for children aged 1.5 to 3 years. The study used purposive sampling, deliberately selecting a group of six informants, pre-school teachers working with children aged 1.5 to 3 years, through focus group design. The sample for qualitative study was flexible and based on the principle of data saturation, interviews were carried out until new information became available. Key issues identified included following questions: do children aged 1.5 to 3 years spend sufficient time outdoors in pre-schools? Are the conditions for children's PA in outdoor environments of pre-schools adequate? In response, pre-school teachers employed various strategies such as (in)formally assessing children's progress and planning new activities constantly strive for the goals of children's comprehensive education. Pedagogical effects for children PA revealed through various activities which are characterized by playful features, various movement places, active games, thematic weeks. An analysis of the impact of outdoor environments on the PA of children aged 1.5 to 3 years the findings revealed a direct influence on the expression of PA. The outdoor environment encourages a variety of movements, enhances motor skill development, fosters healthy PA habits, and provides opportunities for exploration, creative engagement, and social interaction. In requirements for outdoor environments, teachers strive to ensure they are adapted to the needs of young children: safe, stimulating, flexible, dynamic, and spacious enough to support free movement, with a variety of age-appropriate and safe equipment.

Aim. The impacts of web-based learning technologies have been widely investigated across different countries in many fields of university studies. In Lithuania, however, little known research has investigated their use in translator training. Thus, the present study attempts to address this gap by analysing undergraduate translation students’ experience of and their views regarding the use of web-based learning technologies in their studies. Methods. In the present small-scale qualitative research, the data was drawn from 34 essays written by undergraduate majors in translation and analysed using the inductive content analysis. Results. The study revealed some categories and subcategories of educational benefits and challenges caused by the use of these technologies as seen by the students themselves. Conclusion. The results demonstrate that most students considered that using web-based learning technologies was both a positive and negative experience, several students viewed this experience as being solely positive and one student’s experience was negative. To overcome negative effects, it is recommended to raise students’ awareness of the potentially harmful effects caused by their excessive use as well as to develop the skill of managing the amount of time spent using them. Cognitive value. The present study is one of the first focused on the use of such technologies by future translators in Lithuania to date. Even though its sample size is small, its findings deepen our understanding of translation students’ views regarding the use of such technologies in their studies. In this way, the study contributes to the theoretical considerations and empirical procedures in the field and calls for further research.

Розкрито сутність, цілі і цінності індивідуальної освітньої траєкторії здобувача вищої освіти. Відповідно до аксіологічного підходу проаналізовано можливості реалізації індивідуальної освітньої траєкторії студентів в українських університетах. Розкрито окремі виклики та способи їх рішення в реалізації індивідуальної освітньої траєкторії на бакалаврському і магістерському рівнях вищої освіти. Наголошено на тому, що успіх індивідуальної освітньої траєкторії залежить від низки чинників. Серед таких чинників виокремлено наступні: переосмислення ідеї предметної інтеграції англійської мови з іншими освітніми компонентами конкретного рівня освіти, чіткі планові патерни взаємодії студента з викладачем та іншими студентами в академічній групі у позааудиторний час, узгоджені канали і способи комунікації, кореляція цілей вивчення навчальної дисциплін із визначеними результатами навчання під час вибору способів самостійної навчальної роботи, вибору цифрових сервісів, оптимізація форми звітності і обсягів самостійної навчальної роботи з кожного модуля навчальної дисципліни у випадках навчання за індивідуальним навчальним планом, пропусків аудиторних занять з об’єктивних причин, за потреби — створення інклюзивного освітнього середовища під час реабілітації чи відновлення студента. Наведено пропозиції щодо організації роботи в групі (малій чи змінного складу) з використанням сервісів Canva, Padlet, які містять значний потенціал для організації проєктної роботи. Рекомендовано переліки систем штучного інтелекту в якості помічників для самостійної роботи з опанування іноземної мови за професійним спрямуванням. Наприклад, «Babbel» для аналізу прогресу та надання відгуків і вправ, адаптованих до конкретних потреб, має програмурозпізнавання голосу, тож є можливість удосконалити свою вимову, «Duolingo. Pimsleur» платформа використовує технологію розпізнавання голосу за допомогою штучного інтелекту для спілкування англійською, кожне заняття триває 30 хв; Gemini, бот для вивчення англійської від Google можна використовувати, щоб генерувати справжні заняття з англійської мови, гейміфікований онлайн-тренажер для розвитку словникового запасу Quizlet.

Students are understood as intellectual, physical, emotional, and spiritual human beings who interact reciprocally with the political, economic, social, cultural, and spiritual dimensions of their communities (Maistry & Thakrar, 2012, p. 65). In this context, a new study course was developed and piloted to strengthen students’ preparedness for community engagement practice. The article presents this study course, outlining its aims, content, structure, and instructional design, and discusses its accessibility for higher education institutions seeking to foster citizen participation processes. The implementation of the course at Mykolas Romeris University (Vilnius, Lithuania) is used as an illustrative case to demonstrate its applicability and potential impact. The course “Participation Management: Tools for Citizen Engagement and Community Empowerment” builds on students’ knowledge to promote compassionate, socially engaged, critical, and responsible citizenship. By engaging students with real community challenges and integrating them into purposeful activities, universities assume a mediating role in addressing societal issues and preparing future professionals capable of contributing to community resilience.

Anthropomorphism in animation fosters emotional engagement by merging human-like traits with the distinctive behaviors of animals. This paper examines how three major 3D animated films—Kung Fu Panda (2008), Zootopia (2016), and Sing 2 (2021)—utilize anthropomorphic characters to create humor, emotional depth, and audience empathy. Using a qualitative comparative case study approach, the analysis explores how genre conventions, animation technologies, and species-specific character designs contribute to storytelling and emotional resonance. Findings highlight how advancements in facial rigging, motion dynamics, and expressive animation have enhanced the portrayal of nonhuman characters with relatable human emotions. The study emphasizes the continued versatility of anthropomorphism as a storytelling device, capable of addressing universal themes such as self-discovery, social bias, and creative aspiration across diverse narrative genres.

This work comprises a theoretical foundation presented through an explanation of key concepts like cognitive linguistics and conceptual metaphor. The primary goal of this research is to examine conceptual metaphors using the words "love" and "death" within the British national corpus. The specific objectives of this study are as follows: to discover, recognize, and categorize the conceptual metaphors associated with the words "love" and "death" based on their source domains. A total of 149 instances of conceptual metaphors involving the term "death" were categorized into 15 different source domains, namely object, end, experience, state of mind, living being, unlawful act, loss, punishment, game, journey, illness, accident, bad habit, starvation, and a container. The most prevalent source domains among these were object, living being, end, and unlawful act. Similarly, the study identified 348 instances of conceptual metaphors related to "love" and classified them into 16 source domains: object, container, living being, nature, religion, fire, disease, nutrition, building, war, material, performance, knowledge, reward, court, and government. The most commonly occurring source domains here were object, living being, and container.