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Inclusive education has become a core principle in contemporary educational discourse. Nevertheless many classrooms continue to face challenges in addressing both gender equality and disability inclusion in meaningful ways. Despite policy-level advancements, there is limited understanding of how teachers personally engage with these issues in their everyday practice. This study addresses the gap by exploring how primary and secondary school teachers construct and interpret inclusion practices related to gender and disability in educational environments. The main objective of this qualitative research was to uncover the values, experiences, and decision-making processes that shape inclusive teaching approaches. Using a narrative inquiry methodology, data were collected through semi-structured interviews with 12 teachers in Lithuania. While the study aimed to include participants from diverse school contexts and teaching roles, selection was influenced by accessibility and participants’ availability, following a purposive-convenience sampling approach. The survey revealed how teachers talk about diversity and inclusion in their schools. The attitudes towards gender and disability inclusion were discussed and practical insights shared. The research further explored how storytelling is used to raise awareness of diversity, both in the context of personal experiences and pedagogical practices. Attention was also given to whether teachers discuss these issues with colleagues and whether they feel supported by the school management, especially when their own gender or disability identity becomes relevant. The teachers' narratives revealed their personal and professional experiences, the meanings they give to inclusion, and how their identities are shaped in the context of various diversity challenges. The study showed how inclusion is lived and reflected upon in everyday school life, from personal beliefs to practical solutions in the classroom. These insights can enrich further research on diversity and inclusion in the school environment and contribute to the development of more context-sensitive solutions for teacher training and curriculum development.

Storytelling has long been recognised as a powerful didactic tool, deeply rooted in human culture and cognition. In educational contexts, it serves as more than a means of transmitting content—it becomes a dynamic method to stimulate creativity, critical thinking, and emotional engagement. Grounded in constructivist and experiential learning theories, storytelling encourages students to explore and express their realities while constructing meaning through narrative; it is motivating and supports their self- esteem when expressing their ideas. When integrated into pedagogical practices, storytelling can foster empathy, enhance memory retention, and promote more profound reflection on complex social issues such as gender equity. This research investigates how storytelling, particularly micro-narratives, can be utilized in educational settings to promote gender equity. The study aims to uncover examples of good practice, understand the mechanisms that make them effective, and offer recommendations for future implementation. By focusing on real-world applications, it seeks to bridge the gap between theory and practice, addressing how storytelling-based approaches can meaningfully engage students, shift their perspectives, and encourage active citizenship. The research adopts a qualitative methodology grounded in case study analysis. The focal case is the European project Schools 4 Gender Equity, which brings together schools, educators, and media professionals across several European countries. The project integrates storytelling into the curriculum through a participatory methodology, where students develop micro-narratives—short, personal, and creative digital stories—to explore themes related to gender roles, stereotypes, and inclusion. These stories serve as both educational tools and acts of expression, offering valuable insights into how young people perceive and challenge social norms. The analysis highlights how students, particularly in secondary schools, actively engaged in creating micro-narratives using digital media formats such as video clips, illustrated stories, and short films. These narratives reflect personal experiences, imagined scenarios, and collective reflections, addressing topics like identity, equality, and social justice. The project also produced a set of pedagogical deliverables, including toolkits, multimedia libraries, and educator guides, that facilitate replication and adaptation across diverse educational settings. The integration of digital storytelling leverages their familiarity with media, transforming passive consumption into active content creation and encouraging critical media literacy. These findings highlight a broader need for educational strategies grounded in practice and capable of fostering genuine engagement in the real world. By centring their voices and experiences, the Schools 4 Gender Equity cultivates empathy, critical thinking, and a deeper awareness of social dynamics. It equips young people to question stereotypes and imagine more inclusive futures. As educators increasingly seek to connect with Generation Alpha, who navigate both digital and real-life identities, storytelling offers a compelling, emotionally resonant medium. Embedding such practices in schools can help build learning environments that are not only innovative and reflective but also genuinely empowering.

Gender inclusion has emerged as a key component of equitable and democratic education systems. While this principle is widely recognised in policy discourse, its practical implementation varies across countries and educational settings. Understanding how gender-inclusive education is promoted in different contexts can offer important lessons for improving institutional practices and shaping future initiatives. As national reforms continue to evolve, international collaborative projects and strategies provide concrete examples of how gender-inclusive education can be successfully embedded across diverse educational landscapes. This study explores practices in promoting gender equality in education. Its aim is to discover how gender-inclusive approaches were conceptualised, implemented, and evaluated within selected initiatives. The study employs a qualitative research design, using a multiple case study approach. Data collection methods include document and content analysis of selected EU-funded and international programmes. The analysis seeks to identify core strategies, challenges, and transferable elements that have shaped inclusive pedagogical environments. A key insight from this study is the importance of adapting gender inclusion strategies to the communicative and media dynamics of post-digital society. This includes a nuanced understanding of how children and adolescents—particularly from Generation Alpha—interact, communicate, and form values. Narrative- based tools, such as storytelling, along with media strategies that promote engagement and meaning- making, are anticipated to be central components in successful gender-inclusive approaches. The conclusions provide a common conceptual framework for these projects, identifying key elements for their implementation and evaluation. By highlighting the structural and cultural factors that support gender equality in education, the study aims to provide relevant input for educators and policymakers. These findings can contribute to the advancement of inclusive education frameworks by offering cross- national perspectives on practical implementation and long-term sustainability.

STORYTELLING, DIGITAL MEDIA, AND GENDER EQUALITY: AN EDUCOMMUNICATION APPROACH IN THE CLASSROOM I. Palomo-Domínguez, R. Tamošiūnaitė Mykolas Romeris University (LITHUANIA) Abstract In today’s post-digital society, characterized by the pervasive presence of digital technologies in all spheres of life, the intersection between education and communication, known as educommunication, emerges as a crucial framework for fostering critical, engaged, and socially responsible individuals. This approach acknowledges the pivotal role of digital media in shaping attitudes, behaviours, and worldviews, particularly among younger generations. Educommunication not only integrates technological tools but also promotes participatory and reflective learning experiences that are essential for addressing complex social challenges, such as gender inequality. In this context, schools play a crucial role in helping students navigate the media-saturated environment and develop values of equality, respect, and inclusion. This paper aims to explore how educational communication can be translated into effective pedagogical practice, with a focus on promoting gender equality. The aim is to identify real-world examples of successful initiatives, analyse their implementation processes, and generate practical insights and recommendations that can be adapted to other educational contexts. The paper also examines how these practices can impact students’ attitudes and contribute to a broader culture of gender justice. The research adopts a qualitative approach, grounded in the case study method, with a focus on the European project Gender Equality Matters (GEM). Implemented in schools across Ireland, Greece, Italy, Croatia, and Spain, GEM aims to combat gender-based violence and promote equality through a whole- school strategy. The project involves students, teachers, and families in a collaborative process that combines classroom resources, teacher training, and community engagement. It uses storytelling, media production, and digital tools to facilitate dialogue and reflection on gender roles, stereotypes, and power dynamics. The findings highlight the vital role of storytelling and digital media in engaging students and promoting empathy. By encouraging students to reflect on and share experiences through narrative and multimedia formats, GEM fosters critical awareness and emotional connection. Moreover, the project underscores the importance of involving families and equipping educators with the skills and confidence to address sensitive topics. In an era of shifting norms, rapid technological change, and increasing exposure to online content, educators face new challenges that require innovative, values-based pedagogical responses. Teacher training is shown to be a crucial component in ensuring the sustainability and impact of such initiatives. In conclusion, the study affirms the transformative potential of educommunication as a method for promoting gender equality in schools. It demonstrates the value of combining theoretical frameworks with practical, action-oriented projects that speak to the realities of digital-native generations. Educommunication fosters the development of critical consciousness and the internalization of ethical values, making it a powerful tool for changing attitudes and behaviours. As future research, it is proposed to investigate how projects like GEM can be adapted and scaled across different educational and cultural contexts, ensuring their relevance and impact in diverse scenarios.

Educational network reorganizations in Lithuania, particularly in regional municipalities, have become necessary due to declining student numbers, migration trends, and the need to optimize public resources. Nevertheless, such reforms raise serious questions regarding social justice and equal access to educational services in different territories. This issue is particularly relevant in areas with decreasing population density, growing proportions of socially at-risk groups, and declining availability of public transportation and other services. The aim of this study is to comprehensively evaluate the challenges of social justice and educational accessibility during the reorganization of the educational network, based on secondary quantitative data analysis. The study used various statistical and administrative data collected from the Ministry of Education, Science, and Sport, the Lithuanian Department of Statistics, regional municipal administrations, and other public institutions. Analyzed indicators include dynamics of student numbers, changes in the structure of educational networks, travel distances to the nearest educational institutions, distribution of teachers and other staff, socio-economic indicators, and population density in different territories. Methodologically, the study involves descriptive statistics, correlation and regression analyses, as well as territorial analysis using geographic information system (GIS) data. This allows identifying which municipalities and localities are most affected by network reorganization in terms of social justice and accessibility. The research data revealed that in regions with low student density and a high number of socially at-risk residents, reorganization often results in decreased service accessibility, longer travel times to educational institutions, and narrower educational service offerings. Meanwhile, in urban centers, the impact of reorganization often manifests in less significant changes, as more alternatives and infrastructural capacities remain available. The study emphasizes that the success of educational network reorganizations depends not only on financial efficiency or infrastructural solutions but also on creating socially just policies. Ensuring social justice requires data-driven planning and sensitivity to territorial and social specifics. It is essential to consider regional differences during reforms to prevent network reorganization from becoming an additional factor deepening social exclusion. These research results provide practical insights for both national policymakers and municipal administrations to develop solutions that combine financial efficiency with social justice and ensure equal educational opportunities for all children, regardless of their place of residence.

Educational network reorganization in the regions is becoming increasingly relevant as municipalities strive to adapt to declining student numbers and use public resources more efficiently. Marijampolė and Šakiai municipalities in Lithuania are undertaking ambitious reorganizations of their educational networks, including both school and preschool institution reforms. In the context of political decision-making, it is crucial to understand the criteria guiding local authorities in carrying out reforms and the social and institutional impacts they foresee. The aim of this study is to investigate the principles political decision-makers follow when reorganizing the educational network, the strategies they use to manage resistance, and how they assess the long-term impacts of reforms. The study applies document analysis (municipal council decisions, reorganization documents), secondary statistical data analysis (student numbers, financial indicators, staff structure), and qualitative interviews with municipal leaders. The analysis is based on a public policy implementation evaluation model, encompassing dimensions such as effectiveness, efficiency, impact, sustainability, and equity. Results reveal that political leaders often need to balance economic arguments with social consequences. One of the biggest challenges is community resistance, teachers’ adaptation difficulties, and maintaining education quality in declining regions. The findings show that political decisions often balance between the need to save funds and the desire to preserve social cohesion in communities. Leaders identify the most frequent challenges as strong community resistance, teachers’ fears about job security, and difficulties in maintaining service quality in remote areas. Politicians emphasize that success depends on transparent communication, data-driven decision-making, and a long-term strategic vision. The study’s findings may be useful for developing strategies that reconcile financial sustainability with social responsibility, aiming for long-term and socially sensitive outcomes in educational reforms.

In the field of education, considerable attention is devoted to strategies for enhancing the attractiveness of careers within educational institutions. In Lithuania, demographic and economic shifts present significant challenges: the proportion of older teachers within the teaching workforce is steadily increasing, while a relatively small number of young individuals are entering the profession. Notably, fewer than 15% of graduates from initial teacher education programs pursue careers in teaching (Education and Training Monitoring Bulletin Lithuania, 2019). According to the Lithuanian Employment Service (2023), the need for preschool and primary education teachers, especially those who can work with students with special needs, is growing significantly, especially in South-West Lithuania. Mitchell (2020) emphasizes that the effectiveness of a school is closely linked to the nature of its community, which should be inclusive, collaborative, supportive—marked by positive interpersonal relationships—and oriented toward continuous learning and reflection. However, the current situation in Lithuania, characterized by a shortage of teachers and the low retention of young graduates in pedagogical careers, underscores the necessity of examining factors that influence school effectiveness. Such an examination is essential to understand the underlying causes of low teacher motivation and to develop strategies for enhancing it. Motivation is a well-established area of inquiry within contemporary psychology, management, and educational sciences. It is commonly defined as a complex interplay of beliefs and emotions that guide and influence human behaviour (Martin & Dowson, 2009), as well as the processes that initiate, sustain, and direct such behaviour (Sinclair, Dowson, & McInerney, 2006). This presentation outlines the findings of a teacher focus group grounded in the theoretical framework of Herzberg’s motivation-hygiene theory (Herzberg, 1968). According to this theory, job satisfaction arises primarily from intrinsic motivational factors—such as recognition and opportunities for advancement—whereas job dissatisfaction stems from extrinsic hygiene factors, including salary, working conditions, and administrative support, particularly when these are insufficiently addressed. The aim of this presentation is to analyse and discuss the results of focus group research investigating teacher motivation. Specifically, it seeks to identify effective motivational tools that support the retention of current teachers and enhance the appeal of the teaching profession to younger cohorts. The results of a focus group study with 80 graduates of the pedagogical study field in South-West Lithuania in June 2025 showed the following effective motivational measures for teachers: internal motivational factors (vocation, love for children, desire to feel needed) and external factors (increasing salary, financial and moral encouragement, improvement of working conditions, assistance in inclusive education, mentoring, etc.). The most effective factors are also noted as the emotional microclimate at school, conditioned by teamwork, formal and informal communication. The study revealed the incentive measures of the municipality and school leaders. Respondents identified negatively factors, what made effect on the prestige of pedagogical work in society.

The prevailing complexity, complicated management, and communication tools have led to a situation in which cooperation between academics and practitioners has become essential for generating higher added value in science, management, and for the well-being of residents. In Marijampolė Municipality, efforts to improve social services involve greater collaboration between municipal institutions and non-governmental organizations (NGOs). These NGOs vary in terms of size, capacity, and the scope of their activities. Consequently, the municipal administration plays a pivotal role in organizing service provision and coordinating the entire network of service providers. However, greater attention to the coordination of this process and the application of good practices from abroad would likely improve cooperation between the municipality and NGOs, which would in turn improve the quality of social services provided. In order to reveal the potential for cooperation between the Marijampolė municipality and NGOs and to have a positive impact on the south-western region of Lithuania by developing a network of social services, Mykolas Romeris University (MRU) is implementing an applied research project entitled ‘Development of cooperation between the Marijampolė municipal administration and non-governmental organisations in the provision of social services (NGO4MSA)’.

The growing complexity of global issues and the pressing demand for innovative, socially responsible business models have made social entrepreneurship an essential skill in higher education. Virtual learning environments (VLEs) offer unparalleled opportunities for cross-cultural exchange, inclusivity, and accessibility in teaching social entrepreneurship. They allow students from different cultural backgrounds to collaborate regardless of their location. This study aims to evaluate the effectiveness of cross-cultural virtual learning environments in teaching social entrepreneurship by focusing on developing students' practical skills and their intention to engage in social business. This study is based on two online surveys conducted among in total of 100 students from eight different European universities who completed a social entrepreneurship course between March - May of 2025. The surveys included quantitative and qualitative elements that captured demographic information, pre- and post-course knowledge assessments, motivating factors, perceived obstacles, satisfaction levels, and feedback for improving the course. Descriptive and correlation statistical analyses were employed to evaluate knowledge improvement and likelihood of practical application, while thematic analysis was used to assess qualitative feedback. The survey results indicate a significant increase in knowledge of social from the pre-course survey. Students highlighted valuable components of the course, including case studies and real-world examples, engaging virtual lecturers and materials), and the opportunity to collaborate in an international environment. While the course structure was generally appreciated, suggestions were made to improve scheduling, increase hands-on learning opportunities and continue working on the business plan to promote more cross-culture cooperation. Notably, a significant number of students expressed an intention to start their own social businesses, reflecting a shift from theoretical interest to concrete plans. The course enabled students to develop new ideas and strategies for addressing social issues, fostering their ability to translate academic learning into practical action within their communities. Participants reported increased confidence in their entrepreneurial skills and a clearer understanding of the real-world challenges associated with social entrepreneurship. The virtual learning environment facilitated cross-cultural collaboration and networking, expanding students’ perspectives and supporting the development of multidisciplinary approaches to social innovation. Feedback suggests that integrating more mentorship opportunities and increasing the practical, hands-on components could enhance future iterations of the course. Overall, these findings highlight the value of cross-cultural virtual learning environments (VLEs) in teaching social entrepreneurship. They provide evidence of the capacity of VLEs to enhance knowledge, inspire entrepreneurial action, and support the development of the practical skills needed to address societal challenges in diverse contexts.

The brand value co-creation is one of the most influential concepts in modern marketing. Brand value co-creation is defined as a joint process that involves customers and providers creating some output of value. Value co-creation is an interactive process where the involved actors collaborate to create value for each other. Value can be derived through interaction with the firm, its brands, and its value propositions; it can also arise through the process of consumption, and value can be created through network relationships and social interactions among all the actors in the ecosystem. The brand value co-creation framework enables the creation of value for all parties involved. The value co-creation of a brand benefits companies by increasing sales, market share, brand awareness, brand satisfaction, and consumer loyalty. This article discusses the value created for consumers involved in brand value co-creation. Involving consumers in a range of proactive activities, including development, feedback, advocacy, and support, can work together to create consumer perceptions of the brand's value. The paper describes how brand value co-creation can be manifested through consumers' engagement behavior in brand activities. The different understandings of brand value for consumers and how brand value co-creation dimensions can be understood are discussed. The article describes the features and practices of functional, emotional, social, individual, moral, and ethical dimensions of value. The research methods used in this academic article include literature review, systematic analysis, and generalization. The main purpose of this article is to enhance the public relations, communication, and marketing managers' knowledge and raise their qualifications in understanding the features and practices of the brand value co-creation dimensions.