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School-based social capital includes a social network of teachers, counselors, and other staff who have the competence and desire to share institutional resources and opportunities. According to Stanton-Salazar (1997) and Stanton-Salazar and Dornbusch (1995), potential school-based social capital is actualized: (a) when the school network includes students’ supportive ties with school staff members, and (b) when staff members’ shared resources and expectations lead to students’ advancement in the educational system. School-based social capital can be actualized through mentoring and individualized student–staff relationships within schools (Noeth & Wimberly, 2002; O’Connor, 2000). These relationships have proved pivotal in helping students from disadvantaged homes, communities, and even schools get the necessary resources and social supports to make the transition to college (Farmer-Hinton, 2008). Social capital is relational. Resourceful and reciprocal teacher–student relationships can translate into a whole spectrum of institutional support. Social capital then becomes a deliberate choice of individuals, such as teachers, to take actions on behalf of themselves or their community. This study explores how individual school staff members have served as advocates for students’ aspirations in the context of collaboration in the Erasmus+ project titled “Shaping the network competences of young girls from minor towns and restructured areas as future business leaders operating in a 4.0 economy” [ID KA220-YOU-CF9C51BF]. A total of 15 teachers/educators from Poland, Romania, Lithuania, and the Czech Republic participated in the training. The international Teachers’ Training held in Cluj-Napoca from 20 to 24 October 2025 represented a key activity under Work Package 2 of the Girls4Economy project – Train-the-trainers meeting. The main aims of the training were to: 1) introduce the project framework, methodology, and the Teachers’ Toolkit; 2) strengthen teachers’ digital and network competences in line with DigComp and DigCompEdu frameworks; 3) prepare educators for the pilot implementation phase in their home countries; 4) provide hands-on experience through simulations, group work, and reflective activities. The study discusses teachers' feedback on satisfaction, relevance, implementation readiness, and usefulness of the training. The evaluation presented here is based on an online questionnaire including Likert-scale items and open questions. The data revealed that the Teachers’ Training in Cluj-Napoca provided a strong foundation for the pilot mplementation phase. Participants left the training motivated, informed, and equipped to promote digital and network competencies among their students. Capturing how the school engages and implements an Erasmus+ programme and utilises its social capital may lead to more effective programmes within schools. It is important that schools are involved in Erasmus programmes because schools can activate their social capital through the networks. The school benefits by achieving higher social capital and more connectedness if they do implement the programme in this fashion. By being involved in Erasmus+ programmes, schools and teachers can activate their social capital through the networks that they expand. Erasmus+ experience leads to significant challenges as well as reasons for pride. It creates potential to support youth as leaders in social capital building and addressing community resilience.

Intercultural communication competence (ICC) is conceptualized as an individuals‘ ability to achieve their communication goal while effectively and appropriately utilizing communication behaviors to negotiate between the different identities present within a culturally diverse environment (Portalla and Chen 2010, p. 21). Whether or not someone can cope with the emotional, cognitive and behavioural differences that arise during encounters with people from different cultural backgrounds depends on the individual‘s level of ICC (Portera, 2014). The agreement in the field literature is that ICC is an acquired competence: personal, educational, and professional experiences lead to its continuous development (eg, Wolff and Borzikowsky, 2018; Reichard et al., 2014; Williams, 2005). The acquisition of ICC requires not only adequate education but also constant practice, experience abroad, contact with otherness, and role models. If the level is high, the person will be able to use appropriate strategies to manage dialogue, interaction, disputes, and mediation, and thereby promote positive interpersonal and social ‘spirals’, which can contribute to personal and social development and enrichment (Portera, 2014, 164). The present study seeks to investigate the levels of students’ ICC. Are there any significant differences between Japanese and Lithuanian students’ levels of ICC? The study is based on K. Deardorff's (2006) pyramid model of intercultural competence, which places particular attitudes as a fundamental starting point for the development of intercultural competence. The acquisition and use of particular sets of knowledge and comprehension, including self-awareness and skills, are built on this foundation. The next level is an informed frame of reference, which includes empathy and an ethnorelative view. Intercultural competency is conceptualised as dependent on these foundations. Two convenience samples were selected on the basis of availability, including 120 Japanese students enrolled at a large university located in Tokyo, Japan, and 98 Lithuanian students enrolled at a university located in Vilnius, Lithuania. Students were asked to answer a self-report questionnaire with an average completion time of 20 minutes. All participants contributed on a voluntary basis. Data collection was performed in university classes. Only the correctly completed questionnaires without unanswered items were considered. The study data were analyzed using the SPSS (Statistical Package for Social Science 25) program. Determining individual potential for performance within multicultural environments is important in the increasingly globalised workplace (Martin, 2010). Assessing ICC is important for training and development purposes. By comparing the levels of ICC, educators can better assess whether various educational objectives are being met. Similarly, examining the levels of ICC can help educators design interventions that improve intercultural awareness, understanding, and empathy (Bean and Boffy-Ramirez, 2019).

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.

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.

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.

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.

Centralization reforms in the education sector aim to ensure consistent service quality and more efficient use of resources. In the studied Lithuanian municipality, ten separate preschool institutions were merged into one centralized kindergarten, seeking to establish unified professional standards and improve educational quality. However, such changes raise questions about how the newly implemented reforms are perceived in employees’ daily practice. The aim of this study is to reveal how, under conditions of centralization, employees perceive the clarity of educational quality principles, the application of professional standards, and the role of feedback in their professional development. The study uses a mixed methodology: document analysis (reorganization plans, internal regulations, quality assessment documents), secondary statistical data analysis (indicators of staff distribution, workload, service volume), and an employee survey. In the survey, employees evaluated the clarity of educational quality standards, the uniformity of their application, the effectiveness of feedback, and their participation in shaping professional decisions. Preliminary data analysis revealed that some employees view the impact of centralization positively, particularly clearer standards and the sharing of common methodological experience. However, challenges remain in the practical implementation of professional standards and in establishing a unified understanding of educational quality throughout the institution. There is a noted need to involve employees more actively in creating professional standards and to transform feedback into a tool for development rather than control. The study provides practical insights into how education leaders can manage quality assurance processes during large-scale organizational transformations.