Žmogaus ir visuomenės studijų fakulteto dekanatas / Faculty of Human and Social Studies Dean's Office

Straipsnyje kalbama apie istorijų pasakojimo kaip metodo, taikomo lyčių lygybės užtikrinimui, reikšmę visuomenėje bei kultūroje.

Valentino dieną žiniasklaidoje gausu istorijų apie meilę ir romantiškus gestus, kurie neretai įtvirtina tradicinius lyčių stereotipus: vyrai dovanoja prabangias dovanas, moterys laukia romantiškų staigmenų. Tačiau šiuolaikinė komunikacija bei pasakojamos istorijos turi galią daryti kur kas daugiau – gali griauti nusistovėjusias normas, formuoti naujas idėjas ir įkvėpti. Vasario 11 d. Mykolo Romerio universitete (MRU) vykęs renginys, skirtas Tarptautinei moterų ir mergaičių moksle dienai, akcentavo lyčių lygybės temos mokslo srityje aktualumą. Akademinio pasaulio ir įvairių organizacijų atstovės dalinosi asmeninėmis patirtimis, pabrėždamos, kad mergaitėms ir moterims vis dar trūksta įkvepiančių pasakojimų apie moterų mokslininkių karjerą. Vienas iš būdų keisti situaciją – pasitelkti pasakojamas istorijas, kurios ne tik atspindi dabartinę realybę, bet ir kuria naują ateities naratyvą. Šiame kontekste išryškėja postskaitmeninio istorijų pasakojimo reikšmė.

This article examines how English-medium Instruction (EMI) in the International Baccalaureate Diploma Programme (IB DP) creates tension between experiences of language conflict and the desire to ensure educational security. Based on interpretative phenomenological analysis (IPA) and the narratives of eight IB DP graduates (aged 19–24) selected through purposive sampling, the early adaptation phase is characterized by experiences of “language shock,” terminology barriers, and identity duality, which precipitate academic insecurity. Later, these risks are transformed through strategies employed by students: translanguaging (incorporating the native language as cognitive support), institutional support (language labs, peer feedback), and community emotional security. Such practices gradually promote the development of academic English (CALP) and reduce anxiety. The final results include educational security, linguistic capital, and a strengthened multilingual identity. EMI remains ambivalent in the context of the IB DP—both a source of conflict and a security-creating environment—but security is consistently strengthened when targeted scaffolding, multiple language practices, and inclusive multilingualism policies are applied.

While the primary focus is often on students' safety, this article examines teachers' perceived safety and its impact on the broader educational process, including pedagogy, student learning outcomes, and school climate. The key issue explored is the extent to which teachers' emotional safety and psychological well-being influence educational quality, professional motivation, and teacher-student relationships. This study employs a secondary analysis of international research data alongside a systematic review of the academic literature. For the literature review, articles were sourced from leading academic databases such as Scopus and Web of Science. The secondary data analysis draws on findings from an international study (OECD TALIS), which, in this context, examines aspects related to teacher safety in the classroom, the prevalence and severity of bullying and violence, stress and workload, and the availability of support mechanisms. The review of academic literature considers theoretical perspectives on factors influencing teachers' safety, complemented by empirical research that substantiates their impact on the educational process. Studies suggest that emotional support for teachers not only enhances students' safety but also contributes to higher-quality teaching. Furthermore, strong teacher-student relationships are recognised as a crucial factor in preventing emotional exhaustion, mitigating burnout, and ensuring high educational standards. Teachers' perceived safety and self-efficacy have also been found to be closely linked to instructional quality and student engagement in the classroom. The findings indicate that teachers' perceived safety is a fundamental determinant of educational quality. To enhance educational standards, it is imperative to foster a safe and supportive environment not only for students but also for teachers. Implementing such an approach may mitigate burnout and emotional exhaustion while simultaneously fostering motivation, professional competence, and improved student outcomes.

The paper presents the description of experimental research aimed at revealing the stages of listening comprehension skills development in students with low foreign language proficiency. The experimental group was formed as the result of a multi-component monitoring test. During the studies, special attention was paid to the facilitation of listening skills and a subsequent response to an oral message. The experiment was divided into three stages. The first one was dedicated to the formation of social language competence (the creation of neuron connections between a phoneme, a grapheme, and the acquisition of intonation of an English sentence). The second stage included listening comprehension training with both supporting texts and their gradual elimination. Such consistent transition made it possible to combine listening comprehension tasks with training active vocabulary and grammar, to accompany listening with visuals to include the cultural component in teaching the foreign language for specific purposes, to form skills to define the general idea of an oral message, etc. The third stage of our experiment proved to be challenging for students with low language proficiency. It was concluded that it would be more effective to proceed with the listening activities of the second stage but with the gradual introduction of oral responses to the listening activities.

Teminė analizė (angl. thematic analysis) – vienas kokybinių duomenų analizės metodų, XX a. pabaigoje vis dažniau taikytas greta turinio analizės (angl. content analysis) (Boyatzis, 1998; Clarke ir Braun, 2013). A. Kolbergytė (2016) taikė teminę analizę savo edukologinės mokslo krypties disertaciniame darbe. Ji tyrinėjo suaugusiųjų saviugdą, kaip transformuojantį ugdymąsi, ir šiame knygos poskyryje pasidalins savo praktine patirtimi. Tyrėja iš pradžių pristatys bendruosius teorinius ir metodologinius teminės analizės aspektus, daugiausia dėmesio skirdama V. Braun ir V. Clarke (2006, 2012, 2013) pozicijai apie šį metodą atskleisti. Siekiant iliustruoti teorinę medžiagą, bus pateiktas praktinis teminės analizės taikymo pavyzdys A. Kolbergytės (2016) disertacinio tyrimo „Suaugusiųjų saviugda kaip transformuojantis ugdymasis“ pagrindu.