Žmogaus ir visuomenės studijų fakultetas / Faculty of Human and Social Studies

Liepos pirmą sekmadienį Lietuvoje minima Globėjų diena. Tai – proga giliau pažvelgti į vaikų globos temą. Šia tema svarbu kalbėti ne vieną dieną per metus. Šioje „Mokslo minklių“ tinklalaidėje MRU Edukologijos krypties socialinių mokslų daktarė Dovilė Lisauskienė dalinasi apie vaikus, kurių gyvenimo pradžia buvo sudėtingesnė nei daugelio: vaikus, netekusius tėvų globos. Apie juos visuomenėje vis dar sklando daug įsivaizdavimų. Dažnai girdime: „jie turi elgesio problemų“, „jiems trūksta socialinių įgūdžių“. Tačiau ką iš tikrųjų matome ir ko nepastebime? Apie tai, kas lieka už elgesio etikečių: nutrūkusius ryšius, antrines traumas, globėjų patiriamą emocinį krūvį. Ir apie tai, kas dažnai nustebina – vaikų gebėjimą neprarasti vilties. Kviečiame klausytis ir tęsti diskusijas šia tema.

Growing research highlights significant yet complex links between eco-anxiety and pro-environmental behaviour (PEB). It remains unclear to what extent this relationship is shaped by additional factors, and longitudinal investigations are particularly needed to capture the dynamic interplay between the constructs. This study examines how eco-anxiety relates to PEB in young adults over time, focusing on the roles of hope and coping. The study employs a longitudinal two-wave design. A convenience sample of 560 participants was collected for the first wave of the study. After excluding data due to several reasons, the final sample comprised 455 adults aged 18 to 35 years (M = 22.47; SD = 4.40), with 71.5% female. The participants who agreed to be further contacted will be invited to participate in the second wave of the study at the beginning of 2026. Items from the Climate Change Anxiety Scale (Clayton & Karazsia, 2020), the Coping Strategies instrument (Ojala, 2012; Ojala & Bengtsson, 2019), and the Hope Index (Sangervo et al., 2022) are used, together with questions about environmentally friendly consumption. The structural equation modelling framework will be applied to data analysis. Drawing on prior findings and theories such as the transactional model of stress and coping, we expect robust longitudinal links between eco-anxiety and PEB, with hope and coping playing significant explanatory roles. Anxiety is anticipated to predict the behaviour over time, while coping strategies and hope may uniquely mediate/moderate this relationship. Clarifying these mechanisms is crucial for designing interventions that foster adaptive responses to environmental crises.

The Women in Science International Conference 2026 originated within the framework of the Post-digital Storytelling for Gender Equality (PSGENEQ) Research Project. It was organized as part of a project funded by the State Budget titled “Establishment of Centers of Excellence at Mykolas Romeris University”, which is implemented under the “Centers of Excellence Initiative” led by the Ministry of Education, Science and Sports of the Republic of Lithuania.

Pokalbis su MRU Psichologijos instituto profesore, Taikomosios psichologijos laboratorijos tyrėja Goda Kaniušonyte, atliekančia ilgalaikius tyrimus ir stebėjimus tiek Lietuvoje, tiek kitapus Atlanto, gilinantis į vaikų ir paauglių gyvenimą, jų sėkmingą raidą.

Prieš metus per Velykas pasaulį nustebino vieno ypatingo reiškinio, vykusio Prancūzijos bažnyčiose, statistiniai duomenys: Didįjį Šeštadienį buvo apkrikštyta apie 10 000 suaugusių žmonių (į šį skaičių neįtraukti vaikai, kurių tą dieną buvo pakrikštyta 7 000), kai metais anksčiau tokių buvo perpus mažiau, dar anksčiau – dar gerokai mažiau (2 000–3 000 kiekvienais metais).

This presentation examines a central paradox of contemporary Europe: societies are becoming increasingly educated, yet simultaneously more democratically fragile, socially fragmented, and vulnerable to information disorder and declining institutional trust. Drawing on evidence from OECD PIAAC, PISA, Eurobarometer, and the Democracy Index, the presentation argues that high levels of formal educational attainment do not automatically guarantee democratic resilience. The presentation proposes a broader understanding of resilience that extends beyond institutional stability, economic security, or crisis management. Democratic resilience is conceptualised as the societal capacity to critically evaluate information, navigate complexity and uncertainty, sustain trust and cooperation, and continuously learn and adapt. Particular attention is given to cognitive and competence-based resilience and to the role of education systems in shaping these capacities. The presentation critically reflects on contemporary assessment and certification systems, which increasingly prioritise measurable and standardised outcomes, while many competencies essential for democratic resilience — including critical judgement, epistemic responsibility, democratic dialogue, and resistance to manipulation — remain difficult to standardise and assess. It is argued that education policy must move beyond narrow achievement-oriented paradigms toward a broader focus on societal capability, lifelong learning, and democratic resilience.

Henri’o Bergsono gyvybės koncepcija gali suteikti pagrindą darnaus vystymosi doktri-nos filosofijai. Straipsnyje išskiriami ne tik trys esminiai šios doktrinos komponentai (ekologija, ekonomika, socialinė politika), ne tik du jos realizacijai būtini kontekstai (technologijos, kultūra arba mąstymo pokytis), bet ir visų šių struktūrinių doktrinos dalių tarpusavio santykio specifika. Analizuojant du gyvybės patyrimo modalumus, išvystytus H. Bergsono filosofijoje, parodoma, kaip darnaus vystymosi doktrinos rea-lizavimas struktūriškai priklauso nuo šių modalumų. Kiekvienas iš doktrinos kompo-nentų nagrinėjamas sąveikoje su élan vital ir jo fundamentalia raiška žmogaus sąmonėje, H. Bergsono vadinama „kuriančiąja emocija“.

Abstract: Objectives and Purpose. This study investigates how geopolitical crises—particularly the war in Ukraine—have affected students' sense of safety in schools in Lithuania and Poland. It highlights the implications of refugee integration, societal tensions, and emotional well-being in educational settings during times of regional instability. Research Questions. The research seeks to answer the following questions: 1. How has the geopolitical context influenced the educational environment in Lithuanian and Polish schools? 2. What are the key factors shaping refugee students’ sense of safety? 3. What systemic responses have proven effective or insufficient in ensuring safe and inclusive schools? Theoretical Framework. The analysis is based on Bronfenbrenner’s ecological systems theory and the concept of psychological safety. These frameworks support a multi-level understanding of student well-being, integrating micro-level (classroom), meso-level (school-family), and macro-level (socio-political) influences. Methods and Approach. A qualitative comparative approach was applied, using content and discourse analysis of national and international media reports, institutional documents, and policy records from 2022 to 2024. The study focused on media portrayals and school narratives about refugee student experiences, integration efforts, and challenges. Data Sources. Data included journalistic articles from Lithuania and Poland, government statistics, Ministry of Education reports, and NGO assessments related to school integration, bullying, psychological services, and education policy shifts during the crisis. Findings. Key findings reveal that language barriers, cultural differences, and trauma-related behavior have complicated refugee students’ integration and heightened their vulnerability to bullying and social isolation. Teachers reported feeling unsupported and underprepared, while schools lacked clear guidance and adequate resources. Instances of violence and discrimination, driven by societal polarization and wartime narratives, further undermined emotional safety. Nonetheless, some schools showed resilience by employing inclusive practices such as trauma-informed pedagogy, peer support programs, and targeted psychological assistance. Educational Importance. This research underscores the essential role of schools in responding to crisis-driven displacement. It contributes to the broader understanding of how educational systems can (or fail to) ensure equity and well-being under geopolitical pressure. The study calls for more systemic investment in teacher training, intercultural competence, and psychosocial services to support both refugee and local students in volatile contexts. Connection to Conference Theme. The paper directly aligns with the ICSEI 2026 theme “Crossing Boundaries in Education”, particularly the sub-theme “Mental Health and Well-being in Education”. It contributes to the Crisis Response in Education Network by offering comparative, evidence-based insights on how schools in different national systems respond to global emergencies while striving to remain inclusive, sustainable, and safe for all learners.

Objectives, purpose, problem of practice, or policy focus. This study examines how students’ subjective sense of safety at school relates to their emotional well-being, social relationships, academic behavior, and socio-economic background. The objective is to identify key factors that contribute to students’ feelings of safety and to highlight their implications for educational quality, equity, and policy. Research question(s) or focus of inquiry. (1) In what ways do safe and unsafe students differ across academic, emotional, social, environmental, and structural dimensions? (2) What systemic factors shape students’ perceptions of safety at school?. Perspective(s) or theoretical framework, or context. The study is grounded in Bronfenbrenner’s ecological systems theory, psychological safety theory, and social capital theory. Together, these frameworks support a holistic analysis of students’ sense of safety, emphasizing the influence of individual, relational, institutional, and structural factors. Methods, techniques, modes or approach to inquiry. The study uses data from all participating countries of the OECD PISA 2022 survey. Students were grouped into “safe” and “unsafe” clusters using K-means clustering based on their responses to safety-related items. Independent samples t-tests were conducted to compare these groups across multiple indicators. Data Sources/evidence. Data were derived from PISA 2022 student questionnaires, including measures of academic behavior (e.g., grade repetition, truancy), emotional well-being (e.g., stress resistance, bullying), social connections (e.g., teacher support, family support), perceptions of school climate, and socio-economic-cultural status. Results, findings, learning. Students who feel safe at school are less likely to skip classes, demonstrate higher emotional resilience, experience less bullying, report stronger teacher relationships, and tend to come from higher socio-economic backgrounds. The most pronounced differences were found in emotional and social domains. However, there were no meaningful differences in long-term academic expectations, such as career aspirations. Educational importance of this research or inquiry for theory, practice, and/or policy. The findings underscore that school safety is a multidimensional construct with significant consequences for students' day-to-day engagement and emotional health. Ensuring school safety requires more than physical measures; it involves nurturing positive relationships, supporting emotional well-being, and addressing structural inequalities through inclusive policies. Connection to the conference theme. By providing robust empirical evidence on the links between perceived safety and educational equity, this study contributes directly to the ICSEI 2026 theme of building fair and supportive education systems. It calls for systemic, evidence-informed strategies to create safe, inclusive, and equitable learning environments for all students.