Katkonienė, Agata

The chapter analyses the role of social pedagogues in Lithuania in the context of contemporary teacher competence frameworks and growing socio-educational challenges in schools. The aim is to examine how practice-based social pedagogy studies and the competences of social pedagogues (professional, cognitive, collaborative and emotional-motivational) are operationalised in everyday school practice when responding to complex cases of chronic absenteeism. The following problem questions are addressed: (1) how are the holistic educational competences of social pedagogues implemented in practice when providing socio-educational support to pupils at risk of exclusion? (2) what forms of intra-institutional and inter-institutional cooperation are activated in complex pupil cases? (3) what factors facilitate or hinder effective support and pupils’ re-engagement in education? The empirical part presents two case studies from a gymnasium in a large Lithuanian city (school year 2023/2024), focusing on ninth-grade students with long-term absenteeism and diverse psycho-social difficulties. The analysis shows that social pedagogues play a central coordinating role in assessing pupils’ needs, drawing up individual support plans, mobilising teachers, specialists, parents and municipal services, and ensuring a continuum of support from school-level child welfare commissions to city-level structures. The results reveal both the potential and limitations of the current support system: in one case, despite extensive multi-agency intervention, the pupil remains disengaged from schooling, while in the other, strengthened cooperation and clear structure lead to a marked improvement in attendance. The findings highlight the need for early intervention, sustained inter-institutional collaboration and flexible support formats, including alternative educational pathways.

The purpose of this article is to introduce the Erasmus+ project Learning from Europe-an Lives (LEuLiv). This project is unique in its partnerships (Germany, Poland, Slovenia and Lithuania), the combination of diversity and synergy in the project’s concept and the fact that it encompasses four dimensions of biographical learning: the personal, inter-personal, social/societal and transcultural. Students from a variety of different academic and professional backgrounds in the partnership countries will learn the the-oretical basis of biographical exploration with a focus on autobiographical memories as a resource in the present and conduct an interview with an older person (aged 60 or older). Project results include the creation of teaching manuals and innovative learn-ing programs as well as a multi-lingual, multicultural biographical databank with 80 plus interviews to be used by the participating partners for future research and course development.

The aim of the article is to find out educational needs of older adults and to discuss the process of the training course development and its implementation jointly with older learners in Lithuania. Mixed methods research was applied incorporating survey and participatory research. The training course was developed based on international survey data aiming to reach older learners who had less possibilities to engage in a lifelong learning process. Data analysis revealed similarities across countries, based on which the general template of the course was developed. It included topics in biological, psychological and sociological aspects of ageing, networking and joint research possibilities. However, data showed that there were variations in needs not only between countries but inside countries as well. Participatory research approach allowed older learners to follow the needs and to make necessary changes. Such changes were made in content (for ex., some sociological topics substituted by culture) and in organization (less intensity and shorter sessions) of the course. Even if the learners agreed to involve in participatory research, at the end they were told that it was too many interviews and discussions. On the other hand, they were proud that other learners will take their designed course.

Lithuania, as most of the EU countries, has an aging population. At the beginning of 2019, there were 552.4 thousand elderly people (aged 65 and older), or 19.8 per cent of the total resident population. Each seventh man and each fourth woman were aged 65 and older ‘(Official statistics portal, 2019). The aim of the paper is to investigate possibilities of Lithuanian social policy to meet older adults’ digital needs for better inclusion and active ageing. Paper is based on secondary data analysis including legal documents (EU and National Programmes, Strategies, Orders), scientific research, statistical (of older adults’ population) and other data (results of national research). A significant proportion of older adults lack the skills to use digital technology, which are essential for successful functioning in society. The rapid development of technology and the recent Covid-19 pandemic have accelerated the transference of many services on the Internet. The importance of the use of technology for older adults was particularly evident during the Covid 19 pandemic. Various research works revealed that the telephone, and less often the computer, had become the main working tool for a significant proportion of close care workers. This situation points to a new need for the development of digitised social services and a new approach to social policy.

In Lithuania's aging culture, aspects of older individuals' "loneliness" and social isolation are becoming increasingly relevant. Despite this, older adults frequently refuse to acknowledge these life's intricacies. Numerous studies indicate that older individuals link social isolation and loneliness to a life of failure and personal worthlessness. As a result, rather than finding solutions, people frequently choose to isolate themselves even more and refrain from discussing these issues with friends or family. The loneliness experienced by older peopleshould be acknowledged, and steps to increase social inclusion will not only extend but also greatly enhance their quality of life.Participatory research was employed to conduct the study. It is a systematic study in direct cooperation with persons for whom the research question is relevant, with the aim of acting or changing something. Participatory research favours collaborative research, where researchers and interested groups actively collaborate with sharing information and expertise. The study was conducted in a care institution providing social services. Every participant in the participatory research gave their consent to participate in the study, and they were informed about its goals, methods, and use of data. They were also given the choice to leave the study at any time if they felt it was inappropriate.The study revealed that loneliness is discerned through the emotions and behaviours of older adults; an individual's loneliness is reflected in both mental and physical health. Emotions like indifference, rage, despair, boredom, needing attention, longing, and the want to speak are signs that someone is lonely. Older people sometimes openly express loneliness but loneliness can also be associated with depression. Concerning employee motivation for change, it was observed that employees displayed a keen interest in training, comprehending its necessity and benefits. Simultaneously, it was noted that some employees may exhibit passivity and a lack of motivation to embrace change and accept innovations. Therefore, the myth that older workers are less likely to change and innovate as well as to increase their knowledge andabilities has been partially validated by participatory studies.

Although frailty is an important, well-characterized concept in the provision of medical care to older adults, it has not been linked to the concept of vulnerability developed in the humanities and social sciences. Here, we distinguish between the two main dimensions of vulnerability: a fundamental, anthropological dimension in which people are exposed to a risk of injury, and a relational dimension in which people depend on each other and on their environment. The relational notion of vulnerability might provide healthcare professionals with a better understanding of frailty (and its potential interaction with precarity). Precarity situates people in their relationship with a social environment that might threaten their living conditions. Frailty corresponds to individual-level changes in adaptation to a living environment and the loss of ability to evolve or react in that environment. Therefore, we suggest that by considering the geriatric notion of frailty as a particular form of relational vulnerability, healthcare professionals could better understand the specific needs of frail, older people-and thus provide more appropriate care.

Digital literacy plays a crucial role as part of modern-day citizenship and modern life in general. There are a lot of social work practitioners who lack the digital skills or attitudes to fully benefit from the opportunities created by digital technologies for delivering quality youth work. Social workers see digital media only as social media. Their understanding of the possibilities of digital media and technology should be widened (European Commission, 2018). The goal of the article is to discuss the development of digital competence of future social workers needed in uncertain times during the implementation of European Joint Master programme in Social Work with Children and Youth (ESWOCHY). ESWOCHY is a project funded by Erasmus Mundus in 2020 and it is implemented by four Consortium partners: MRU (LT), RSU (LV), CUR (SK), and ISTCE (PT). ESWOCHY seeks to prepare highly skilled professionals, supporting human dignity and cultural heritage. The main areas for increasing competencies of social workers in working with children and youth where one of the most important is digital competence. The article shares the experiences and reflections of Consortium partners and discusses in depth how digital competence of future social workers are developed in ESWOCHY.