Jatautaitė, Dileta

This study investigates the relationship between emotional intelligence (EI) and foreign language learning outcomes among first-year students from Vilnius University Business School (VU BS) and Mykolas Romeris University (MRU). A total of 205 students with B2 English proficiency participated: 137 VU BS students (business/academic English) and 68 MRU students (criminal justice/language). Using a structured questionnaire with five Likert-scale items, the study assessed multiple EI dimensions, including emotional recognition and management, collaboration, stress management, and intercultural communication, alongside measures of language learning performance. Results indicate significant differences between the two student groups: VU BS students excel in social-emotional and intercultural EI dimensions, enhancing their capacity for negotiation, networking, and international communication, whereas MRU students demonstrate stronger self-control, emotional regulation, and conflict-resolution abilities, which are critical for law enforcement, security, and sustainable public safety practices. Statistical analysis confirmed moderate effect sizes (Cohen’s d = 0.3–0.5) for key EI differences. The study further emphasizes that integrating EI development into foreign language education through interactive, experiential, and gamified approaches can simultaneously enhance academic performance, professional readiness, and intercultural competence. These findings underscore the strategic value of embedding EI-focused training in higher education curricula, providing evidence-based guidance for educators, curriculum designers, and policymakers to foster graduates who are both academically proficient and emotionally adept, capable of contributing effectively to diverse professional and societal contexts.

In the wake of the global pandemic that disrupted all aspects of life—including edu- cation—significant changes have reshaped teaching and learning practices. The crisis acted as a catalyst for rapid digital adaptation among instructors, administrators, and learners; consequently, many adopted Information and communication technologies (ICT) tools out of necessity, even those who were previously hesitant due to tradi- tional pedagogical norms or skepticism about technology’s value. This shift was espe- cially notable in higher and vocational education, and it has led to changes that now appear largely irreversible. ICT tools have proven effective for knowledge- and fact-based learning; however, a critical challenge has emerged: the increasing reliance on digital technologies risks limiting the development of interpersonal and emotional intelligence (EI) competencies. These soft skills are indispensable in law enforcement, where professionals must navigate high-pressure and emotionally charged contexts, yet they remain underrepre- sented in existing curricula. The aim of this study is to examine how gamified ICT tools can be integrated into vocational education and training (VET) to enhance the emotional intelligence and communication skills of law enforcement students. To achieve this aim, the research pursued the following objectives: (1) to analyse theoretical foundations of EI and its relevance to law enforcement; (2) to explore gamification as a pedagogical strategy for EI development; (3) to assess VET students’ perceptions and experiences with gamified ICT environments; and (4) to provide recommendations for incorporating gamification into training curricula. The KA220-VET Pol-Com project was launched to address this gap by designing a digital platform with gamified tools aimed at fostering EI and communication compe- tencies. The project unfolded in several phases: identification of EI as an underexplored domain (Q1 2024), trainer feedback confirming its importance (Q2 2024), and student feedback from higher education (Q4 2024) and VET cohorts (Q1–Q2 2025). This paper presents the findings from VET students, offering insights into how ICT-based gami- fied tools can support the development of emotional and social skills in law enforce- ment education.

According to democratic ideas, a contemporary, mature, well-functioning, sophisticated, and democratic society honours both law and order and human rights, and, surely, their implementation in the everyday experiences of its citizens. The members of the public of such a society expect all societal institutions to perform their assigned tasks in a professional, reliable, and transparent way, including safeguarding human rights. This paper aims to present some of the regulations and the realities of contemporary police officers’ work, as well as the dominant concepts of Emotional Intelligence (EI) with an emphasis on contextualizing these theoretical concepts within the framework of specific empirical data. The paper is based on two research questions: RQ1: What are the aspects of the law enforcement officer’s professional activities and recent theoretical considerations regarding communication and EI? RQ2: What are the perspectives of the Lithuanian educators of the future (or current) police officers regarding the communication of law enforcement officers today? The empirical data was collected during the 1 quarter of 2024, under the framework of the POL-COM (KA220-VET - Cooperation partnerships in vocational education and training project: A developmental and educational platform and gamified tools for training police officers and similar professionals, with respect to communications) project, where Lithuanian educators of the future (or current) police officers were invited to share their perspective on contemporary challenges, problem issues regarding communication competencies of law enforcement officers. Methods of critical analyses of references, such as studies, legal documents, theoretical considerations, and argumentation, an empirical study involving respondents – Lithuanian educators of the future (or current) police officers - were used for the development of this paper. Part of the data from this same stage of the multi-stage study, concerning the perspectives of law enforcement officers, was presented in previous publications and also in the pending publication.

Contemporary higher education teacher faces the challenges in their professional activities, which are both similar and a bit different than the challenges previous generations of teachers faced. This paper is dedicated to analysis of the situation and subjective interpretation of the situation by teachers in higher education. The paper aims at analyzing contemporary university teacher’s challenges, including perspective on the AI in studies. The analysis is organized on the basis of three RQs. The methods of critical analysis of sources, analysis of personal experiences and a study based on qualitative methodology approach were employed for the development of this paper. The results of the theoretical analysis show that the challenges that contemporary HE teachers face are not unique, rather the degree of their manifestation is greater; in some cases the degree is more pronounced (e.g., IT (including AI) in studies) than in the other (e.g., marketization). The results of empiric study enabled conclusion that in some cases the theoretical considerations were empirically validated (teachers note challenge and opportunities prompted by technologies; pressure to publish), in some cases the challenges were not validated (marketization; multicultural setting as a challenge). Also empirical study enabled adding other challenges that a contemporary teacher faces on a regular basis: a challenge to deal with excessive, constant changes in legal stipulations and bureaucracy and a challenge to motivate students and help them grow.

While the pandemic served as a disrupter for all aspects of life, including educational practices, however, the pandemic also served as an impetus for accelerated learning. Higher education and vocational education teachers have learned to use various information and communications technology (ICT) tools. At least some of the teachers before the pandemic had been reluctant to use due to traditional settings in education or just sincerely had not believed these tools to be useful. This reluctance, maybe sometimes fear, and quite often - a genuine belief in the merit of personal interaction in class - was more prominent for teachers in social sciences or humanities. Nevertheless, due to the pandemic, the practices for teaching and also fostering learning were promptly disrupted and then - changed. On the one hand, the educational landscape in higher education has changed dramatically in recent years. On the other hand, it may be argued that the pendulum has already swung much too far towards ICT domination in the study process for almost all the subjects taught. Even if there is no doubt that these, ICT tools are useful and efficient for acquiring knowledge-orientated and facts-based competencies (which has been evidenced by many studies), it is worthwhile to examine whether the same also applies to the acquisition of other competencies. Namely, for acquiring competencies associated with communication, including emotional intelligence. It is worth noting that law enforcement officers in their professional activities are constantly exposed to stressful, high-pressure situations. However, the field lacks robust attention, and research regarding the place, role, and format of emotional intelligence techniques in their pre-service and in-service training to help them to get equipped to deal with those high-pressure situations. During the implementation of the KA220-VET - Cooperation partnerships in vocational education and training project: A developmental and educational platform and gamified tools for training police officers and similar professionals, with respect to communications, it was identified that the professional field of law enforcement is not yet examined significantly from that perspective (1st phase, 1st quarter of 2024). Then the empirical study (2nd phase, 2nd quarter of 2024; based on experts’/educators’ perspectives) showed that there was a great demand for such techniques. The 3rd phase (4th quarter of 2024) is dedicated to examining the perspective of students/future law enforcement officers (the study is outlined in greater detail in the paper further on).

The aim of this paper is to present the dominant concepts of Emotional Intelligence (EI) and to outline the main theoretical considerations on the role and development of EI in relation to democracy, as an environment worth living. The emphasis is on contextualizing these theoretical concepts within the framework of specific empirical data. The empirical data was collected during the 1 quarter of 2024, under the framework of the POL-COM (KA220-VET - Cooperation partnerships in vocational education and training project: A developmental and educational platform and gamified tools for training police officers and similar professionals, with respect to communications) project, where members of the public were invited to share their opinion on contemporary communication with and of law enforcement officers. Methods of critical analyses of references, theoretical considerations, and empirical study, involving respondents – members of the public in the Republic of Lithuania, were used for the development of this paper. The findings revealed that the Lithuanian public holds a general positive perception of law enforcement. A large proportion of the respondents in the sample reported not having encountered the police; those who had experienced interactions with the police assessed them positively, which serves as an argument for a relatively good state of affairs in the state, the general environment and democracy.

The study explores how military-inspired leadership principles and decision-making frameworks can be effectively integrated with business continuity and management practices to enhance organizational resilience. The aim is to investigate how combining military leadership models with BCM, Agile methodologies, and crisis communication strengthens an organization’s adaptive capacity and recovery capability. Research objectives are: (1) to integrate BCM approaches — including PDCA, BIA, and recovery objectives (RTO, RPO, MTPD, MBCO) — with military decision-making models such as Mission Command and the OODA loop; (2) to examine Agile principles and STARCC as complementary frameworks; and (3) to synthesize recent literature (2020–2025) and practitioner insights (Jatautaitė, Radvilė, & Terminas, 2025) to develop a holistic resilience model. Findings indicate that iterative planning, decentralized decision-making, rapid feedback loops, and structured communication significantly enhance organizational resilience. The study proposes an integrated framework combining military leadership, BCM tools, Agile methods, and crisis communication to sustain adaptability, performance, and competitive advantage.