Gluoksnytė, Odeta

Gamybos procesas daugeliui vis dar asocijuojasi su intensyviais darbo grafikais, pamaininiu darbu ir griežtomis taisyklėmis. Tačiau kyla klausimas – kaip tokioje aplinkoje jaučiasi jauniausia darbo rinkos karta? Ar Z kartos (gimusios po 1995 m.) atstovams gamybos įmonės yra patraukli darbo vieta?

Although EMI International Baccalaureate contexts are characterized by high degrees of linguistic diversity, prevailing monolingual ideologies continue to structure both instructional norms and assessment expectations. Such ideologies often obscure the cognitive and epistemic work required of multilingual learners, who must simultaneously engage with complex disciplinary content and navigate heightened linguistic demands. Consequently, learners’ multilingual resources remain systematically underleveraged, and the pedagogical potential of translanguaging is constrained by institutional policies that privilege English as the sole legitimate medium of academic expression. This study therefore addresses the misalignment between students’ multilingual meaning-making practices and the restrictive language regimes that shape their educational trajectories. This article examines translanguaging as a learning practice in English-Medium Instruction (EMI) International Baccalaureate Diploma Programme (IB DP) classrooms. Using an Interpretative Phenomenological Analysis (IPA) design, semi-structured interviews were conducted with eight IB DP graduates from different multilingual schools. The analysis revealed superordinate themes like cognitive strategies, emotional security and community, identity and linguistic capital negotiations, institutional policy, monolingual ideologies and practices of resistance, language-mediated assessment and the cost of time for language. The results show a cyclical trajectory of meaning construction—from L1 conceptual stabilization to L2 disciplinary expression—which reduces semantic loss, supports Cognitive Academic Language Proficiency (CALP) development, and maintains participation in high-stakes tasks. Identified institutional tensions, such as English-only norms, linguistic load of assessment often limit translanguaging despite its pedagogical value. The study’s findings underscore the need for institutional re-evaluation of language policies within EMI IB contexts, particularly with respect to the pedagogical legitimacy of translanguaging. Recognizing translanguaging as a cognitively generative practice would enable educators to support conceptual consolidation in the L1 while facilitating more precise disciplinary articulation in the L2. Such an approach could mitigate semantic loss, enhance CALP development, and reduce the inequitable linguistic burden placed on multilingual students during high-stakes assessments. Furthermore, the results suggest that teacher professional development should incorporate theoretically grounded translanguaging pedagogies, and that assessment bodies may need to reconsider linguistic complexity as a potential confounding variable in the evaluation of subject-matter knowledge.

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.

One of the most significant goals in what is the extremely complex and ever-changing field of education is to create a learning environment that not only stimulates academic achievement but also encourages students to surpass the expectations set for them. In addition, the learners’ ability to exceed self-imposed (and perhaps false) personal limitations is another crucial factor. It is therefore of key importance to analyse the conditions for a successful educational experience, and how this transformation should proceed. This article highlights the learners and educators’ perspectives about the factors which influence the provision of the most effective learning environment and consequently, promote the maximum individual achievement of each learner. The study focuses on the internal and external variables which influence educational success. Over the past few decades, the embedding of the internet into all factors of daily life, with constantly evolving software and website provision, together with the rapid adoption of Artificial Intelligence (AI), have had a significant effect on the ‘how and when’ of educational provision. Both what may be termed ‘formal’ and ‘informal’ areas of education were considered in this study (that is, traditional educational provision, and where learning also takes place in the pursuit of hobbies and interests). In both these areas, successful learning will involve the development of self-efficacy, reflective practice, confidence, motivation, attitude toward learning and many other factors. The research explores the learners’ experience on how to overcome perceived limitations that effect their confidence, motivation and attitude towards learning and future opportunities.

Z kartos darbuotojų motyvacija UAB „CIE LT Forge“ – veiksnys, stiprinantis veiklos efektyvumą ir stabilumą. UAB „CIE LT Forge“ atliktas tyrimas atskleidė, kad Z kartos darbuotojų motyvacija ir įsitraukimas tiesiogiai veikia įmonės veiklos rezultatus, produktyvumą ir procesų stabilumą. Šios įžvalgos yra ypač svarbios Sūduvos regiono gamybos sektoriui, kuriame kvalifikuotos darbo jėgos pasiūla yra ribota, o konkurencija dėl jaunų specialistų – intensyvi.

Vadovas skirtas mokytojams, mokyklų vadovams ir mokymo programų rengėjams, kurie domisi STEAM ugdymo taikymu savo įstaigose. Jame pateikiamos praktinės strategijos ir metodikos, pritaikytos padėti pedagogams veiksmingai įgyvendinti STEAM principus pamokų metu. Naudojant šiuos komponentus, vadovu siekiama pateikti išsamias gaires, kurios ne tik pagerintų ugdymo praktiką, bet ir skatintų susidomėjimą STEAM raštingumu. TEAMSTEAM projektas vienija įvairius partnerius iš įvairių šalių, įskaitant Martinlaakson Lukio Suomijoje (projekto koordinatorius), Multi-Act STD Turkijoje, Narva Soldino Gümnaasium Estijoje ir Campus FLX Belgijoje. Projekto partneriai kartu siekia tvaraus poveikio, plačiai taikydami efektyvias švietimo praktikas visoje Europoje ir už jos ribų.