Tamošiūnaitė, Rūta

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.

The fairness of gender representation in media remains a strong concern in contemporary public debate and isvisible in scholarship. This paper presents a case study examining a spontaneous social phenomenon that unfolded on 16July 2025, during a Coldplay concert, when the romantic relationship between a male company CEO and a female head ofhuman resources—colleagues of comparable social, marital, and professional backgrounds—was unexpectedly revealed inpublic. The event, entirely unplanned and unmediated, rapidly went viral, generating vast amounts of user-generatedcontent (UGC) and embedding itself into popular culture. Due to its exceptional virality and enduring cultural resonance, itcan be regarded as a historical moment in the post-digital sphere, exemplifying how gendered narratives are constructed,amplified, and memorialised online. This study employs a quantitative content analysis of Instagram posts related to theevent, complemented by qualitative reflections that illuminate underlying attitudes and symbolic gender framings. Thismixed approach enables both the systematic mapping of engagement patterns and the interpretive understanding of howusers ascribe meaning and moral value to male and female figures in comparable circumstances. Findings show that,despite the protagonists’ similar social and professional standing, gendered asymmetries persist in public perception. Themale figure was frequently represented through narratives of leadership, charisma, and professional success, while thefemale counterpart was disproportionately subjected to moral judgment, emotional stereotyping, and scrutiny of personalintegrity. The study concludes that spontaneous viral events such as this offer unique insight into unfiltered digitalstorytelling, revealing how collective narratives of gender continue to reproduce structural inequalities even in seeminglyorganic contexts. As part of a broader research project on storytelling for gender equality, this paper contributes tounderstanding how viral, unscripted events both reflect and shape contemporary gender discourse in online culture.

STORYTELLING, DIGITAL MEDIA, AND GENDER EQUALITY: AN EDUCOMMUNICATION APPROACH IN THE CLASSROOM I. Palomo-Domínguez, R. Tamošiūnaitė Mykolas Romeris University (LITHUANIA) Abstract In today’s post-digital society, characterized by the pervasive presence of digital technologies in all spheres of life, the intersection between education and communication, known as educommunication, emerges as a crucial framework for fostering critical, engaged, and socially responsible individuals. This approach acknowledges the pivotal role of digital media in shaping attitudes, behaviours, and worldviews, particularly among younger generations. Educommunication not only integrates technological tools but also promotes participatory and reflective learning experiences that are essential for addressing complex social challenges, such as gender inequality. In this context, schools play a crucial role in helping students navigate the media-saturated environment and develop values of equality, respect, and inclusion. This paper aims to explore how educational communication can be translated into effective pedagogical practice, with a focus on promoting gender equality. The aim is to identify real-world examples of successful initiatives, analyse their implementation processes, and generate practical insights and recommendations that can be adapted to other educational contexts. The paper also examines how these practices can impact students’ attitudes and contribute to a broader culture of gender justice. The research adopts a qualitative approach, grounded in the case study method, with a focus on the European project Gender Equality Matters (GEM). Implemented in schools across Ireland, Greece, Italy, Croatia, and Spain, GEM aims to combat gender-based violence and promote equality through a whole- school strategy. The project involves students, teachers, and families in a collaborative process that combines classroom resources, teacher training, and community engagement. It uses storytelling, media production, and digital tools to facilitate dialogue and reflection on gender roles, stereotypes, and power dynamics. The findings highlight the vital role of storytelling and digital media in engaging students and promoting empathy. By encouraging students to reflect on and share experiences through narrative and multimedia formats, GEM fosters critical awareness and emotional connection. Moreover, the project underscores the importance of involving families and equipping educators with the skills and confidence to address sensitive topics. In an era of shifting norms, rapid technological change, and increasing exposure to online content, educators face new challenges that require innovative, values-based pedagogical responses. Teacher training is shown to be a crucial component in ensuring the sustainability and impact of such initiatives. In conclusion, the study affirms the transformative potential of educommunication as a method for promoting gender equality in schools. It demonstrates the value of combining theoretical frameworks with practical, action-oriented projects that speak to the realities of digital-native generations. Educommunication fosters the development of critical consciousness and the internalization of ethical values, making it a powerful tool for changing attitudes and behaviours. As future research, it is proposed to investigate how projects like GEM can be adapted and scaled across different educational and cultural contexts, ensuring their relevance and impact in diverse scenarios.

Straipsnyje aptariama, kaip postskaitmeninis istorijų pasakojimas gali padėti griauti nusistovėjusius lyčių stereotipus ir įkvėpti pokyčiams, pabrėžiant, kad žiniasklaidos naratyvai formuoja mūsų požiūrį į moteris moksle ir kitose srityse. Remiamasi PSGENEQ projekto tyrimais ir renginiais, kuriuose akcentuojama, kad įkvepiančios istorijos apie moteris mokslininkes bei jų pasiekimus padeda keisti socialinius naratyvus ir didinti jaunų mergaičių pasitikėjimą savimi.

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

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.