Database.use.hdl: https://cris.mruni.eu/cris/handle/007/21179
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  • conference paper;
    IATED academy, 2023
    The aim of this study is to reveal the realisation of the right of the child to participate in child day care centres based on the experience of children. Qualitative research was conducted for the study using a semi-structured interview method. The research questions are the following: How do children realise their right to participate in child day care centres? What difficulties to realise the right to participate do children encounter in child day care centres? Twelve children, who attended child day care centres, located in different regions in Lithuania, participated in the study. The data obtained during the study were analysed using qualitative content analysis. Qualitative content analysis was performed based on inductive category formation logic based on the study data. The study revealed the positive aspects of realising the right of the child to participate and the difficulties arising in child day care centres. The positive aspects of the realisation of the right of the child to participate are associated with the opportunities, which were created in day care centres, for children to express their opinion, the showing of employees to the child that his opinion is important, and the involvement of children in decision-making. In day care centres, children have the right to express their opinions, because they are informed and know that they can make their views known on various issues, children are also encouraged to make their opinions known and they make them known on various issues related to them. Another positive aspect of the realisation of the right of the child to participate in child day care centres is showing to the child that his opinion is important to employees. The findings of the study show that children understand that their opinion is important to employees, because they listen to the opinion of the child, examine the opinion of the child, and do not disparage the opinion of the child. Another positive aspect of the realisation of the right of the child to participate in child day care centres is the involvement of children in decision-making. Employees involve children in decision-making by discussing with them when making decisions. They also make decisions together with the child while taking into consideration the opinion of the child. If a decision, which is taken, does not meet the expectations of the child, the child receives the explanation why it is so. Furthermore, employees, if need be, assist the child in making their mind up, and the child is encouraged to make decisions autonomously. The study identified difficulties in realising the right of the child to participate in child day care centres, which are associated with the lack of cooperation between employees and children when making decisions, and the passive position of the child when implementing his right to participate. The lack of cooperation with children when making decisions is expressed through failure to listen to the child, not considering the opinion of the child and failure to explain why one or another decision was taken, and the lack of mutual agreements when making decisions in various activities. The passive position of the child, when realising his right to participate, is expressed when the child fails to make his opinion and needs known due to negative experiences, when the child has no confidence in himself, and when the child lacks communication and cooperation skills.
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  • conference poster
    ICERI2023: 16th international conference of education, research and innovation, 13-15 November, 2023, Seville, Spain: conference proceedings / L. Gómez-Chova, G. González-Martínez, J. Lees (Eds.).., p. 8261.
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  • February 24, 2023, marked one year since the start of the war in Ukraine. There was a massive arrival of refugees to nearby countries from the beginning. In the case of Lithuania, a country with less than three million inhabitants, more than 60,000 refugees arrived- of which only 6% have returned to Ukraine. While minors make up more than a third of the refugee population, there are also approximately 60% of adults of working age, half of whom are currently working in Lithuania. The research aims to analyze the effect of learning the Lithuanian language and its culture as a critical factor for the inclusion of adult refugees in this Baltic country. It continues a previous research project that pointed out that the refugees did not encounter language barriers upon their arrival in Lithuania since they could communicate using third languages (English, with the young Lithuanian population; Russian, with the older Lithuanians 40 years). Nevertheless, they were highly motivated to learn the Lithuanian language and culture, driven by the desire to achieve better social inclusion in the country and show respect to the community that received them. The current research questions whether the motivations to learn the host country's language and culture have evolved, considering that now the refugees' stay in Lithuania is seen as a long-term solution rather than a short-term one. The typology of refugee students and the evolution of the didactic dynamics used by teachers are also studied. Methodologically, the research focuses on a Lithuanian language and culture course for adults taught at a university in Vilnius, the country's capital. It is conducted through semi-structured interviews with Ukraine students, also with international students from other nationalities. Additionally, the content analysis reflects ideas from the interview participants, organized into categories and subcategories that allow a more systematic approach applicable to other future studies. The results show that the participating Ukrainian students have similar profiles and motivations, constituting a relatively homogeneous study group. Compared to them, students of other nationalities also share similar characteristics and motivations, although very different from those of Ukrainian students. Among the conclusions, the desire to improve social-affective inclusion in the country stands out among the main motivations that have prompted refugees to participate in the course. In addition, other motivations of a practical nature appeared- they are focused on the labor field and specific knowledge needs under the professional orientations of each student. Among international students of other nationalities, the intellectual challenge of learning a language that they consider interesting and complex stands out. Future lines of research propose to compare the case of Ukrainian adult refugees in other countries, analyzing the learning processes of local languages and the motivations involved.
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  • conference paper
    EDULEARN23 Proceedings. 5th International Conference on Education and New Learning Technologies Dates: 3-5 July, 2023 Palma, Spain, p. 6614-6622
    In the last century brand building was entrusted to advertising, promotion, and personal selling. Brand building exercise has become more comprehensive where events like exhibitions, road shows, seminars, e-mail, and personal selling are all used in harmony. Perhaps the best way to build a brand is through word-of-mouth and public relations. Nowadays companies provide a little extra to the customers buying their product and starting word-of-mouth that keeps augmenting the brand value amongst the buyers. Brand communities are groups of consumers who perceive each other to be very similar in aspects of self-expression or identity, have the same interests, and share similar ideas. In the article, the community funnel is discussed to understand what makes consumers become brand community members. The research methods used in this academic article include the literature review, systematic analysis, and generalization. Brand communities provide a platform for members to share ideas, consumption experiences, preferences, and recommendations, and also promote customers' brand advocacy. Communities are primarily valuable to brands for two reasons: 1) They create a built-in source of real-time user feedback; 2) They foster friendships rooted in an affinity for the brand. The main types of consumer engagement in the brand community are - word-of-mouth, recommendations, helping other customers, blogging, writing, and reviews are discussed. User involvement in brand communities is divided into the following dimensions: identification, active effort, trust, commitment, connection, and social interaction.
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  • conference paper; ;
    Novogreckas, S.
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    EDULEARN23 Proceedings. 5th International Conference on Education and New Learning Technologies Dates: 3-5 July, 2023 Palma, Spain, p. 2927-2935
    Nowadays, every single item is changing and improving in the world we live in. In order to achieve a successful change implementation in institution, the personnel of such institution must change and improve, respectively. Nevertheless, even the most perfect and diligent personnel will fail to develop in the ineffective environment. The personnel are usually exceptionally busy with their routine work that are even failing to notice alterations in the environment. They are certain that their work will continue to be of the same efficiency despite the alternating environment – unfortunately, it is far from the real situation. Unvarying working methods that do not go hand in hand with Knowledge and Innovation Management are utterly ineffective. In fact, the main cornerstone for a fortunate and emerging success of institution is the ability to share knowledge and ideas, which leads to rapid and effective outcomes of institution. Knowledge and Innovation Management is perceived as the main instrument for increasing efficiency and effectiveness of institution. This Article provides an analysis of scientific sources, examining an impact of Knowledge and Innovation Management on the learning process of the higher university education students. The research looks into the importance of Knowledge Management for innovation in the learning process at the university, as well as analyses which Knowledge and Innovation Management methods are applied and what is their impact on the study process. Furthermore, the Article presents outcomes of the research. The main objective of this Article – after examining the scientific sources and conducting qualitative research, to identify which factors could impel a continuous application of the knowledge potential and could induce creation of innovations in higher education institutions. It also seeks to find out how Knowledge and Innovation Management influences a quality of the learning process, and to purify which Knowledge and Innovation Management methods are used in universities.
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  • research article
    ICERI2023: 16th international conference of education, research and innovation, 13-15 November, 2023, Seville, Spain: conference proceedings / L. Gómez-Chova, G. González-Martínez, J. Lees (Eds.).., p. 8261-8269.
    Gamification is an educational method that encourages learners to learn through video game design (Kapp, 2012). It is the process of turning real life situations into entertainment. By studying human behavior from a psychological and physiological point of view, scientists have found and confirmed that games are a persuasive and useful way to ensure problem solving. Therefore, gamification, as a process in which real life situations are transformed into entertainment or given game elements, can be a useful method for adult learning and raising learning motivation. The purpose of gaming is to interest, involve learners and encourage them to solve various problems. The purpose of this report is to analyze how we can apply deconstruction and construction methods combined with individual and team work using gaming in education. Research methods: scientific literature analysis, inductive analysis, design thinking method and qulatitative research focus group. Research results: the deconstruction method helps to understand the complexity of events and problems by breaking it down, and the acquired knowledge and the creation of new connections with life situations can help to implement the construction method. Results of focus group showed the positive impact of idea/ theory deconstruction by using gamified education methods for adult learning.
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  • conference paper; ;
    ICERI2023: 16th international conference of education, research and innovation, 13-15 November, 2023, Seville, Spain: conference proceedings / L. Gómez-Chova, G. González-Martínez, J. Lees (Eds.).., p. 5989-5997.
    Sustainability is a global challenge that must be addressed with determination and from different fronts. It requires awareness and a change of habits, so education is crucial. This education must be directed at all age levels, although it is true that the younger generations are more permeable when changing their routines. Formal education plans are already committed to this mission; however, as it is such a global issue, reinforcing it from informal learning processes can achieve significantly beneficial results. Social networks stand out among communication media due to their broad reach, especially to younger generations, although they also cover other older segments. Like all media, social networks can also fulfil an educational function. In this context, influencers may play a vital role as informal educators, exercising as opinion leaders who inspire new ideas and attitudes in their followers. This research describes influencers’ educational role in a sector with a significant environmental impact, precisely fashion, considered the second most polluting industry globally. Its general objective is to analyze the function developed by sustainable fashion influencers, studying the communication techniques for educational purposes put into practice in order to promote a more sustainable and responsible fashion consumption model among their followers. Methodologically, the research is carried out in three steps. The first is a desktop study based on a Boolean internet search that identifies the most relevant sustainable fashion influencers and their general characteristics. Subsequently, the investigation focuses on the influencer Kate Caric through a content analysis of all her publications on the Instagram network during the first half of 2023. Finally, qualitative reflection examines the most significant posts. The results reveal that the prominent sustainable fashion influencers have a common characteristic: they use an educative discourse based on didactic persuasion. Notably, in the case of Kate Caric, the educational and informative content of her publications is superior, intending to favor among users a critical feeling towards the advertising campaigns of multinational companies in the sector and other influencers who defend fast fashion. The conclusions highlight the importance of influencers as critical actors in the informal education of society to stimulate its sustainable awareness. In the particular scenario of fashion consumption, their discourse becomes more necessary given the tremendous environmental impact of this sector. These influencers fight against the fast fashion model, still prevalent in social networks, with its negative impact due to over-consumption of clothing and environmental damage. Opposite to fast fashion influencers, sustainable fashion influencers try to engage a community involved in environmental awareness, even leading to an activist position. Sustainable fashion influencers have an especially significant impact on Generation Z. Future lines of research could analyze their influence on older generations.
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  • research article; ;
    Sokolovskaja, Katažina
    Valencia : IATED academy, 2023
    According to the structure of societies and the role of social institutions, the education system should be a guarantee of social stability. However, international research and statistical analysis raise doubts as to whether the Lithuanian education system creates prerequisites for ensuring social stability. Lithuania constantly strives to achieve better positions, but the results of the Program for International Student Assessment (PISA) in 2015 and 2018 show that the achievements of Lithuanian students are lower and do not reach the OECD average, and there is not much progress observed within this period. Studies of student achievement reveal a wide gap in different economic, social and cultural status (ESCS) environments. Achievements of students who study in Polish in many areas are lower than the average of the country. Differences in achievements, as established by the international research, might be affected by the fact that the majority of schools that teach in Polish are located in rural areas, where the average performance of all students is lower due to the poorer ESCS. The international study TALIS (2018) emphasized that the most important persons related to the school and the ones with the greatest impact on the students’ learning are teachers. Therefore, the purpose of this article is to reveal the potential of Polish minority school teachers in reducing student achievement gaps. The topic presented in the article can be treated as a step in creating a purposeful and systematic approach to national minority (NM) schools in Lithuania, assessing their situation, possibilities and competence to overcome student achievement gaps by counterbalancing the challenge of the ESCS environment. A mixed research strategy was chosen to achieve the research goal: - the context of education of NM in Lithuania is examined based on the analysis of legal acts; - the analysis of achievement gaps of NM students is based on statistical data analysis, i.e. provided by PISA 2015 and 2018 and national student achievement assessment data; - the evaluation of the situation of teachers is based on the analysis of the Lithuanian strategic education documents, data of the Statistics Department, official reports, and TALIS 2018; - teacher working practices are determined based on the data obtained during three group interviews with 21 teacher who work in NM schools. This research confirms the findings of previous studies that the ESCS has an effect on student achievements, but our research emphasizes that small schools, having better conditions for individual relationships not only with students, but also with their families, have more possibilities to control the negative impact of ESCS on student achievements. However, a teacher working in a rural area faces financial difficulties, as the number of students in rural areas decreases, so does the possibility to have a full-time position and receive a higher salary. This is also related to fewer possibilities for improving competences and self-education. Nonetheless, the long-term impact of education equity in Lithuania in NM schools will be influenced by the ability to control the effect of the social, economic and cultural context. There is a need to change the current school network and model in municipalities with a strongly expressed ESCS by organizing full-day schools for children from families with an unfavourable ESCS, which would ensure additional workload for teachers and support specialists.
  • conference paper; ;
    Novogreckas, S.
    EDULEARN 22: 14th International Conference on Education and New Learning Technologies Palma, Spain. 4-6 July, 2022. Burjassot : IATED Academy, 2022. ISBN 9788409424849., p. 3414-3421
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  • conference paper; ;
    ICERI2022 proceedings : 15th annual International Conference of Education, Research and Innovation Seville (Spain). 7th - 9th of November, 2022.. IATED Academy, 2022. ISBN 9788409454761., p. 2304-2313
    In spring 2022, Lithuania faced a massive refugees flow from Ukraine; almost 60000 people came to Lithuania, around half of them minors. It should be admitted that Ukrainians came with different needs and plans; some decided to stay in Lithuania permanently, and some to return at the earliest possible safe date. Lithuanian government and diverse non-governmental organizations (NGOs) supported Ukrainians in different ways. Firstly, they focused on families' financial situation, emotional support and children's education. However, it soon became obvious that Ukrainian adults also have urgent educational needs, especially in learning the Lithuanian language. Universities became key actors in addressing these needs and started to organize Lithuanian language and culture courses for adult Ukrainians. Needless to say, universities had little time to prepare and adjust the programs to non-English speaking groups; there were not enough textbooks and workbooks for non-English speaking Lithuanian language learners. The goal of the article is to discuss the learning and integrational experience of Lithuanian language and culture course participants. In order to meet the goal, a qualitative study was carried out at one Lithuanian university. Course participants were invited for a semi-structured interview focusing on several topics: first of all, to remember their first days in Lithuania, then how they decided to attend the Lithuanian language and culture course, and lastly what was their experience during the course. The collected qualitative data was analyzed using traditional content analysis. Data analysis showed that for most participants, the arrival in Lithuania meant an incredible feeling of relief, accompanied by the logical uncertainty after abandoning their country in a war process. Despite not knowing the Lithuanian language, they did not encounter significant communication difficulties, as in Lithuania, they could make themselves understood in Russian or English. However, most interviewees agree that progressively, the desire to learn Lithuanian grew stronger, motivated by their interest in feeling like members of a community that welcomes them and to which they feel grateful. Likewise, they refer to the course as an opportunity to meet again with compatriots and, in turn, feel united in a welcoming and protective environment. Didactical dynamics in the course, such as role playing or singing in Lithuanian, meant a chance to enjoy and disconnect from the war horror. Many participants also argue the practical nature of this learning, is especially useful when the future is uncertain, and they ignore how long it will take to return to their country. Among the conclusions, the importance of the desire for social and affective inclusion as an intrinsic motivation when learning a language is pointed out. Learning the local language is revealed as a key factor for inclusion even when basic communication needs were already covered by resorting to third languages. Future research could observe how students' motivation and learning perception change over time, in case their stay in Lithuania is prolonged and they reach a seamless inclusion into the community.
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