Acta Paedagogica Vilnensia
type: channel
description: Founded in 1991 and dedicated to analysing theoretical and methodical issues in education and education policy and cultural analysis. Indexed in the Scopus (Q4) database since 2019.
publisher: Vilniaus universiteto leidykla / Vilnius University Press
language: en
publication name: Acta Paedagogica Vilnensia
issn: 1392-5016
copyright: Please read the Copyright Notice in Journal Policy.
items: Cultural Domination and Resentment: Gramsci, Bourdieu and the Democratic Crisis in Contemporary Europe
items: Editorial Board and Table of Contents
items: Power, Language, and Identity: A Foucauldian Analysis of Post-Colonial Language Education Policy in Indonesia
items: Formative Experiences of Children and Youth in Underground Movement in Lithuanian Catholic Church (1980–1990)
items: War and the State in the Value Orientations and Everyday Professional Practices of Russian Teachers
items: Fostering Learner Autonomy Through Student-Led Writing and Speaking Support in Teacher Education
items: Drug Education Curriculum: A Systematic Review of Current Literature
items: The Challenges of Teaching Children with ADHD in the School Context
items: Opportunities For Developing Preschoolers’ Motor Skills through Play Activities
items: Perceived Professional Self-Efficacy of Kindergarten Pre-Service and In-Service Teachers
items: Teachers’ Linguistic Attitudes and Their Approach to Lithuanian Language Education During Lessons in all Subjects
items: Planned Empowerment of Primary School Students to Reflect on Learning in Lithuanian Language and Literature Classes: Teachers’ Experiences
items: Wordless Book Reading in Primary School Lessons: Striving for Greater Engagement of Students with Diverse Abilities
items: Representation of Women’s Literature During the Implementation of the 2011–2022 Lithuanian Language and Literature Secondary Education Curriculum
items: Validation of a Czech Self-Regulated Learning Questionnaire
items: Psychometric Properties and Factorial Structure of the Lithuanian Version of the "Student Engagement in School"

Cultural Domination and Resentment: Gramsci, Bourdieu and the Democratic Crisis in Contemporary Europe
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This article examines how the maintenance of cultural hegemony and the symbolic devaluation of the working classes contribute to the democratic crisis in Europe. Drawing on Gramsci and Bourdieu, it argues that symbolic exclusion fuels cultural resentment, weakening trust in institutions and fostering populist discourses. It advocates the revaluation of culture and education as key sites of democratic mediation.
subject: Articles
  topic: section
subject: cultural capital
  topic: keywords
subject: education
  topic: keywords
subject: symbolic exclusion
  topic: keywords
subject: cultural hegemony
  topic: keywords
subject: democratic participation
  topic: keywords
subject: populism
  topic: keywords
creator: Hélder Nuno Ricardo Ferraz
rights: Copyright (c) 2025 Hélder Nuno Ricardo Ferraz https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 8
ending page: 22
doi: 10.15388/ActPaed.2025.55.1

Editorial Board and Table of Contents
type: item
description: -
subject: Front Matter
  topic: section
subject: -
  topic: keywords
creator: Irena Stonkuvienė
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 1
ending page: 7

Power, Language, and Identity: A Foucauldian Analysis of Post-Colonial Language Education Policy in Indonesia
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This study challenges the dominant postcolonial discourse on the education of the Indonesian Language and Literature as a neutral vehicle in shaping the national identity and inculcating cultural values by employing Foucaultian genealogical analysis. By questioning the taken-for-granted belief that literature naturally falls under the responsibility of character education’s mandate, the research traces the power/knowledge relations of four historical periods (Dutch colonial period (1900–1942), Japanese occupation (1942–1945), Soekarno period (1945–1966), and the New Order regime (1966–1998). Genealogical analysis of documents shows that the contemporary moral regime positioning teachers as agents to ‘give’ values is a sedimentation of discursive formations. Each historical period left different power/knowledge structures: colonial linguistic subordination embodied in Sasrasoegonda’s grammar arrangement, episteme rupture during the Japanese occupation that elevated the Indonesian language while banning Dutch, systematic structuring of ideologically selected literature in the revolutionary nationalism era, and standardization that exiled politically controversial works in the New Order regime. Three interweaving mechanisms illustrate how power/knowledge formations were articulated: disciplinary normalization through the standard written curricula, ideological interpellation through the selection of canonical texts, and governmentality self-regulation through the production of the …
subject: Articles
  topic: section
subject: genealogy
  topic: keywords
subject: critical discourse analysis
  topic: keywords
subject: Indonesian Language and Literature
  topic: keywords
subject: curriculum
  topic: keywords
creator: Rony Kurniawan Pratama
rights: Copyright (c) 2015 Rony Kurniawan Pratama https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 23
ending page: 39
doi: 10.15388/ActPaed.2025.55.2

Formative Experiences of Children and Youth in Underground Movement in Lithuanian Catholic Church (1980–1990)
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This qualitative study examines the experiences of children and youth during Soviet oppression between the years 1980 and 1990. In-depth interviews were conducted with eight participants from Kybartai, Kaunas Petrašiūnai, Vilkaviškis, and Prienai parishes, where the respondents underwent formative experiences during their childhood and adolescence. Additionally, three educators were interviewed to contextualize these experiences. The primary findings reveal that youth development within Catholic parishes was influenced by both religious and national ideals. Youth movement during Soviet times in Lithuania was powerfully influenced by underground church communities, underground literature, and inspiring role models. According to Gailienė and other scholars, experiences encountered during childhood and adolescence – and particularly under adverse conditions – have enduring impacts on identity formation and resilience. The lack of open discussion regarding Soviet-era traumas and the denial of historical injustice(s) have impeded processes of healing and understanding.
subject: Articles
  topic: section
subject: Formative experiences
  topic: keywords
subject: underground movement
  topic: keywords
subject: 'Lietuvos ateitis'
  topic: keywords
subject: trauma
  topic: keywords
subject: childhood and youth
  topic: keywords
creator: Aušra Cane (Karaliūtė)
rights: Copyright (c) 2025 Aušra Cane (Karaliūtė) https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 40
ending page: 59
doi: 10.15388/ActPaed.2025.55.3

War and the State in the Value Orientations and Everyday Professional Practices of Russian Teachers
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This study analyses the impact of the war in Ukraine and related state initiatives aimed at the militarization and unification of Russian education on the daily lives and value systems of teachers. The empirical basis of the research consists of 43 semi-structured interviews with educators from 11 regions of Russia and the so-called “<em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Luhansk People’s Republic<span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">”. The responses of these participants do not support the traditional view of the school as a ‘victim’ or the dominance of ‘silent’ or ‘resisting’ teachers. Based on the data, the study concludes that state init…
subject: Articles
  topic: section
subject: Russian school
  topic: keywords
subject: teachers
  topic: keywords
subject: war in Ukraine
  topic: keywords
subject: special military operation
  topic: keywords
subject: teacher surveys
  topic: keywords
creator: Sergei Chernyshov
rights: Copyright (c) 2025 Sergei Chernyshov https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 60
ending page: 76
doi: 10.15388/ActPaed.2025.55.4

Fostering Learner Autonomy Through Student-Led Writing and Speaking Support in Teacher Education
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Learner autonomy is a fundamental aspect of language acquisition, particularly in higher education contexts, where students must engage in self-directed learning beyond formal instruction. While institutions often provide self-access support systems, their effectiveness depends on not only available resources but also educators’ ability to facilitate autonomous learning. This practice-oriented paper examines student-led writing and speaking support programs as a means to foster learner autonomy and prepare teacher trainees for outside-class learning. By using the student writing and speaking support initiatives at a Hungarian university as an illustrative context, this paper offers a descriptive and reflective analysis to ground the discussion. The practice-based insights highlight the dual role of such initiatives in developing student skills while reinforcing reflective practice and consultation-based pedagogy in higher education. By critically overviewing institutional support mechanisms, this paper provides insights into potential models for integrating self-access learning into university curricula, contributing to both learner autonomy and professional development. The programs are introduced as examples of good practice, with broader implications for how similar initiatives can be adapted in other institutional contexts to promote autonomy, strengthen teacher education, and support lifelong learning.
subject: Articles
  topic: section
subject: learner autonomy
  topic: keywords
subject: self-directed learning
  topic: keywords
subject: higher education
  topic: keywords
subject: writing and speaking support
  topic: keywords
subject: consultation-based learning
  topic: keywords
creator: Balázs Fajt
creator: Szabolcs Csorba
creator: Emese Schiller
rights: Copyright (c) 2025 Balázs Fajt | Szabolcs Csorba | Emese Schiller https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 77
ending page: 90
doi: 10.15388/ActPaed.2025.55.5

Drug Education Curriculum: A Systematic Review of Current Literature
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This paper presents up-to-date literature on the drug education curriculum from 2015 to December 2024. It identifies the key elements of the drug education curriculum and implementation of this curriculum in the school setting. We have conducted a systematic review to clearly define methodologies, search strategies, criteria employed, and recommendations of the current studies of the drug education curriculum. Essentially, a 350-page review has been summarized in this paper, and 16 articles from this body of literature are high-quality, prestigous article reviews. Several studies related to drug curriculums from various countries have been highlighted in this paper, along with extracts of components of these curriculums, encompassing the objective, content, experience, and evaluation, for the purpose of developing a new form of a drug education curriculum. This paper has also provided a tabular form of critical elements of the drug education curriculum based on the current literature. According to a review of several highly relevant and related papers, it has been concluded that the drug education curriculum in some countries outlines components and implementation methods to create a moderately high level of drug prevention among students in the school setting. However, there is a need for future studies that would be capable to synthesize the current challenges and develop alternative solutions to the drug education curriculum that are more robust and effective.
subject: Articles
  topic: section
subject: drug curriculum
  topic: keywords
subject: psychosocial
  topic: keywords
subject: school
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: systematic review
  topic: keywords
creator: Ciptro Handrianto
creator: Ahmad Jazimin Jusoh
creator: Mansor Abu Talib
creator: Rembulan Catra Banyu Biru
creator: Ridha Husnul Hayati
creator: Fitri Dwi Arini
rights: Copyright (c) 2025 Ciptro Handrianto | Ahmad Jazimin Jusoh | Mansor Abu Talib | Rembulan Catra Banyu Biru | Ridha Husnul Hayati | Fitri Dwi Arini https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 91
ending page: 107
doi: 10.15388/ActPaed.2025.55.6

The Challenges of Teaching Children with ADHD in the School Context
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Over the past few years, the number of children diagnosed with <em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Attention Deficit Hyperactivity Disorder<span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"> (ADHD) has been on a significant increase. Children with ADHD are inattentive, restless, and impulsive. For them, the process of growth and development is much more difficult than for children with typical development. They have difficulties in everyday functioning in the family and school environment. These difficulties are evident in their emotional and social functioning. Due to their inappropriate and strong reactions, hyperactive children are frequently rejec…
subject: Articles
  topic: section
subject: ADHD
  topic: keywords
subject: antecedent strategies
  topic: keywords
subject: child
  topic: keywords
subject: school
  topic: keywords
creator: Marina Đuranović
creator: Irena Klasnić
creator: Tomislava Vidić
rights: Copyright (c) 2025 Marina Đuranović | Irena Klasnić | Tomislava Vidić https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 108
ending page: 121
doi: 10.15388/ActPaed.2025.55.7

Opportunities For Developing Preschoolers’ Motor Skills through Play Activities
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Physical activity begins to develop in an early childhood (from birth to age 8) and is considered an important way of learning about the world, which has a positive effect on a child’s physical, mental, and emotional health and promotes the development of new skills. Appropriate physical activity not only strengthens the overall physical condition, but also contributes to the development of self-regulation skills. Conversely, a lack of physical activity can lead not only to poorer physical health, but also to greater emotional challenges as children are more likely to exhibit behavioral problems, which can develop into more serious disorders over time.<br style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"><span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial…
subject: Articles
  topic: section
subject: preschool education
  topic: keywords
subject: play-based activities
  topic: keywords
subject: active games
  topic: keywords
subject: physical activity
  topic: keywords
subject: motor skills
  topic: keywords
creator: Vilija Gerasimovičienė
creator: Justina Sakalauskienė
rights: Copyright (c) 2025 Vilija Gerasimovičienė | Justina Sakalauskienė https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 122
ending page: 143
doi: 10.15388/ActPaed.2025.55.8

Perceived Professional Self-Efficacy of Kindergarten Pre-Service and In-Service Teachers
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The study examined the perceived professional self-efficacy of kindergarten teachers (N1 = 204) and university students (N2 = 215) studying preschool pedagogy in Slovakia in the context of the influence of independent variables such as age, marital status, religiosity, years of experience, and education level. The kindergarten teacher’s perceived professional self-efficacy was examined by adapting the <em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Teacher Efficacy Scale<span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"> used in Slovakia. The research findings indicate statistically significant differences between in-service and pre-service teachers and provide r…
subject: Articles
  topic: section
subject: self-efficacy
  topic: keywords
subject: kindergarten teachers
  topic: keywords
subject: pre-service teachers
  topic: keywords
subject: confirmatory factor analysis
  topic: keywords
creator: Vladimír Fedorko
creator: Roman Kroufek
creator: Jozef Liba
creator: Janka Ferencová
rights: Copyright (c) 2025 Vladimír Fedorko | Roman Kroufek | Jozef Liba | Janka Ferencová https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 144
ending page: 156
doi: 10.15388/ActPaed.2025.55.9

Teachers’ Linguistic Attitudes and Their Approach to Lithuanian Language Education During Lessons in all Subjects
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Linguistic attitudes of teachers in different subjects are one of the main factors shaping the school’s linguistic environment. This paper analyses teachers’ linguistic attitudes and their attitudes towards pupils’ Lithuanian language education across all subject areas.<br style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"><span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The study shows that teachers’ evaluations of the prestige of the Lithuanian language were contradictory (positive and negative evaluations were almost equally distributed). There is a consistent view that the problem of language prestige is a collective responsibility of all and t…
subject: Articles
  topic: section
subject: teachers
  topic: keywords
subject: pupils
  topic: keywords
subject: linguistic attitudes
  topic: keywords
subject: Lithuanian language education
  topic: keywords
creator: Laimutė Bučienė
rights: Copyright (c) 2025 Laimutė Bučienė https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 157
ending page: 174
doi: 10.15388/ActPaed.2025.55.15

Planned Empowerment of Primary School Students to Reflect on Learning in Lithuanian Language and Literature Classes: Teachers’ Experiences
type: item
description: Learning reflection in the classroom is a process through which students think about their learning and articulate – either orally or in writing – what has been successful, and what has not, while noting what they could do differently next time in order to achieve better results. This process is crucial as it enables learners to identify the causes of their learning successes and challenges and, whenever necessary, to adjust their actions accordingly. As a result, it helps reduce impulsivity in learning, since actions are increasingly considered before being taken. Learning reflection not only supports cognitive development but also enhances students’ ability to manage their own learning and promotes greater independence and responsibility. However, fostering learning reflection is not an automatic process. Students’ initial engagement with reflection typically requires guidance and support from teachers, who play a key role in facilitating and planning time for learning reflection during lessons. Despite this issue, research – conducted both in Lithuania and internationally – indicates that, in various subject lessons, including mother tongue, learning reflection is infrequent, episodic, or entirely absent due to a lack of supportive conditions. Teachers may forget to plan for learning reflection, or else they may assume that it happens implicitly, even when it is inconsistent and ineffective. This contradiction – which is manifested between the acknowledged theoretical value of learning reflection and its practical lack of implementation – prompted the current study, which aimed to examine how primary school students in Lithuania engage in learning reflection during Lithuanian language and literature classes, as perceived by primary school teachers. The study addressed the following questions: How often do teachers intentionally plan opportunities for learning reflection? At which stage of the lesson is reflection facilitated, and how do teachers justify it? What …
subject: Articles
  topic: section
subject: primary school teachers
  topic: keywords
subject: Lithuanian language and literature classes
  topic: keywords
subject: planning of students learning reflection
  topic: keywords
creator: Rasa Kulevičienė
creator: Liudmila Rupšienė
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 175
ending page: 189
doi: 10.15388/ActPaed.2025.55.10

Wordless Book Reading in Primary School Lessons: Striving for Greater Engagement of Students with Diverse Abilities
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Primary education teachers are constantly seeking new teaching methods and tools that would encourage the engagement of students with diverse abilities in the learning process. One such tool is wordless books. For Lithuanian teachers, wordless books remain a relatively new genre; therefore, this article examines the challenges of using them in primary school language education. A particularly under-researched area is classroom activities based on wordless book reading, where the teacher must simultaneously work with students of varying abilities. Thus, the aim of this study is to investigate the effectiveness of wordless book reading-based activities in fostering the linguistic activity and engagement of third-grade students. The method chosen for the study was participatory action research. During the study, students’ engagement and linguistic activity in traditional versus wordless book reading activities were observed, analyzed, and compared. Data were collected through the analysis of scientific and pedagogical literature and informal natural indirect observation. All activities were video-recorded, and the recordings were later analyzed to collect both qualitative and quantitative data. The study involved 24 students from one primary school, selected using convenience sampling. Based on scientific literature and students’ prior knowledge of wordless books, the wordless book reading activities were structured in three stages: exposure, exploration, and engagement. All wordle…
subject: Articles
  topic: section
subject: wordless books
  topic: keywords
subject: primary education
  topic: keywords
subject: language development
  topic: keywords
subject: verbal participation
  topic: keywords
subject: engagement
  topic: keywords
creator: Vaiva Schoroškienė
creator: Paulina Morkūnaitė-Gudė
rights: Copyright (c) 2025 Vaiva Schoroškienė | Paulina Morkūnaitė-Gudė https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 190
ending page: 205
doi: 10.15388/ActPaed.2025.55.11

Representation of Women’s Literature During the Implementation of the 2011–2022 Lithuanian Language and Literature Secondary Education Curriculum
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The article examines how women’s literature was presented in the Lithuanian language and literature curriculum during the period of 2011–2022 and how it was linked to certain thematic and value-based assumptions. The study was conducted in two stages: first, a qualitative content analysis of textbooks for high school students (Kanišauskaitė et al., 2011–2012; Daujotytė et al., 2009–2012) was conducted with the objective to explore the topics that are related to women’s writing and their alignment with the questions dealt with in the curriculum. The second stage looked at how the depiction of women’s literature in these textbooks influenced the interpretation of such works in students’ essays in the 2020–2024 state exams (a.k.a. matura examination). The findings of the research have revealed that, in their maturity exam essays, students often mirrored stereotypical views found in the textbooks, such as depicting women as mothers, self-sacrificing, and emotional. Furthermore, female authors were significantly underrepresented in both the textbooks and student essays, with the analysis of their works often being one-dimensional and stereotypical.
subject: Articles
  topic: section
subject: women’s literature
  topic: keywords
subject: Lithuanian literature
  topic: keywords
subject: Lithuanian language and literature curriculum
  topic: keywords
subject: literary canon
  topic: keywords
creator: Eglė Tauraitė
creator: Aistė Kučinskienė
rights: Copyright (c) 2025 Eglė Tauraitė | Aistė Kučinskienė https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 206
ending page: 221
doi: 10.15388/ActPaed.2025.55.12

Validation of a Czech Self-Regulated Learning Questionnaire
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Self-regulated learning (SRL) is a concept of great use for teachers of adult learners as these learners are especially capable of engaging in autonomous behaviour, and their understanding of aspects of SRL allows teachers to identify areas in which to provide support so that to make learning more effective. A validated instrument for a particular population is necessary to obtain reliable data on the basis of which SRL may be explored. In this study, we aimed to modify the Czech DAUS1 self-regulated learning questionnaire, based on the Motivated Strategies for Learning Questionnaire, the Learning and Strategies Study Inventory, and the Metacognitive Awareness Inventory, for adult learners in informal language education, and to validate the new instrument. First, items addressing aspects unrelated to informal education were modified or eliminated by an expert panel. Subsequently, exploratory factor analysis was conducted on a sample of 403 adult learners, resulting in a three-factor model. The factors included self-efficacy (14 items), metacognition (8 items), and motivation (8 items). The Cronbach’s alpha value of the new instrument was determined as 0.83. The new validated instrument ought to facilitate further investigation of SRL in adult learners in informal education.
subject: Articles
  topic: section
subject: self-regulated learning
  topic: keywords
subject: instrument validation
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: learning strategies
  topic: keywords
subject: motivation
  topic: keywords
creator: Jana Rozsypálková
creator: Eva Bumbálková
rights: Copyright (c) 2025 Jana Rozsypálková | Eva Bumbálková https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 222
ending page: 239
doi: 10.15388/ActPaed.2025.55.13

Psychometric Properties and Factorial Structure of the Lithuanian Version of the "Student Engagement in School"
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Students’ engagement in school is an important phenomenon for their learning and overall well-being. The aim of this paper is to present the adaptation and validation of the <em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Student Engagement in School<span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"> Questionnaire (Lam et al., 2014) to the Lithuanian school context. The psychometric indicators and factorial structure of the questionnaire were assessed in two studies. The first study was carried out in June 2019. 476 students took part in this step. The second study was undertaken in February 2020. The sample was 445 pupils. To examine the reliability of the Lithu…
subject: Articles
  topic: section
subject: emotional engagement
  topic: keywords
subject: behavioural engagement
  topic: keywords
subject: cognitive engagement
  topic: keywords
subject: questionnaire reliability
  topic: keywords
subject: questionnaire validity
  topic: keywords
subject: factor analysis
  topic: keywords
creator: Jūratė Česnavičienė
creator: Agnė Brandušauskienė
creator: Aušra Daugirdienė
rights: Copyright (c) 2025 Jūratė Česnavičienė | Agnė Brandušauskienė | Aušra Daugirdienė https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 240
ending page: 260
doi: 10.15388/ActPaed.2025.55.14