Acta Paedagogica Vilnensia https://www.journals.vu.lt/acta-paedagogica-vilnensia <p>Founded in 1991 and dedicated to analysing theoretical and methodical issues in education and education policy and cultural analysis.&nbsp;Indexed in the <em>Scopus</em> (Q4) database since 2019.</p> en-US <p>Please read the Copyright Notice in&nbsp;<a href="http://www.zurnalai.vu.lt/acta-paedagogica-vilnensia/journalpolicy">Journal Policy</a>.&nbsp;</p> irena.stonkuviene@fsf.vu.lt (Irena Stonkuvienė) vigintas.stancelis@kf.vu.lt (Vigintas Stancelis) Mon, 07 Nov 2022 11:15:46 +0000 OJS 3.1.2.1 http://blogs.law.harvard.edu/tech/rss 60 Editorial Board and Table of Contents https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29680 <p>-</p> Copyright (c) 2022 Authors http://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29680 Mon, 07 Nov 2022 00:00:00 +0000 Textual Analysis of Quality Assurance Development in Bosnia and Herzegovina’s Higher Education Sector https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/24097 <p>Education is the bedrock of any nation. It is essential for individual and societal growth and development. This study investigates the role of quality assurance in achieving the expected outcome of education in Bosnia and Herzegovina’s higher education sector. A textual analysis is used to examine the National Qualification Framework. The study is based on a documented review and descriptive analysis of student enrollment and programs of studies. The textual analysis is largely qualitative in nature. Unlike the global trend, it can be seen that student enrollment is on the decline in Bosnia and Herzegovina. It was found that quality assurance is an indispensable tool for strengthening the higher education sector and for achieving the desired change and outcomes that education offers. It was also found that study programs and curricula are pivotal for teaching and learning processes, and that a unified qualification framework is essential for achieving set objectives of education at all levels. The study recommended that sound quality assurance systems as well as an appropriate structure for monitoring and accreditation be put in place and be judiciously followed in order to achieve the desired outcomes in conjunction with the set objectives of higher education in the country. Moreover, certain pressures (i.e., democratic, economic, and systemic) and obstacles are looked at that show signs of epistemological, political, and institutional barriers that Bosnia and Herzegovina faces as a developing country Europeanizing its system of education.</p> Aleksandra Figurek | Giuseppe T. Cirella | Anatoliy G. Goncharuk | Enoch T. Iortyom | Una Vaskovic | Solomon T. Abebe Copyright (c) 2022 Aleksandra Figurek | Giuseppe T. Cirella | Anatoliy G. Goncharuk | Enoch T. Iortyom | Una Vaskovic | Solomon T. Abebe https://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/24097 Mon, 07 Nov 2022 09:57:24 +0000 The Impact of Metacognitive Reading Strategies on Master Students’ EFL Reading Proficiency and Academic Achievement https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/21908 <p>The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and adapted scales of the MARSI questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on master students’ usage of MRS in EFL academic reading activities.</p> Iryna Levchyk | Hanna Chaikovska | Oksana Mazur | Zoriana Adamska | Nataliia Zakordonets Copyright (c) 2022 Iryna Levchyk | Hanna Chaikovska | Oksana Mazur | Nataliia Zakordonets https://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/21908 Mon, 07 Nov 2022 09:33:07 +0000 E-Learning at the Tertiary Level in and After Pandemic https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29681 <p>The article deals with new challengers in higher education system in terms of reality caused by coronavirus COVID-19. Some positive experience in English distance teaching and learning (at the basis of Yaroslav Mudryi National Law University, Ukraine) is described as it is significant in pandemic and may become useful for post pandemic society to improve educational processes. The purpose of the paper is to share positive ideas for English e-learning organization at the tertiary level in pandemic in order to use e-learning gains in further educational practice, highlight and solve its problems. General theoretical methods (analysis and synthesis) as well as empirical (observation and discussion) helped to find out advantages and identify disadvantages of the issue under study. The study has reached the following conclusions: asynchronous distance learning is effective for highly motivated students; synchronous forms demonstrate ability for developing all kinds of language skills. Advantages of distance teaching and learning there are: opportunity to display necessary didactic material on screen, to play&nbsp;audio recording or video materials for students in better quality. We have identified these problems: necessity of strong students’ motivation, connected with self-organization and the ability to work independently; sometimes insufficient technical skills of academic staff; academic dishonesty, which leads to meaninglessness of testing.</p> Liudmyla Holubnycha | Tetiana Besarab | Yana Pavlishcheva | Oksana Kadaner | Oksana Khodakovska Copyright (c) 2022 Authors http://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29681 Mon, 07 Nov 2022 00:00:00 +0000 Risk and Protective Factors in Choosing Course Sets in Secondary Education: Perspectives of Career Counsellors and Students from the Latgale Region of Latvia https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/27908 <p><strong>&nbsp;</strong>This paper presents an exploratory study of the perspectives of career counsellors and students on risk and protective factors in choosing course sets in secondary education. The study, conducted in the Latgale region of Latvia, uses a qualitative research design based on a triangulation between the perspectives of school career counsellors and students. Data obtained from interviews with four career counselors and a focus group with six 15–16 year old students from urban and rural schools were analyzed using thematic analysis. The study acknowledges that school career counsellors can serve as a vital resource for Latvian society in managing and addressing the challenges of current educational reform and inequalities in education and career management caused by socioeconomic disparities.</p> Pāvels Pancerko | Anita Pipere | Mārīte Kravale-Pauliņa Copyright (c) 2022 Pāvels Pancerko | Anita Pipere | Mārīte Kravale-Pauliņa https://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/27908 Mon, 07 Nov 2022 10:06:05 +0000 School Leaders’ Attitudes, Expectations, and Beliefs Starting a Character Education Training in Latvia https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/24811 <p>This article explores school leaders’ expectations and beliefs when starting a professional development course about character education in Latvia. The survey used mixed methods, involved 30 participants, and was conducted in 2020. School leaders expected to enhance their practical know-how in this field, the desired opportunities for personal reflection and sharing with colleagues, and believed that shared values and a friendly atmosphere were the key points. The findings can be useful for future similar initiatives.</p> Manuel Joaquín Fernández González | Svetlana Surikova Copyright (c) 2022 Manuel Joaquín Fernández González | Svetlana Surikova https://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/24811 Mon, 07 Nov 2022 10:15:59 +0000 Balancing between paidia and ludus: video games in school's teaching and learning process https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/27346 <p>Play, even though usually regarded as a natural practice for children, is a multifaceted, hard to define phenomenon, which connects to distinct features: playfulness and seriousness. The pragmatist J. Dewey has noted many links between education and play. But with technology advancing every day and with play having acquired a new form – video games – the ways in which we can integrate play into the process of education is still in its experimental phase. Even though the popularity and potential of this medium is vast, video games are very rarely included in the process of formal education in Lithuania. This article aims to discuss the ambiguous (<em>paidia</em> and <em>ludus</em>) nature of video games: what challenges and possibilities this characteristic brings into teaching and learning in schools while integrating video games. The empirical part – a case study of the project „Big Small Screens. Media Literacy in Schools of Lithuania“ (analysis of the documents and the interviews with teachers, who selected video games while participated in the project), started by VšĮ „Meno avilys“ in 2016, which ,among other audiovisual medias, video games were analyzed. The research shows that the project tries to highlight the serious side (<em>ludus</em>) of video games, which is less familiar in schools, suggesting to integrate it in class when analyzing and creating (them or with them). Yet the experiences of the teachers revealed that they are more likely to use the playful side (<em>paidia</em>) of video games in their classes and experience difficulty when integrating the serious side of video games because of various challenges, thus the possibilities of integrating video games in teaching and learning is limited.</p> Gintė Marija Ivanauskienė Copyright (c) 2022 Gintė Marija Ivanauskienė https://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/27346 Mon, 07 Nov 2022 10:25:27 +0000 Self-Assessment of the Professional Competence of Preschool Teaching Student https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29682 <p>One of the objectives of the European Higher Education Area is to promote the development of competences, with an emphasis on those competences&nbsp;that people need to maintain their current quality of life and high level of employability in the face of a changing society and labor market. This study analyzed the self-assessment of student preschool teachers’ professional competence, using a tool (survey) for assessing teachers’ professional competence. A structure of preschool teachers’ professional competence was analyzed. The results indicate that the developed survey can be used as a tool for the self<strong>-</strong>assessment of teachers’ professional competence. The most highly evaluated sub-competences were general tasks of ensuring professional activity; implementation of learning process; and improvement of professional competence. The data analysis revealed that the question “Is the work related to the field of study?” with the statements included in the survey sections “Implementation of the learning process” and “Improvement of professional competence” is an important indicator in the self-assessment of professional competence among student preschool teachers for the material situation.</p> Baiba Kaļķe | Sanita Baranova | Līga Āboltiņa Copyright (c) 2022 Authors http://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29682 Mon, 07 Nov 2022 00:00:00 +0000 The Benefits of Learning Analytics for Education: An Analysis of the Experiences of Lithuanian General Education School Teachers https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/25031 <p>The article discusses the benefits of learning analytics for education: the theoretical part reveals the concept of learning analytics, discusses how learning analytics technologies help to improve the teaching / learning process. The focus is on the most important group of learning analytics beneficiaries - teachers. The benefits of learning analytics in teachers’ pedagogical work are discussed. The empirical part of the article presents the results of a qualitative study for the analysis of teachers’ experiences. The study involved 17 teachers from Lithuanian general education schools with experience in working with learning analytics tools. The semi-structured interview method allowed to gather the research participants’ insights into the use of learning analytics in Lithuanian schools from the perspective of teachers. Qualitative analysis of the content of the informants’ answers revealed teachers’ opinion on the benefits of learning analytics for teaching and learning, teachers’ competencies to work with learning analytics tools, empowering teachers to use learning analytics tools and to make data-based pedagogical decisions.</p> Julija Melnikova | Aleksandra Batuchina | Gita Šakytė-Statnickė | Gražina Šmitienė Copyright (c) 2022 Julija Melnikova | Aleksandra Batuchina | Gita Šakytė-Statnickė | Gražina Šmitienė https://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/25031 Mon, 07 Nov 2022 10:52:14 +0000 Associations Between Global Competence and Right-Leaning Population: Evidence From PISA 2018 and European Social Survey https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/26271 <p>This study explores the relationship between 15-year-olds results in the PISA 2018 assessment of global competence and citizens’ political views. In particular, we look at the correlations of 18 EU nation-states citizens’ political preferences (right-leaning) and students’ non-cognitive skills, attitudes, and values. Data from the OECDs’ PISA global competence and European Social Survey for the year 2018 were used. After the analysis, it can be presumed that the higher share of the right-leaning population in the country is associated with lower students’ global competencies.</p> Jogaila Vaitekaitis | Dovilė Stumbrienė Copyright (c) 2022 Jogaila Vaitekaitis | Dovilė Stumbrienė https://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/26271 Mon, 07 Nov 2022 11:02:26 +0000 Transformations of the Contemporary Catholic Education Discourse: A Thematic Analysis of Church Documents https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29683 <p>This article analyzes changes in the official teaching of the Catholic Church on education since the late 1920s up to 2013. This is done in order to provide a comprehensive map of the Church‘s educational thought development, and thus facilitate a theoretical and practical discussion on possible ways of further development of the concept. Nine documents used in this analysis were retrieved from the public online database of the Congregation for Catholic Education. The documents in this study are treated as symbolic representations and social facts that make direct or indirect impact on the development of the concept of Christian education, and therefore are significant objects of the analysis. To better elucidate the development of the educational thought, the method of thematic analysis is applied for the content research of the document. Analysis revealed that anhropological shift in Churches‘ thought during the Second Vatican council had effected Churches’ educational thought, but this change was rather evolutionary-incremental than revolutionary-straight-forward.</p> Juozapas Labokas Copyright (c) 2022 Authors http://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29683 Mon, 07 Nov 2022 00:00:00 +0000 Books: Morgan, G. A., Liao, H. F., & Józsa, K. (2020). Assessing Mastery Motivation in Children Using the Dimensions of Mastery Questionnaire (DMQ). Gödöllő: Szent István University. ISBN: 978-963-269-922-6. https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29685 <p>-</p> Suherman Suherman Copyright (c) 2022 Authors http://creativecommons.org/licenses/by/4.0 https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/29685 Mon, 07 Nov 2022 00:00:00 +0000