eISSN 2029–0551, ISSN 1392–0340, DOI 10.15823/p First Published: 1962– Frequency: Quartely Languages: English, Lithuanian Subjects: The general issues of education and training, education policy and education management, Curriculum, Methods and Environments, Learners' Competencies and Achievements, General and Subject Didactic, Inclusive Education, Information Technology and Media in Education, Teachers Training, Education Psychology, Andragogy, The Methodology of Educational Research, Current Problems of Education and Training Metrics: Scopus: CiteScore 1.0, SJR 0.173, SNIP 0.296; Q3 (2024) Fees: No Publication Fees Open Access: CC BY
Vytauto Didžiojo universitetas / Vytautas Magnus University
The author’s relationship with the addressee as a projection of the lecturer–student relationship in Stasys Šalkauskis’ textbook “The Basics of General Scientific Work Methodology”
The article examines the peculiarities of the expression of the relationship between the author and the addressee in one of the first Lithuanian academic methodology textbooks – Stasys Šalkauskis’ book “The Basics of General Scientific Work Methodology”. The expression of the relationship between the textbook’s author and the addressee is shaped stylistic, postillogical, and genre-specific features, all of which are oriented toward the primary goal – to teach the addressee. The relationship created between the author and the addressee in the textbook is associated with Šalkauskis’ pedagogical views – his perspective on the teacher and the student, and their connection. In the textbook, Šalkauskis, as the author, positions himself to be visible – not only as a monologic narrator but also as a creator and developer of dialogue. The author’s persona in the textbook is revealed through a grammatical person, expressed either by verb endings, the personal pronoun “I” in forms like man (me), or the first-person plural – we, which encompasses different hierarchical levels. The relationship between the author and the addressee in the textbook is developed using interpersonal metadiscourse markers. Although the knowledge levels of the author and the addressee differ, the author treats the addressee with great respect: either by identifying with them, by expressing directives through impersonal forms without directly naming the addressee, or by referring to the addressee using nominative forms of specific nouns, avoiding vocative constructions altogether.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Cooperation between stakeholders to ensure the Roma child's right to education: an analysis of teachers' experiences
The aim of the article is to draw on the experiences of teachers working with Roma children to shed light on the role of cooperation in guaranteeing the right to education for Roma children. Data was collected through semi-structured interviews. Qualitative content analysis was performed in accordance with the inductive logic of categorization based on the research data. The findings revealed positive and negative aspects of parents' cooperation with the school in ensuring Roma children's right to education.
A profile of language errors in preschool typically developing children and children with developmental language disorder
The study aimed at exploring both qualitative and quantitative aspects of language errors in Lithuanian children aged 5 to 6 with developmental language disorder (DLD) compared to their typically developing peers. Overall, 160 children participated in the assessment. Half of them were clinically identified with DLD, forming the experimental group, while the remaining half, consisting of typically developing children, served as the control group. Each child was individually assessed through two methods: 1) storytelling according to picture sequence and 2) reasoning dialogue. The qualitative analysis of the collected data revealed that children across both groups exhibited language errors of a similar typological nature, yet the frequency and distribution of these error types and subtypes varied between the groups. Quantitative analysis identified several statistically meaningful variables that could serve to distinguish between children with typical development and those with DLD. The implications of these findings suggest that while the typology of language errors remains consistent across developmentally diverse groups, the underlying mechanisms and severity of these errors differ substantially. In addition, understanding the specific language error patterns in children with DLD could suggest targeted language intervention strategies.
Teacher victimisation in educational institutions: analysis of the legal environment
The article assesses the legal possibilities of protecting teachers from violence in Lithuanian educational institutions. It analyses how the legal framework ensures the right of teachers to protection from violence at work and to assistance. It is concluded that the concept of violence against teachers is not clearly defined in legislation, the legal framework does not sufficiently protect teachers from violence and is more oriented towards the protection of pupils.
Copyright (c) 2025 Marina Gušauskienė, Valdonė Indrašienė, Romas Prakapas, Asta Railienė, Justinas Sadauskas https://creativecommons.org/licenses/by/4.0
Bridging technology and pedagogy: demographics as a lens to understand TPACK utilization among primary school teachers
The purpose of this study is to analyzing the relationship between teacher demographics and TPACK utilization. The data analysis using several statistical techniques included descriptive analysis, normality tests, correlation analyses, linear regression, and univariate analysis. The research results show that demographic variables such as age and geographic location have a significant impact on elementary teachers’ TPACK, but gender and educational background do not have a significant influence.
Enhancing self-assessment skills in teacher education students’ engagement
This study examines the role of self-evaluation in teacher education, focusing on the engagement of 131 students in formative self-evaluation practices and their understanding of the process. A qualitative research design was used to assess the application of self-evaluation among students. The research was centred on students’ self-evaluation of their research projects presented in class and as course papers. These findings showed that self-evaluation can be useful when preparing a research project, potential amendments, and transformations.
Situated learning and teacher identity: insights from Malaysian TESL pre-service teachers’ practicum experience
This study discussed Malaysian TESL pre-service teachers’ (PSTs) identity development during practicum. Using Situated Learning Theory (SLT) as a theoretical lens, the semi-structured interviews with 18 PSTs identified family support, culturally sensitive mentoring and reflective practices as important social and cultural factors in TESL-PSTs’ identity formation. The study discussed practical implications for improving teacher education programmes in line with Sustainable Development Goal 4 (SDG 4).
Differential learning in sports games: a systematic review of empirical research
Differential learning (DL) is a motor learning method emphasizing practice variability and shows promising enhancement of performance in sports games. This systematic review analyzes research on DL interventions, suggesting that it accelerates skill acquisition compared to traditional methods. A systematic search of relevant databases identified peer-reviewed articles focusing on DL, non-linear pedagogy, and constraint-led approaches. Studies demonstrate DL’s positive impact on physical, technical, and cognitive skills across various game sports. By encouraging exploration of diverse movement solutions, DL fosters efficient skill acquisition, adapting techniques to individual athletes and game contexts. This adaptability contrasts with repetitive drills, promoting creativity and enhancing decision-making under various constraints. DL forces athletes to adapt, developing a flexible cognitive framework crucial for performance in dynamic game environments. This review concludes that DL is a promising training method, enhancing physical, technical, and cognitive skills. Further research should explore optimal DL implementation across different sports and athlete populations, investigating the balance between variability and specificity, and long-term effects on skill retention and transfer.
Pedagogical interventions for enhancing students’ mathematical literacy: a systematic literature review
This review examines pedagogical interventions to enhance mathematical literacy in Indonesia. It analyses research trends, objectives, types and characteristics of interventions, and the teachers’ roles. Thirty articles were selected using PRISMA protocol. The review identifies research trends across several aspects. Six intervention types and six teacher roles were identified. Each plays a key role in supporting students’ mathematical literacy. Future research directions are also discussed.
Navigating rhizo-curriculum in EFL classrooms: a narrative approach to teachers’ experiences
This study aims to explore and disclose the experiences of secondary school teachers navigating the rhizo-curriculum in English foreign language classrooms. Narrative inquiry has been applied to achieve this aim. The results revealed that implementation of the rhizo-curriculum depends on the teacher’s personality; teachers partly implement the rhizo-curriculum into the teaching and learning process because they usually follow the strict curriculum and prepare learners them for exams.
Editorial Board, Table of Contents and General Requirements for Publications
Teachers' opinions on the eTwinning portal (Sakarya province example)
This research was conducted to examine the views of teachers in Sakarya regarding the eTwinning Portal. It will also examine the use of the Portal in Sakarya according to various factors such as discipline, professional seniority, educational qualifications, gender, age, and the institution they work for. The results indicate that teachers generally have positive perceptions of the eTwinning Portal. There is only a notable difference in the institution type variable.
A research on the effect of organizational belonging perceptions on dimensions of intrapreneurship levels
This quantitative study investigates the effect of nurses’ organizational belonging perceptions on their intrapreneurship levels in family health centers in Diyarbakır. Using survey data from 92 nurses and parametric hypothesis testing, the findings reveal that psychological ownership, internal status, and identification significantly influence intrapreneurship. The results offer strategic insights for healthcare managers seeking to enhance innovative behaviors.
Pedagogical use of artificial intelligence in early education: opportunities, challenges, and solutions
This study analyzes how the use of artificial intelligence (AI) technologies influences the emotional well-being of adolescents, taking gender into account. A nonexperimental correlational methodology was employed with a sample of 400 secondary school students, selected using probabilistic sampling. Significant links were found between intensive AI use and higher levels of anxiety and depression, as well as lower self-esteem.
Towards a sustainable urban environment: teacher competences and artificial intelligence to strengthen civic engagement in future generations
The article examines the interaction between civic education, teacher competencies, and MI in promoting sustainable urban development. Recognizing civic engagement as a cornerstone of urban sustainability, teachers play a crucial role in shaping future citizens through culturally grounded and technologically enhanced pedagogical practices. The study uses a semantic and systematic literature review, using Scopus MI and PRISMA 2020 methodology to identify the latest theoretical insights.
Barriers to inclusive early childhood intervention in Latvia: insights from professionals and families
This qualitative study examines the real-life implementation of core early childhood intervention (ECI) principles – family-centred practice, transdisciplinary teamwork, and natural-context support – in Latvia. Interview data from professionals and parents reveal systemic, relational, and practical barriers to inclusive ECI delivery.
Investigation of academicians’ athlete identity and social media addiction levels
In this study, the aim was to examine the athlete identity and social media addiction levels of academicians working in universities in Turkey in the 2024–2025 academic year in terms of some variables. As a result of the tests, it can be said that male academics have a higher athlete identity, but female academics have a higher social media addiction. It is seen that the athlete identity of academics who exercise regularly is higher. It was found that the athlete identity of academicians decreased as they got older.
Exploring ethical criticism and AI applications in literature education through TAM, TPCK, and AI tools
This paper inquires about the attitude and competence of educators in terms of AI inclusion in the literature classroom. The research offers findings of the survey with its quantitative and qualitative results from fractional items of the Technology Acceptance Model (TAM) and partial Technological Pedagogical Content Knowledge (TPCK) framework. Sequentially, the paper includes testing of the Teachy app for textual analysis, interpretations, critical discussions, and activities in the frame of ethical criticism.
The relationship between pre-service teachers’ digital technology competencies and their attitudes towards artificial intelligence
This quantitative study examines the relationship between pre-service teachers’ digital technology competencies and their attitudes toward artificial intelligence (AI). Data were collected from 260 participants using relevant scales. Results indicate a significant positive relationship between digital competencies and AI attitudes, highlighting the importance of digital training in teacher education.
Challenges posed by artificial intelligence to the learning habits of vocational secondary school students
This article is devoted to identifying and improving models for the use of artificial intelligence in the learning process of vocational school students. Research shows that vocational school students oft en use artificial intelligence, but not to create new knowledge or improve the educational process, but rather to search for answers. Based on the results of the study, the conclusions provide an overview of specific measures that can be taken to improve digital skills using AI.
The contribution of the AI-powered Audemy platform to the musical skills of visually impaired individuals
This study examines the contribution of the AI-powered Audemy platform to the musical skills of visually impaired individuals. In this qualitative study, semi-structured interviews were conducted with eight students aged 13–20 who had been using Audemy for at least three months. Data were analyzed using content and descriptive analysis, and positive effects on accessibility, motivation, technical skills, and independent learning were identified.
Consequences of the use of emerging artificial intelligence technologies on adolescents' emotional well-being and adult mediation: a quantitative study
Deepfakes and digital violence in adolescent couples: perceptions, risks, and prevention strategies
The use of deepfakes in adolescent relationships has serious emotional and social consequences, as it involves the dissemination of manipulated images that violate the privacy and well-being of adolescents. This qualitative study explores how high school students perceive the risks of deepfakes, identifying their impact on privacy and mental health, especially among girls. For all this, education on consent and institutional strengthening are necessary for the prevention of digital violence.
The relationship between preschool teachers’ professional self-efficacy and attitudes towards artificial intelligence
This study surveyed 253 preschool teachers on their AI attitudes and self-efficacy. Findings show that teachers are cautiously positive, with higher AI knowledge linked to better attitudes. A weak positive correlation was found between self-efficacy and AI acceptance, and the study suggests a need for targeted AI training for educators to improve adoption.
Examining the exercise addiction and social media addiction levels of physical education teachers
The universe of the study consists of physical education and sports teachers working in schools affiliated with the Ministry of National Education in the 2024–2025 academic year. The sample group consists of 226 physical education and sports teachers, 80 of whom are female and 146 of whom are male, within the research universe and accessible to the researcher. The Personal Information Form: gender, age, type of school where they work, and years of exercise are included as data collection tools in the study.
Copyright (c) 2026 Nurdan Ateş, Gülseren Özaltaş Serçek https://creativecommons.org/licenses/by/4.0
AI-assisted vs. teacher-based assessment of EFL students’ writing: a comparative study
Artificial intelligence (AI) plays a growing role in foreign language learning, especially in assessing learners’ writing. This study examined 11 EFL compositions, evaluated by both an AI program and three teachers. Findings show AI offers speed, consistency, and objectivity, but struggles with content and organization. Thus, AI should be used as a supportive tool, complementing teachers rather than replacing them in EFL writing assessment.
Attitudes of administrators and teachers working in preschool education institutions toward artificial intelligence (AI)
This study examines the attitudes of administrators and teachers working in preschool education institutions toward artificial intelligence (AI). The research was conducted in Sakarya Province using a descriptive survey model. The findings reveal that social perceptions and educational policies significantly shape educators’ attitudes toward AI. It is particularly important for school administrators to adopt a supportive approach to technology and encourage teachers to engage with it.
Overcoming barriers through games: innovative language teaching in inclusive classrooms
In inclusive classrooms with students who have diverse learning needs, it is extremely challenging to engage them in reading and writing activities and instil a relevance for them using traditional teaching methods. In this study, the role of game-based learning environments in helping students acquire reading and writing skills in inclusive classrooms is examined and interpreted in light of the results of a six-week implementation.
General requirements for publications
Examining the narcissistic personality traits and self-efficacy levels of football coaches according to their artificial intelligence usage situations
The aim of this research is to examine the narcissistic personality traits and self-efficacy levels of coaches approved by the Turkish Football Federation during the 2024–2025 season. Tests indicate that young coaches exhibit more narcissistic tendencies, while middle aged coaches exhibit higher coaching self-efficacy. Coaches with little to moderate coaching experience exhibit more narcissistic traits, while coaches with moderate coaching experience exhibit higher coaching self-efficacy.