https://ejournals.vdu.lt/index.php/Pedagogika/issue/feedPedagogika2025-04-22T11:58:21+03:00Doc. dr. Vaida Jurgilėvaida.jurgile@vdu.ltOpen Journal Systems<p><strong>eISSN</strong> 2335–0551, <strong>ISSN</strong> 1392–0340, <strong>DOI </strong><a href="https://doi.org/10.15823/p" target="_blank" rel="noopener">10.15823/p</a><br /><strong>First Published:</strong> 1962–<br /><strong>Frequency:</strong> Quartely<br /><strong>Languages:</strong> English, Lithuanian<br /><strong>Subjects:</strong> 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<br /><strong>Metrics:</strong> Scopus: CiteScore 0.9, SJR 0.171, SNIP 0.246; Q3 (2023)<br /><strong>Fees:</strong> No Publication Fees<br /><strong>Open Access:</strong> CC BY</p>https://ejournals.vdu.lt/index.php/Pedagogika/article/view/6044Traditional or Active Learning Methods in Financial Education? A Randomized Controlled Trial2024-11-24T19:04:29+02:00Sigurdur Gudjonssonsiggig@hi.isKari Kristinssonkarik@hi.is<p>The purpose of this study is to compare how much students learn using two different teaching methods under blinded experimental conditions. That is, comparing traditional lectures to active learning. We measure student learning by varying teaching methods during a review for an exam, which was taught either through a 40-minute traditional lecture or a 40-minute session of active learning. The results suggest no difference in learning outcomes between students who received review through active learning and those who received review through traditional means.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Sigurdur Gudjonsson, Kari Kristinssonhttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/6427Designing MOOC Support for University Students: A Case Study From 2022–20242025-02-19T15:44:54+02:00Michal Černýcerny@kisk.cz<p>The study analyses the experiences of learners who have taken part in a university course with a MOOC (massive open online course) component and provides practical insights that MOOC have a place in formal education and are associated with a sense of freedom, autonomy, and empowerment for university students. At the same time, however, to complete them, they need to acquire specific experiences and skills related to time management, self-management, and learning competencies.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Michal Černýhttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/6691A Novel Problem-Based Learning Model Incorporating Team Teaching to Enhance Self-Determination in Nursing Students: Development and Validation2025-03-06T08:19:22+02:00Rhona Sandrasandra.rhona@yahoo.comFirman Firmanfirman@fip.unp.ac.idAbdul Razakar210371@fmipa.unp.ac.idCiptro Handriantohandrianto@unp.ac.id<p>This study aims to develop and validate a students' PBL and Team-Teaching approach in order to motivate nursing students to self-directed learning during clinical practice. The study employed mixed methods and a quasi-experimental design by involving participants from four nursing schools in Indonesia. The academic and clinical perspectives support each other in enhancing students' self-determination and clinical competence in fostering intrinsic motivation and professional growth.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Rhona Sandra, Firman Firman, Abdul Razak, Ciptro Handriantohttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/6036Spanish Higher Education: EMI Students’ Needs for Language Support Courses (ESP)2025-01-24T13:28:00+02:00Rima Krasauskyte-Sierra Ruizrima@uma.esAna Chapmanachapman@uma.es<p>Given the endangered status of language support courses and the scarcity of research on the linguistic needs of EMI students in Spanish higher education, this study aims to investigate EMI students’ needs for language support and the potential of ESP courses in improving their English language skills. A mixed-method approach was used. The study results will contribute to filling the existing gap in EMI literature and inform stakeholders who are making major decisions on language support systems.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Rima Krasauskyte-Sierra Ruiz, Ana Chapmanhttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/6677Testing the Associations Among University Students’ Autonomy, Academic Resilience, and Behavioural Engagement: A Structural Equation Modelling Approach2025-02-02T16:18:39+02:00Le Trung Kienltkien@nctu.edu.vnDuong Minh Tuandmtuan@nctu.edu.vn<p>This study investigated the interplay among learner autonomy (LA), academic resilience (AR), and behavioural engagement (BE) in tertiary students, focusing on how the components of LA (i.e., independence of learning (IL), study habits (SH)) and AR (i.e., self-determination (SD), adaptability (AD)) influenced BE. The findings revealed significant connections between IL, SD and BE. IL also had a reinforcing link to SD and AD. The association between IL and BE was partially mediated by AR.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Le Trung Kien, Duong Minh Tuanhttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/6304Pre-Service Teachers’ Online Learning Experience – Challenges and Lessons Learned2025-03-09T16:10:56+02:00Arlinda Bekaarlinda.beka@uni-pr.eduArberore Bicajarberore.bicaj@universitetiaab.com<p>This study aims to investigate the impact of the COVID-19 lockdown on the professional growth of pre-service teachers in adapting to virtual learning. It examines the experiences of 421 University of Prishtina pre-service teachers using a mixed-methods approach. Despite technical challenges, the results indicate increased peer collaboration. The study emphasizes the importance of raising the quality of online education in order to better prepare for emergencies in the future.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Arlinda Beka, Arberore Bicajhttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/6550Assessing the Effectiveness of the Lithuanian Non-Word Repetition Test as a Screening Tool for Dyslexia2025-03-03T13:47:06+02:00Eglė Krivickaitė-Leišienėegle.krivickaite-leisiene@vdu.ltViktorija Kavaliauskaitė-Vilkinienėno@email.lt<p>This paper focuses on the ability of children with dyslexia (~8;9) and TD children (~8;2) to repeat Lithuanian non-words. Research shows that dyslexic children have difficulties with phonological processing tasks, such as encoding phonological information, retaining it in VPSTM for a certain period, and retrieving it. The results of this study provide valuable insights into the phonological difficulties of dyslexic children and may contribute to the development of more effective support.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Eglė Krivickaitė-Leišienė, Viktorija Kavaliauskaitė-Vilkinienėhttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/6368Challenges in Music Education: Teachers’ Competencies, Teaching Styles and ICT Integration2025-02-12T15:57:37+02:00Haoyue Sunsunhaoyue0910@163.comJolanta Abramauskienėno@email.lt<p>This article focuses on music education and explores the teaching challenges, difficulties, required competencies, education system and use of ICT integration, ways to develop learners' attitudes towards music and collaborative methods. Qualitative research methods were used in the study. The research showed that due to the changes in the educational model, music education has become complex, requiring teachers to use ICT and adapt their teaching style to enhance learners' experience and engagement.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Haoyue Sun, Jolanta Abramauskienėhttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/6430Project-Based Learning in Environmental Learning: Can It Improve Learners' Problem- Solving Skills and Mutual Cooperation?2025-02-11T16:52:03+02:00Windasari Apriwijayantiapriwijayantiw@gmail.comSajidan Sajidanno@email.ltDwi Oetomono@email.ltIdam Ragil Widianto Atmojono@email.lt<p>Problem-solving skills and mutual cooperation of students in class X Senior High School 3 Surakarta, Indonesia are still low categories. This study aims to evaluate the application of the Project Based Learning model on environmental pollution material to improve students' problem-solving skills and mutual cooperation. This type of research is a class action research conducted at Senior High School 3 Surakarta, Indonesia. The research subjects are X E-2 students. The research procedure includes planning, action, observation, and reflection. Data and sources of research data are questionnaires and tests of problem-solving skills, questionnaires of mutual cooperation, observation sheets of syntax implementation, observation sheets of students' social interactions, observation sheets of teacher reactions, interview sheets, and documentation. Data collection techniques used questionnaires, tests, observations, interviews, and documentation. Data validation using triangulation techniques. The results showed that the test scores of problem-solving skills increased from 53% in the pre-cycle to 86% in cycle II. All aspects of problem-solving skills and mutual cooperation in cycle II reached the research target. The data shows that applying the Project Based Learning model can improve the problem-solving skills and mutual cooperation of students in class X E-2 Senior High School 3 Surakarta.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Windasari Apriwijayanti, Sajidan, Dwi Oetomo, Idam Ragil Widianto Atmojohttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/6412Vocational Expectations and Adjustment at School: What Does the Relationship Between These Factors Suggest in Initial Vocational Training?2024-12-15T14:38:52+02:00Nora Pileičikienėno@email.ltIngrida Bakšenskienėno@email.ltKristina Kovalčikienėno@email.ltRita Mičiulienėrita.miciuliene@vdu.lt<p>The high dropout rate among vocational school students prompts us to examine the issues surrounding vocational expectations and adaptation within vocational education and training (VET) institutions as a potential factor contributing to this trend. This study adds to existing research on students’ professional expectations and adjustment within educational institutions, providing insights into the vocational training landscape. What sets this study apart is the inclusion of empirical data from 29 vocational education and training institutions (N = 377), offering a comprehensive overview of the alignment between vocational expectations and school adaptation among students in primary VET. Utilising descriptive and parametric statistical methods, the results revealed a moderately strong positive correlation between professional expectations and adjustment in VET institutions. The hypothesis that older students (post-12th grade) hold higher professional expectations than their younger counterparts in primary VET was supported. This corresponds to their superior personal-emotional and institutional adaptation. In comparison, the data indicates that younger students in primary VET (post-10th grade) have lower vocational expectations and poorer school adaptation. However, the correlation between their professional expectations and school adjustment is stronger than that of older students.</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Rita Mičiulienėhttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/7319Editorial Board and Table of Contents2025-04-22T10:22:18+03:00Vaida Jurgilėno@email.lt<p>-</p>2025-04-22T00:00:00+03:00Copyright (c) 2025 Authors