Socialinis ugdymas / Social Education

Blended learning in innovative education to improve media literacy

Ebba Ossiannilsson — Mon, 29 Jan 2024 00:00:00 +0200

This concept article discusses the challenges and opportunities in this rapidly changing learning landscape. Future scenarios are complex and multi-layered, and they require critical thinking about challenges and opportunities. Which scenarios develop has implications and consequences for the environment, the economy and society, but also for individuals and the planet. The paper highlights the need to learn for socio-economic change and develop new educational models for diversity, equity, and inclusion, and points out that the voice of the individual matters. By staying informed and engaged, we can ensure that our education systems and media practices are well equipped to meet the needs of learners and society. In every case, change is driven by people for people.

Expression of the indicators of consistency in the organizational culture of Lithuanian general education schools

Jovita Starkutė — Mon, 29 Jan 2024 00:00:00 +0200

The consistency trait of the organizational culture reveals whether the system of core values, agreement, coordination and integration works in a unified and harmonious manner in the organization, whether it creates an internal balance and integrity between the processes of the educational institution in the organization. The aim of the article is to reveal the expression of the indicators of consistency of the existing organizational culture in Lithuanian general education schools and provide recommendations for creating or developing consistency. The research methodology is the Denison Organizational Culture Survey (DOCS). The result can have great applied value for school heads and be useful for reviewing both the consistency components of the educational institution and the educational institution’s processes, agreements and conformity to values.

Social ecological model as prototype of inspiring rural community

Giedrė Kvieskienė, Eglė Celiešienė — Mon, 29 Jan 2024 00:00:00 +0200

The dynamics of social and ecological factors influence problem-solving, but the solutions of social processes have not yet been attempted to be explained using various environmental and social aspects. In this article, we propose a conceptual framework based on the four components of the socio-ecological model for building trust between social groups and developing cooperation and social partnerships. We analyze statistics of NEET rural youth in Europe as the leading group, representing the main trends. During the COVID-19 pandemic and the war in Ukraine, these young people have become even more vulnerable, experiencing social exclusion and mental health problems. The work aims to analyze the creation of a Social-ecological model in rural areas involving and motivating NEET youth. Statistical analysis and case studies of success and empowerment techniques are applied. The main focus is on the search for solutions that promote the internalization of values, transformative educational priorities, and universal prototypes. We note that the NVO leaders are increasingly more flexible in integrating innovative, transformative educational methods in schools and other social and educational institutions and working together with NEET youth to create a social-ecological model. Therefore, we aim to refine and substantiate transformative education competencies to help teacher educators and in-service providers review and supplement existing practices based on developing a social-ecological model. The analyzed three interrelated and complementary competence groups, related to social-ecological community model, which have already been presented in international studies and conferences: (1) transformational education, (2) social-emotional, (3) civic education, (4) connections of entrepreneurial competence with operational goals and Sustainable development.

Thirteen technologies that transformed education

Morten Flate Paulsen — Mon, 29 Jan 2024 00:00:00 +0200

Media literacy in the Baltics: workshops and trainings

Danguolė Bylaitė-Šalavėjienė — Mon, 29 Jan 2024 00:00:00 +0200

Development of media education as a prerequisite for combating fake news and the basics of forming a democratic society

Igor Folvarochnyi — Mon, 29 Jan 2024 00:00:00 +0200

This article analyzes the problem of the spread of fake news and the need to improve the media literacy of the population. Various strategies are analyzed, such as: increasing media literacy, improving fact-checking methods, and holding social media platforms accountable for their role in spreading fake news. The role of American and European universities and research institutions that offer media education programs for citizens of their countries is shown. The importance of fighting fake news in all European countries is emphasized. The ways of solving this problem in Ukraine during the period of hostilities are considered. Recommendations are offered for further research on this issue and increasing media literacy of the population.

The first year of the war in Ukraine – an overview of the models of education of Ukrainian refugee children in Europe

Agnė Klimčiauskaitė-Janavičienė — Mon, 29 Jan 2024 00:00:00 +0200

The article reviews the number of Ukrainian refugee children who left the country after 2022. February 24 Russia’s military aggression in Ukraine, educational practices in Europe, using previously applied models of migrant education and integration into national education systems, supplementing them with the strategy of combining them with the general education programs of Ukraine. The situation of the inclusion of Ukrainian pedagogues used for the education of Ukrainian children in the educational system of the host countries, the prospects of their long-term employment are presented. The challenges of different educational models and the high school dropout of Ukrainian refugee children in host countries are discussed.