bluuebunny/crossref_metadata_2025 huggingface dataset:
PROBLEMS AND PROSPECTS FOR USING ELEMENTS OF DISTANCE LEARNING IN THE PROCESS OF TEACHING PATHOLOGIC PHYSIOLOGY: A VIEW OF STUDENTS AND TEACHERS
Authors:   Vitebsk State Order of Peoples' Friendship Medical University, Belyaeva L.Eu. , Lihetskaya I.V. ,   Vitebsk State Order of Peoples' Friendship Medical University
Published: November 2021

Objectives. To assess the problems that have arisen when using the elements of distance learning at the Chair of Pathologic Physiology of VSMU during an unfavorable epidemiological situation due to the spreading of Covid-19, and to assess the prospects for further using of distance learning based on the results of questioning students and teachers. Material and methods. The material of the research was the questionnaires of students (n=161) and teachers (n=35) of VSMU concerning the means and methods of organization, the advantages and disadvantages of using the elements of distance learning, in comparison with the traditional educational methods. Results. As a result of the study, it has been revealed that the majority of students and teachers (73 and 80%, respectively) adapted well to the conditions of a wider use of distance learning elements at the Chair of Pathologic Physiology; both students (59.1% of respondents) and teachers (68.8% of respondents) noted an increase in the working load on them during this period; most students and teachers prefer the traditional form of education with the elements of distance learning. The overwhelming majority of students are satisfied with the organization of the educational process at the Chair of Pathologic Physiology in the conditions of the wider use of distance learning elements and would like to increase the duration of videoconferences when using the Zoom platform. Conclusions. The experience of working in the distance mode has shown that the main problem of both participants of the educational process was the increase in the workload, and as to the students - also the need to clearly control their time and working day structure. If necessary, the expansion of the use of distance learning elements will allow to preserve the educational process at the Chair of Pathologic Physiology.
A Qualitative Analysis of Affect Signs in Telecommunication Dialogues
Authors:   University of Latvia, Vanags Edmunds
Published: November 2021

There is growing evidence in the science of psychology that affective phenomena are not homogeneous and that their manifestations may vary across cultures and under the influence of contextual and demographic factors. Given that there is no clear universal expression of emotions and mood in human behavioral processes, it is necessary to continue to study the heterogeneity of the observed features in language and speech. This qualitative study analyzes the dialogues of 40 individuals in the field of telecommunications and, using a content analysis and phenomenological approach, describes lexical and non-lexical signs that could indicate features of affect. It can be observed that complete saturation has not been obtained within the framework of these data, which may indicate a wide variation of verbal and non-verbal affect features at both intra-individual and inter-individual levels and indicate different possible dialects of affect features. In addition, inter-rater reliability was determined and its results suggest that the determination of affective features may be subjective, contextual, in the absence of predefined reference criteria even in valence and activation dimensions of core affect.
Success and Failure Effect on Self-Efficacy and Performance: An Experimental Study
Authors:   University of Latvia, Cinks Ronalds , Austers Ivars
Published: November 2021

There is much correlational research singing praises for the validity and importance of self-efficacy. As well most people believe that optimistic view of one’s capabilities would lead to higher performance. Some experimental research has cast doubt over the pervasive assumption that higher self-efficacy leads to higher performance. Specifically Control theory as opposed to the widespread Social Cognitive theory, argues that lower self-efficacy should result in higher performance. In this study we aimed to better understand the link between self-efficacy and performance, through both within and between individual comparison and to test whether a change in self-efficacy would lead to change in performance. To do this we carried out a single blind randomized between group experiment, where self-efficacy was manipulated with false feedback. The results showed that indeed self-efficacy shows a positive correlation with performance. Nevertheless, after the false feedback the positive and negative feedback groups did not differ in their performance on the second trial. In addition, the initial self-efficacy was significantly higher than any of the later self-efficacy measurements and higher than the actual performance on both occasions, but all the other self-efficacy measurements where not different from the actual performance scores. From the results it seems that self-efficacy is more of an ability to predict one’s performance rather than a belief in one’s capabilities. Since the randomization allowed to assume that both group’s capabilities are the same, a decrease in self-efficacy did not affect performance. It could be that the overall positive correlation of self-efficacy and performance found in most correlational research is due to the confounding of actual capabilities. Actual capabilities being the cause of higher self-efficacy and higher performance. At least this seems to be true for simple fine motor tasks.
Ability to Deal with it: Self-Management and Problem-Solving Skills, Motivation and Routines Helped High-School Students During the COVID-19 Pandemic
Authors:   University of Latvia, Hačatrjana Liena
Published: November 2021

As the COVID-19 pandemic unfolded, more than 1.5 billion students worldwide started learning remotely, and they faced a range of challenges: a lack of immediate support from teachers, problems with technology, psychological well-being and difficulties in independently coping with their duties. The aim of this study was to understand what helped students cope with distance learning and what hindered and made it difficult for students, as well to examine students’ self-assessed problem-solving and self-management skills. Qualitative and quantitative methods were used in the study with 358 students aged M = 16.65 years. Participants answered two open-ended questions and filled the Problem-Solving Questionnaire and the Metacognitive Awareness Scale. Content analysis of students’ answers shows that most frequently students’ goal-orientation, determination to succeed, diligence and specific routines helped them deal with the distance learning. On the contrary, lack of motivation (among other psychological difficulties), distractions, lack of routines, and felt pressure to manage all school tasks were most frequently the aspects that hindered students from coping with the distance learning. Results show significant correlation between most scales of self-assessed problem solving and self-management skills. Students with higher result in total score of self-reported problem-solving skills felt less stress about the distance learning and the pandemic in general.
Parents’ Self-Reported Stress and Coping During the COVID-19 Pandemic-Related First Emergency Situation in Latvia
Authors:   University of Latvia, Martinsone Baiba , Dziedātāja Sindija , Stokenberga Ieva
Published: November 2021

The COVID-19 pandemic is a new and challenging experience for families with children. It has changed the routine of everyday life dramatically. The aim of this mixed methods study was to explore the sources of parental stress and applied coping strategies during the first emergency situation related to the COVID-19 pandemic, as well as compare the answers in different demographic groups of parents. Respondents were 2 559 parents, most of them were female, with a mean age of 39 years. Among the series of open-ended questions in a survey, the two of them were analysed in this research, respectively “What causes you the most stress or worry?” and “What activities do you do or keep in mind to maintain your mental health and quality of life?” Thematic analysis of written responses of parents led to development of 16 qualitative categories of stressors and 14 categories of coping strategies. The most common stressors of the parents were physical and social distancing, remote learning and work-related stress. The most common coping was physical activity, time for oneself and spending time with the family. Within demographic groups the two-parent families were more likely to report an increase of home duties, multitasking, parents’ personal issues, fear of becoming infected with the virus and also no stress. Parents aged under 39 years were more likely to mention stressors such as physical and social distancing and change in daily routine, and they were more likely to cope with stress by spending time with the family. Older parents (over 39 years) were more likely to mention stressors such as uncertainty, COVID-related information, no stress at all or other, and were more likely to use such coping strategies as spending time for oneself, communication with others and gardening. The results of the study suggest that families were exposed to multi-stressors during the COVID-19 pandemic related first emergency situation in Latvia in May-June 2020. Parents of children used a variety of coping strategies and most of them were active.
Between “Acts-And-Facts History” and “Edutainment” in the History of Education Study Courses: The Case of University of Latvia
Authors:   University of Latvia, Ķestere Iveta , Vējiņš Reinis
Published: November 2021

At present, the history of education is experiencing a paradox: research in the history of education is flourishing, but the history of education as a study subject is losing its relevance in university curricula. The present research aims at examining the potential of education history in student-centred and research-based study process while addressing the experience in teaching education history in master’s study programmes at the University of Latvia from 1920 to 2020. The article comprises three sections: the first section offers an overview of the evolvement of the history of education as a study subject in Europe and Latvia; the second section, based on the experience of teaching the history of education and research in history didactics, reveals three possible approaches to the study course in the history of education; the third section foregrounds the integration of digitized historical sources in the delivery of student-centred and research-based education history courses. The research demonstrates that each of the three approaches (“acts-and-facts history,” “problem-oriented history of education,” and “edutainment”) has student-centred potential in shaping historical thinking. The student-centred study process in a modern university is closely related to research-based studies, which in the study course of education history means independent research of history aligned with students’ individual interests in the field of education.
COVID-19 Difficulties in the Remote Learning Process and Opportunities to Overcome Them: The Perspective of Future Teachers
Authors:   University of Latvia, Nīmante Dita
Published: November 2021

The study explores the difficulties experienced by second-year students of the professional bachelor’s study program “Teacher” at the Faculty of Education, Psychology, and Art of the University of Latvia during the remote learning in three courses in the first and second COVID-19 wave, in 2020, spring and autumn. The research provides students’, future teachers’ perspectives on both – experienced difficulties during remote learning in COVID-19 circumstances and possible solutions to overcome challenges. Data were obtained from students’ self-reflections which were filled in at the end of the spring semester in June 2020 at the end of autumn semester in January 2021. Totally 230 students completed self-reflection, 223 statements (97 in June and 126 in December) were selected and analyzed using inductive thematic analysis, as result 9 themes emerged: technology related, physical, cognitive, social-emotional, motivation related, mental health-related, lack of recourses, insufficient learning skills, difficulties to apply professional knowledge and skills in educational praxis. In the first COVID-19 wave, there were identified two themes (extra additional workload and insufficient digital skills) that were not present in the second. However, the second added another theme – health problems due to COVID-19. There were students both in the first and second COVID-19 wave who did not consider this time and remote learning as a difficult one.
Digital Transformation of Education: Envisioning Post-Covid Education in Latvia
Authors:   University of Latvia, Rubene Zanda , Daniela Linda , Sarva Edīte , Rūdolfa Arta
Published: November 2021

The project “Life with COVID-19: Evaluation of overcoming the coronavirus crisis in Latvia and recommendations for societal resilience in the future” (CoLife) was launched in Latvia in the summer of 2020. In this project, researchers representing different fields of social sciences were involved; researchers of education sciences were aiming to find out how the COVID-19 crisis contributed to the digital transformation of education and which changes in education caused by the COVID-19 crisis situation should be maintained in the future. The results of the project are a scientific prognosis on future action scenarios related to the digital transformation of education in Latvia, scientifically backed recommendations for related competency transformation, and tools for evaluating proposed solutions from the perspective of education to conceptualize recommendations for policy-makers on the digital transformation of education in relation to the digitalization and use of digital solutions at all levels of education (preschool, general education, higher education), thus laying the foundation for establishing and implementing a flexible and student-focused education. This article is dedicated to conceptualizing the recommendations for policy-makers on the digital transformation of education using the Delphi method.
Latvian Students’ Understanding of Global Problems and Readiness to Get Involved in Solving Them in OECD PISA 2018 Comparison
Authors:   University of Latvia, Kangro Andris , Kiselova Rita
Published: November 2021

Students’ life in the modern globalized world gives them many new possibilities and at the same time also creates new serious challenges putting forward also new requirements. Students’ understanding of the global problems (climate changes and global warming, global health (including pandemics), migration, international conflicts, famine or insufficient food, the causes of poverty, etc.) become more and more important. The aim of the study is to analyze the results of Latvia’s fifteen years old students in the OECD PISA 2018 in the aspect of the global competence paying a more detailed attention to the students’ understanding of the global problems and their readiness to take action for collective well-being. The research questions are follows: 1) What is Latvian students’ global competence in the international comparison and what is its relation to the characteristics of students, their families and school; 2) What is Latvian students’ understanding of the global problems and readiness to get involved in their solution? The descriptive statistical analysis employs the data from surveys/questionnaires (66 countries) and tests (27 countries) included in PISA 2018 international data basis. Latvian students’ performance in the cognitive test of the global competence is considerably higher than the average of the participating countries, and as regards the OECD countries we are on the average level. In Latvia, students of capital Riga schools have the highest level of global understanding, it is lower in other cities and even lower in rural schools. Latvian students have a slightly lower readiness to get involved in solving the global phenomena and participation in concrete activities than the average in OECD countries.
The Influence of School Factors on Students’ Self-Concept: Findings from PIRLS 2016
Authors:   University of Latvia, Geske Andrejs , Kampmane Kristine , Ozola Antra
Published: November 2021

In recent years, studies have put emphasis on school not only as an institution for academic achievement but also as an environment for social-emotional development, learning and shaping students’ attitudes and beliefs. There are studies that show the correlation between the environment and development of a child’s self-concept, as well as the correlation between self-concept and school anxiety. The studies have discovered very strong relationship between school success factors such as enjoyment, engagement and achievement and the school’s climate. However, there are many unknown answers to the question how significant the role of school is in shaping child’s awareness of self, self-confidence, self-concept, self-efficacy and self-esteem. The purpose of this study is, first, to analyse different studies on the impact of school on students’ self-concept, academic self-concept and self-efficacy and, second, to identify school factors that influence students’ self-concept from the PIRLS 2016 study. The research question is as follows: which school level factors influence students’ academic self-concept? Authors of this article used linear regression, correlation and frequency analysis of the International Association’s for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS) 2016 data from 8 countries around the Baltic Sea. The results showed that the 4th graders’ academic self-concept in reading correlated with reading achievement and engagement in reading lessons, self-concept had a negative correlation with bullying, absenteeism from school and tiredness during school day. Overall, the authors of this article found that in the PIRLS 2016 study the direct impact of school factors on students’ academic self-concept in reading is very low.
Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data
Authors:   University of Latvia, Čekse Ireta , Alksnis Reinis
Published: November 2021

In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.
Students’ digital competence: A scoping review of measuring instruments
Authors:   University of Latvia, Miltuze Anika , Litiņa Sanita
Published: November 2021

In today’s society, digital competence is becoming increasingly relevant, as this competence is necessary to function on both a personal and professional level. Digital competence is essential for students, since it enables them to exist in a digitalised world. Over the last few decades, the concept of digital competence has been used more frequently (Spante et al., 2018), and now it is actively discussed, particularly in terms of policy documents (European Council, 2018; European Commission, 2014; European Commission 2021). During the discussions related to policy, the following questions have been raised: 1) what kind of skills and knowledge people should possess in a knowledge society, and 2) what should be taught to young students and how it has to be done (Ilomäki et al., 2016). The purpose of the present scoping review is to provide a comprehensive overview of relevant research regarding the instruments commonly used to measure digital competence of university students. Arksey and O’Malley’s (2005) five-stage framework underpins the scoping review. Three databases were used to conduct a scoping literature review, including ERIC, ProQuest and EBSCO. The inclusion criteria were peer-reviewed publications written in English within the period from 2014 till 2020. Initially, 395 articles in total were selected; the full texts of 43 articles were assessed. Finally, only 13 out 395 articles that met the inclusion criteria were considered in the present research. This paper reports on three main categories: (1) definition of digital competence, (2) development and characteristics of an instrument measuring digital competence, and (3) key findings. The most commonly used framework found during this research was The European Digital Competence Framework for Citizens 2.0. (Vuorikari et al., 2016). A larger part of studies reports on a designed self-assessment questionnaire comprising of multiple-choice items and quantitative evaluation of the competence. The scoping review showed that the majority of the existing tests enable to assess students’ digital information searching, communication and technical skills. The findings of previous studies indicate that students tend to overestimate their digital competence and lack knowledge of basic topics, the ones related to information and data literacy. Our findings point to the necessity to use different approaches for assessing digital competence on different levels.
Self-directed Learning in Secondary Education During Remote Study Process. Case Study in Latvia
Authors:   University of Latvia, Lāma Gatis
Published: November 2021

Due to rapid technological changes and innovations, by graduation students have to be equipped with skills necessary for lifelong learning. There is an increasing potential for students’ further development in the digital environment. In high school, it is necessary to build and improve the students’ skills of self-assessing their own learning needs, as well as setting educational objectives and measuring their success. The importance of self-directed learning has increased particularly in the context of COVID-19. In many countries, educational institutions are closed and studying process is remote, reducing the level of teacher involvement and increasing pupils’ own responsibility for their learning outcomes. Changing the classroom from direct spatial presence to the digital environment also changes learning opportunities and increases the importance of digital skills. It is therefore necessary to identify whether pupils possess the necessary self-directed learning skills for the purpose of learning, selecting activities and study materials, managing time, structuring the learning environment, skills to communicate and collaborate and assess their performance, as well as the digital skills needed to organise the digital learning environment and identify the major challenges in remote learning. The results of the study show that pupils have assessed their self-driving learning skills as sufficient, however, as well as that the learning process has been challenging and has created motivational, self-discipline and socializing problems.
Social Innovations in Educational Sciences: Analysis of Current Research and Policy Documents
Authors:   University of Latvia, Oļesika Alise
Published: November 2021

The Guidelines for Science, Technology Development and Innovation for 2021–2027 developed by the Ministry of Education and Science of Latvia focus on promoting research excellence and increasing the social and economic value of research. Considering the previously mentioned, higher education institutions’ goal is not only the transfer of knowledge but also the creation of economic and social value, which communicates to society through learning and research results. Social innovation as a driver of social change promotes societal openness and active participation in socio-economic processes. The introduction of new forms of social innovation as Responsible Research and Innovations (RRI) can bridge the gap between science and societal needs by engaging in social debate and policy decisions in society and fostering collaboration between scientists from different sectors. The study aims to analyze Social Innovation’s essence and the academic and administrative definitions and dimensions of the Responsible Research and Innovation approach. In order to achieve the aim of the study, a systematic literature analysis was performed. The study reveals the main features of Social Innovation and the perspective of Responsible Research and Innovation implementation in higher education in the institutional and processual dimensions.
Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia
Authors:   University of Latvia, Mihno Linda
Published: November 2021

The literature suggests that financial literacy depends on factors such as socioeconomic status/sociodemographic status, psychosocial and psychological factors, experience, and access to financial education, language skills, mathematical literacy and other factors. The aim of this study was to identify the factors that influence the financial literacy achievements of students from Latvia, focusing on the possibility to improve these achievements. The data analysis was performed with PISA 2018 Latvian data, which there were selected 25% of the participating students whose financial literacy performance was lower than the mean performance in mathematical and reading literacy and 25% of students whose financial literacy performance was considerably higher than the mean performance in mathematical literacy and reading literacy. Differences between these two groups showed factors that impact financial literacy achievements, excluding the possibility that the financial literacy performance of these students was high due to the mathematical and reading literacy. It was concluded that the financial achievements of students in Latvia are positively influenced by such factors as the socioeconomic status/sociodemographic status, psychosocial factors, and psychological factors (students with higher financial literacy achievements have a more negative attitude towards school but a more positive attitude towards life, less fear of failure and more a positive attitude towards competition, and clear plans for the future), accessibility of the financial education, time devoted to financial education, an accessible wide range of financial topics in education, experience in the financial environment, parents’ involvement, feedback from teachers in reading lessons. Keywords: Achievements of financial literacy, Financial Literacy, Mathematic literacy, OECD PISA 2018, Reading literacy.
Self-Regulated Learning in Remote Educational Context
Authors:   University of Latvia, Sarva Edīte , Linde Inga , Daniela Linda
Published: November 2021

Year 2020 has introduced massive changes in the teaching and learning in traditional classroom settings all around the world as due to the abrupt outbreak of COVID-19 pandemic, schools had to introduce remote learning systems and the amount of students’ independent workload increased exponentially. Self-regulated learning plays a crucial role in the learning process, and it is even more significant in remote learning as external regulation is low. The aim of this research was to study students’ self-evaluation on self-regulation processes during remote learning caused by the second wave of COVID-19 pandemic in autumn 2020. This paper presents results of a case study at a secondary school in Latvia. Over a period of two months regular surveys were carried out to investigate students’ opinion on their metacognitive, motivational and behavioural processes during remote learning. Results were analysed to determine the overall situation, changes over time and differences between distinctive students’ groups. Results reveal that 10–12th grade students are more self-rigorous when evaluating their performance than 7–9th graders. It is also evident that girls have better self-regulation skills than boys but seem to neglect their own needs more than boys. These and other results point to the need for customized support to different student groups during remote learning in order to provide all students with an appropriate learning environment.
Towards the Equality of People with Disabilities in the Health System: The Preparedness of Health Workers to Work with People with Hearing, Visual, Movement and Mental Disabilities
Authors:   Klaipėda University, Rupšienė Liudmila , Ratkevičienė Milda , Saveljeva Regina
Published: November 2021

Even though the recent decades have witnessed extensive attempts around the world to ensure the equality of people with disabilities in the health system, it has not been achieved yet. To some extent, the problem is related to the education of health workers to work with people with disabilities. In order to gain more understanding in this regard, this paper focuses on the preparedness of health workers to work with people with hearing, visual, movement and mental disabilities: Is there a link between the studies of the health care workers in higher schools and their preparedness to deal with the specific problems that arise when working with people with hearing, visual, movement and mental disabilities? How does a specific subject / module on working with people with disabilities relate to the preparedness of health workers to address these specific issues? How is it related to the integrated preparation during the study years to work with people with disabilities? A survey of 664 health workers (doctors, nurses, kinesiotherapists, and social workers) working in Lithuania has been conducted. The research revealed that a number of health workers were not properly prepared in higher schools to work with people with hearing, visual, movement and mental disabilities. The research has also revealed that while studying a specific subject / module about working with people with disabilities or studying it in an integrated way across a variety of study activities, health professionals become better prepared to deal with the specific problems of working with people with hearing, visual, movement and mental disabilities. The results of the study suggest the necessity to pay more attention to the particularity of working with people with disabilities in health workers education, so that they are more prepared to work with people with hearing, visual, movement and mental disabilities and ensure more equality and non-discrimination in the healthcare system.
How COVID-19 have Enforced Social Inequalities – Experience of Estonian Teachers
Authors:   University of Tartu, Trasberg Karmen
Published: November 2021

Students across the world have missed face-to-face instruction due to COVID-19 for many months. While schools have made valiant efforts to continue the provision of learning for students, the success of those efforts has varied, and has often been hindered by limited access to technologies and high-speed broadband available in the homes of teachers and students. The changes have enforced existing social inequalities because of insufficient skills, resources, time or health to assist children with remote learning. Closing schools disrupted the education of all children, but some will have coped better than others. Children are differentially advantaged, reflecting their background and circumstances. The aim of this article is to explore how Estonian teachers have experienced the teaching and learning remotely during the first lockdown period in 2020 and what are the possible consequences for vulnerable studentʹ groups. The paper draws on a qualitative method study based on recent interviews with teachers (n = 20) in ten schools. It turned out from the study that there are positive attitudes towards using digital tools in the learning process, but it has not clear impact on the development of digital skills. The results indicated that there is a fragmentation and wide variety of approaches practiced in Estonian general education schools and not all students benefited from the best practices of distance learning. One of the main threats to students with special educational needs (SEN) was the interruption of their study routine, including support services and creating a new daily structure for activities. The involvement of parents and the opportunity to contribute to supporting their children’s home learning played a major role.
Baltic Social Justice School Leaders
Authors:   Bradley University, Tripses Jenny S. , Ivanova Ilze , Valuckienė Jūratė , Damkuvienė Milda , Trasberg Karmen ,   University of Latvia,   Vilnius University Šiauliai Academy,   Tartu University,
Published: November 2021

Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.
Prevention of Learning Disabilities in Pre-school Children
Authors:   University of Latvia, Tubele Sarmite
Published: November 2021

The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these children will be diagnosed with lasting learning disabilities by reaching school age, and that can lead to a number of hardships for the pupils. Lessening or resolving these hardships will require a lot more effort to not inflict damage on the child’s self-confidence and future life quality. The aim of the study is to determine the knowledge of teachers about children with mixed developmental disabilities, their difficulties, and possibilities of recognizing early signs of problems. Methodology: the research was carried out using literature review and questionnaire for pre-school teachers. Results were not surprising – many teachers are not aware of mixed developmental disabilities; these disabilities are diagnosed alongside speech and language problems, and the number of these is increasing. The results are significant, and it is a possibility for speech therapists and special education teachers to create a curriculum for teachers to deal with these children to lessen problems.
Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities
Authors:   University of Latvia, Laganovska Egija
Published: November 2021

The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.
Lessons Learned from Pandemics in the Context of Digital Transformation of Education
Authors:   University of Latvia, Rubene Zanda ,   Rezekne Academy of Technologies, Daniela Linda , Rūdolfa Arta , Sarva Edīte , Ļubkina Velta
Published: November 2021

2020 brought the world huge challenges in almost every field when the new COVID-19 virus began to spread rapidly. Digitalization made it possible to use innovative solutions to ensure access to various services, to continue working, and to learn from a distance, but it made the situation different from the one we all were familiar with and raised questions on how to ensure qualitative education for all. The situation where the whole world had to move education to the digital environment at the same time posed many challenges for teachers, students, and parents. The aim of the present research was to find out how the COVID-19 crisis contributed to the digital transformation of education. Several complementary research methods were used to obtain results, one of which was used to analyze the functionality and degree of interactivity of learning platforms, providing an educational perspective to this research. The second method was focus group discussions with experts in technology-enhanced learning to gather ideas for overcoming the crisis and to outline future directions for the digital transformation of education in the context of remote learning. The third method was a survey of teachers who work with students of compulsory education. This material provides an overview of methods used by the WP6 working group “Education System Transformation: Consequences of the COVID-19 Crisis and Possible Solutions” (VPP-COVID-2020/1-0013), part of the National Research Program project.
Virtue Education Programme e-TAP: Innovativeness and Thematic Fit in the Context of Preschool and Primary Education in Latvia
Authors:   University of Latvia, Fernández González Manuel Joaquín , Balandīna Beāte , Kovaļevska Linda
Published: November 2021

This study addresses the appropriateness (‘fit’) of the moral education programme e-TAP to the Latvian educational context from preschool till grade 3. Document analysis and a questionnaire were used for exploring two research questions: How do the topics of e-TAP fit the topics of the new competence-based curriculum Skola 2030? and what was the e-TAP fit the needs, expectations, and values of the educational context? The document base contained 20 Skola 2030 “Subject matter model programmes” (63 content-units in preschool and 174 topics in grades 1–3) and 64 e-TAP lesson plans (24 in preschool and 40 in grades 1–3). 138 teachers (78 form preschool and 60 from grades 1–3) piloted the e-TAP programme between February and April 2021 and filled 169 feedback questionnaires containing information about their interest in the programme, their motivations and satisfaction with the programme, and their suggestions for improving it. NVivo and MS Excel software were used for qualitative and quantitative data analysis. The results show the high thematic fit of e-TAP with Skola 2030: nearly half of the Skola 2030 topics had at least a thematic match with the e-TAP lesson plans, and 83% of e-TAP lesson plans match with at least one of the Skola 2030 topics. Almost all teachers agreed or rather agreed that the e-TAP programme fits to their needs, expectations, and values. The programme innovativeness, fit to teachers’ needs and relation to Latvian traditions are discussed, and directions for programme development and future research are suggested.
School Staff and Parents’ Beliefs About the Role of School for Pupils’ Character Education in Latvia
Authors:   University of Latvia, Surikova Svetlana , Fernández González Manuel Joaquín
Published: November 2021

This paper presents a mixed-method research aimed at identifying how school and teachers’ role for character education at school is understood in Latvia. The theoretical framework of the study is based on the principles of virtue ethics. The viewpoints of 1116 respondents (parents, teachers, and school leaders) from all five regions of Latvia were collected in 2018-2020, using two questionnaires containing closed and open questions. The results provided new insights into how parents and school staff perceived the role of the school and the teachers in pupils’ value and virtue education in Latvia. Schools should promote pupils’ character development alongside academic excellence, but, while teachers should encourage good morals and values in pupils, using both ‘caught’ and taught’ strategies, the main responsibility for children moral growth is on parents and families, not on teachers and the school. The majority of both school staff and parents were favourable to a shared responsibility and collaboration between school and family to promote character education inside and outside of the classroom.
Promotion of Children’s Cooperation and Physical Development in the Pre-School Outdoor Space
Authors:   Latvian Academy of Sport Education, Ābele Agita , Tauriņa Agrita , Zīriņa Tija , Rutkovska Dace ,   University of Latvia,   Riga 275th preschool educational establishment “Austrina”
Published: November 2021

In order to follow advice of epidemiologists on measures for limiting the spread of COVID-19 in Latvia, employees of pre-school educational establishments are increasingly paying attention to ensuring the availability of a safe outdoor setting. Children’s transferrable skills and a healthy lifestyle are a topical matter within educational reform and the competency approach in pre-school. Observations by teachers indicate that children’s cooperation skills at the age of five and six years are insufficiently developed, and adults struggle to promote them, especially in the outdoor environment where it’s often associated with new challenges, and the work of organizing activities is more involved. Teachers have difficulties ensuring the availability of materials necessary for children’s cooperation and physical development and directing attention towards promoting dialogic speech and cognitive interests. To purposefully promote children’s cooperation in various outdoors activities, improve dialogic speech, and make examples of pedagogical work experiences more widely available to teachers, it would be important to promote the points recognized in the project “Teaching learning spaces competence from early childhood education” [TELESPA] (2018-1-RO01_KA201_049545, PVS_ID_3910), which was done in collaboration between Riga 275th pre-school “Austrina” and the EU education, learning, youth and sports program ERASMUS. We discovered during research that children of the oldest pre-school age group tend to be interested in determining characteristic traits of objects, looking for causality, and doing practical work. However, their abilities to come to an agreement, justify intentions, think critically, and ask questions are insufficiently developed. We have noticed that good pronunciation of sounds, learning of grammar, and broadening of vocabulary improve children’s relationships with peers and grown-ups, they also make it easier to enact cooperation and various physical education activities outdoors. Purposefully made sensory gardens in the pre-school outdoor setting, available thanks to the EU education, learning, youth and sports program ERASMUS+ project “TELESPA” achieving its goals, provide an opportunity to evaluate children’s cooperation and opportunities for physical development promotion, and determine teachers’ experience in evaluating children’s achievements. It is important to find out the given children’s needs, interests, and abilities during the planning stage of pedagogical work – points recognized during this project’s trial runs should help with this task.