The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.
The article represents the theoretical or conceptual description of the phenomenon of charisma, which is related to social work as professional activity and is focused in social worker, who is the leader in his / her professional activity. So why it is accentuated that personal charisma of a social worker is a constellation of complex social and emotional skills that allows charismatic individuals to influence others at deep emotional levels, communicate effectively with them, and build strong interpersonal relationships. Authors of the article discuss the possible answers to the following research question: How to recognize, accept and (self)develop personal charisma in social work? In the article the interdisciplinary pont of view is provided and amotional and social skills are discussed in relation to social worker‘s charisma.
Authors conclude that Some of charisma-related skills are born innate, others are perfected over time, but the most important is proper application of skills. Charisma of a social worker is related to emotional intelligence, which consists of self-awareness, self-regulation, motivation, empathy and social skills. Different social work situations require differently developed skills, which msut be developed through long life education, in which the self-managed learning through interactions and within the professional environment must be the priority.
The article is based on descriptive theoretical research and focused on ethical principles in social research. It involves considerations on ethical principles and dimensions in social research as well as challenges and limitations for social researchers / scientists when they implement the social research studies. The following research questions are raised in the article: What are the challenges for social researchers / scientists and how to solve them in order to maintain the ethics of research? What commitments include ethical dimensions of social research? What ethical principles are relevant to scientific research, regardless of it‘s specific discipline? The purpose of the research is to consider the possibilities of implementation of ethical principles, limitations, obstacles, and challenges in social research. The author concludes that ethical considerations in social research are critical as they help to determine the difference between acceptable and unacceptable behaviors. The essential ethical considerations in social research ethics remains professional competence, integrity, processional and scientific responsibility, respect for research participants’ rights, dignity and diversity, and social responsibility of social researchers / scientists. In the conclusions also is accentuated that social researchers / scientists must be sensitive to cultural, individual, and role differences in serving, teaching, and studying groups of people with distinctive characteristics. In all of their social research-related or based activities they should acknowledge the rights of others to hold values, attitudes, and opinions that differ from their own. Thus social researchers / scientists should be aware of their professional and scientific responsibility to the social sciences communities and societies in which they live and work. They are responsible to apply and make public their knowledge in order to contribute to the public good.
The aim of this study is to furnish a reliable theoretical overview on metacognitive awareness. This research is carried out to (1) familiarize the researchers with the definition, components and sub-components of metacognitive awareness (2) discuss a brief outline of metacognitive awareness along with its origin and essence from the point of view of its historical development (3) link metacognitive awareness to a number of other constructs, including motivation (4) illustrate the features of self-regulated students and their recruited metacognitive strategies and (5) briefly examine the major challenges in the implementation of metacognitive awareness.
In conclusion, this research reveals that the analysis of metacognitive awareness and its components gives rise to a new notion of auto-noetic (self) knowledge of learners through planning, monitoring and reflectively evaluating task performance, and creates higher levels of self-efficacy which provides students with different educational contexts in which they are able to have more self-confidence, get more positive feedback both from an instructor and classmates and cultivate in learners more self-regulatory characteristics that enable them to learn autonomously, be completely equipped with motivation and be welcoming to challenges.
The study provides benefits to both learners and educators. Learners can receive guidance on how to foster metacognitive awareness for being more competent learners. Furthermore, it provides meaningful insights for curriculum developers to provide metacognitive awareness-based curricula.
The research shows the effects of music therapy on oncological patients. Music therapy is one of the tools that help patients to cope with the stress and improves self-confidence, encourages them to live valuable life. It also has a dramatic effect on quality of life as patients who participate in music therapy sessions start to express their feelings in a more active way and also start to solve their own problems. Moreover, music therapy reduces the level of stress and anxiety in the minds and body, promotes calm state, regulates sleep, stimulates body, improves memory and consciousness. It creates an opportunity for oncological patients to release hidden emotions, express the feelings that are related to the disease, encourages to take an active role in cancer pathway and search for other support sources. The content of this research includes the following problematic question: how has the state of oncological patients changed after participating in music therapy sessions? Research object was the effects of music therapy on oncological patients.The aim of this research was to identify the effects of music therapy on oncological patients.
The research has shown that people after hearing cancer diagnosis usually become anti-social - often separate themselves from society, become desolate, move away from favorite activities, also their emotions may become very feeble. The reaction to diagnosis is caused by a very strong psychological trauma that is explained as extreme stress. The fair of death destroys usual, during a lifetime gained stereotypes and changes the system of life values. Also the researched has proved that the patients as a result of music therapy during and after treatment change attitude towards the disease and start to live a meaningful life in a new high quality way that is based on the strengthened faith in God and appreciation of current moment.
The main goal of this article is to explore the contents of the concept of enactment of the VET curriculum in the work process and to disclose the current methodological and methodical approaches of it’s implementation in practice. The article starts with the discussing the theoretical aspects of the enactment of the VET curricula referring to the insights of psychology, sociology of education and work, as well as vocational didactics research. It is followed by the case study of the enactment of VET curriculum in the education and work processes in one initial VET centre of Lithuania aimed to disclose applied methodological approaches and their implications for the professional and personal development of students. Research provides evidence that effective and sustainable enactment of the initial VET curricula requires to apply the integrated and holistic approach to competence development and implementation of VET curriculum.
The changing approach to a physician’s profession brings about changes in the professional education and training of family physicians as well as in their continuous qualification improvement. For this reason, during the reformation of Lithuania’s primary healthcare system, not only alterations in family physicians’ activity, but also the changes in their education and training and the updating and improvement of their curriculum were seen as priority areas.
The aim of the study was to reveal and compare resident physicians’ attitude to the peculiarities of the professional education and training of family physicians based on the traditional and problem-based learning systems at the Lithuanian University of Health Sciences (subsequently, LSMU).
The study on the professional education and training of family physicians was conducted in 2005 and in 2015. The quantitative study was carried out via a written questionnaire survey. The studied population consisted of resident physicians who were studying family medicine at the LSMU.
The analysis of the peculiarities of the professional education and training of family physicians showed that resident physicians acquired sufficient knowledge and skills in the fields of disease diagnostics and treatment, qualification improvement, disease prevention, and teamwork organization. Resident physicians had insufficient skills to adapt to new conditions of activity, and their studies did not develop creative thinking. The problem-based learning (PBL) system helps future family physicians to develop essential competences and to acquire knowledge and skills required for the career of a family physician.
The concept of professional identity involves professional suitability, training, professional choice, professional image, professional plan, career awareness and motivation. Students of social pedagogy as future professionals have their self-conception which depends on the level of professional identity the students have achieved: diffuse identity, self-determination without debate, moratorium and the identity achieved. Each level reflects the identity of a certain combination of investigation and resolution of the undertaking. However, professional identity is not only an objectively perceived phenomenon; every subjective perception leads to one’s own career in the context of human evolution, social life, economic conditions, learning experience.
Professional identity, which has been understood as professional roles, is one of the most important factors of career success and satisfaction. It is based on personal characteristics, values and experience. The profession of social pedagogues is specific, because they work with people and, in particular, socially sensitive. Therefore, the students of social pedagogy must have the inclination to work with people. Social pedagogues are responsible for social well-being and, therefore, career decisions of students in social pedagogy must be self-directed and adequate. Thus, the higher education professionals providing career guidance, mentors and teachers should recognize whether these programs are relevant to young people at an early stage of the professional identity. Future social pedagogues must also understand the characteristics of the formation of professional identity of a social pedagogue. Therefore, this article addresses the following research questions: what career decisions were taken when choosing studies in social pedagogy? How and what appropriate level of professional identity was reached during the period of studies at university?