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: Sage Publication. Gordon, T., Holland, J. & Lahelma, E. (2000) Making Spaces. Citizenship and Difference in Schools. London: Macmillan Press Ltd. Heinlo, A. (2001) Education 2000/2001. Tallinn: Statistical Office of Estonia. Jämsä, T. (2006) The concept of sustainable education, in Pipere, A. (ed.) Education and Sustainable Development: First Steps Toward Changes , volume 1. Daugavpils: Saule, 5-30. Kahneman, D. & Tversky, A. (1985) Subjective probability - A judgement of representativeness, in Kahneman, D., Slovic, P. & Tversky, A. (eds.) Heuristics and Biases

Vertreibung ihrer deutschen Bewohner [Siertsch/Borschim: Two Czech Villages: their becoming, their church, their school, their people, the expulsion of their German inhabitants]. Ockenfels: Selbstverlag. Literature Badjanova, J., & Iliško, Dz. (2015). Holistic approach as viewed by the basic school teachers in Latvia, Discourse and Communication for Sustainable Education , 6 , 132–140. Bakke, E. (2004). The Making of Czechoslovakism in The First Czechoslovak Republic. In Loyalitäten in der Tschechoslowakischen Republik 1918 – 1938. Politische, nationale und kulturelle

Netherlands: Sense publishers. Çoklar, A. N., & Yurdakul, I. K. (2017). Technology integration experiences of teachers. Discourse and Communication for Sustainable Education , 8 (1), 19–31. Colson, T., Sparks, K., Berridge, G., Frimming, R., & Willis, C. (2017). Pre-service teachers and self-efficacy: A study in contrast. Discourse and Communication for Sustainable Education , 8 (2), 66–76. De Corte, E. (2018). Learning design: Creating powerful learning environments for self-regulation skills. Theoretical and Applied Research , 4 (1), 30–46. Demir, O., & Doganay, A

://likumi.lv/doc.php?id=210806 Rauhvargers, A. (2005). Veidojot kvalifikaciju ietvarstruktūru Latvijas augstākajai izgltttbai [Creating a framework of qualifications for Latvian higher education]. Retrieved May 5, 2009, from http://www.aic.lv/bolona/Latvija/Atsev_prez/LV_ FRame24012005.pdf Salīte, I. (2009). Ilgtspejiga izglītība demokrātijas un darbības pētījuma skatījumā [Sustainable education in democracy and the action research perspective]. Skolotājs [The Teacher], 1(73), 8-13. Strategic framework - education and training 2020. (2014). Retrieved November 15, 2014, from http

. Drayton, B. (2003). Ashoka’s theory of change . Arlington, UK: SSRN. doi:10.2139/ssrn.980092 Eurydice (EACEA). (2016). Entrepreneurship education at school in Europe: Eurydice report . Luxemburg: European Commission Press Release. Krznaric, R. (2014). Empathie [Empathy]. Utrecht: Uitgeverij Ten Have. Lindner, J. (2018). Entrepreneurship education for a sustainable future. Discourse and Communication for Sustainable Education , 9 (1), 115–127. doi:10.2478/dcse-2018-0009 Lindner, J., Fröhlich, G., Huber, H., Mayerhofer, V., Priddat, B. P., & Staudinger, H. (2014

Communication for Sustainable Education, 6 , 132–140. Выготский, Л. С. (2005). Психология развития человека [Psychology of Human Development]. Москва: Смысл; Эксмо, 1136. Revised from http://yanko.lib.ru/books/psycho/vygotsky=ps_pzv_cheloveka=ann.htm Выготский Л. С. (1997а). Воображение и творчество в детском возрасте [Imagination and creativity in childhood]. СПб: Союз, 96. Retrieved from http://pedlib.ru/Books/7/0060/7_0060-1.shtml#book_page_top Выготский Л. С. (1997б). Лекции по психологии [Lectures on Psychology]. СПб: Союз, 144. Csikszentmihalyi, M. (1999

References Barnett, K., & McCormick, J. (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40 (3), 406-434. DOI: 10.1177/0013161X03261742. Beleme, O. (2005). Teachers' perceptions about the performance of a female head of school: A case of Molepolole community junior secondary schools. Unpublished Master's dissertation, University of Botswana, Gaborone, Botswana. Bodnar, E. (2007). Sustainable education. Retrieved from http://www.blog.ethanbodnar.com/2007/06/22/sustainable-education Dubin, A

–247. Franciosi, S. J. (2012). Transformational leadership for education in a digital culture. Digital Culture and Education , 4 (2), 235–247. Franzenburg, G. (2016). Sustainability by education: How Latvian heritage was kept alive in German exile. Discourse and Communication for Sustainable Education , 7 (1), 100–111. doi: 10.1515/dcse-2016-0007 Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass. Ghorbani, S., Jafari, S. E. M., & Sharifan, F. (2018). Learning to be: Teachers’ competences and practical solutions: A step towards sustainable

sustainable development: Experiences from action research with science teachers. The Journal of the Institute of Sustainable Education, 3 (1), 23–40. doi: 10.2478/v10230-012-0002-1 Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing , 62 (1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x Eppley, K. (2015). Seven traps of the Common core state standards. Journal of Adolescent & Adult Literacy , 59 (2), 207–216. doi: 10.1002/jaal.431 Eslamifar, A. (2014). A tool for empathetic user experience design (Doctoral

References Allan, A. (2016) Emocinio intelekto ugdymas. Ar tai tik jausmai? [Emotional intellect education. Are these just feelings?]. Retrieved from http://www.bernardinai.lt/straipsnis/2016-01-25-emocinio-intelekto-ugdymas-ar-tai-tik-jausmai/139977 Belousa, I., & Ūzuliņa, S. (2010). Emotional aspect of teachersí professional mastery in Latvia: Theoretical and historical reflections. Discourse and Communication for Sustainable Education , 1 (2), 82–94. Retrieved from https://doi.org/10.2478/dcse-2013-0017 Bukantaitė, D., Misiūnaitė, S., & Šlentnerienė, V