Acta Paedagogica Vilnensia
type: channel
description: Founded in 1991 and dedicated to analysing theoretical and methodical issues in education and education policy and cultural analysis. Indexed in the Scopus (Q4) database since 2019.
publisher: Vilniaus universiteto leidykla / Vilnius University Press
language: en
publication name: Acta Paedagogica Vilnensia
issn: 1392-5016
copyright: Please read the Copyright Notice in Journal Policy.
items: Editorial Board and Table of Contents
items: Contours of Identity: The Concept of the Teaching Profession in the Light of Biographical Narratives
items: An Ecological Perspective on the Contexts of Novice Teachers’ Agency
items: Respect for Differences Among Children, Parents, and Preschool Teachers: A Quantitative Study
items: Teachers’ and Parents’ Perspectives on Character Education in Latvia: A Comparative Study
items: School Achievement of Primary Education Pupils in Parents’ Reflection
items: Forms of Cooperation between Preschools and Families from Socially Disadvantaged and Ethnic Minority Backgrounds: A Systematic Review
items: School-Family Cooperation in Perspective of Parental Expectations about Educational Objectives
items: Contours of Citizenship Education in Lithuania: Between the Pursuit of Truth, Community Values, and Political Freedom
items: Students’ Mathematics Performance in Rural Schools: Results from OECD Pisa 2022
items: Self-Reported Programming Learning Difficulties Among Pre-Service Mathematics Teachers: Evidence from an Algerian Teacher-Education Context
items: Learning to Prove by Exploring Sequences of Mathematical Statements in the 5th Grade
items: Exploring Parental Involvement, Beliefs, and Student Self-Regulation in Online Mathematics Learning: A Multivariate Analysis
items: Learning Beyond the Lesson: Lifelong Learning Tendencies and Strategic Learning in Violin Education
items: From Classroom to Screen: Digital Transformation of Physical Education Through the Lens of Traditional, Blended and Mobile Learning
items: Issues with Using Artificial Intelligence in an Educational Environment: Implications for the Training of DevOps Professionals
items: Legal Regulation of the Application of Formative Assessment and the Use of Artificial Intelligence in Schools in Lithuania: Insights from Thematic Analysis

Editorial Board and Table of Contents
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subject: Front Matter
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creator: Irena Stonkuvienė
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 1
ending page: 7

Contours of Identity: The Concept of the Teaching Profession in the Light of Biographical Narratives
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Based on a qualitative study and an analysis of a teacher’s narratives, this article seeks to highlight the key contours of identity: value orientations, self-perception, moments of learning from life, and the notion of professional ‘calling’ (i.e., professional vocation)). In this context, teacher identity is understood as an open, dynamic structure formed not only through studies or work experience, but also through personal, family, and cultural experiences. The aim of the article is to reveal the process of constructing a teacher’s professional identity in biographical narratives by identifying significant personal, social, and professional experiences. The analysis and results of the qualitative data draw on the theory of biographical learning (Alheit and Dausien, 2005), the concept of reflective practice (Schön, 1983), and the perspective of social constructivism (Berger and Luckmann, 2004). The study contributes to a more profound understanding of the teaching profession and encourages education policy and teacher training programs to focus on the wholeness of the individual, inseparable from their biographical context. The findings reveal that ‘becoming a teacher’ is not merely a professional career, but rather an existential journey, in which, each experience becomes a meaningful element in shaping the professional identity.
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creator: Giedrė Paurienė
creator: Irena Žemaitaitytė
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 8
ending page: 23
doi: 10.15388/ActPaed.2026.56.1

An Ecological Perspective on the Contexts of Novice Teachers’ Agency
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The number of older teachers in Lithuania has been increasing significantly, thus making the recruitment and retention of beginning teachers particularly important. However, the early years of teaching are often described in the literature as a ‘reality shock’, which may negatively affect novice teachers’ well-being and prompt them to leave the profession. This study examines the contexts experienced by beginning teachers from an ecological perspective.<br style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"><span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The study is based on a narrative methodology and interviews with beginning teachers. The analy…
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creator: Indrė Lebedytė-Mečionienė
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 24
ending page: 43
doi: 10.15388/ActPaed.2026.56.2

Respect for Differences Among Children, Parents, and Preschool Teachers: A Quantitative Study
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The rapid changes in the World (wars, epidemics, forced migration, earthquakes or desire to live in better conditions, etc.) have increased the need to respect differences in societies compared to the past. The aim of this study<span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">1<span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"> is to examine the tendencies of respect for differences and tolerance levels of young children, their parents, and preschool teachers, as well as the relationship between the tolerance levels of parents and teachers and children’s respect for differences. Conducted by using a quantitative research method, the study fol…
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creator: Ayşe Duru
creator: M. Oya Ramazan
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 44
ending page: 61
doi: 10.15388/ActPaed.2026.56.3

Teachers’ and Parents’ Perspectives on Character Education in Latvia: A Comparative Study
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This study explores 1,240 Latvian parents’ and 542 teachers’ views on character education, its value, impact on achievement, and prioritised virtues. A survey highlights shared belief in its importance and positive academic effects but reveals differing virtue priorities. Parents emphasise good judgement, confidence, curiosity, and civility, while teachers focus on civility, good judgement, honesty, and curiosity. Both groups undervalue the other’s emphasis on character education. An improved family-school dialogue could enhance collaboration and foster balanced development in pupils.
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creator: Svetlana Surikova
creator: Tamāra Pīgozne
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 62
ending page: 79
doi: 10.15388/ActPaed.2026.56.4

School Achievement of Primary Education Pupils in Parents’ Reflection
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">In the school environment, pupils’ achievement represents a specific result of their work at school. Nowadays, it is commonly expressed in terms of grades intended to indicate pupils’ academic success. The main research instrument was a Focus Group based on active group interaction. The participants were parents of students of a younger school age (n = 12). The collected data were analysed by using the software <em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Ethnograph 6.0<span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">. We displayed the research results through text tables which revealed each participant’s statements, thus clearly summarising the research fin…
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creator: Libuša Gužíková
creator: Eleonóra Mendelová
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 80
ending page: 97
doi: 10.15388/ActPaed.2026.56.5

Forms of Cooperation between Preschools and Families from Socially Disadvantaged and Ethnic Minority Backgrounds: A Systematic Review
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This qualitative systematic review provides an empirically grounded synthesis of the forms, facilitating factors, challenges, and effects of cooperation between preschools/kindergartens and families from socially disadvantaged and ethnic minority backgrounds. The review is based on the analysis of ten empirical studies published between 2020 and 2024 and identified through the Scopus, Web of Science, and EBSCO databases. Drawing on Epstein’s partnership framework, the study identifies key mechanisms of cooperation, including transitional educational programmes supporting children and parents during entry into kindergarten and transitions to primary school, as well as approaches grounded in collaboration between schools, families, and communities.<br style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"><span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spaci…
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creator: Ivana Pirohová
creator: Janka Ferencová
creator: Erika Novotná
creator: Monika Miňová
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 98
ending page: 111
doi: 10.15388/ActPaed.2026.56.6

School-Family Cooperation in Perspective of Parental Expectations about Educational Objectives
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">In the realm of primary education, the relationship between schools and families is fundamental to the holistic development and academic success of children. This research study investigates the perspectives of school-family cooperation and its significance in achieving education objectives while addressing parental expectations, which leads to answering the question of the study – <em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">What are the opportunities for school and family collaboration? <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The objectives of this study encompass understanding parental expectations, evaluating the impact of cooperation on student…
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creator: Inese Barone
creator: Baiba Kaļķe
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 112
ending page: 127
doi: 10.15388/ActPaed.2026.56.7

Contours of Citizenship Education in Lithuania: Between the Pursuit of Truth, Community Values, and Political Freedom
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This article analyses how citizenship education is prioritised in the Lithuanian education system by examining which topics are emphasised and which remain largely ignored. Drawing on qualitative interviews with citizenship education experts, the study examines expert perceptions of current priorities, silences, and tensions in citizenship education. The analysis is guided by Sant’s (2021) model of three dimensions of citizenship education curriculum: pursuit of truth, community values, and political freedom.<br style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"><span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The findings reveal an imbalance betwe…
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creator: Gintė Marija Ivanauskienė
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 128
ending page: 145
doi: 10.15388/ActPaed.2026.56.8

Students’ Mathematics Performance in Rural Schools: Results from OECD Pisa 2022
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This study examines rural educational institutions with the objective to identify student-level factors associated with student mathematics performance. By using data from the 2022 Programme for International Student Assessment (PISA) by the OECD, rural schools were categorized into three groups based on their students’ mean mathematics achievement. Binary logistic regression was applied to the highest- and lowest-performing groups to analyze student-level factors associated with academic outcomes.
subject: Articles
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creator: Andrejs Geske
creator: Rita Kiseļova
creator: Olga Pole
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 146
ending page: 165
doi: 10.15388/ActPaed.2026.56.9

Self-Reported Programming Learning Difficulties Among Pre-Service Mathematics Teachers: Evidence from an Algerian Teacher-Education Context
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This study examines self-reported programming difficulties among 247 pre-service mathematics teachers in Algeria. By using a context-adapted Arabic questionnaire, the paper found that difficulties were better described as conceptual and application/debugging-related patterns. Debugging, theory-to-practice transfer, and coding frustration were the main challenges. The findings point to guided practice, explicit debugging support, mathematics-linked tasks, and differentiated support. The study contributes to teacher education and programming education research by highlighting how programming difficulties in non-specialist mathematics teacher education are shaped more by application and debugging challenges than by conceptual understanding alone.
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creator: Sara Chellali
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 166
ending page: 183
doi: 10.15388/ActPaed.2026.56.10

Learning to Prove by Exploring Sequences of Mathematical Statements in the 5th Grade
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description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The article analyses the specifics of introducing students to mathematical proving. Based on the results of testing purposefully designed proving-learning activities, it examines how 5th-grade students learn to construct sequences of statements and how they perceive the concept of mathematical proving. Qualitative content analysis of the data showed that 5th-grade students construct exclusively informal proving from the mathematical statements known to them. They verify a statement by examining examples or by creating a proving for a generic example. Due to a lack of knowledge regarding relevant mathematical concepts, relationships, and the representation of abstract sequences of statements, some students fail not understand the aim of purposefully ordering mathematical statements. The variety of proving created by students is characterized by a fluctuating level of complexity related to the task formulation. Therefore, when preparing for the study of mathematical proving, it is essential to clarify the features of proving that students should know, and to outline in detail the stages of the proving-learning process.
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creator: Kristina Šiaulytė
creator: Vaiva Grabauskienė
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 184
ending page: 205
doi: 10.15388/ActPaed.2026.56.11

Exploring Parental Involvement, Beliefs, and Student Self-Regulation in Online Mathematics Learning: A Multivariate Analysis
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description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Parents’ involvement and beliefs in their children’s learning are external factors which can influence students’ online mathematics learning experiences and success. Student self-regulation, encompassing the capacity to monitor, seek feedback, and reflect on learning, plays a crucial internal role in success of learning mathematics online. This study employed multivariate analysis to examine the complex relationships among parental involvement (control and support), parental beliefs (instrumental and relational), and student self-regulation in online mathematics learning. The participants were 125 upper elementary students (grades 4–6, ages 9–12) and their mothers from Yogyakarta, Indonesia. Students completed measures of perceived parental involvement and self-regulation; whereas, mothers reported their beliefs about mathematics learning. Exploratory factor analysis has revealed a two-factor structure for self-regulation, that is, feedback-seeking behavior and self-reflection, while confirmatory factor analysis has validated the two-dimensional structures of parental involvement and beliefs. Meanwhile, path analysis indicates that parental support fully mediated the relationship between instrumental beliefs and self-reflection (<em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; wido…
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creator: Yoppy Wahyu Purnomo
creator: Pasri
creator: Mohammad Archi Maulyda
creator: Achmad Salido
creator: Azza Ilvana Mas’ud
rights: Copyright (c) 2026 Yoppy Wahyu Purnomo | Pasri | Mohammad Archi Maulyda | Achmad Salido | Azza Ilvana Mas’ud https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 206
ending page: 227
doi: 10.15388/ActPaed.2026.56.12

Learning Beyond the Lesson: Lifelong Learning Tendencies and Strategic Learning in Violin Education
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description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This quantitative correlational study examines how lifelong learning tendencies relate to strategic learning behaviors among undergraduate violin students in Turkish higher music education. Forty participants from two universities completed validated instruments assessing lifelong learning dispositions and violin-specific learning strategies. The results indicate that students demonstrated high motivation and persistence alongside minimal deficiencies in learning regulation and curiosity. They reported frequent use of cognitive and metacognitive strategies – particularly, organization, monitoring, and rehearsal – and moderate use of elaboration and affective strategies. Motivation and persistence were strongly associated with strategic behaviors, especially organizational and monitoring processes, underscoring the interdependence of dispositional and self-regulatory dimensions in instrumental learning within the feedback-intensive and self-regulated context of violin practice. No significant differences were observed between universities or grade levels, thereby reflecting consistent pedagogical approaches across institutions. Theoretically, the findings extend self-regulated and lifelong learning models to the domain of music education, illustrating how motivational and regulatory constructs interact within instrumental pedagogy. Practically, integrating structured self-regulation activities and guided reflection into violin instruction may enhance both artistic performance and…
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creator: Şenol Afacan
rights: Copyright (c) 2026 Şenol Afacan https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 228
ending page: 248
doi: 10.15388/ActPaed.2026.56.13

From Classroom to Screen: Digital Transformation of Physical Education Through the Lens of Traditional, Blended and Mobile Learning
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description: In response to the challenges of digital transformation in education, a study was conducted to develop and evaluate criteria for digitally–based physical education (PE) courses. The bibliometric analysis revealed three thematic clusters in the field of e–learning in PE: Cluster 1 («Technology») reflects the transition to e-learning and blended learning formats. Cluster 2 («Pedagogy») emphasizes the human dimension of PE in a digital context and inclusiveness. Cluster 3 («Human interaction») focuses on the intersection of digital learning methodology and learner well–being. Based on the bibliographic analysis of the sources corresponding to the clusters, a criterion framework for comparing PE learning formats was developed. To evaluate the feasibility of these criteria, a confidential survey was conducted of 36 physical education and sports professionals who met the inclusion criteria, in particular, had experience in teaching PE in both traditional and mixed/distance formats. The factor analysis of the 19–item questionnaire identified four distinct components: «Feasibility of implementation» (logistical and resource issues), «Clarity and pedagogical design» (clarity of objectives and quality of materials), «Relevance and compliance» (compliance with standards and requirements of the educational institution), and «Engagement and Support» (student motivation and teacher support). The results show generally positive assessments of the criteria and confirm that technological, pedagogical, and engagement factors are key elements of the PE assessment framework. Inadequate professional development and lack of technical support can lead to ineffective or misunderstanding of the nature of teaching PE with technology. Teachers need to learn how to design e–learning–appropriate tasks and interpret digital feedback correctly. The findings emphasize the need to integrate digital pedagogy and inclusive practices into teacher training, as well as to ensure that curricula are align…
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creator: Andrii Yefremenko
creator: Serhii Lebediev
creator: Sviatoslav Koval
creator: Alfiia Deineko
creator: Ivan Kofanov
rights: Copyright (c) 2026 Andrii Yefremenko | Serhii Lebediev | Sviatoslav Koval | Alfiia Deineko | Ivan Kofanov https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 249
ending page: 269
doi: 10.15388/ActPaed.2026.56.14

Issues with Using Artificial Intelligence in an Educational Environment: Implications for the Training of DevOps Professionals
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">This study examines the impact of artificial intelligence on the learning process in the field of DevOps, in particular, regarding its role in developing critical thinking, independent analysis and the ability to solve complex technical problems. The findings suggest that AI can improve the learning efficiency for students with medium and low levels of preparation, while reducing the motivation for independent thinking among high-achieving students. The use of AI in DevOps education accelerates task completion, but may lead to a reliance on automated solutions, which negatively affects the assimilation of complex concepts and long-term cognitive development.
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creator: Mykhailo Luchkevych
creator: Viktoriia Luchkevych
rights: Copyright (c) 2026 Mykhailo Luchkevych | Viktoriia Luchkevych https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 270
ending page: 294
doi: 10.15388/ActPaed.2026.56.15

Legal Regulation of the Application of Formative Assessment and the Use of Artificial Intelligence in Schools in Lithuania: Insights from Thematic Analysis
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description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The article analyses the legal regulation of the application of formative assessment and the use of <em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Artificial Intelligence (<span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">AI) in general education schools in Lithuania. The study was conducted by using document analysis and thematic framework analysis. The sample consisted of currently valid legal acts adopted by state authorities regulating the implementation of formative assessment in general education schools (n = 11) and the use of AI in the education sector (n = 4). The findings indicate that formative assessment is established in legal acts as a continuous,…
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creator: Rūta Gedminienė
creator: Julija Melnikova
rights: Copyright (c) 2026 Rūta Gedminienė | Julija Melnikova https://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 295
ending page: 311
doi: 10.15388/ActPaed.2026.56.16