@article {1585,
	title = {TOWARDS THE DIFFERENT: A CASE STUDY OF A SYRIAN ASYLUM SEEKER IN CROATIAN SCHOOL CONTEXT },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {708-723},
	abstract = {Migrations and migrants have been in the focus of interest and activities of many governments, organizations, and institutions, both worldwide and in Croatia. According to international policies, children who seek or are under international protection have the right to education. To access the education system of the Republic of Croatia more easily, they are given the opportunity to attend Croatian language preparatory or remedial classes.
The research aim was to determine the needs and challenges posed by the inclusion of a Syrian asylum seeker in a Croatian primary school. The qualitative approach was applied. The case study presents a ten-year-old Syrian girl, attending a primary school in Zagreb. The data were gathered with the use of semi-structured interviews with the girl{\textquoteright}s sister, teachers in the primary school, and her classmates. In order to gain a deeper insight into the girl{\textquoteright}s functioning in the school context, notes made by teachers during observation of the girl{\textquoteright}s performance in the course of the educational process were gathered and analysed. Guidelines and recommendations were developed that could have a positive impact on quality inclusion of children refugees and asylum seekers in the Croatian education system.
},
	keywords = {children asylum seekers, educational process, qualitative research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.708},
	url = {https://oaji.net/articles/2022/457-1667682935.pdf},
	author = {Irena Klasni{\'c} and Marina {\DJ}uranovi{\'c} and Marina Lucin}
}
@article {1154,
	title = {TEACHERS MOTIVATION TOWARDS ASSESSMENT OF THEIR PROFESSIONAL COMPETENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {561-574},
	abstract = {A relevant field of research in teacher{\textquoteright}s professional competence assessment is taking the factor of motivation into account, as this enables teachers to differentiate between, i. e. to be aware of the significance of the individual professional competences and their development through their assessment. This research supports the understanding of how important motivation is in the process of the (continual) development of a teacher{\textquoteright}s professional competence, taking his/her perception of the importance of competences in the educational process into account. The emphasis of the current research lays on the perception of the assessment by the selected number of primary and secondary school teachers. The following is the range of teacher{\textquoteright}s motivation perception: 1) motivating, 2) discouraging, 3) unnecessary, and 4) unfair in the process of life-long development of their professional competences. The research aim is to find out the differences in the individual motivational degrees in mutual assessment (motivating, discouraging, unnecessary, unfair, and other) relating to professional competences and find out the differences between the perception of the importance of the respective professional competences in the motivational category. Seven hundred thirty respondents - primary and secondary school teachers from Slovakia {\textendash} participated in the research. The results showed the difference between the perception of the importance of professional competences among teachers who consider assessment to be motivating, discouraging, unnecessary, or unfair concept. Motivation towards assessment supports student-oriented competences, educational process and self-development of the teacher. },
	keywords = {educational process, teacher competences assessment, teachers{\textquoteright} motivation, teachers{\textquoteright} professional competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.561},
	url = {http://oaji.net/articles/2017/457-1533495930.pdf},
	author = {Eva Stranovsk{\'a} and M{\'a}ria Lalinsk{\'a} and Ivana Bobo{\v n}ov{\'a}}
}
@article {807,
	title = {DEVELOPMENT OF A UNIVERSAL MODEL OF E-COURSE USING PETRI NETS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {7-13},
	abstract = {In modelling and process simulation the aim of the research is to create a designed functional control model of student communication in LMS system by a created model in Petri nets. The model reflects the student{\textasciiacute}s and the pedagogue{\textasciiacute}s requirements, is enough modular, not too complicated and it fulfils the basic pedagogical and psychological principles. The aim was to create a control model of student communication in LMS system which would be not only intelligible and clear but it would also eliminate some lacks from the other known models. Introduction and administration of any processes requires description of their solution, inspection, monitoring, optimization and first of all their simple formulation, whereby it is very important to express their logic. The article deals with modelling and subsequent simulation of education processes in Petri nets implemented into the environment of the learning management system (LMS). The aim of the LMS system for the teaching control is to regulate the communication according to the student{\textasciiacute}s knowledge and ability and thus modify the amount and sophistication of submitted materials for the student. Using the constituted model we shall be able to create electronic courses, so these models can serve as a prototype for creating further electronic courses in the environments of the LMS.},
	keywords = {educational process, modeling process, universal model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.07},
	url = {http://oaji.net/articles/2014/457-1419345532.pdf},
	author = {Zolt{\'a}n  Balogh and Martin   Magdin and Milan  Tur{\v c}{\'a}ni}
}
@article {544,
	title = {THE SCIENCE EDUCATION TOOLS AND WAYS OF PRODUCING THEM IN THE COOPERATION PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The content of natural science education gives a chance to the dynamics and structure of the educational process. However, the adaptation of natural science knowledge system depends on both the teacher (choosing and applying teaching methods and forms, etc.) and the pupil (the methods of learning, motivation, general abilities). The diversity of teaching and learning content, forms and methods, activities are typical of natural science education. All that makes the educational process effective: develop intellectual knowledge and skills, set out conditions for intense pupils{\textquoteright} activities, shape thinking, foster aesthetic feelings, etc.
 There are different strategies and methods for teaching science. Also there are many different ways in which science teachers can effectively teach students. The problem consists in that how to choose the most effective methods and strategy in each concrete situation. It is obvious, that the information itself is known as the content; how that content is shared in a classroom is dependent on the teaching methods. For example, lecture is a way of providing students with basic knowledge. On the other hand it is well known that lecture has the least impact on students as well as the lowest level of student involvement. It is not so good from point of view of constructivistic teaching. The one of the main points of constructivistic approach is to increase the level of impact and involvement for students. It is clear that reflective inquiry has the highest level of student involvement. On the other hand, reflective inquiry offers opportunities for students to use knowledge in a productive and meaningful way. It is important to notice that teachers should recognize from their practice that inquiry-oriented approach brings deeper understanding, better results of students and their higher motivation and interest to study science (Nezvalova, 2011). Different methods can be effectively used in science teaching: lecture, reading information, audio-visual presentation, demonstration, observation, field trips, interviewing, brainstorming, small group discussions, experimenting, problem-solving activities etc.  
 
},
	keywords = {educational process, science education, science knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.05},
	url = {https://oaji.net/articles/2014/457-1405179519.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {367,
	title = {DISAGREEMENTS AND PARADOXES OF EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Why the 21st century scholars start raising their voices while facing troubles and difficulties in the field of education. To identify the situation, it is worth having a closer look at the present schooling system. Post-modern life and education more and more frequently are coming into force. Superficiality becomes a common phenomenon. Only available regularly used and easily with no effort achieved attractive things are greatly appreciated. What is more, only minimal efforts are taken to gain a broader educational background. Quite a few countries display similar tendencies. On the other hand, education is frequently treated as a product or a kind of service. The laws of the wild market fail to get round this area of life. The chosen life style (including education) rather than the meaning of life and education itself often play a crucial role.�
 There is no need to be an expert perfectly knowing matters of education to find out not everything works in the system of education. Also, it seems to be clear that the evaluation of those working in the {\textquoteleft}fields{\textquoteright} of education cannot be rejected. I suppose the latter are not the majority as more and more frequently {\textquoteleft}strangers{\textquoteright} gain access to the education system. Discussions with the representatives of other countries have revealed that those currently studying educational subjects at universities usually fail to understand what the school is and what role they are going to play in this institution. The most important point is studying and receiving a diploma. Modern education encounters a large number of different problems the answers to which can be hardly found.�
 Disagreement between an objective need for a continuous improvement on educational content (is there anyone who will dare to say it is needless) and a traditional pedagogical requirement for ensuring the stability of educational content is another field of the initiated discussion. A try at improving things is closely related with the extensive development of education, for example, more and more alternative course books and information sources for learners are prepared which disintegrates the content of education. Disagreement between the increased abstractness of education influenced by growing theoretical knowledge and the necessity of improving practical learners{\textquoteright} training should be mentioned. An opinion that the process of learner/student training is too much theoretically supported can be frequently heard. In this case, a huge number of reasons could be suggested.
 Life and education with no problems is a hardly acceptable idea. However, a wish to stay at a distance in order not to face the existing problems is one of most awful disasters presently seen in the education system. It might be money can solve all problems as according to Marx, {\textquoteleft}They have by no means merely one mode of affirmation, but rather that the distinct character of their existence, of their life, is constituted by the distinct mode of their affirmation. In what manner the object exists for them, is the characteristic mode of their gratification. Wherever the sensuous affirmation is the direct annulment of the object in its independent form (as in eating, drinking, working up of the object, etc.), this is the affirmation of the object... By possessing the property of buying everything, by possessing the property of appropriating all objects, money is thus the object of eminent possession. The universality of its property is the omnipotence of its being. It is therefore regarded as an omnipotent being. Money is the procurer between man{\textquoteright}s need and the object, between his life and his means of life...{\textquoteright} (The Power of Money, Marx, 1844) I strongly reject this idea. The problems of education cannot be solved only on financial grounds. Everyone figures out that vast and broad knowledge as well as full understanding are required to overcome the encountered problem. Education is not a stable system made of insecure and poorly defined components. To find it more reliable, it must contain excess supply, i.e. guided by the principle of redundancy. More investments in education are necessary so that to expect at least minimal results and it makes no account that this idea passes over the presently prevailing liberal economic logics. 
},
	keywords = {educational process, schooling system, system of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400133907.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {213,
	title = {PEDAGOGICAL EVALUATION OF PROTOTYPE 3 OF THE AR LEARNING PLATFORM BASED ON THE RESULTS ACHIEVED DURING THE THIRD ARISE SUMMER SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {86-103},
	abstract = {Augmented Reality teaching /learning platform is an innovative technology aimed at implementing links between the real and virtual world. The technology developed by the ARiSE project focuses on offering conditions for customers not only to observe a combined view (real and virtual) but also to directly interact with the real world (real objects). It is likely that the approach learning by doing is more effectively realized in the educational process. 
Creating teaching/learning modules and constructing didactical scenarios of practicing the modules is one of the main conditions to use the above mentioned innovative technology in the educational practice. The primary purpose of the international research project ARiSE (Augmented Reality in School Environments) was to test pedagogical effectiveness of introducing augmented reality (AR) into the comprehensive school and creating remote collaboration between classes around the AR display systems.
 In the given article the results of the pedagogical evaluation of the prototype 3 of the AR learning platform are presented. The students agree that Prototype 3 of the AR platform is a new and useful tool that could be successfully applied for learning purposes in the educational process.},
	keywords = {augmented reality, educational process, pedagogical evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408707.pdf},
	author = {Vincentas  Lamanauskas and Renata Bilbokaite}
}
@article {69,
	title = {ABOUT INTERNET{\textquoteright}S POTENTIALITY IN THE FOREING LANGUAGE EDUCATIONAL PROCESS},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {102-109},
	abstract = {These days the mastery of the Internet or at last the proper know-how needed for this sort of work is regarded among the same basic skills of civilized person as an ability for reading or writing. The necessity of developing these skills among the people in the large scale has been realized in Estonia on the state level in the first years of newly regained independence. So it was back in the year of 1995 when there was developed the large-scale project named {\textquotedblleft}Tiger{\textquoteright}s jump{\textquotedblright} / when Estonia joined in the global project with the purpose to provide all municipal schools / all sort of schools and colleges with the means for using the Internet connections or so to speak {\textquotedblleft}to open the way out into world-wide web or Internet{\textquotedblright}. According to US researchers most of the schools in US / EU countries are connected / have links with the quick-system Internet. In Estonia that quick-system Internet-connections are at the disposal for 90\% of schools. Furthermore, that our joining the global project / that above-mentioned project was successful we have the corroborative fact of including Tallinn, the capital of Estonian Republic with the same league as London and Tokio, both the capitals of the most powerful countries and with the best equipment and connections to the Internet. 
However such technical equipment in the possession of the schools by itself is not a guarantee for any effective using of Internet-provided means and resources in the educational process. Researches into the most popular educational methods described by authors of teacher{\textquoteright}s books, for example in the field of Russian language teaching shows, that aforementioned resources are far from fully used. 
These were the facts that triggered the creation of current research paper with the double kernel-points of considering theoretical aspects and offering practical methods for introduction of contemporary powerful and extensive technical means into the language-educational process. With that purpose in sight, using most direct and picturesque examples we are describing in our research paper several different ways of using Internet in the educational process, then the means for further improvement of teacher{\textquoteright}s books and by last but not least we are considering the best ways for introducing these new methods into the real practice of language-teaching.
 The results of our research may be used for further developing and increasing the effects of an educational process in a whole and the system of foreign language studying in particular.},
	keywords = {educational process, language education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222277.pdf},
	author = {Irina Moiseenko and Natalya Zamkovaya}
}
@article {59,
	title = {HIGH-QUALITY EDUCATION AS KEY FACTOR FOR SUCCESS IN A KNOWLEDGE-BASED SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Editorial},
	chapter = {5-6},
	abstract = {This is the third edition of a new scientific collection Problems of Education in the 21st Century. The articles included in the publication discuss the issues of modern education. It is a great responsibility for writing such an editorial, because it should correspond to the ideas and conclusions expressed by the authors and highlight them from some other points of view of potential readers. On the other hand, it is very important to express the view of editorial board, try to discern certain research trends of modern education and its spheres. The purpose of this publication is unique, that is, try not only to convey, but also synthesize educational experience of East and West. This is a complex and ambitious task, but necessary, trying to perceive similarities as well as differences and also expectable development perspectives.
 The advance of IT has never been as rapid as nowadays. The influence of globalization on ICT expansion is incontestable. However, it is a tremendous challenge to education. The implementation of technologies in education does not mean that they will have only positive influence. For that purpose consistent educational, ergonomic, valeological and other research is necessary, constantly giving information not only to users, but also to ICT producers. We can assert that in Lithuania, as well as in other Central and East European countries, observation of ICT application in education is still carried out episodically. As it was already mentioned, the process of ICT development is so rapid and so socially important that monitoring technologies, having earlier been created in other countries (especially West European), eventually occur to be not full and not compatible with ever changing realities. Thus, as a matter of fact, it is impossible to prepare standard, constant methodology.
 In Lisbon strategy 2000, it was foreseen to seek that Europe would become the most competitive knowledge-based economics in the world. No doubt, to achieve this aim, ICT influence really should be great. Such international organizations as IEA (International Association for the Evaluation of Educational Achievement), UNESCO, OECD (Organization for Economic Cooperation and Development) organized fairly comprehensive research in the application of ICT in educational system. Organizations such as: IOSTE (International organization for Science and Technology Education), ICASE (International Council of Association for Science Education) and other so called professional different sphere scientist organizations are interested in the above {\textendash}mentioned problems.
 The application of ICT in comprehensive schools as well as in higher educational establishments is, undoubtedly, a positive thing. According to I. Ma{\v z}uliene (2002), the usage of ICT makes the pedagogues change their settled style of work, raise qualification, develop skills and plan differently their and children{\textquoteright}s activities. On the other hand, the aims of creating information society change inner and outer surroundings of schools, therefore information processes and technologies acquire greater and greater significance in modern educational organizations. In addition, interesting research was carried out by specialists from Information Institute in Germany (Munich University). (Woessmann, 2005). The research showed that computers can harm the learning process. It is claimed, that the number of computers at school and the time spent at the computer at home don{\textquoteright}t confirm the fact that children learn much more by using IT. The importance of IT in the process of learning is not denied, however, it is stated that those who are using IT at home and at school moderately, besides, the time of its usage is limited, achieve better results than those who spend too much time at the computer.
 However, not only in comprehensive schools some or the other of the ICT application problems arise. One of the biggest problems the majority of universities face is passing from ICT integration and e-learning in the project level onto strategic level when all technologies are implemented all over the institution. The research shows that in EU universities general level of ICT integration into teaching process has increased over the last few years. Nevertheless, application of ICT is still perceived as the usage of computer in traditional pedagogy and didactics. Not many universities use ICT equipment according to principles of innovative didactics and pedagogy. The same can also be said about Lithuanian universities.
 Speaking about general education sector it is necessary to acknowledge that application of ICT depends not only on teacher{\textquoteright}s qualification and his preparation to use ICT in the teaching and learning process. The essential questions are as follows: how much does the school administration support the implementation and usage of ICT at school?; What ICT infrastructure (equipment, software, Internet connection and so on) is available at school?; What services connected with ICT do exist for the staff improvement and support?; How much do the schools apply the aims and the way of work emphasizing independent learning, and so on.
 Thus, it is obvious that vast, comprehensive, detailed research in the appliance of ICT in education process is necessary. In the Software \& Information Industry Association report of the year 2000 it is stated that so far more than 3500 research studies of ICT application in education process have been carried out, the majority of which are devoted to analysis of infrastructure and computer literacy situation. However, statistics of the latest research studies doesn{\textquoteright}t allow to discern some ICT application aspects. Not only strict statistic data analysis is necessary discussing specific questions of ICT application in education, but also a deeper qualitative approach to this phenomenon in order to perceive present situation, its advantages and disadvantages and also further perspective not only on Lithuanian but also on EU scale.
 As a matter of fact, harmonious ICT integration into the teaching process is placed in the centre of all European country strategies, in this way trying to significantly improve teaching and learning in order to correspond to children{\textquoteright}s demands. The secondary becomes earlier dominated task of computer equipment supply and teaching about technologies. (Simonson, Thomson, 1990; Plomp, 1996; Sendova, 1994). ICT service development in different education spheres prevails in the European Union and other country strategic directions. .
 A very special attention is devoted to natural sciences and to technological children and youth education. About the concern in this sphere tells one of the newest prepared documents (Science Education Now{\textellipsis}, 2007). Constantly going down natural science and technological literacy of our society is noticed in many countries (Lamanauskas, 2003). Opposite and significant tendencies in this sphere were discovered by ROSE research. (http://www.ils.uio.no/english/rose/). In this publication the reader will find urgent articles on this subject. Up-to-date ICT application in natural sciences and technological education is developed most rapidly.
 It is obvious that the implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process itself more versatile. However, education quality still remains insufficient as the content of education and studies is poorly oriented towards developing the new abilities and competencies necessary for people living in an open public society and market conditions. The economy based on information becomes a priority in the European countries. It should be noticed that the reality of an open public society and market conditions is not and cannot be ideal and that qualitative education has to help people not only to accept this reality but also to critically evaluate and advance it. In this case, the most important point is that human must preserve his/her identity, self-sufficiency and to strive for a purport of life. Any action such as the improvement of the education system or implementation of new technologies must be carefully studied and firmly fixed. All possible outcomes, results and impact not only on a further but also on individual development of a young personality must be evaluated (Lamanauskas, Vilkonis, Klangauskas, 2007).
 Thus, on behalf of the editorial board I would like to thank all this volume article authors for their contribution to the development of educational research studies, their ambition to get acquainted with very complicated education, teaching and learning phenomena, ability to develop interdisciplinary, methodological thinking and action. Only such thinking and action approach has decisive significance towards education quality. 
},
	keywords = {educational process, knowledge-based economics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221736.pdf},
	author = {Vincentas  Lamanauskas}
}
