| Authors |
Aleksejeva, Anastasija ; Čiuladienė, Gražina ; Gudžinskienė, Vida ; Indrašienė, Valdonė ; Jegelevičienė, Violeta ; Kairienė, Brigita ; Merfeldaitė, Odeta ; Petrauskienė, Alina ; Prakapas, Romas ; Railienė, Asta ; Raudeliūnaitė, Rita ; Sadauskas, Justinas ; Urbanovič, Jolanta ; Žibėnienė, Gintautė |
| Abstract [eng] |
Education plays a crucial role in building a society of solidarity and learning that is capable of adapting to changing circumstances and solving complex problems. Although in education science researchers define the concept of education as the development of human and social capacities for improvement on the basis of scientific knowledge and educational experience (Bitinas, 2011), the content of this concept encompasses certain aspects related to upbringing, teaching, learning, training, etc. In detailing the components of the core concept, attention can be drawn to the specific social preconditions of education – educational equality, social justice, accessibility of education, quality of education, etc. (Biesta, 2010; Bitinas, 2013) – without which it is difficult to expect success in education. Often, these issues are related to the essence and meaning of educational aid (Armstrong & Ainscow, 2018; Niemi & Laaksonen, 2020). The transformations of the modern world and the accompanying social problems have a direct impact on education as a system, as well as on learners, educators, and other actors in the education system. |
