This is a joint doctoral programme with the Lithuanian Sports University (the coordinating institution) and Vilnius University. These studies combine pedagogical traditions with contemporary educational research, covering formal, non-formal and informal learning, educational management, technologies and innovations. The programme also addresses issues of organisational learning, partnership networks and the development of learning communities.
Doctoral studies in Education equip students with the ability to critically analyse and address contemporary educational challenges, design new teaching strategies and apply innovative technologies to learning processes. The programme provides the knowledge and skills required to foster learning cultures, improve educational quality and promote sustainable societal development.
Graduates have a wide range of career opportunities in academia, educational policy and management. They can work at universities, research institutes or educational organisations, leading projects and driving educational innovation while engaging with national and international research and education networks.
Studying on the joint doctoral programme provides an opportunity to experience diverse academic environments and access a wider range of research resources and expertise. Doctoral students can pursue a double degree programme with the University of Bologna and receive the Doctor Europaeus Certificate. They can also participate in paid research and innovation projects.
Doctoral students have access to various types of financial support, including funding for their studies and research, presenting their work at international conferences, conducting research at foreign institutions and participating in events abroad. They may also receive additional scholarships for academic achievement and outstanding study performance.
| Topic title | Possible scientific supervisors | Source of funding | |
|---|---|---|---|
| The Impact of Inquiry-Based Learning Strategies on Overcoming Physics Learning Difficulties in Lower Secondary Education |
prof. dr. Irina Klizienė »
|
state-funded |
Research Topic Summary.Research indicates that a significant part of the challenges in learning physics is related to students’ ability to analyze and interpret various forms of physical information. Learning physics is based on working with graphs, diagrams, formulas, tables, mathematical models, and experimental data; therefore, students must be able not only to understand individual elements of information but also to connect them, explain physical phenomena and their causative relationships, and apply their knowledge to new situations (Ainsworth, 2006; Treagust et al., 2017). Modern educational technologies allow for a detailed analysis of students’ attention and cognitive processes during learning. Eye-tracking methodology is one of the most effective tools for investigating how students allocate their attention and how their eyes move while solving physics problems (Andrá et al., 2015; Hahn & Klein, 2022). Based on the results of a study carried out by Chien et al. (2015), the use of eye-tracking technology reveals that tasks performed in a physics laboratory encourage the application of different learning strategies. There is still a lack of research in which the results of attention allocation and cognitive process analysis are used to develop inquiry-based learning strategies or pedagogical support tools to overcome difficulties in learning physics. This research gap is particularly relevant at the secondary education level, where it remains unclear how students who struggle with physics and those who do not analyze information, solve problems, and apply inquiry-based learning strategies in real-world learning situations. |
| Module name | Credits | Method of organisation |
|---|
| Curriculum theories | 8 | |
| Epistemology and research methodology in education | 8 | |
| Links between personal development and teaching/learning processes | 8 | |
| nnovation and project applications drafting | 8 | |
| Philosophy of educational science | 8 | |
| Philosophy, Systems and Didactics of Higher Education | 8 | Blended learning |
| Theory and practice of athlete training | 6 |
| Module name | Credits | Method of organisation |
|---|
| Social psychology | 6 | |
| Theory and practice of health education | 6 | |
| Theory and practice of teacher education | 6 | |
| Concepts and theories of non-formal education | 6 | |
| Contemporary theories of educational leadership and governance | 6 | On-campus learning |
| Informal music education systems | 6 | |
| Learning Environments and Partnership Networks | 6 | On-campus learning |
| Sport psychology | 6 | |
| Strategies and Models of Educational Change | 6 | Blended learning |
| Theory and methodology of sport science research | 6 | |
| Theory and Practice of Social Education | 6 | Blended learning |
| Theory and practice of social education | 6 | |
| Theories of Disability Studies | 6 |
| Module name | Credits | Method of organisation |
|---|
| Academic and Technical Research Writing | 1 | Blended learning |
| Design Thinking in Research | 2 | On-campus learning |
| Digital Support and Tools for Research Writing and Publication | 2 | Blended learning |
| Research Data Management | 1 | On-campus learning |
| Research Ethics | 1 | On-campus learning |
| Research Project Grant Management | 2 | Blended learning |
| Science Communication for the Public | 1 | Distance learning |
| Systematic Literature Review | 1 | Blended learning |
| Persons with a master's degree or equivalent higher education may participate in the open competition for admission to a doctorate in the field of educational science. |
| Applicants who have been evaluated with at least 8 (eight) competitive points are admitted to state-funded study places. |
| 0,25 | publications | |
| 0,15 | scientific experience | |
| 0,25 | the weighted average of the grades specified in the supplement to the diploma of master's or single-level higher education studies (including the evaluation of the final thesis, if any) | |
| 0,10 | a foreign language certificate (English, French, German) specified in the supplement to the diploma (optional) of a first, second or single-level higher education institution or in a certificate issued by a licensed foreign language centre | |
| 0,25 | Evaluation of the motivational interview for admission to the doctoral program |
My doctoral studies in education at a technological university enabled me to examine learning processes using engineering logic and a clear structure. I appreciated the enthusiastic support of lecturers, international partnerships, and cutting-edge laboratories. My experience at KTU also opened international doors through Erasmus+ exchanges, scientific internships, and conferences, letting me experience the wider world of science first-hand.
Studying at KTU has provided me with many opportunities for professional development. I was able to study abroad as part of a double-degree doctoral programme, improve my research skills through Erasmus+ exchange programmes, and participate in scientific projects. I am very grateful for the support and encouragement of the faculty community in helping me to grow as a researcher.
The main admission to KTU PhD studies takes place in August/September. Exact admission dates can be found in the section “Dates and Deadlines”.
Education doctoral students have the opportunity to pursue a double degree with the universities abroad, obtain European Doctorate certificate together with their diploma, and participate in paid research and innovation project activities.
Applicants invited to KTU doctoral studies are informed personally in the Doctoral Admission Information System or by email, if such option is mentioned in the admission rules.
Doctoral School
Studentų g. 50, 51368 Kaunas
email phd@ktu.lt
Faculty of Social Sciences, Arts and Humanities
I Chamber
A. Mickevičiaus St. 37, LT- 44244 Kaunas
email shmmf@ktu.lt
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