Education

Joint doctoral studies with the Lithuanian Sports University, Šiauliai University (from 2021 – Vilnius University Šiauliai Academy). Coordinating institution: Lithuanian Sports University.

Educational research provided by the team is based on the contemporary approach to education and learning, as well as on the using the best Lithuanian and world-wide pedagogical traditions. The team understands well that the boundaries of the discipline of Education have already broadened. The educational researchers focus not only on young generation’s and adults‘ formal, informal, non-formal education and learning, social education and education management, issues related to higher education but also on modern educational technologies, educational and learning environments and other issues related to educational innovations. Research is also carried out in the fields of employees‘ organizational learning in knowledge organizations, learning communities, development of learning cities and regions in terms of educational and learning challenges they face.

Having more than 50 years of experience and well known for preparing more than 100 PhDs who have knowledge of modern education, a team of researchers in Educational Science from Kaunas University of Technology is a recognised Centre of excellence in the field in Lithuania.

The high quality of doctoral studies is ensured not only by contribution in research projects on the most relevant topics nowadays but also by an active collaboration with the academics from University of Cambridge (United Kingdom), University of Haifa (Israel), California State University, Fullerton (USA) and others. Doctoral students participate in Erasmus+ exchanges that enable them to be active in an academic field on an international scale.

Topic title	Possible scientific supervisors	Source of funding
EMI curriculum development from the student-centered approach	prof. dr. Jolita HORBAČAUSKIENĖ	state-funded	Research Topic Summary. In the context of competition on international and national levels, English-medium instruction (EMI) degree programmes or modules (Macaro et al. 2017) are becoming particularly important in raising the international profile of universities and thus their academic prestige. In a non-English-speaking environment, the implementation of EMI programmes improves students' international competences and prepares them for the global labour market. It is important to note that in the context of EMI, the language of instruction is not the object of learning (Dafouz 2018), but is an important factor in achieving the learning outcomes of the subject under study. Research (Roquet, Vraciu and Nicolás-Conesa, 2019) has shown that instrumentality is not as important as the mastery of the content of the subject under study. However, as Muñoz (2007) argues the development of linguistic competences in the context of EMI is more effective than learning the language as a subject. However, little research has been done on how actual discursive practice in an EMI setting contributes to the learning of the language of instruction, and specifically how the language used by the instructor of the content of the course influences the learner's understanding and acquisition of the material being studied. This study aims to identify how students studying in a non-native language understand and master the content of the course; how the native language hinders/facilitates the mastery of the content of the course; and what educational strategies would help students to be successful in an EMI context, thus paving the way for the development of an EMI curriculum.
Innovative curriculum solutions for developing a sustainable mindset of primary school students	prof. dr. Brigita JANIŪNAITĖ	state-funded	Research Topic Summary. Complex world problems prompt urgent changes in the way humanity lives, thinks, and acts, so education systems must respond to this urgent need by defining and integrating relevant learning goals and practises in order to educate learners based on the principles of sustainability (UNESCO, 2017). To respond to the urgent need for change and to cope with the complexity, interaction, and immediacy of sustainability, it is important to acquire new mindsets, especially sustainability (Broo, 2022; Lees, 2021; Rimanoczy, 2020; Jančius et al., 2022). Special attention is paid to the integration of the sustainability dimension in primary education, because it is these children who will create the world of the future. At this stage of development, the value foundations of the personality are formed, which also affect the child as an adult (Chawla, 2007), so the dimensions of sustainability should be integrated into the entire curriculum of primary education (Lloyd & Gray, 2014). The expression of sustainability competencies has been more researched in secondary education and higher education (Brundiers et al., 2020; Redman & Wiek, 2021), while research in primary education is fragmentary (Vesterinen & Ratinen, 2023). For example, primary education assignments have been found to contain very little sustainability-related content, and existing content is indirectly linked to sustainability (Andersen, 2018). It is argued that holistic aspects of sustainable education can be manifested in primary education, where teacher teaches various disciplines (Taylor et al., 2019), but there is a lack of appropriate didactic methods, teaching, and learning strategies to effectively influence students' attitudes and behaviours (Nepraš et al. ., 2022). The previously mentioned aspects allow us to raise the research problem to be solved in the dissertation research, which is detailed in the question: what innovative approaches would allow us to holistically construct the curriculum of primary education in order to develop a sustainable mindset of students?

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Application procedure

Mandatory documents for admission:

Application to KTU Rector
Two recommendations of scientists in the field of educational sciences with a habilitated doctoral or doctoral degree of science
Curriculum vitae (handed in signed)
The diploma of the master’s degree or the diploma attesting to the corresponding qualification, its annex / appendix (the originals will be immediately returned) and copies of these documents (copies are served)
A supplement to the diploma of the first, second or single-stage higher education institution (optional) or a certificate issued by a licensed center for foreign languages indicating the grade of a foreign language (English, French, German) (the originals are immediately returned) and copies of these documets (copies are served)
A list of the research papers of the doctoral student (a full bibliographic description is provided) and their prints, if any (accompanied by copies of the cover and content of the publication); accepted works for the press are submitted with a certificate from the editor of the publication about the accepted press article (after the review procedure); for those who have completed postgraduate studies in this calendar year, a copy of the master’s thesis (if any)
Certificates of presentations read, about work at scientific conferences, if any (copies are handed over; the originals will be immediately returned)
One photograph measuring 3 x 4 cm (handed over)
A copy of the receipt of the entrance tuition fees paid to the account of KTU or LSU in the bank or certified copies of documents proving the right not to pay the entrance tuition fee
Documents confirming the change of name, if not all the documents submitted are under the same name (copies are served)
A copy of the personal data page of the passport or a copy of the identity card (a copy is served)
Additional documents: documents at the discretion of the applicant, reflecting his scientific and pedagogical activities

Cycle	Third cycle
Language	Lithuanian, English
Duration	4 y.
Degree awarded	Doctor of Science

Scientific publications	0,25
Scientific experience	0,15
Weighted grade point average of the Master’s diploma supplement	0,25
The grade of a foreign language (English, French, German) indicated in the supplement to the diploma of the first, second or single-stage higher education institution (optional) or in the certificate issued by the licensed center for foreign languages	0,1
Motivational interview	0,25

Education

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Research topics

Research Topic Summary.

Research Topic Summary.

Entry requirements

Minimum requirements

Application procedure

Selection criteria and their weighted coefficients

Study programme modules