On June 1, 2026, the international student research and practice conference “Bērns. Skolotājs. Izglītība.” (“Children. Teacher. Education.”) was held remotely, at which students from the Faculty of Pedagogy at Vilnius College also presented their research.
Presentations at the conference were delivered by Brigita Lideikytė, Diana Kairytė, Viltė Pilibaitytė, Sandra Martinkėnienė, and Virginija Ragauskienė. Three of the presentations were supervised by Assoc. Prof. Dr. Renata Kondratavičienė, while Diana Kairytė’s research was supervised by Assoc. Prof. Dr. Stasė Ustilaitė. According to Assoc. Prof. Dr. Renata Kondratavičienė, the strongest student research emerges when it is based not on an abstract topic but on a real classroom issue. This approach was reflected in all four papers presented at the conference, which stemmed from real educational situations.
Viltė Pilibaitytė and Sandra Martinkėnienė presented a study on the food choices of elementary school students. It compared two cases: the experiences of fourth-grade students in Lithuania and the experiences of second-grade students at a Lithuanian school in Spain. The authors drew on the “FoodEducators” program and the “See–Think–Wonder” visual thinking routine. The study results showed that after the activities, the children’s understanding of healthy eating became more coherent: students spoke more frequently about food groups, proportions, moderation, energy, and benefits to the body. Although the educational contexts differed, students in both groups began not only to identify what is healthy but also to explain more clearly why.
Brigita Lideikytė examined a topic of growing relevance in higher education—the effective and responsible use of artificial intelligence (AI) in studies from the students’ own perspective. The study was based on 267 anonymous student responses, 202 of which were informative. They allowed for the identification of eight areas of recommendations. Students viewed AI as a supportive tool, but one that does not replace human thinking. The responses emphasized the need to verify information, formulate clear queries, protect data, avoid copying, and maintain independent thinking. In the presentation, AI was discussed not as a sensation, but as a tool requiring responsible use.
In her presentation “From Overall Scores to Real Challenges,” Virginija Ragauskienė analyzed third-grade students’ achievements in the topic of fractions. The overall result was high—the difficulty index reached 83.4%. However, a more detailed analysis revealed areas where students still need support. Although results in the area of mathematical communication and representations were generally good, students faced more difficulties in tasks requiring them to explain a procedure, model a situation, or connect different representations. The study served as a reminder that an overall score does not always reveal what a student truly understands.
Diana Kairytė presented a study in the field of early childhood education on monitoring children’s achievements and progress in daily pedagogical practice. Six preschool teachers participated in the study, with whom semi-structured interviews were conducted. The results showed that children’s progress is most often observed in natural educational situations—while playing, interacting, and participating in daily activities. At the same time, practical challenges emerged: it is not always clear how to accurately record observations, it is difficult to balance monitoring with documentation, and there is a heavy workload and a lack of support. The study revealed not only methodological issues but also the reality of a teacher’s daily life.
Although the topics of the studies presented at the conference varied— —ranging from healthy eating and responsible use of digital media to understanding fractions and monitoring in early childhood education, all presentations were united by a focus on real-world educational situations. The students analyzed not only the results achieved but also the areas where children, students, or educators still need clarity and assistance. Participation in the international conference provided a meaningful opportunity to present the research conducted at Vilnius College to a broader academic community and to share insights on current educational issues.
