Aim. This research paper discusses the educational process of immigrant children in Lithuania with the intention to determine the integration trajectory most likely to be chosen by the immigrant students. Methods. The research methods include legal analysis of Lithuanian legislations related to immigration, immigrant integration and education, meta-analysis of previous research on immigrant integration into Lithuanian society as well as semi-structured interviews with experts of the field. Results. Having completed the research, the following conclusion has been drawn: immigrant children education in Lithuania does not tend to create conditions for successful integration and more often than not influences immigrant students to choose those integration paths that may inspire inner or outer conflict. This is due to the lack of integration policy and strategy at the state level as well as the tendency to create a cultural hierarchy wherein the Lithuanian culture is implicitly considered as above others. Practical application. The results of the research can be used to improve the conditions of immigrant children education in Lithuanian schools on the national level as well as by schools willing to foster the integration of immigrant students; the results can also be considered in the process of establishing integration policy on the state level.

Learning Management System (LMS) is a type of an e-learning system is one of the main infrastructural requirements that improves access to higher education for persons with disabilities. The primary aim of the research study[1] was to explore perceptions of students with disabilities regarding the use and accessibility of learning management systems and benefits and/or barriers in e-learning. Students mainly have negative experiences while attempting to enter university web-sites/libraries/LMSs because of the inadequate adaptation to the specific needs of students with disabilities. In countries that do not have a developed LMS, the prevalent mean of communication with professors is via e-mail, in those where there is a LMS, there is not a fully accessibility of entire content and services for students with special needs. This research defined the need for creation of an accessible LMS or adjusted already existing LMS with accessibility solutions such as: a text-to-speech engine for blind students, a mode with sign language support for deaf students and a mode which supports dyslexic.

Peer reviewed scientific publication

This article analyzes previous research on the influence of international large-scale assessments (PIRLS, TIMSS, PISA) to national education policies. Based on this meta-analysis, four trajectories of influence are presented and discussed: direct impact, indirect impact via a general education discourse, direct and indirect legitimation.

The article sets out to analyse previous research on the internationalisation in higher education in Central and Eastern Europe with a particular focus on the conceptualisation of ‘internationalisation’. While there is quite a lot of research regarding both theory and implementation of internationalisation, the majority of it is conducted in the West and the most commonly accepted definition hails from the research traditions of the Anglophone world. This literature review shows that when researchers in Central and Eastern European countries use the term ‘internationalisation’, they either refer to a policy change encouraged (or necessitated) by a supranational institution or global education discourse, or an education process through which an international or intercultural dimension is integrated into higher education.