The Idea of a University in an Era of Innovations and Global Transformations
The idea of a university in an era of innovations and global transformations gains new significance as we confront complex global challenges, rapid technological progress, and profound societal changes. In this context, liberal arts education emerges as a crucial and urgent foundation for developing adaptable and thoughtful individuals.
Vytautas Magnus University (VMU) exemplifies this approach through its holistic, communityand student-centred philosophy, which seeks to unlock human potential and foster creative communication and collaboration. The increasing demand for lifelong learning and cognitive flexibility aligns seamlessly with the evolving
Prof. Ineta Dabašinskienė.
needs of contemporary societies, making liberal arts education an ideal framework to equip students with essential skills such as articulate communication, deep reflection, cross-cultural collaboration, and an entrepreneurial mindset. These competencies prepare graduates not only to navigate but also to thrive in a world characterized by constant change and uncertainty.
During VMU presidency of the Transform4Europe (T4EU) alliance, we took the opportunity to rethink and broaden the traditional liberal arts concept in response to global transformations. Inviting the T4EU community to engage with ideas that resonate with the alliance’s core values—European identity, diversity, solidarity, leadership, innovation, and a knowledge-entrepreneurial spirit—allowed us to reaffirm the relevance of liberal arts in shaping resilient societies.
In an era marked by global conflicts, wars, technological revolutions including artificial intelligence, and pervasive uncertainties, it becomes essential to emphasize fundamental liberal arts values alongside an interdisciplinary approach that nurtures critical and creative thinking as well as adaptability across diverse fields.
Central to this vision is the commitment to continuous learning, which not only keeps individuals informed about shifting global dynamics but also fosters adaptability and resilience. This ongoing process strengthens communities and civic engagement by bridging local and international perspectives within universities and across alliances. It encourages ethical reflection, discussion of moral dilemmas, and a sense of societal responsibility, all of which are vital for addressing contemporary economic and
social challenges through reskilling and upskilling initiatives.
As societies and academic institutions become increasingly diverse and pluralistic, universities bear the responsibility of exemplifying inclusive and sustainable diversity. This entails recognizing and valuing the multiplicity of identities—cultural, linguistic, and ability-related—while encouraging open expression of differing attitudes and opinions. By embracing interdisciplinarity and approaching complex issues from multiple perspectives, universities can holistically address pressing problems, considering social, economic, political, and cultural dimensions, and emphasizing global relevance alongside the richness of diverse cultures, languages, and societies.
Prof. Ineta Dabašinskienė
VMU Rector
Conference „Enhancing Professional Excellence: Synergy of Academic and Non-Academic Staff (PROF-SYNERGY)“.
International Mother Language Day.
Student Conference “Freedom to Create“.
The Transform for Europe (T4EU) Alliance offers VMU students an invaluable opportunity to contribute to the development of a European university, foster a sense of community and shared values, and build international connections. During the T4EU Week held in May, we had the chance to take part in the Student Representative Council meeting, exchange insights with like-minded peers, and enhance the opportunities offered by the Alliance. We are now looking forward to the upcoming T4EU Week, which will be the culminating event of VMU presidency term of presidency. For students, this is not only a chance to learn from experts in their fields and gain valuable experience, but also an opportunity to organise informal activities for guests from the partner universities who wish to get to know Lithuania and its culture.
Solvita Ausiukaitytė
VMU Student Representative Council Student Representative at the T4EU
Joint Quality Assurance Office
VMU Student delegation at T4EU Week in France.
Partnership with MIT: New Opportunities for Science and Innovation
Vytautas Magnus University (VMU) has become the coordinator of the Lithuanian MIT MISTI programme, which is the most important bridge connecting Lithuania’s science, business, and government sectors with the innovation ecosystem of Massachusetts Institute of Technology. It was only this January that Lithuania officially joined the MIT MISTI programme and this partnership is already becoming one of the country’s strategic initiatives for the development of science and technology.
“For the implementation of the MIT MISTI programme in Lithuania, we’ve assembled a unique business, science, and study consortium, bringing together six higher education institutions, four business enterprises, and two research institutes, with strong support from the Research Council of Lithuania (RCL). We all share a longterm, meaningful goal: to work together to build a Lithuania that is richer in talent and innovation, to pursue a new quality of science and studies, and to strengthen the transatlantic link. It’s very logical that VMU has become the coordinator of this consortium, as our organisational culture, based on the principles of artes liberales, encourages us to see more broadly and to achieve our goals through cooperation and focus,” says Vilma Bijeikienė, Associate Professor and Vice-Rector for Communication at VMU.
Dr. Darius Milčius.
Lithuania has become one of the few countries in the world, and the only one in the Baltic States, to sign a strategic partnership with MIT. MIT is a world leader in science, technology, and innovation, ranking first in the QS World University Rankings. Its ability to integrate science and innovation is demonstrated by nearly 700 new inventions, over 320 patents issued, and 24 start-ups established in 2024 alone.
“Together with our Lithuanian partners in the consortium, we see this partnership as a strategic initiative, bringing science and business together to contribute to key national goals. This programme is in line with the overall objective of strengthening the country’s science, technology, and innovation ecosystem, while also enhancing national security and resilience. We also aim to meet the strategic objective of building a high value-added economy, fostering science–business collaboration in innovation, energy, and digital transformation, and contributing to smart specialisation objectives such as cross-sectoral cooperation and long-term strategic investments. This is a truly important and unprecedented case of all of us coming together to achieve a common goal,” says Ina Žurkuvienė, Coordinator of the Lithuanian consortium.
Opportunities for Students and Researchers
According to Dr. Darius Milčius, Director of VMU Research and Innovation Department, the MIT MISTI programme contributes to VMU research and internationalisation in several ways: the joint activities open the door to direct collaboration with one of the world’s most advanced universities, where science is closely linked to the creation, commercialisation, and societal impact of technological innovations. VMU researchers have access to the MIT advanced infrastructure and, through the Global Seed Funds programme, are able to pursue high-level, crossdisciplinary capstone projects while building longterm academic relationships.
The partnership also actively engages the younger generation—students and young researchers. “Through the MISTI programme, they can go on internships, join research teams at MIT, or host guests at VMU. These experiences foster an international academic culture at VMU, encourage the exchange of ideas, and increase the visibility of our research results worldwide,” explains Dr. Milčius. All of this demonstrates that VMU is an important player in
Prof. Duane S. Boning, MIT Vice Provost for International Activities, and Assoc. Prof. Vilma Bijeikienė.
international cooperation, acting as a link between Lithuanian science and business, and one of the world’s most advanced scientific ecosystems.
In this partnership, which spans a broad scientific spectrum, special emphasis is placed on collaboration with MIT research centres. “Given the diversity of VMU’s scientific focus, we can identify several MIT research centres that are of particular strategic value. In the fields of biotechnology and life sciences, these include the Koch Institute for Integrative Cancer Research and the McGovern Institute for Brain Research, which are leaders in oncology and neuroscience research. In the areas of energy and environmental issues, the MIT Energy Initiative and the Institute for Data, Systems, and Society play an important role. In the fields of information technology and artificial intelligence, the Computer Science and Artificial Intelligence Laboratory, the MIT Center for Quantum Engineering, and the Institute for Data, Systems, and Society are of particular relevance. In the fields of humanities and social sciences, partnerships with the MIT Media Lab, Abdul Latif Jameel World Education Lab, and the MIT Center for International Studies are especially significant. As for
engineering and digital fabrication, we’re interested in collaborating with the Center for Bits and Atoms and the Tata Center for Technology and Design,” says Dr. Milčius.
He also highlights the potential for collaboration with the MIT Lincoln Laboratory, one of the most advanced applied technology laboratories in the fields of quantum computing, AI, and security technologies, which, although not a traditional academic institution, can serve as a platform for developing joint technology and engineering projects, particularly in the military industry, through the MISTI programme.
Joint Study Module
In the field of studies, VMU—together with other Lithuanian universities, AB Ignitis Group, and MIT—is launching an innovative international 30-credit module “Modern Energy Technologies”. This programme is aimed at third- and fourth-year first cycle students and covers digital technologies, entrepreneurship, energy innovation, and life sciences. According to Dr. Milčius, its main objective is to develop the
Lithuanian MIT MISTI consortium and MIT administration members.
interdisciplinary competences needed for the 21st century energy sector. The module covers the fundamentals of entrepreneurship, drawing on VMU Minded programme and the methodology of the MIT Martin Trust Center for Entrepreneurship, as well as the application of artificial intelligence in the energy sector, industrial aesthetics, sustainable energy production, nuclear energy, and the use of life sciences in the energy sector.
In addition, the first applications for the joint VMU–MIT Global Seed Funds programme are expected to be submitted in autumn for innovative solutions in the areas of wetland conservation, integration of climate change models, digitisation of energy sector, and synthetic fuel technologies.
Quality Label
Dr. Milčius emphasises the impact of the partnership on the attractiveness of VMU: “The cooperation with MIT significantly enhances the international academic profile of Vytautas Magnus University, helping to attract highly qualified researchers and talented students. Initiatives such as the MITcertified study module, faculty exchanges, and joint research platforms create real opportunities to join the global research community and serve as a mark of quality for international applicants, positioning
VMU as a modern institution open to international cooperation.”
As a coordinator of the Lithuanian MIT MISTI consortium, VMU plays an important role in shaping national and international science policy. “This position allows VMU to participate directly in decisionmaking and the coordination of partnerships and project content, thereby strengthening its academic influence both in Lithuania and abroad,” concludes Dr. Milčius. This gives the University greater visibility and reputational value and helps unite the Lithuanian scientific, business, and academic communities in the pursuit of common ambitious goals together with MIT.
The consortium partners include VMU, Kaunas University of Technology, Klaipėda University, Vilnius University, Vilnius Gediminas Technical University, Vilnius Academy of Arts, Lithuanian Research Centre for Agriculture and Forestry, Lithuanian Energy Institute, AB Ignitis Group, AB Lietuvos geležinkeliai, and Novian UAB, Euromonitor International – Eastern Europe UAB.
Prof. Gediminas Urbonas and Ina Žurkuvienė at the MIT Media Lab during the North American Lithuanian Business Forum (NALB).
100th Anniversary of Journalism Studies in Lithuania
“Journalism is not just a craft or a profession but also a way of thinking and a mission to educate the public and build the standards of professionalism. Today, most of us are tired of social networking and the constant noise of information and communication. The question arises: What kind of information do we need?” says Prof. Kristina Juraitė, the Head of VMU Department of Public Communication.
This year marks the 100th anniversary of the launch of journalism studies in Lithuania. The first journalism lectures were held at VMU in 1925. Later, in 1941, the Department of Sociology and Journalism was founded. “The first journalism lectures at the University of Lithuania were held in 1925–1926 by Prof. Juozas Eretas (1896–1984), who had come from Switzerland to found ELTA news agency in 1920. Following in his footsteps was Juozas Keliuotis (1902–1983), one of the most famous Lithuanian interwar journalists, who was the publisher and editor of the cultural magazine Naujoji Romuva. Keliuotis studied at Sorbonne University in Paris and its School of Journalism, where he attended lectures not only on journalism but also on sociology and philosophy.
In his lectures, Keliuotis raised issues that remain relevant to this day: professionalism of journalism, freedom of speech, accountability of the press, etc. Thus, the idea to combine journalism and sociology at VMU was definitely not a coincidence. The Western experience that Keliuotis brought from Paris encouraged him to look at journalism as a project dedicated to the modernisation of the nation, the public, and the state, which is significant not just socially and politically but also professionally and morally,” explains the Professor.
Adding to her colleague’s insights, Prof. Auksė Balčytienė notes that the emergence of journalism studies in Lithuania was influenced by both the technological revolution and political developments. “The early 20th century marked the rise of radio and the first media agencies. At the same time, a young democratic state was being built, and it needed all of those institutions. These were the main motives that prompted the search for professionals and reflected an emerging awareness that the genre of journalism is distinct from common literature. For instance, historically, in Europe, those who became journalists were usually individuals who couldn’t establish themselves as writers but who managed to adapt themselves successfully in the field of journalism,” observes Prof. Balčytienė.
Students Were Ambitious and Demanding
When the tradition of journalism studies at VMU was revived in 1998, these studies were purposefully first launched at the Master’s level rather than the Bachelor’s level. “Being a journalist doesn’t mean being a young student who merely tries to describe what happened, where, when, and how. Rather, it means having a broader perspective and
understanding the mission of one’s occupation. This mission is to inform in a precise, correct, and balanced manner, while also understanding the immense responsibility one bears in a role like this,” emphasises Prof. Balčytienė.
Prof. Balčytienė recalls that, in those days, students stood out for their ambition and for their high standards. “These students were well-educated people who knew what they wanted. They came from very diverse study fields, ranging from English Philology and Philosophy to History and Political Science. From today’s perspective, the youth of that time were united by hunger, curiosity, and a desire to understand and learn. They had a strong sense of responsibility. They were the generation of the millennium shift, highly skilled at reading books, engaging with long texts, and analysing them. They had a long-distance runner’s mindset, i.e., first you read and observe the situation, and only then you communicate. Today’s era is different—the distance is much shorter. You have to grasp and process information much faster and broadcast what is relevant,” explains the Professor.
Prof. Juraitė remembers the students of the late 1990s as a generation of idealists who came to study with a desire to contribute to the development of the state and the promotion of free speech. From the very start, the revived study programme had a strong focus on historical and political perspectives.
“Politics is the engine of the creation of our democratic system. Meanwhile, journalism is another engine, dedicated to providing information, engaging people, and inviting them to participate. We built a hub not only for studies but also for scientific analysis, as we primarily looked at journalism from an evolutionary perspective. For this reason, we chose to analyse this field through political, historical, social, and, of course, technological aspects. We also prioritised the improvement in the functioning of journalism in a democratic society. Journalism is not just a process of transmitting a message—it has its own rituals, traditions, and values. One of its roles is to bring communities together. However, journalism may also have negative aspects, e.g., it can be associated with corruption or serve a particular political agenda. We must also discuss all of these things,” says Prof. Balčytienė.
The Public Lacks Understanding of Journalism
In Prof. Juraitė’s view, even from today’s perspective, we can see that the functions and the place of the media in the society, as well as the media’s relation to social and cultural realities, were reflected in the lectures of Juozas Keliuotis, the pioneer of modern journalism studies, at the start of the 20th century. Journalism not only goes together with life but also
Prof. Kristina Juraitė.
takes on a mission and assumes responsibility for the public awareness, knowledgeability, and critical thinking—all of which have been and will continue to be important.
“We had a period when it seemed like we could relax and look for new possibilities of communication; we could become the creators and disseminators of this information ourselves. However, in critical times or when a turning point comes, you realise that professional journalists are just as necessary. Their role and their mission are vital,” stresses Juraitė.
Prof. Balčytienė observes that the Sąjūdis period revealed the public hunger for long-hidden information. However, as a society, we still have not managed to foster respect for and understanding of journalism. This is also evident among young people who gather at universities. “Journalism can truly contribute to the development of critical thinking. At the same time, each of us can help journalism a lot once we recognise its purpose and function not merely as an occupation, but also as a phenomenon in society,” says Prof. Balčytienė.
University as a Space for Safe and Respectful Discussions
Over more than three decades of independence, considerable investments have been made in strengthening journalism, public education, and democratic development. However, in Prof. Juraitė’s opinion, we as a society have taken an inert path thinking that we do not have to put in extra effort to ensure democratic stability.
“If we look at the Civic Empowerment Index, we can see that the role of NGOs is not grasped well enough, and that trust in journalism remains low. We must help the public realise that high-quality journalism does exists. Some sources really do provide the latest, vital, and reliable information, and we can and must trust them—both the public broadcaster and the main news portals”, prof. Balčytienė adds that building trust in journalism is, first of all, a task for the community of journalists themselves. Explaining this to the public needs to be very simple and rely on specific, everyday examples.
“Our various projects include the active participation of professional journalists. They give lectures to students, in which they analyse real-world situations and practical challenges. Journalism studies at university provide the perfect environment to make mistakes, experiment, discuss, and discover one’s own values, all of which are done together with colleagues and friends. It’s a safe space that gives an individual a chance to contemplate their mission as a professional and to test themselves in certain situations. Here, opposing views or arguments can be heard and
Prof. Auksė Balčytienė.
discussed using the language of arguments and facts,” assures the Professor.
One person might be very brave and able to work under extreme conditions, e.g., become a war correspondent. Another person’s professionalism may be evident in their ability to comment impartially on a situation, even without being physically present at the scene. “This is the greatest strength of the studies: they allow each student to try out certain situations individually. This makes it easier for a person to see what kind of environment best supports their self-realisation. We can discuss such things in a safe, attentive, and responsive setting. It also becomes a psychological reinforcement,” says the Professor, describing the benefits of the studies.
Studies that Educate Professionals
In over 25 years since journalism studies were revived at VMU, this programme has undergone multiple transformations: from changes in the teaching staff and the content of lectures to the renaming of the programme itself. In 2024, the study programmes offered by VMU in the field of communication were recognised as the best in Lithuania. Those who study journalism strive to address the most complex issues of the modern profession: maintaining the goals of classical journalism and highlighting the problems of the digitised media environment.
“A human-centred perspective is the main driving force behind the study process. No matter what solutions we come up with or what technologies we use, and no matter how algorithms affect us, everything operates in interaction with people. A person’s choices, ambitions, motivation, life experience, inequalities faced by society, traditions, values, and geography—these are the main things that constitute the essence of journalism studies,” says Prof. Balčytienė.
According to Prof. Juraitė, the study modules are oriented towards an understanding of the information-communication system both contextually and institutionally. “In our lectures, we talk about technologies and their impact on journalism, as well as how they’re affected by society, politics, and
economics. The students learn various strategies for creating news and content, delve into topics such as post-truth and modern information wars, search for the best format for digital storytelling, and engage in investigative journalism practice. The Department houses Romas Sakadolskis Media Laboratory, named after the journalist. Here, the students can put the skills they have acquired in lectures into practice,” the Professor describes the studies.
Importance of Philosophy in the 21st Century: Critical Thinking, Inclusion, and Technological Challenges
“For several thousand years, philosophy has asked: What is the meaning of our life and death? What is Being and Nothingness? Thousands of years of questioning suggest that while an answer may be impossible, the effort remains essential. Thinking must be dynamic and relevant; it cannot be pre-formulated or exist as an axiom or a theorem. Such questions determine a person’s decisions on how to live, what to be, and how to behave with others and with oneself,” says philosopher Gintautas Mažeikis, a Professor in the Department of Philosophy at Vytautas Magnus University (VMU), explaining the benefits of philosophy to everyone today.
In today’s world, philosophy provides one of the most essential skills: the ability to think critically, assess not only the past but also contemporary society, and anticipate future developments. According to Prof. Mažeikis, the history of philosophy offers a solid foundation for thinking; it also invites individuals to choose their own path and a favoured school of philosophy. The Professor stresses that philosophy is not merely a complement to other disciplines; rather, other sciences—from the exact sciences to the social sciences—can aid in formulating and solving questions that are critical to philosophy, such as those related to creativity, freedom, dignity, and
many other matters. Philosophy encourages active thinking about various aspects and challenges of human life, including technology.
“The issue of technological challenges to human life was raised in the mid-20th century. Questions were asked about the meaning of blindly trusting technology, where such thinking could lead, and why it could be considered pathological. It was necessary to rediscover that technology is a tool for enhancing human creativity and abilities. The same goes for artificial intelligence, which is sometimes incorrectly regarded as something superior to human creativity, forgetting that it is, in fact, an opportunity for a
person to better express themselves and exist in a healthier way,” elaborates Prof. Mažeikis.
Diversity and Community Spirit
Since the Enlightenment, philosophy has emphasised that human welfare depends not on unity but on balancing various powers, fostering diversity, empowering different individuals, and promoting dialogue. This includes granting the joy and the right of self-expression to women, people with disabilities, representatives of different races, or those with different emotions, genders, and imaginations. In
contrast to the old philosophy, which sought to find a universal ideal, modern philosophy emphasises community and calls for the acceptance of diverse views.
“Today, there is much talk about the speed of social and cultural changes, and the dynamics of diversity. Many religious figures and politicians who still think as if it were the 17th century struggle to keep up with all of this. A new philosophy has emerged, which underlines the necessity of liberating the mind from various constraints—aristocratic, capitalist, mass ideology, as well as authoritarian and totalitarian power—in order to understand the significance of
Prof. Gintautas Mažeikis.
culture, capital, social communication, and one’s own life. This new philosophy seeks to critically comprehend growing diversity while recognising that some differences can be toxic, destructive, or pathological,” notes the interviewee.
Philosophy Even Doubts Itself
Prof. Mažeikis points out that modern philosophy is defined not only by the challenge of diversity but also by the necessity to protect people from irresponsibility and cynicism, and to shield the world from desperate and destructive actions. However,
naturally, despite all the changes, there is still much wisdom to be gained from past thinkers.
“The philosophers of the past teach us how to think, but not in the way that ideological fanatics defend the rallying cries of Big Brother. Philosophy casts doubt even on itself. Plato teaches dialectics and the interpretation of myths, while Aristotle explains the laws of logic and presents one of the possible ethical theories. Their philosophy is significant, but no more so than that of Kant, Hegel, Adorno, or Žižek. Philosophical texts rely on their own history, which they simultaneously critique; they invent new ways of interpreting truth while immediately questioning
them; and they create new concepts, not all of which may be useful or correct,” emphasises Prof. Mažeikis from VMU Department of Philosophy.
According to the Professor, if he could spend one hour with any philosopher from history, choosing just one would not be easy: he might want to meet a different thinker every day, depending on what questions were preoccupying him at the time. “Today, I’d like to ask the world-renowned philosopher Emmanuel Levinas, who was born in Kaunas, about the city’s pre-war era and his relationship with the Slabada Yeshiva. I’d ask Lev Karsavin about the philosophy of personality that he developed in Kaunas and its relation to his tragic exile to Abez labour camp. I’d also love to discuss Baroque theatre with my friend Leonidas Donskis,” says Prof. Mažeikis.
Broad Prospects for VMU Graduates in Philosophy
According to Prof. Mažeikis, the study programmes in the field of Philosophy offered at Vytautas Magnus University help students better understand contemporary society and the multifaceted, multidimensional world; they also teach them to formulate and analyse scientific problems.
“Here, the philosophy of the interwar-era University of Lithuania in Kaunas is revisited, and the heritage of Lithuanian philosophy is nurtured. On the other hand, the possibilities of contemporary social, cultural, and political philosophy are also recognised. The University develops the history of philosophy, phenomenology, critical theory, and new rationalism theories. VMU Department of Philosophy collaborates with other philosophers and universities across Europe and the rest of the world,” notes the scholar.
The Bachelor’s degree study programme “History: Philosophy and History of Ideas” introduces students to the history, contemporary trends, and practical applications of philosophy, teaching them to analyse today’s social, cultural, and political realities. The graduates of the programme have diverse career opportunities as educators, researchers, and translators, as well as in fields such as culture,
media, etc. At the Master’s level, VMU offers the study programme Practical Philosophy. Providing in-depth knowledge of the theories and methods of classical and modern practical philosophy, the study programme equips students with the skills to interpret contemporary ethical, social, political, and other phenomena. The graduates work in the fields of education, research, media, politics, and public service.
The Future Rests with Multilinguals
The russian invasion of Ukraine has been a wake-up call for many European countries, prompting not only significant efforts to enhance national security and defence, but also to strengthen societal resilience and European identity. In Lithuania, one such process— a thorough reconsideration of foreign language teaching in general education schools—has focused on the russian language. The content and quality of teaching russian have been placed in the spotlight, sparking intense debate and calls for action.
Have the full-scale war launched by russia in Ukraine in 2022 and the accompanying hybrid warfare actions changed the offer and choice to study russian as L2 or L3 in Lithuanian general education schools? How did the situation change after the first russian invasion of Ukraine in 2014? How has the plurilingual learner development in Lithuanian general education evolved in this context, and to what extent do these transformations align with the goals of the EU language policy?
These and other research questions have been posed by Prof. Nemira Mačianskienė and Assoc. Prof. Vilma Bijeikienė, researchers from VMU research cluster “Research in Plurilingual Competence Development”. Their aim is to examine the transformations in the development of plurilingual learner competence in Lithuanian general education during the period from 2009 to 2025. The research seeks to identify recent changes occurring in general education schools, reveal the spectrum of challenges these schools face, and reflect on a range of solutions that innovative general education management has initiated to promote the development of plurilingual learner competence.
Since 2024, the majority of the country’s municipalities have started to discontinue teaching russian as a
Prof. Rūta Eidukevičienė.
second foreign language in schools, offering pupils a choice of one of the European Union languages. Most commonly, Year 6 pupils are offered German or French, and in some schools, Spanish; however, there is a shortage of teachers of these languages, especially in the regions.
Shortage of German-Speaking Professionals: A Strategic Problem for Lithuania
While Germany is one of the most significant investors in Lithuania and now a key NATO collective defence partner (with 5,000 troops and civilians of the German Brigade set to be stationed in Lithuania by 2027), there remains a shortage of Germanspeaking personnel in our country.
“Some soldiers and civilians of the German Brigade will arrive here with their families, who will need various services such as pre-school and primary education, language training, etc. The deployment of the troops is gradually beginning, and meticulous Germans are already interested in whether Lithuania has enough personnel to provide these services,” says Prof. Rūta Eidukevičienė, a Germanist and the Dean of the Faculty of Humanities at Vytautas Magnus University.
According to the professor, a shortage of Germanspeaking professionals is not only a concern for the country’s security sector. Representatives from business and education are also sounding the alarm bells. A new trend has emerged: schools are now competing with the business sector for German language specialists. Both Lithuanian and international companies in our country consider German language skills highly valuable, and as a result, career opportunities in these companies often open up for students of German Studies while they are still at university.
“In response to this need, we restructured our German Studies programme a few years ago. Starting in the very first semester, students now participate in career planning internships. During these internships, they visit various companies working with the German market, learn from specialists about
the competences expected by future employers, perform tasks assigned by them, and later return to these companies for longer internships in subsequent semesters. Today, German Studies are much more focused on developing practical skills and providing broader knowledge about Germany,” says Prof. Eidukevičienė.
According to the Associate Professor, internationally operating companies recognise that knowledge of English alone is often no longer sufficient: what sets successful businesses apart from “average” ones is the ability to communicate in the language of the country where the business is developed or in the language spoken by the clients.
“When it comes to the German market, business representatives emphasise a significant shortage of employees who not only speak German but also understand certain communication and cultural nuances, and this need is expected to grow in the near future,” asserts Prof. Eidukevičienė, who has extensive experience in the business sector and currently assists companies in developing their employees’ intercultural communication skills with German-speaking countries.
Studies Focus on Improving not Only Language Skills but Also Intercultural Competences
Prof. Eidukevičienė points out that VMU study programme German Language and Communication is designed for those who not only want to learn German (with the possibility of starting from scratch or advancing their existing skills) but also wish to learn more about the history, culture, and economic systems of Germany and other German-speaking countries, undertake internships in these countries, and participate in international student projects.
“When choosing study courses, students of the study programme German Language and Communication can decide in which area—business, law, media, advertising, or tourism—they wish to improve their German language skills. Additionally, alongside German, students can study another EU language— French, Italian, or Spanish. German Philology
students, in addition to their main study programme, can choose a minor, which offers additional opportunities to find a job they like. Starting this year, students who opt for the minor studies in Pedagogy receive a special scholarship,” explains Prof. Eidukevičienė.
The professor also highlights the wide range of international opportunities offered by the University. VMU study programme German Language and Communication collaborates closely not only with local social partners but also with partner universities in Germany, including Saarland University, which, like VMU, is a member of the European University Alliance Transform4Europe.
“The Alliance partners continually discover new activities and initiatives that help to transform studies and research in creative and innovative ways. One such initiative, started a year ago, involves VMU and Saarland University jointly offering a study module Intercultural German Language Didactics, which VMU students of German or another foreign language philology can attend either in person or online, earning a certificate from Saarland University (InterDiDaF). This module takes place in mixed intercultural groups, where students jointly carry out various practical projects, acquire competences in German language didactics, and prepare for teaching German in an international context,” details Prof. Eidukevičienė.
According to Dr. Elisabeth Venohr, the Study Coordinator at Saarland University, interdisciplinarity, multilingualism, and the development of intercultural competences are the core pillars of this partnership. “The InterDiDaF studies and certificate encourage students and teachers to view language teaching and learning from a new perspective, enhance their intercultural competences through German, and prepare them to apply these competences in multilingual contexts, especially in border regions,” explains Dr. Venohr.
Elena Yorgova-Ramanauskas, the State Secretary for Economic Affairs, Innovation, Digital Affairs, and Energy of Saarland, welcomes the strengthening of the partnership between the two universities and emphasises the importance of collaboration
with future employers. “Meeting the growing demand for qualified professionals is a challenge that politicians, the business sector, and universities must address together in the coming decades. We are facing a shortage of personnel qualified to fill vacant positions. It’s crucial that during their studies, students acquire not only foreign language skills but also additional competencies, including intercultural communication skills, as we want our employees to feel comfortable when they arrive here. The cooperation between higher education institutions and companies in introducing young people to the business environment is mutually beneficial,” says Yorgova-Ramanauskas.
“Collaboration with Saarland University and the newly established certificate, the opportunity to choose a minor alongside German Philology and to get acquainted with the realities of the labour market at an earlier stage—all this not only helps students pursue personal careers but also ensures the University’s contribution to addressing the need for qualified German language specialists in Kaunas and throughout Lithuania,” explains Prof. Eidukevičienė.
Vigilija Žiūraitė.
The Spanish Language Will Open Doors not Only to the Labour Market but Also to Many Hearts
“The tradition of teaching Spanish is quite old. Just look at our neighbours, the Poles—they have certainly advanced in teaching this language and have been offering it in schools for a long time. We are currently observing a growing interest in this language in Lithuania, not only in city schools, but in regional schools too. I often receive messages from parents asking if I would be willing to teach their children,” says Vigilija Žiūraitė, a Spanish language lecturer at VMU Institute of Foreign Languages.
According to Žiūraitė, Spanish is one of the world’s major languages and an official language in 21 countries, which offers great learning prospects.
“More and more people are turning to Spain and Latin American countries not only for new travel destinations but also for practical reasons, such as business development opportunities or investment in real estate. This naturally creates a need for people who are not only knowledgeable in specific areas but
also able to communicate fluently in Spanish. There is also a growing demand for Spanish-speaking professionals in multinational companies operating in Lithuania that have offices in Spain and Latin America,” says Žiūraitė.
“We are currently witnessing a phenomenon where there is a growing demand from people willing to learn the language, but a limited supply of professionals who can teach it. Sometimes it seems overwhelming to try to keep up and teach everyone. I am delighted that at VMU Institute of Foreign Languages, we offer Spanish courses that attract pupils from various schools in Kaunas. Pupils learn in groups with University students. So, if they don’t have the opportunity to learn Spanish at their own school, they look for opportunities elsewhere,” explains Žiūraitė.
Teachers Mostly Lack Institutional Support
With the need for languages there comes the responsibility of how to offer quality in language teaching. In addition to competent professionals, a robust curriculum, innovative learning tools, and favourable conditions for preparing pupils for the national exam are needed.
According to Žiūraitė, it is the innovative approach and modern didactic methods used in teaching Spanish that make this language popular among pupils. The practical use of this language—the ability to converse and communicate—is particularly important to them.
Žiūraitė calls the possibility of Spanish being taught not only in a few schools but more broadly across Lithuania a dream come true.
She also constantly reminds her pupils and students that learning this language is like celebrating life. “Although it’s partly a stereotype about fiesta and siesta, it’s also a part of the culture because it’s impossible to teach the language without the culture. It’s very important to me that pupils and students enjoy the learning process. Spanish will open doors not only to the labour market but also to many hearts,” says the VMU Spanish lecturer.
Professional Development of Spanish Language Teachers
From September 2026, pupils will be able to choose Spanish as their second foreign language. While traditionally taught languages such as English, German, and French benefit from long-established organisations and strong institutional backing, Spanish teachers in Lithuania have long been left without any systematic support. There is no Cervantes Institute in the country, nor any association uniting the professional community.
In response to this obvious and growing need in the education system, a group of school and university teachers of the Spanish language from various educational institutions in Lithuania, including VMU Spanish language teachers María José de Urraza, Rocío Cortés Gañán, and Rima Sabaliauskienė, took the initiative to bring together the professional community and founded the Lithuanian Association of School and University Teachers of Spanish Language (ALPE). This new organisation aims to bring together language specialists, promote cooperation and the exchange of experiences, and consistently support the professional development of Spanish language teachers. It is symbolic that the Association’s founding event took place at VMU,
an institution where foreign languages and their teaching have been one of the most prominent academic strengths for many years.
“This is a challenge to which the country’s higher education institutions are also responding. In 2024, VMU joined the national teacher retraining programme, offering school teachers of other subjects the opportunity to become Spanish language teachers,” says Rima Sabaliauskienė, the President of the Lithuanian Association of School and University Teachers of Spanish Language (ALPE). As observed by Sabaliauskienė, a new generation of specialists will be entering the country’s schools in the coming years, for whom professional support will be particularly important.
We Tend to Underestimate the Power of Culture
“Cultural diplomacy is not just a bridge that facilitates cooperation between nations. I’m convinced that cultural diplomacy could prevent wars,” says Dr. Giedrė Pranaitytė, the Coordinator of VMU Centre of Francophone Countries.
Her love for the French language and culture, which began in childhood, has not only opened professional opportunities for her but has also made her realise the importance of cultural diplomacy in preserving a country’s identity. She now strives to instil these values in her students.
According to Dr. Pranaitytė, one of her most enjoyable moments is seeing how students who start learning French from scratch reveal their talents and find themselves over the course of their fouryear Bachelor’s studies. “Many students choose minor study courses alongside their main study programme. Some opt to pursue a career as a teacher, while others are interested in literature and specialise in translation. Currently, with the growing demand for French literature in Lithuanian publishing houses, this field has become particularly promising. For another group of students, Francophone studies serve as a bridge to further studies in diplomacy and international relations—a path that I’ve chosen,” explains Dr. Pranaitytė.
Rima Sabaliauskienė.
Dr. Giedrė Pranaitytė.
Cultural Diplomacy Continues to Be Viewed Short-Sightedly
Cultural diplomacy plays a particularly important role in times of war.
“Even Winston Churchill, during the Second World War, told his pilots that it was especially important to protect museums and cultural institutions in Great Britain. For if there is no culture, there is nothing left to defend. This is still true today. If we lose our national culture and identity, we will have nothing to offer the world. We will have nothing to defend and will ultimately become spiritually impoverished,” says the representative of VMU Centre of Francophone Countries.
Unfortunately, Dr. Pranaitytė has observed a tendency among students to undervalue their own culture. “In this case, I encourage them to explore our country’s literature. Take the poet Oskaras Milašius, our first representative in France during the interwar period, who wrote in French all his life and whose collection of works in French has been only recently reissued. Consider the retrospective exhibition of Mikalojus
Konstantinas Čiurlionis held at the Musée d’Orsay in Paris in 2000 or the 2018 exhibition of Baltic symbolist artists, marking the centenary of the Baltic states, which was also honoured by a visit from French President Emmanuel Macron. And let’s not forget the achievements of our theatre artists, who often receive significant attention and win first prizes at the international Avignon Theatre Festival. All this is not only the merit of our artists but also of our diplomats, who support and implement these initiatives with limited financial resources,” says Dr. Pranaitytė, listing Lithuania’s achievements in the French cultural field.
Learning the Subtleties of Cultural Dialogue
A good understanding of another country’s culture and etiquette rules can help establish good business relations, believes Dr. Pranaitytė, who presents both theoretical and practical material in these areas to her students during lectures.
“I strive to ensure that students, before they enter the labour market and interact with people from Frenchspeaking countries, understand the prevailing cultural codes there. For example, suppose we need to call a business partner to resolve an urgent matter. What do we Lithuanians do? When we call, we immediately state our problem. Meanwhile, the French would start a phone conversation by apologising for the disturbance and asking about the other person’s family or hobbies, and only then would they move on to the matter at hand,” explains VMU teacher, describing the practical nuances of applying etiquette.
In her lectures, Dr. Pranaitytė also aims to convey theoretical material through specific historical and cultural events. “During diplomatic French lectures, we discuss diplomatic phenomena with students, such as the Algerian War, one of the most dramatic moments in French history; when discussing the role of Senegalese riflemen in the First World War, I integrate literary works on this topic. This not only broadens the students’ intellectual horizons but also serves as a medium for initiating intercultural dialogue,” says Dr. Pranaitytė, discussing the importance of understanding cultural context.
Amber Charge Created by VMU Scientists: Sleepless Nights, Countless Prototypes, and Innovations
That are Changing Medicine
The commercialisation of research results and the creation of innovative and highly value-added products have become a new reality in today’s academic community. For a long time, the main task of a scientist was to conduct research and present the results at conferences or publish them in scientific journals. However, in recent years, more and more laboratories in Lithuania have been seeking to commercialise their research and apply it in real life.
With spin-off companies gaining popularity, Vytautas Magnus University (VMU) is no exception. One such company is UAB Amber Charge, founded by Professor Saulius Šatkauskas together with his colleagues Dr. Mindaugas Visockis and engineer Justinas Barakauskas.
Future Cardiological Procedures
The technology being developed by UAB Amber Charge team is a device that generates a wide spectrum of electrical impulses that can be used in laboratory research, veterinary medicine, aesthetic medicine, medicine, and the food industry. However,
VMU scientists are focusing most of their attention on the medical field—specifically on treating one of the most common heart rhythm disorders, atrial fibrillation, and fighting oncological diseases.
“By the age of 60, 8 out of 100 people experience atrial fibrillation—an arrhythmic contraction of the heart. This can cause blood clots to form in the blood vessels, which can lead to a heart attack or stroke. Atrial fibrillation is treated with medication or interventional cardiology, which, in addition to being a very long procedure, can also be life-threatening,” says Prof. Šatkauskas, Head of VMU Department of Biochemistry. For this reason, scientists are looking for ways to make this treatment safer and
Prof. Saulius Šatkauskas and Neringa Barauskaitė-Šarkinienė with the Amber Charge device.
more effective. One possible method is to use electroporation in the cardioablation procedure.
According to the Professor, large technology companies, recognising the enormous future potential of such procedures, have already rushed to invest, and clinical trials of cardioablation are being conducted in the US and Europe. The problem is that they do not disclose their research results, so it is not entirely clear how promising this treatment method is and what its long-term effects might be, especially when compared to other thermal ablation methods.
“Despite the rapid development and implementation of electroporation-based atrial ablation in clinical
practice, there is still controversy within the scientific community as to whether the treatment protocols currently approved by the FDA are optimal and capable of maximising the effectiveness of this procedure and minimising the risk of recurrence of possible harmful side effects. A few years ago, these controversies and our research group’s many years of experience in the application of the electroporation method prompted us to start collaborating with researchers from the Institute of Cardiology at the Lithuanian University of Health Sciences. We’re pleased to report that the initial results are promising, and that the research conducted in Lithuania will soon contribute significantly to more effective atrial ablation treatment,” says Prof. Šatkauskas.
Electrochemotherapy—a More Effective Treatment for Cancer
The focus and the topic that prompted the research and development of the device at the Amber Charge is the electric field-based cancer therapy.
Neringa Barauskaitė-Šarkinienė, a doctoral student at VMU Faculty of Natural Sciences, has devoted several years to this research, and now, together with her research supervisor Dr. Paulius Ruzgys and oncologists at Kaunas Clinics, she is putting theory into practice by applying electroporation in patient treatment.
According to Barauskaitė-Šarkinienė, surgical treatment, chemotherapy, and radiotherapy are currently considered standard methods of cancer treatment. “These classic methods are effective, but they’re based on aggressive external effects—they
The newest portable device by Amber Charge.
destroy not only cancerous cells, but also healthy ones. Scientists are looking for ways to improve treatment technologies and make cancer therapy even more effective,” says the scientist.
The scientist describes the therapy, which involves the process of electroporation, as follows: the cancer cell is exposed to an electric field, which opens pores in the cell membrane and allows molecules that cannot normally pass through the membrane to enter the cell more easily.
“After a few minutes, the cell returns to its normal state, but with the molecules already inside it. Why is this important in cancer therapy? Thanks to electroporation, chemotherapy drugs can be more easily transported into the cell, and once they enter the cell, the effectiveness of these molecules increases by up to 1,000 times, which also increases the effectiveness of the treatment itself,” notes Barauskaitė-Šarkinienė.
“It should also be added that studies conducted in our laboratory have shown a possible systemic effect on cancer cells (causing “bystander” and “abscopal” effects). This gives us hope that in the future, electroporation can be used not only locally, but also to induce a systemic immune response against cancer cells, which would allow us to fight metastases,” she says.
The goal of the current research is to combine radiotherapy with electrochemotherapy, and the initial results are promising. “This combination has a much stronger effect than when both methods are used separately,” emphasises BarauskaitėŠarkinienė. Starting this year, electrochemotherapy treatment is already funded by the state, so patients have free access to the latest cancer treatment technologies, but the use of electroporation in the treatment of oncological diseases is effective only in some cases.
The Optimal Device for Both School and Riding Stables
VMU scientists are successfully using the Amber Charge device for their research, but it is still
being refined for the market. In order for the device to be used in clinics, medical certificates are required, which necessitates much more extensive research and substantial funding. Thus, electrochemotherapy procedures at Kaunas Clinics are currently performed using devices from another company.
“Nevertheless, all research in our laboratory is based on our device, and we definitely use it every day. It is both convenient and innovative. We’ve had other electroporation devices in the past, but its simple operation and wide range of parameters make my research more efficient and faster. When I have to work twelve or fourteen hours in the laboratory, it really makes my work easier,” says BarauskaitėŠarkinienė.
“By making the device convenient for ourselves, we make it convenient for others. Our goal is to perfect Amber Charge to make it market-ready. We’re always looking for ways to improve it further and fix any bugs,” says Prof. Šatkauskas.
The device has already been presented at international exhibitions in Copenhagen and Rome, and, next year, the scientists are planning to introduce an inexpensive, compact, portable device the size of an electric mixer, designed not only for scientists to conduct simple laboratory tests, but also to be completely safe for students to use when performing classroom experiments.
Such a small rechargeable device would also be useful for veterinarians, especially in the treatment of dogs, cats, and horses. “Animals also suffer from oncological diseases, and it’s difficult to anesthetise horses, so local anaesthesia is usually performed. In France, veterinarians successfully treat cancer in horses using electroporation,” says Prof. Šatkauskas, adding that the treatment procedure itself is not painful—the level of pain caused is comparable to a needle prick.
The Amber Charge team consists of Prof. Šatkauskas, Dr. Visockis, and engineer Barakauskas, however the entire Cell and Tissue Biotechnology Laboratory of the Institute of Natural and Technological Sciences (GTMTI)
contributes to their development and research, including Dr. P. Ruzgys, Dr. M. Maciulevičius, Dr. B. Jakštys, Dr. I. Šatkauskienė, doctoral students N. Barauskaitė-Šarkinienė, S. Vykertas, E. Urbanskas, J. Venckus, A. Rafanavičius, S. Gelažunaitė, and D. Šiurnaitė.
A Bridge Connecting the Academic Communities of Lithuania and the Diaspora
“We’re currently facing an extremely poor demographic situation among the youth in Lithuania. Nearly a million of our people, mostly young individuals, are no longer the kind of diaspora that it used to be. In response to these challenges, Vytautas Magnus University plays a crucial role as a bridge connecting academic communities both in Lithuania and abroad, fostering Lithuanian identity, supporting the new diaspora, and promoting educational and cultural collaboration worldwide,” says Prof. Juozas Augutis.
Prof. Juozas Augutis.
In the process of re-establishing VMU in 1989, the concept of a world Lithuanian university emerged and served as its foundation. Today, VMU World Lithuanian University (WLU) stands as an idea that has transformed into the University’s mission, dedicated to fostering scholarly, creative, and intellectual discussions among world Lithuanians, with the aim of uniting the active academic Lithuanian diaspora, nurturing the intellectual notion of world Lithuanians, fostering unity among both Lithuanians in Lithuania and the diaspora, and strengthening the perception of a multi-faceted Lithuanian identity.
Lithuanian identity and education abroad courses include the programme “Challenges of Lithuanian Identity and Family Narratives” for teachers from Lithuanian and Lithuanian heritage schools abroad, accompanied by online training sessions. The university also offers Lithuanian Language and Culture Summer and Winter Courses, providing intensive language and cultural studies both online and on-site, and a Summer Internship Programme that combines a 4-6 week experiencebased internship with cultural programmes and Lithuanian language classes. These courses offer a great opportunity to meet, interact, and spend time with people from all over the world who are interested in the Lithuanian language and culture, while simultaneously learning or improving their Lithuanian skills.
“Most importantly, the university should become a place where everyone meets – both those who have left and those living in Lithuania – where new ideas are created, experiences are shared, and the common Lithuanian identity worldwide is strengthened,” emphasizes Prof. Juozas Augutis, former Rector of VMU, who served from 2015 to 2025.
Lithuanians Abroad: We Are the Ambassadors of Our Country
“I was born to be a Lithuanian,” says Mariia-Kristina Chaikovska, who resides in Ukraine. Although she understands and communicates in Lithuanian quite fluently, she has decided to devote this summer
to education – to brush up her mother tongue in VMU Lithuanian Language and Culture courses. She dreams of settling in Lithuania with her entire family one day.
Born and raised in Vilnius in a Lithuanian-Polish family, Mariia says her parents’ decision to send her to a russian school as a child was their greatest mistake.
Mariia-Kristina Chaikovska.
Konstantinas Gudauskas with Assoc. Prof. Vilma Bijeikienė and dr. Teresė Ringailienė, director of VMU Institute of Foreign Languages.
“At the time, the Soviet authorities promoted the idea that those who knew only Lithuanian or Polish could only pursue studies in agriculture. My mother didn’t want my options to be limited, so she sent me to a russian school. I studied, read books, and communicated in russian. But even then, I felt out of place, as if something was missing. And that certainly had a big impact on how my life turned out later on,” says the Lithuanian, who has been building her life in Ukraine for more than 40 years.
The War in Ukraine Hindered the Return to the Homeland
According to Mariia, it is the Lithuanian language that is associated with the brightest memories of her childhood. Although her family spoke Polish at home, she connected with her Lithuanian heritage during summer visits to her father’s brother’s family in Molėtai district. “My aunt was a Lithuanian language teacher. She was the one who facilitated my connection to our Lithuanian roots: we would only speak Lithuanian at their home, watch Lithuanian films, and eat Lithuanian dishes,” recalls Mariia.
Always dreaming of returning to live in Lithuania and improving her Lithuanian language skills, the woman admits she has always missed her native country. However, as Mariia notes, we cannot always do what we want in life. She has tried to return to live in Lithuania with her family, her husband and two sons, several times.
“The last attempt was a few years ago. We came here planning to settle, found a place to live, but then the war started in Ukraine. My husband told me that he couldn’t leave his country at a time like that. So, at least for now, we aren’t talking about returning to Lithuania. Although we live in the 21st century and are part of Europe, and the world knows and remembers history from not-so-distant times, it often fails to learn from it. Still, I believe that the war will end, and it will end soon,” says the woman, looking to the future with optimism.
It was the desire to live in Lithuania that led Mariia to the Lithuanian Language and Culture courses organised by VMU. She says that the most difficult
part of learning Lithuanian is mastering word endings. “But I live in Ukraine, and Ukraine doesn’t surrender, so neither will I. I’ll learn Lithuanian,” she jokes, appreciating the opportunity for Lithuanians all over the world to learn their native language.
“Being here, I’ve come to realise that by attending this course, I’m not only learning the Lithuanian language, its grammar, and culture. I’m convinced that the students who come here become ambassadors of Lithuania worldwide. I’m attending lectures together with representatives from more than 25 countries around the world, who will spread the word about Lithuania when they return to their homelands. When I speak to other students, I hear that they love it here; most of them would like to stay in Lithuania for a long time to continue their studies and establish themselves,” says Mariia.
The Future is in Lithuania
“Once I have learned Lithuanian, I will apply for Lithuanian citizenship,” says Konstantinas Gudauskas, a man of Lithuanian descent who is studying Lithuanian at the Lithuanian Language and Culture
Summer Courses organized by Vytautas Magnus University. The man, nicknamed Buča’s Angel, spent several years in Lithuania but lived in Ukraine.
When the russian invasion began, Gudauskas used his Kazakh citizenship to enter the territory occupied by the russian army and evacuate Ukrainian civilians to safety. Risking his life and facing death many times, he saved hundreds of people from russianoccupied territories.
A feature film about Gudauskas and his achievements, Buča, was successfully presented at the Cannes Film Festival in France and at festivals in Warsaw (Poland) and New York (USA), and in the summer it was also presented in Kaunas at Vytautas Magnus University, where a meeting with the film’s hero took place.
“First of all, I want to learn my native Lithuanian language, secondly, to help Ukraine until it wins this war, and thirdly, to obtain a higher education at VMU. I think I will spend my old age in Lithuania, where I will settle down, harvest crops, and raise my grandchildren. I will tell them how we fought for Ukraine and the whole free world,” said Gudauskas.
VMU Has Made Commendable Efforts to Support Students with Diverse Needs
“Lithuania has a unique blend of history, culture, and modernity. Experiencing the country’s culture was fascinating. The people I met were kind and welcoming, though cultural interactions sometimes felt more reserved compared to the social dynamics I’m used to in South Africa,” says Princess Thembisile Sibanda, a doctoral student from the University of Pretoria (South Africa), who visited Vytautas Magnus University (VMU) as a participant of the Erasmus exchange programme during her Master’s degree studies.
The doctoral student, who has a physical disability, is very proactive: she is not only writing her dissertation in the field of Psychology but also works as a radio presenter and takes part in various social initiatives dedicated to the promotion of diversity and inclusion. Sibanda explains that she chose Lithuania—and VMU in particular—for its strong academic culture, international outlook, and the opportunity to experience a different research environment; additionally, she was curious about Lithuania’s cultural heritage and cuisine.
As a student with a disability, Sibanda expressed appreciation of VMU’s work in ensuring that studies and research are accessible to all students. VMU was the first higher education institution in Lithuania that started focusing on social inclusion of persons with disabilities in higher education. Today, the University is prioritising the adaptation of studies to meet individual needs—not only physical or other disabilities but also psychological and emotional well-being—helping students plan
their studies and deal with personal efficiency, motivation, and other matters. Students receive assistance in various areas from mentors and the Student Well-Being Coordinator. VMU has declared 2025 to be The Year of Student Well-Being and has launched a new mentoring programme Peerto-Peer.
“VMU has made commendable efforts to support students with diverse needs. The University staff were helpful and accommodating; I appreciated the willingness of the Faculty and the staff to assist wherever possible. Further investment in accessibility infrastructure would enhance inclusivity even more,” comments Sibanda.
As noted by the doctoral student, VMU gave her a warm welcome and provided a supportive environment for independent research. She particularly liked the balance between the high degree of autonomy she was given here and the valuable guidance she received.
“Compared to South African universities, I found the research environment at VMU to be more flexible. Another key difference is the internationalisation at VMU. The University has a strong global outlook and fosters engagement between students from diverse backgrounds,” points out Sibanda, adding that even though South African universities also have international partnerships, she appreciated VMU’s uniquely immersive atmosphere in a smaller academic community.
Discussions about the Liberal Arts Left a Deep Impression
While visiting Lithuania in 2024, Sibanda was still an MA student working on her final Master’s research work (dissertation), which is a requirement for Academic Masters in Psychology at the University of Pretoria. Her research focused on the lived experiences of sexually diverse Black South African people with disabilities. She chose this topic because this group
is critically under-represented and marginalised, and their voices are often excluded from both academic discourse and mainstream social narratives.
“In South Africa, despite having progressive legal frameworks supporting LGBTQ+ rights and disability inclusion, individuals at the intersection of these identities—particularly Black South Africans—have continued to face layered discrimination, social invisibility, and structural exclusion. By exploring their lived experiences through a qualitative lens, my aim was to highlight their daily challenges while contributing to the growing body of intersectional research and to advocate for more inclusive, empathetic social, policy, and institutional responses,” explains the student.
This year, as a doctoral student, Sibanda is working on her doctoral dissertation, the topic of which was directly inspired by her visit to VMU, particularly the international academic forum The Idea of University in the Era of Transformations: What Role Is There
Princess Thembisile Sibanda.
for Liberal Arts Education?, which was organised on the occasion of the 35th anniversary of VMU’s reestablishment. At the forum, various experts from all over the world discussed the transformations of the concept of university as well as the significance of the liberal arts (artes liberales) principles, on which the study system at VMU is based.
“It was during this engaging event that my research interest was ignited, as the discussions on curriculum transformation, interdisciplinarity, and the future of liberal education in a rapidly evolving world resonated deeply with my academic and personal aspirations,” reveals Sibanda.
Her doctoral dissertation explores how the psychology curricula of South African universities integrate psychological knowledge and liberal education principles to prepare graduates for
Society 5.0. The concept of Society 5.0, created by the Japanese government in 2016, describes a new type of society which integrates advanced technologies, such as AI, across various sectors and areas of everyday life.
Work in Radio is Inspiring and Meaningful
The doctoral student also works as a presenter at Skills Village Radio, which devotes special attention to the rights, inclusion, and awareness of persons with disabilities. In her show, Sibanda not only investigates various issues related to these topics but also interviews disability advocates, mental health professionals, or people with lived experience. According to her, this is a meaningful and fulfilling job that also requires creativity, e.g., when writing
scripts, curating music or audio segments, and promoting the show on social media.
When sharing her advice with students who are considering participation in Erasmus exchange programmes, Sibanda says that, first of all, it is important to plan everything as early as possible, to find out all the requirements, and to engage with the university staff on all concerning matters. She also encourages students to try out new things, immerse themselves in a new culture, and discover the local customs.
“Be open to independence: exchange programmes, especially research-based ones, require selfdiscipline and proactive engagement. However, it is also important to network with students and academics— building connections can open doors for future collaborations and career opportunities,” says Sibanda, reminding everyone, especially the students with accessibility requirements, to advocate for their needs and communicate them early.
Vytautas Magnus University (VMU) actively promotes gender equality through its participation in the SPEAR (2019–2023) and LUMA projects. SPEAR laid the foundation by advancing institutional policies to combat discrimination, reduce segregation, and integrate gender perspectives in education and research.
Building on this foundation, LUMA fosters long-term cultural change and strengthens the University’s infrastructure to create an inclusive
and equitable environment. VMU has appointed a Community Well-Being Coordinator, an Equal Opportunities Coordinator, a Disability Coordinator, and a Student Well-Being Coordinator to embed inclusion in its daily operations.
Institutional research now regularly addresses equal opportunities, harassment, and worklife balance, supported by confidential reporting channels. To promote organisational change,
VMU also uses data-driven surveys, competency-based training, and inclusive communication guidelines.
Collaboration with European partners and participation in projects such as INCLUDE further enhance VMU’s gender equality efforts, aligned with the EU Gender Equality Strategy 2020–2025. Together, these initiatives aim to dismantle systemic barriers and institutionalise lasting gender equality at the University.
VMU STEAM Didactics Centre: Science, Creativity, and New Horizons
“Research shows that as few as eight lessons per year based on the STEAM education model can improve student learning outcomes. This is all it takes to bring about positive change. We can no longer progress by relying solely on conventional subject-based teaching, as it simply is no longer sufficient. Modern companies and future employers are seeking employees who not only have a deep understanding of their specific specialisation but are also capable of offering creative solutions to emerging challenges,” says Dr. Judita Žukauskienė, the Head of Vytautas Magnus University (VMU) STEAM Didactics Centre.
According to the researcher, the primary aim of the STEAM education model, which integrates science, technology, engineering, the arts, and mathematics, is not merely to popularise exact and technological sciences. Dr. Žukauskienė asserts that, by integrating various subjects simultaneously through creativity and team activities, STEAM education primarily provides students with opportunities to learn more about themselves.
“For instance, in mathematics lessons, the arts are integrated not only through drawing but also through creativity, viewing science from different perspectives, presenting information through the visual arts, as well ascombining and applying these subjects. The same can be achieved by conducting research or experiments in biology, chemistry, and physics lessons. This facilitates an understanding of
where and how these subjects are applied, while learning how to integrate knowledge through practice also provides a better understanding of the problem on a global scale,” says Dr. Žukauskienė.
It was the desire to bring about changes to the educational process that motivated VMU scientists to establish the STEAM Didactics Centre at the University. This initiative also aims to address one of the University’s key focus areas: teacher training and retraining. Currently, VMU Education Academy is preparing not only various subject teachers but also STEAM educators.
“First and foremost, we want to provide teachers with the necessary scientific support. Through scientific research, project activities, training, methodology development, and professional development
conducted at the Centre, we aim to contribute to the quality preparation of competent teachers,” emphasises the Head of the Centre.
Encouraging Teachers not to Fear Change
The Didactics Centre is currently implementing its initiatives through the University’s network of partner schools, where University representatives are already sharing their knowledge. During meetings, academics and scientists not only provide consultations to teachers but also discover their needs.
When discussing the process of teacher retraining, the expert notes that one of the key factors for success in this area is the teacher’s own willingness to change. “It’s natural that, after teaching a single discipline for many years, it can be really difficult to embrace changes, especially if one doesn’t see the need or value in implementing them. However, when teachers are personally interested, change happens naturally,” states Dr. Žukauskienė.
A distinctive feature of VMU STEAM Didactics Centre is that each letter of the acronym STEAM, representing a different discipline, is linked by a tandem of university and school teachers who are well-versed in these disciplines. “In this way, we work to counter the recurring observations that universities are detached from reality and do not understand what students learn in general education. To avoid this, we have assembled a team of teachers-scientists and educators to determine whether the methods we are implementing will be appropriately adapted in schools and, most importantly, will have a positive impact,” explains Dr. Žukauskienė.
Another advantage of this Centre lies in the interdisciplinary nature of the University. VMU studies cover social sciences, the humanities, natural sciences, exact sciences, engineering sciences, agricultural sciences, and the arts. “At the STEAM Centre, we carry out projects that combine several study areas, thus creating conditions for university and school teachers from different disciplines to work together simultaneously and providing them with all the necessary equipment and tools. Our labs
are fully equipped for educational activities, with resources ranging from construction tools and a 3D printer to computer equipment for drawing and a fume cupboard. If additional tools are needed for extra activities, we provide access to a full range of resources offered by the University,” says the Head of VMU STEAM Centre.
An important aspect of the STEAM education philosophy is that it helps to dismantle stereotypes. For example, consider the shortage of engineering specialists. Women can be just as good engineers as men, yet from a young age, they are exposed to stereotypes and societal attitudes suggesting that these sciences are too difficult, uninteresting, or unfeminine for girls, which can cause them to undervalue themselves. Thus, through the activities of VMU STEAM Didactics Centre, we aim to prove that
Dr. Judita Žukauskienė.
exact and technological sciences are for everyone, whether they want to improve their knowledge of specific subjects or use creativity to find appropriate solutions and better understand themselves,” says Dr. Žukauskienė.
Creativity as the Scaffolding for Interdisciplinary Bridges
“Art is a method of inquiry, and empathy lies at the heart of its aesthetics. When curiosity, play, and experimentation become part of the creative process, students engage differently—they discover interdisciplinary connections and new forms of collaboration,” says Coco Allred, a student at the Massachusetts Institute of Technology (MIT) who interned at VMU STEAM Didactics Centre this summer. This internship is part of the cooperation with MIT, where VMU is the coordinator of the MIT International Science and Technology Initiatives (MISTI) consortium in Lithuania.
Ms Allred’s practice explores the intersections of public space, aesthetics, and experimental pedagogy. With a background in sculpture, interdisciplinary programming, and intergenerational teaching, Allred designs participatory environments that transform space into a site for collective learning and resistance. Allred is currently studying at MIT, where she is pursuing a Master of Science in Art, Culture and Technology at the School of Architecture.
“While in high school, I realised that artistic expression was the most intuitive and enjoyable way for me to understand the world around me and to spark a dialogue with others. Art is both a method of research and a means of expression. Across different media, the arts have also been a favourite way of learning about a wide range of topics, from personal and historical experiences to natural phenomena,” says Ms Allred.
According to the artist, research in the field of learning science shows that emotional and cognitive
The opening of VMU STEAM Didactics Centre.
processes are not two separate phenomena but are closely interrelated. Although this perception is gradually being incorporated into other subjects, Ms Allred says that artists understood this logic much earlier.
“What makes art attractive to contemporary students is the nuance, relevance, and personal engagement that arise from intertwining emotional and cognitive processes. As an artist, I can combine seemingly different ideas and link them through aesthetic means; for example, during my trip to Lithuania, I worked on a project that brought together the history of linen, the Baltic Way, poetry, and ecology by exploring the multiple definitions of the word line. The path of creative inquiry is often unexpected. I’m grateful for the generous conversations and the sharing of skills from the people I met this summer in Lithuania. The research I carried out is truly a reflection of this place, and I couldn’t have done it anywhere else,” admits Ms Allred.
The Process is More Important than the Result
STEAM education is not about finding the right answer, but about learning how to iterate and collaborate in the face of uncertainty. During her internship at VMU STEAM Didactics Centre, the interdisciplinary artist not only took an interest in and delved into the Centre’s activities but also gained experience by collaborating with scientists and practitioners while jointly preparing creative workshops for middle and high school students.
“During these workshops, creativity became a way to strengthen intercultural dialogue—both between Lithuania and the US, and between different disciplines. I’m glad that the students created and searched for their own meanings and experimented boldly,” says the artist.
According to Ms Allred, one of the most important goals of STEAM is to develop independent thinking,
Coco Allred’s workshop at VMU.
take risks, and not be afraid of failure. She emphasises that art in this context helps not only to understand the world, but also to create more ethical and inclusive communication.
“I often look for intersections of topics in which the process of an aesthetic investigation sparks a dialogue and analysis regarding our cultural and ecological conditions. Learning to dissect these conditions is an important step in creating better opportunities for ourselves and future generations. I always try to make lessons culturally relevant and tailored to the local context and the needs of the students. If I knew exactly how the seminar would go without delving into what I could expect from the participants, I would be very bored,” says Ms Allred, adding that the participants play an important role in shaping the outcome of our collective learning.
“I think it’s very important to have a space where people of different generations can learn, regardless of their skill level, and I’m very keen to develop programmes for this purpose. One of the things that I think isn’t talked about enough is that this kind of work requires a lot of social and emotional intelligence from students. We need to include this in the process plan,” notes Ms Allred, who seeks to create an environment in her workshops where the process is more important
than the result and collective intelligence is more important than individual success.
Inspiration for the Future of Education
During her internship at VMU STEAM Didactics Centre, Allred, together with another MIT student, Francisco Ramirez Serrano (PhD in Electrical Engineering and Computer Science), also integrated generative artificial intelligence technologies into their workshops. Students who drew the outlines of plants had the opportunity to see how their work was transformed into three-dimensional structures—wire sculptures—which helped them understand how the most advanced AI models work.
“This collaboration reveals that technology and art are not opposites; on the contrary, they complement each other and encourage us to look deeper,” says the MIT student.
Allred is convinced that STEAM education should prepare young people to be creative, to think critically, and to collaborate in an interdisciplinary space. “Ultimately, we need students who are motivated to make the world a better place and who have the necessary tools to achieve this,” she emphasises.
Dr. Vesta Vančugovienė, the deputy director of VMU STEAM Didactics Centre, teacher and educologist, as well as longtime creator of educational programmes at VMU Botanical Garden, has received one of the most prestigious awards in the global botanical garden community— the 2025 Marsh Award for Education in Botanic Gardens. This marks the first time that this international recognition has been awarded to a representative from Lithuania.
At the International Congress on Education in Botanic Gardens, held in Seoul, South Korea, Dr. Vančugovienė was recognised for her many years of educational work in the Botanical Garden, including her work with children
and teachers, her creative solutions during the pandemic, and her scientific contribution—a dissertation on education in botanical gardens.
“I strongly believe in education in outdoor spaces, outside educational institutions, where learning takes place through experience, action, and movement. I was able to experience this at the congress in Seoul, when informal education moved to a nearby temple. This is also relevant to contemporary pedagogy,” she says.
Dr. Vančugovienė works with educators, organises professional development training, teaches future teachers, and participates in educational research and
national education reform projects. The focus is on active, engaging, and context-based learning: “It’s important that children not only know, but also understand where to apply it and why it is important. Learning must be lively and relevant. Students often ask: ‘Why do I need this?’ The answer lies in the context, and it can only be created by actively involving students in the process.”
Dr. Vančugovienė is also contributing to the implementation of the breakthrough project in the field of educational sciences in Lithuania and is preparing a new project that combines botanical garden education and the STEAM education philosophy for primary school students.
Dr. Vesta Vančugovienė at the International Congress on Education in Botanic Gardens in Seoul.
Liberal Arts Equip Us to Inhabit Our Humanity
“Political strategist James Carville coined something of a mantra for Bill Clinton: ‘It’s the economy, stupid’. I believe that when many Americans experience themselves as players in a game such as Monopoly, issues of the availability and affordability of resources can take a level of centrality that prohibits a longer-term vision. The outcome of the presidential election is perhaps foremost an indication of what happens in the absence of a widespread assimilation of the liberal arts. I think the U.S. will learn more deeply what it has chosen in the months and years to come,” deliberates Lithuanian-origin U.S. poet Malachi Black, Associate Professor of English at the University of San Diego, who is currently teaching at Vytautas Magnus University (VMU) as part of the Fulbright Program.
Assoc. Prof. Malachi Black.
According to the Associate Professor, through presidential elections, it may be possible to see new expressions of what is a constantly moving sense of identity. In the lectures of American Civilisation for the students of English Philology at VMU, Assoc. Prof. Black emphasises American self-conception: how it is understood through elements of narrative as well as through political structures and even games such as Monopoly, which can be seen as reflecting American civilisation and culture.
The teacher asserts that he is a big proponent of the liberal arts, i.e., a study system which encompasses various disciplines ranging from Natural Sciences to Philosophy and encourages broad and deep thinking. He cites literary critic Kenneth Burke, whose description of literature as “equipment for living” quite readily applies to the liberal arts. It is no coincidence that Assoc. Prof. Black is currently teaching at VMU—a university that was the first one in Lithuania to implement the concept of the liberal arts in its studies.
“The liberal arts provide a discrete set of capacities that occasion and sustain our freedom. They enable us to be free from the captivity of our ignorance, and they also serve as the contour of free inquiry, which remains the foundation of any free society. I think the liberal arts also equip us to inhabit our humanity, which is of increasing relevance in our encounters with accelerating technologies. As the 21st century continues, we will see that the liberal arts are, in fact, the primary mechanism for retaining a sense of clarity of value systems and a sense of purpose,” predicts Assoc. Prof. Black.
In an Era of
Limited Attention, no Art is as Available as Poetry
The poet, who has earned numerous awards, claims that poetry today is one of the most underrated arts. Poetry, much like the liberal arts and literature, provides depth to life and one’s understanding of the world. Assoc. Prof. Black cites a character from James Joyce’s Ulysses who described this depth succinctly: “The supreme question about a work of art is out of how deep a life does it spring”.
“That depth of experience is something that poetry, when it’s encountered in all of its strangeness and all of its tentativeness and all of its profundity, can deliver to any reader. More regular encounters with the substance of the human that lies at the centre of the poetic would alleviate us of a great number of challenges. In an era of limited attention, there could be no more available art than poetry, and yet I’m not sure how many people know it continues to exist,” explains the writer.
Constant Interweaving of History and Futurity in Lithuania
Assoc. Prof. Black has Lithuanian roots, as his greatgrandparents from his father’s side hailed from Lithuania: great-grandfather Morris Black came from Truskava in the Kėdainiai District, while greatgrandmother Rebecca Black came from Šeduva in the Radviliškis District. The Associate Professor reveals that he has visited those places, even though there is not much known about his great-grandparents, as they emigrated to the U.S. in 1904–1905.
“When they left, Lithuania was still under Tsarist control, and their traces are very, very limited. Šeduva is unusual in many ways. It’s the site now of a major museum project called The Lost Shtetl, which is financed by donations from primarily, I think, South African benefactors. So, it’s its own space of international intersection. I think there’s a deep power in placing my feet on the dirt streets of Truskava or Šeduva, the same dirt, I assume, that was caught in the boots of my ancestors,” states the poet, adding that he finds Lithuania’s people, culture, and nature inspiring.
“What Lithuania has accomplished in less than 35 full years of independence is tremendous. Among the things that I find deeply resonant about my experience here on a daily basis is something that I also find characteristic of my most enthusiastic encounters with philosophy and literature, the Arts in general, and indeed the liberal arts, and that is the mutually illuminating encounter of the past with the future. I think that in Lithuania—on material, architectural as well as spiritual or civilisational levels—we see this constant mutual interweaving
of a kind of history with a kind of futurity,” argues Assoc. Prof. Black.
The American is also no stranger to the climate typical to Lithuania, as he grew up not far from New York City, where seasonal change is also common.
“I think there’s probably a multitude of Lithuanias, depending on the person one meets, the generation from which that person springs, and that may be true of all countries. But for me, as an outsider, who’s paying a kind of anthropological attention, I understand that, as in maybe the most advanced forms of physics, I’m a particle whose observation influences where I am and what I see,” deliberates the Associate Professor.
Impressed by VMU Students’ Faith in the Genuine
While sharing thoughts on students in the U.S. and at VMU, the teacher notes that today the main passport “carried” by youths around the world is their social media account. To young people, the Internet is not just something virtual: they perceive both the real world and the Internet as equally real. According to Assoc. Prof. Black, this possibly influences something in the nature of their attention.
“But I’ve found that the students at VMU are wonderfully responsive to genuineness, to the expression of sincere concern. They have a refreshing faith in the power of the genuine as a source of guidance and as an indication of meaningfulness. I appreciate that very much,” says Assoc. Prof. Black, who is currently teaching at VMU Department of Foreign Language, Literary and Translation Studies. Next semester, he will be teaching the study courses Literature and Media and Literatures of Ethnic Minorities in English.
When asked about memorable poems he has read recently, Assoc. Prof. Black reveals that he was very moved by “Overhead at a Reading“ by Matthew Buckley Smith, which was published in the literary journal 32 Poems. The poet himself is currently working on new poems. According to him, his latest work is based on experiences in Lithuania: the everyday life and the intersections between the past, the present, and the future.
Discussing inspiration, Assoc. Prof. Black argues that for him, it comes from consciousness itself. He sees language as an interesting membrane which constitutes the intersection between interior and exterior worlds and enables people to better understand themselves, their emotions, and experience of the world. The most difficult work of the writer, he says, is to distinguish between the true and the false, and between the expressions that are gratuitous and unnecessary and those that are necessary.
“The things that are necessary come on their own time frame and on their own terms. It’s our task, much as in the case of athletics, like an Olympian who is training all the time, to be ready for the critical event when it occurs. And so most writing is bad, my own and everyone’s, and we have to learn to understand where the truth is in what we have to say and learn how to cultivate that,” concludes Assoc. Prof. Black.
