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This article deals with the phenomenon of military organization identity and its influence on the process of cadets' public spirit education. The analysis of research data exposed the notion of public spirit between trainers and trainees that create common values for the formation of organization. The question of identity is actualized by the globalization, the increase of information and news, as well as migration. The result of changes is the changing human and social relations, and transformation of value systems. The factors effecting the construction of personal identity are revealed in the scientific literature. Identity is a conscious self-devotion to a specific group, which understands consequences. Organizational identity, on one hand, forms individual's interests and value orientations. On the other hand, the individuals themselves construct personal and organizational identities. The creation processes of collective identity are derived from institutional, cultural and power context. The feature of collective identity is a person's ability to define him/herself and others as 'u'. Military identity, as a dimension of military organization, has undergone not one transformation. The basis of forming military identity is a consciously constructed value system. Duty, responsibility, discipline and loyalty are named as the priority of military values, which are recognized by the majority of members in the organization. Common values are the must in forming an organizational identity that is why the success of public spirit education in Lithuanian Military Academy depends on the interaction among cadets, military instructors and civilian faculty. The public spirit, as a dimension of organizational identity, reveals the forms of identities significant to Military Academy, namely responsibility, civil rights and duties, social participation, loyalty and tolerance. These forms partially suit to the applied public behavior model of five dimensions in organization, which includes the aspects of support, honesty, public interaction, tolerance and respect. Preparing cadets, future officers of Lithuanian military, it is obligatory to recognize dual organizational identity of Military Academy and orientate to the active public spirit educating in all aspects, taking into consideration the basic idea of national security, which praises the responsibility for the complete and secure future of our nation and state. ; Organizacinis tapatumas ypač svarbus: jis formuoja interesus ir vertybes pagal jau turimą patyrimo modelį ir, siedamas istoriją, kultūrą ir geografinę aplinką, įgauna galią. Asmens tapatumas susijęs su savęs priskyrimu grupei pagal jos specifinius požymius, suprantant tokio pasirinkimo kognityvines, emocines ir elgsenos pasekmes. Kolektyvinio tapatumo bruožas – asmens gebėjimas identifikuotis su kitais taip, kad kitų gerovė taptų asmeninės gerovės dalimi. Straipsnyje nagrinėjamas karinės organizacijos tapatumo fenomenas ir jo įtaka kariūnų pilietiškumo ugdymo procesui. Tyrimo duomenų analizė išryškino ugdytinių ir ugdytojų pilietiškumo sampratą jungiančias bendras vertybes, būtinas organizacijos tapatumui formuotis.

The COVID-19 pandemic, which challenged higher education institutions to organize the teaching process, makes one shift from face-to-face to distance learning, ensuring the highest level of education. The study aimed to determine the attitudes of teachers toward their readiness to teach students at a distance and the support of the institution during a pandemic. Teaching at a distance faced great challenges for teachers, who became responsible for keeping students motivated to learn. The pandemic forced teachers to adapt their lectures to distance learning in a short period by implementing distance learning technologies that were not relevant to many before the pandemic and to experience the positive and negative aspects of distance learning. Distance learning has become a much more demanding effort and emotional burden than classroom training. On the other hand, an educational establishment is challenged to meet the needs of teachers working remotely, to make their activities purposeful, to develop their potential, to promote cooperation at work, and not to lose the attitude of teachers' organizational identity. Higher education institutions have a responsibility to promptly assist teachers in securing the acquisition of challenging new competencies and other necessary support to equip teachers with the knowledge and skills they need to perform their tasks effectively both in the audience and in society now and in the future.

Global change, unstable and rapidly changing international and national security environment and the problems that causes, force public sector organizations, including the military, to take creative and innovative solutions (Giedraityte, 2020). Therefore, such intellectual skills, as, creative thinking, critical thinking and innovative problem solving, also competencies to implement innovation and to create an innovation-friendly environment are necessary for the modern and future military officer leader. Creative problem solving (CPS) is named as one of the most appropriate approaches enhancing abilities that involves encountering gaps, opportunities and challenges, generating and examining varied possibilities, choosing on certain options and confronting complex problems in an uncertain and dynamic world. CPS also can help to develop some personal characteristics that increase motivation to adapt change, to make and implement innovative decisions, to operate flexibly, to assess and manage risk factors and ect. (Treffinger et al., 2006; Khalid, 2020). Creative problem solving approach increasingly applicable in the training of cadets (future military officers), improving the qualifications of military officers and in the practice of military decision making. For example, creativity occupies a significant place in cadet training programs in The United States Military Academy (Operational Concept, West Point, n.d.) or in preparedness SOF professionals in The Joint Special Operations University (JSOU, 2021). In the study programs of the Military Academy of Lithuania (MAL), the creative problem-solving approach was introduced more intensively a few years ago, therefore the purpose of this article is using document analysis and interview data to discuss the advantages, peculiarities, positive and negative experience of applying CPS in forming cadets' intellectual skills and innovation management competencies.

Global change, unstable and rapidly changing international and national security environment and the problems that causes, force public sector organizations, including the military, to take creative and innovative solutions (Giedraityte, 2020). Therefore, such intellectual skills, as, creative thinking, critical thinking and innovative problem solving, also competencies to implement innovation and to create an innovation-friendly environment are necessary for the modern and future military officer leader. Creative problem solving (CPS) is named as one of the most appropriate approaches enhancing abilities that involves encountering gaps, opportunities and challenges, generating and examining varied possibilities, choosing on certain options and confronting complex problems in an uncertain and dynamic world. CPS also can help to develop some personal characteristics that increase motivation to adapt change, to make and implement innovative decisions, to operate flexibly, to assess and manage risk factors and ect. (Treffinger et al., 2006; Khalid, 2020). Creative problem solving approach increasingly applicable in the training of cadets (future military officers), improving the qualifications of military officers and in the practice of military decision making. For example, creativity occupies a significant place in cadet training programs in The United States Military Academy (Operational Concept, West Point, n.d.) or in preparedness SOF professionals in The Joint Special Operations University (JSOU, 2021). In the study programs of the Military Academy of Lithuania (MAL), the creative problem-solving approach was introduced more intensively a few years ago, therefore the purpose of this article is using document analysis and interview data to discuss the advantages, peculiarities, positive and negative experience of applying CPS in forming cadets' intellectual skills and innovation management competencies.

Global change, unstable and rapidly changing international and national security environment and the problems that causes, force public sector organizations, including the military, to take creative and innovative solutions (Giedraityte, 2020). Therefore, such intellectual skills, as, creative thinking, critical thinking and innovative problem solving, also competencies to implement innovation and to create an innovation-friendly environment are necessary for the modern and future military officer leader. Creative problem solving (CPS) is named as one of the most appropriate approaches enhancing abilities that involves encountering gaps, opportunities and challenges, generating and examining varied possibilities, choosing on certain options and confronting complex problems in an uncertain and dynamic world. CPS also can help to develop some personal characteristics that increase motivation to adapt change, to make and implement innovative decisions, to operate flexibly, to assess and manage risk factors and ect. (Treffinger et al., 2006; Khalid, 2020). Creative problem solving approach increasingly applicable in the training of cadets (future military officers), improving the qualifications of military officers and in the practice of military decision making. For example, creativity occupies a significant place in cadet training programs in The United States Military Academy (Operational Concept, West Point, n.d.) or in preparedness SOF professionals in The Joint Special Operations University (JSOU, 2021). In the study programs of the Military Academy of Lithuania (MAL), the creative problem-solving approach was introduced more intensively a few years ago, therefore the purpose of this article is using document analysis and interview data to discuss the advantages, peculiarities, positive and negative experience of applying CPS in forming cadets' intellectual skills and innovation management competencies.

The COVID-19 pandemic, which challenged higher education institutions to organize the teaching process, makes one shift from face-to-face to distance learning, ensuring the highest level of education. The study aimed to determine the attitudes of teachers toward their readiness to teach students at a distance and the support of the institution during a pandemic. Teaching at a distance faced great challenges for teachers, who became responsible for keeping students motivated to learn. The pandemic forced teachers to adapt their lectures to distance learning in a short period by implementing distance learning technologies that were not relevant to many before the pandemic and to experience the positive and negative aspects of distance learning. Distance learning has become a much more demanding effort and emotional burden than classroom training. On the other hand, an educational establishment is challenged to meet the needs of teachers working remotely, to make their activities purposeful, to develop their potential, to promote cooperation at work, and not to lose the attitude of teachers' organizational identity. Higher education institutions have a responsibility to promptly assist teachers in securing the acquisition of challenging new competencies and other necessary support to equip teachers with the knowledge and skills they need to perform their tasks effectively both in the audience and in society now and in the future.

Global change, unstable and rapidly changing international and national security environment and the problems that causes, force public sector organizations, including the military, to take creative and innovative solutions (Giedraityte, 2020). Therefore, such intellectual skills, as, creative thinking, critical thinking and innovative problem solving, also competencies to implement innovation and to create an innovation-friendly environment are necessary for the modern and future military officer leader. Creative problem solving (CPS) is named as one of the most appropriate approaches enhancing abilities that involves encountering gaps, opportunities and challenges, generating and examining varied possibilities, choosing on certain options and confronting complex problems in an uncertain and dynamic world. CPS also can help to develop some personal characteristics that increase motivation to adapt change, to make and implement innovative decisions, to operate flexibly, to assess and manage risk factors and ect. (Treffinger et al., 2006; Khalid, 2020). Creative problem solving approach increasingly applicable in the training of cadets (future military officers), improving the qualifications of military officers and in the practice of military decision making. For example, creativity occupies a significant place in cadet training programs in The United States Military Academy (Operational Concept, West Point, n.d.) or in preparedness SOF professionals in The Joint Special Operations University (JSOU, 2021). In the study programs of the Military Academy of Lithuania (MAL), the creative problem-solving approach was introduced more intensively a few years ago, therefore the purpose of this article is using document analysis and interview data to discuss the advantages, peculiarities, positive and negative experience of applying CPS in forming cadets' intellectual skills and innovation management competencies.

The COVID-19 pandemic, which challenged higher education institutions to organize the teaching process, makes one shift from face-to-face to distance learning, ensuring the highest level of education. The study aimed to determine the attitudes of teachers toward their readiness to teach students at a distance and the support of the institution during a pandemic. Teaching at a distance faced great challenges for teachers, who became responsible for keeping students motivated to learn. The pandemic forced teachers to adapt their lectures to distance learning in a short period by implementing distance learning technologies that were not relevant to many before the pandemic and to experience the positive and negative aspects of distance learning. Distance learning has become a much more demanding effort and emotional burden than classroom training. On the other hand, an educational establishment is challenged to meet the needs of teachers working remotely, to make their activities purposeful, to develop their potential, to promote cooperation at work, and not to lose the attitude of teachers' organizational identity. Higher education institutions have a responsibility to promptly assist teachers in securing the acquisition of challenging new competencies and other necessary support to equip teachers with the knowledge and skills they need to perform their tasks effectively both in the audience and in society now and in the future.

The COVID-19 pandemic, which challenged higher education institutions to organize the teaching process, makes one shift from face-to-face to distance learning, ensuring the highest level of education. The study aimed to determine the attitudes of teachers toward their readiness to teach students at a distance and the support of the institution during a pandemic. Teaching at a distance faced great challenges for teachers, who became responsible for keeping students motivated to learn. The pandemic forced teachers to adapt their lectures to distance learning in a short period by implementing distance learning technologies that were not relevant to many before the pandemic and to experience the positive and negative aspects of distance learning. Distance learning has become a much more demanding effort and emotional burden than classroom training. On the other hand, an educational establishment is challenged to meet the needs of teachers working remotely, to make their activities purposeful, to develop their potential, to promote cooperation at work, and not to lose the attitude of teachers' organizational identity. Higher education institutions have a responsibility to promptly assist teachers in securing the acquisition of challenging new competencies and other necessary support to equip teachers with the knowledge and skills they need to perform their tasks effectively both in the audience and in society now and in the future.

The research reveals that most of respondents do not expect to return because they do not trust government authorities. They also think it is not reasonable to increase funding for The Armed Forces as well as the return of conscripts. The research confirms insights that emigration is a real threat for Lithuania's national security.

The research reveals that most of respondents do not expect to return because they do not trust government authorities. They also think it is not reasonable to increase funding for The Armed Forces as well as the return of conscripts. The research confirms insights that emigration is a real threat for Lithuania's national security.

The research reveals that most of respondents do not expect to return because they do not trust government authorities. They also think it is not reasonable to increase funding for The Armed Forces as well as the return of conscripts. The research confirms insights that emigration is a real threat for Lithuania's national security.

The research reveals that most of respondents do not expect to return because they do not trust government authorities. They also think it is not reasonable to increase funding for The Armed Forces as well as the return of conscripts. The research confirms insights that emigration is a real threat for Lithuania's national security.

The Military Academy of Lithuania is one of the youngest higher educational establishments where professional military studies are combined with academic ones. The aim of the article is to analyse the process of the creation of a new type of collective identity, observing the main factors and peculiarities of the process. The attention is focused on value orientations of the military and their influence on organizational identity of the Academy. The Armed Forces, as an organization, has experienced a lot of transformations in its structure and mission. Despite this, the identity of the military has been formed, in essence, on a masculine background. Considering the peculiarities of the aim and composition, the collective identity of the military has been created on the basis of specific values, such as duty, responsibility, discipline, courage, loyalty, power, etc. The academic identity has been set up on the basis of its different social roles, presuming other priorities in the system of values: i. e. respect, tolerance, truth, justice, freedom, creativity and critical thinking. Thus, framing of the united identity of the Academy is a complex and dissonant process. Postmodern societies face global political transformations and new threats that have brought about new military missions and tasks of the present Armed Forces, introducing changes into their structure with the aim of forming professional military troops that are ready to participate in different international military operations. The paradigm of the postmodern military predetermines qualitative transformations in the system of values in shaping the new military identity. The new identity of the military should be based on universal human virtues that have brought about changes in the system of military education.The Military Academy of Lithuania was established when the issues of national identity and the purpose of national security policy became very important, as well as the issues of international cooperation and the creation of the civic society. The national identity and the identity of military started to be constructed on different social backgrounds: those of modern, late modern and postmodern societies. Moreover, the collective identity of the Military Academy of Lithuania is an interaction between both military and academic identities where the first is still the dominant one. A postmodern paradigm of the military presupposes the development of the traditional military identity on the basis of human values that will inevitably result in the increasing role of academic identity in this creative process. ; Straipsnyje siekiama atskleisti Lietuvos karo akademijos, kaip naujo tipo akademinės bendruomenės, organizacinio tapatumo ypatumus, formavimosi veiksnius ir mechanizmus, išanalizuoti šiuolaikinės kariuomenės vertybines orientacijas, jų įtaką Lietuvos karo akademijos organizacinio tapatumo raiškai, būsimų karininkų ugdymo procesui ir naujo kario tapatumo formavimuisi. Straipsnyje nagrinėjamas Lietuvos karo akademijos organizacinio tapatumo formavimosi procesas kaip sudėtingos ir prieštaringos dviejų tradicinių tapatumų – karinio ir akademinio – sąveikos rezultatas. Autorės analizuoja šiuolaikinės Lietuvos kariuomenės ugdymo ir vertybinių prioritetų formavimo problemas, iškylančias kaip postmodernios kariuomenės paradigmos ir šiuolaikinės Lietuvos valstybės kūrimo ypatumų sąveikos padarinius.