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The world of transformations changes radically the education process. Theoreticians and practitioners of pedagogy recognize that methods and strategies consolidated over centuries very often have become ineffective in modern education practice. Therefore, the researchers' interest in childhood studies nowadays is natural. They define children's and youngster`s culture as different, unknown and incomprehensible. The researchers initiate a number of questions that need to be answered in order to cooperate with children and youngsters in school and in the family. How can teachers work efficiently in the modern school? How should adults implement modern pedagogical goals and which pedagogical methods to use to attain them? How do they perceive this world, what do they want to achieve in life? Which are the specific features of the representatives of this generation and how do they wish to cooperate with other generations? This article will be an attempt to provide some possible answers to those questions.

With Latvia's education reforms, the demand for transversal skills in the education process has increased. Although there has been a growing call to educate pupils and students in a way that develops entrepreneurial skills, there is no defined methodology for how to do it, and the definitions of entrepreneurial skills and entrepreneurship pedagogy have no common foundation. This study, therefore, compiles research from various scientific publications and offers a theoretical framework for the concepts of entrepreneurial skill and entrepreneurial pedagogy. It also reviews the noble practices of diverse European countries and analyzes Latvia's higher education experience and examples of entrepreneurship development for students. Finally, it looks at entrepreneurial pedagogy to understand if and how it can impact students' entrepreneurial mindset, knowledge, and attitude.

Adolescent health literacy is a promising innovation in health education. This article reports the findings of research in the experience of adolescents in the methods they used in obtaining health information. A phenomenographic research approach was used to understand how adolescents conceptualized health information obtaining. The study examined data provided by 24 adolescents aged 13 to 16 living in Latvia. The data was collected through qualitative interviews. Phenomenographic data analysis uncovered five categories of description by adolescents in the way they perceived health information obtaining: 1. An opportunity to find out "things" regarding health; 2. The use of different sources of information to obtain health information; 3. The use of multimodal texts to obtain health information; 4. A passive method of obtaining information; and 5. An active method of obtaining information. It is important to integrate the experience of adolescents into health education research to develop a deeper understanding of the pedagogical phenomenon and to enhance health education programmes.

Quality assurance within higher education studies, in the context of challenges associated with digital culture, requires scientific analysis. The legislation of Latvia predetermines that higher education institutions, being autonomous education and research institutions, are responsible for the quality of education delivered in Latvian higher education establishments. The hierarchic analysis of the most important development and planning documents of Latvia allows to conclude that the digitalization of the higher education area bears only a permissive character; however, the assurance of education quality nowadays is impossible without meaningful integration of ICT in the study process. The research conducted by the European Association of Universities on the transformations of higher education area in the context of digitalization has led to the conclusions that the development of digitalization strategies within the European higher education area has not been put forward as a national level issue remaining the responsibility of the education institutions themselves. Therefore, it is crucial to explore how the changes caused by digitalization are implemented in the concrete study programs. It is particularly important to explore the quality of higher education programs, as the programs within this education cycle comprise both education and research, illustrating the essence of the higher education institution as an autonomous education and research institution. The study, by applying the discourse analysis as a research method, aimed to assess the doctoral program of pedagogy, implemented by the University of Latvia, in order to find out how the discourse characterizing the digitalization of higher education is revealed in the annual self-evaluation reports of the programme. ; Tyrimo tikslas buvo taikant diskurso analizę ištirti Latvijos universiteto pedagogikos doktorantūros programą ir metines savianalizės ataskaitas nuo 1999–2000 iki 2014–2015 mokslo metų ir išsiaiškinti, kaip vystėsi programos skaitmeninimo diskursas ir kaip jis prisideda prie programos kokybės tobulinimo. Taikoma prieiga apima du etapus: archeologinį ir genealoginį. Pagrindinis archeologinio etapo uždavinys – išanalizuoti teiginių sekas pagal diskurso struktūros formavimo aspektus. Todėl diskursas tiriamas lingvistiniame kontekste vertinant subjektų pateikiamus teiginius apie objektus. Genealoginiame etape dėmesys telkiamas į galios vaidmenį kuriant diskursą, į diskurso kontekstą ir siekiama suprasti, kaip jis formuojamas įgyjant platesnę socialinę vi ziją. Diskurso analizė atskleidžia svarbias pedagogikos doktorantūros programos diskurso skaitmeninimo transformacijas: akademiniais 1999–2000 metais, siekiant gauti informacijos apie programą, ją skleisti ir pan., kaip techniniai ištekliai buvo naudojamos IRT . 2005–2006 mokslo metais skaitmeninimo diskursas transformavosi įgydamas naują struktūrą, kurioje IRT buvo prasmingai integruojamos į studijų procesą išplečiant doktorantams atsiveriančias galimybes tarptautiniame kontekste ir skatinant studijų pasiekimus. Todėl 2010–2011 mokslo metais iš dalies pakito skaitmeninimo diskurso struktūra ir ji gerokai patobulėjo, nes studentams ir dėstytojams buvo suteikta galimybė užsiimti akademine ir mokslinių tyrimų veikla virtualioje mokymosi aplinkoje.

Resumen basado en el de la publicación ; Monográfico con el título, Enseñanza superior en Europa : objetivos contemporáneos para instituciones históricas ; Se describe el desarrollo de las universidades en Letonia desde la década de 1950 hasta la actualidad. Lo más alto del sistema educativo experimentó cambios junto con las transformaciones políticas del país. Letonia paso a ser parte de la Unión Soviética en 1940 y recuperó su independencia en 1991, pasando a unirse a la UE en 2004. Desde 2012 Letonia es una participante incipiente del Espacio Europeo de Educación Superior. Se describen las transformaciones de las universidades en Letonia desde la perspectiva de una teoría del aprendizaje cultural y la transferencia de conocimiento definida por Gita Steiner-Khamsi. Eso proporcionará la referencia a un modelo de educación externa, su modificación y metamorfosis en un entorno educativo local modelo. Letonia, como país pequeño y cultura relativamente nueva, se había encontrado en la situación de aprender de las experiencias culturales de países que tienen más experiencia con la democracia y tuvieron que superar las ideas de los sistemas educativos de otros países y adaptarlos a las necesidades locales. ; ESP

Resumen basado en el de la publicación ; Monográfico con el título, Enseñanza superior en Europa : objetivos contemporáneos para instituciones históricas ; Se describe el desarrollo de las universidades en Letonia desde la década de 1950 hasta la actualidad. Lo más alto del sistema educativo experimentó cambios junto con las transformaciones políticas del país. Letonia paso a ser parte de la Unión Soviética en 1940 y recuperó su independencia en 1991, pasando a unirse a la UE en 2004. Desde 2012 Letonia es una participante incipiente del Espacio Europeo de Educación Superior. Se describen las transformaciones de las universidades en Letonia desde la perspectiva de una teoría del aprendizaje cultural y la transferencia de conocimiento definida por Gita Steiner-Khamsi. Eso proporcionará la referencia a un modelo de educación externa, su modificación y metamorfosis en un entorno educativo local modelo. Letonia, como país pequeño y cultura relativamente nueva, se había encontrado en la situación de aprender de las experiencias culturales de países que tienen más experiencia con la democracia y tuvieron que superar las ideas de los sistemas educativos de otros países y adaptarlos a las necesidades locales. ; ESP

The aim of the present research is to study the essence, structure, implementation, and indicators of the concept of the digital transversal competence of university students for its improvement in the study process. This article includes the relevance of transversal competences and the essence of the concept of digital competence. This concept is then developed, the methodology of digital competence assessment and measurement is adapted, and the content analysis method was used to classify and analyze the expression of digital competence in eight professional areas.

Left-handers have always been surrounded by stigma and controversy, and attitudes toward this group have always been rooted in the ideas and traditions of power relations existing in a given society. Thus, the goal of this study is to describe the retraining of left-handers as it was conducted in Soviet education. The impact of political power on an individual's body-mind interaction is a significant problem in research on the creation of the "New Soviet Man." The teaching of left-handed children in the Soviet Union is a noteworthy example of the totalitarian regime's illusionary endeavors to change human nature. The Soviet education envisaged neither a special attitude nor any particular pedagogical strategies for the work with left-handed children. The Soviet science was based on the anthropological understanding of man as atabula rasa, which made it possible to explain the omnipotence of Soviet pedagogy as well as the unswerving belief that it was possible to educate every child into a true member of the socialist society. The present study provides insight into the disciplining of the left-handed children's bodies and minds using pedagogical tools that was being conducted in Soviet Latvia. ; Kairiarankiams nuolat tenka susidurti su stigmomis ir prieštaringais požiūriais į save, be to, nuostatos apie šią žmonių grupę visada būna susijusios su konkrečios visuomenės galios santykiais ir tradicijomis. Todėl šio tyrimo tikslas – aptarti kairiarankių permokymą, kaip tai buvo daroma sovietinėje švietimo sistemoje. Politinės galios įtaka žmogaus kūno ir proto sąveikai yra dažnai nagrinėjama problema tyrimuose apie "naujojo sovietinio žmogaus" kūrimą. Kairiarankių vaikų mokymas Sovietų Sąjungoje yra puikus iliuzinių totalitarinės valdžios siekių pakeisti žmogaus prigimtį pavyzdys – sovietiniame švietime nebuvo nei atskiros prieigos, nei konkrečių pedagoginių strategijų ugdant kairiarankius vaikus. Sovietinis mokslas buvo grindžiamas antropologiniu žmogaus, kaiptabula rasa, supratimu, leidžiančiu paaiškinti sovietinės pedagogikos visagalybę, ir nepajudinamu įsitikinimu, kad iš kiekvieno vaiko galima išugdyti tikrą socialistinės visuomenės narį. Šis tyrimas supažindina su sovietinėje Latvijoje vykusiu kairiarankių vaikų kūno ir proto disciplinavimu pasitelkiant pedagogines priemones

This article deals with the problems which are arising in the process of adaptation of immigrants to educational spaces in Ukraine and Latvia upon their arrival in the country of settlement. Among these problems are the differences in educational systems of the output and input countries, difficulties in mastering languages of a learning process in the countries, overcoming misunderstanding in intercultural communication within and outside of schools, unpreparedness of teachers and trainers to face and to solve challenges that are generating by immigrants and the host societies. The discussion is based on the preliminary results obtained during the implementation of the joint Ukrainian-Latvian project "Immigrants in Society: Challenges for Education" sponsored by Ministry of Education and Science of Ukraine and Ministry of Education and Science of Latvia.

This study investigates the role played by parents as mediators of young children's access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of 'gatekeepers' when it comes to facilitating and constraining access to and use of digital technologies. Parents' perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents' mediation strategies with regard to children's actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children's rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to.