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Science and Research

The KTU iSTEAM Centre for Teacher Education brings together educational and interdisciplinary research initiatives to develop and implement innovative educational solutions. Research in learning analytics, educational technologies, artificial intelligence (AI), STEAM education and educational neuroscience is conducted in the iSTEAM Centre’s laboratories, contributing to educational innovation and the advancement of research-based educational practice.

Main Research Areas

Researchers at the KTU iSTEAM Centre for Teacher Education conduct advanced educational research that brings together educational science, technology and neuroscience. The main research areas focus on developing innovative educational solutions, understanding learning processes and improving the quality of education.

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iSTEAM Didactics

We develop innovative iSTEAM teaching methods and learning solutions.

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EdTech and Artificial Intelligence in Education

We explore the potential of digital technologies and artificial intelligence in contemporary education.

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Research on Cognitive Processes in Learning and Neurodidactics

We analyse learning processes using methods from educational science and neuroscience.

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Inclusive Education and Personalised Learning

We develop solutions that help ensure education meets every student’s needs.

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Analysis of Learning Outcomes and Assessment of Progress

We study student achievement and develop data-driven solutions for assessing learning progress.

Teachers’ Professional
Resilience

We investigate educators’ professional well-being, motivation and ways to strengthen resilience.

Laboratories

The iSTEAM Centre’s laboratories enable researchers and experts from different fields to collaborate to better understand learning processes, develop innovative educational solutions and strengthen data-informed, research-based educational practice. Their activities encompass educational neuroscience, learning analytics, eye-tracking, the application of artificial intelligence in education and innovations in STEAM education.

Švietimo, mokslo ir sporto ministerijos logotipas

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The laboratory infrastructure is being developed as part of the project “Teacher Training Infrastructure with a Pilot School Applying Universal Design Principles” (No. 10-071-P-0001). The project is co-financed by European Union funds for 2021–2027 and the state budget of the Republic of Lithuania.

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Narrative Data Analysis and Cognitive Processes Laboratory

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GazeLab: Mobile Eye-Tracking Laboratory

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STEAM Education Solutions Prototyping and Research Laboratory

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MapLab: Learning Analytics Prototyping Laboratory

Projects and Publications

KTU conducts research in educational science to develop innovative, research-based educational solutions and contribute to the advancement of the education system. Research findings are applied in national and international projects and published in leading academic journals.

Projects

2025-10-31 – 2029-08-31	Teacher education infrastructure with a pilot school applying universal design principles
2025-04-01 – 2028-04-03	Breakthrough in Educational Research – Insights for Modeling Achievement Goals IN asynchronous virtual learning Environments (IMAGINE)
2024-05-28 – 2026-07-12	Innovative system for students’ data analysis, progress evaluation and achievement forecasting
2025-02-01 – 2028-01-31	Teacher Academy for a Future-oriented steam EDucation fOR A Sustainable world (FEDORAS Academy)
2025-09-01 – 2028-08-31	Sociocultural Change in Lithuania Through the Lens of Child and Adolescent Studies (ViP-RAIDA)

Articles in Web of Science journals

Ponomarevskyi, A., & Horbačauskienė, J. (2026). Educational challenges and solutions for effective learning in EMI higher education: a systematic literature review. Cogent education, 13(1), 1–18. DOI: 10.1080/2331186X.2026.2668147 [Emerging Sources Citation Index (Web of Science); Scopus] [CiteScore: 4,40; SNIP: 1,395; SJR: 0,722; Q1 (2025, Scopus Sources)] [M.kr.: S 007] [Indėlis: 0,500]
Daniusevičiūtė-Brazaitė, L., Gaižiūnienė, L., & Pučėtaitė, R. (2026). Artificial intelligence and inclusive education: what Is the teacher’s vision for the future? In Communications in computer and information science: vol. 2871. Information and software technologies: 31st international conference, ICIST 2025, Kaunas, Lithuania, October 16–17, 2025: proceedings (pp. 223–231). Cham: Springer. DOI: 10.1007/978-3-032-16808-5_18 [Scopus; Dimensions] [CiteScore: 1,10; SNIP: 0,224; SJR: 0,181; Q3 (2025, Scopus Sources)] [M.kr.: S 007] [Indėlis: 0,667]
Augustinienė, A., & Stanišauskienė, V. (2026). Reflections on career change teachers’ perceptions of their calling and work values: a qualitative research study in Lithuania. British journal of guidance & counselling, 53(6), 991–1005. DOI: 10.1080/03069885.2025.2593885 [Social Sciences Citation Index (Web of Science); Scopus] [IF: 1,500; AIF: 3,700; IF/AIF: 0,405; Q3 (2025, Clarivate JCR SSCI)] [CiteScore: 3,80; SNIP: 1,141; SJR: 0,613; Q1 (2025, Scopus Sources)] [2 (2024, AJG)] [M.kr.: S 007] [Indėlis: 1,000]
Tautkeviciene, G., & Augustiniene, A. (2025). Integration of information literacy training across university. In University library at a new stage of social communications development: conference proceedings (No. 10, pp. 226–234). Dnipro: Ukrainian State University of Science and Technologies. DOI: 10.15802/unilib/2025_343033 [Scopus] [CiteScore: 0,80; SNIP: 0,598; SJR: 0,309; Q3 (2025, Scopus Sources)] [M.kr.: S 007] [Indėlis: 1,000]
Augustinienė, A., & Stanišauskienė, V. (2025). Motives for choosing the turn to a teaching career. Frontiers in education, 10, 1–14. DOI: 10.3389/feduc.2025.1606598 [Emerging Sources Citation Index (Web of Science); Scopus] [CiteScore: 4,30; SNIP: 1,297; SJR: 0,744; Q1 (2025, Scopus Sources)] [M.kr.: S 007] [Indėlis: 1,000]
Demidenko, V., & Štuopytė, E. (2025). The power of training: attitudinal shifts among social workers supporting forced migrants in Cyprus and Lithuania. Social sciences, 14(10), 1–22. DOI: 10.3390/socsci14100620 [Emerging Sources Citation Index (Web of Science); Scopus] [CiteScore: 3,50; SNIP: 1,076; SJR: 0,557; Q1 (2025, Scopus Sources)] [M.kr.: S 005, S 007] [Indėlis: 0,500]
Kliziene, I., & Sinkeviciene, G. (2025). The relationship between physical activity and academic achievement in primary school pupils with hearing impairment. Physical education theory and methodology = Теорія та методика фізичного виховання = Teoria ta metodika fizicnogo vihovanna, 25(4), 835–841. DOI: 10.17309/tmfv.2025.4.11 [Scopus; DOAJ] [CiteScore: 2,60; SNIP: 0,538; SJR: 0,300; Q2 (2025, Scopus Sources)] [M.kr.: S 007] [Indėlis: 0,900]
Jaleniauskiene, E., & Venckiene, D. (2025). Project-based learning for language education in higher education: a scoping review. Interdisciplinary journal of problem-based learning, 19(1), 1–25. DOI: 10.14434/ijpbl.v19i1.35846 [Emerging Sources Citation Index (Web of Science); Scopus] [CiteScore: 2,20; SNIP: 0,539; SJR: 0,250; Q2 (2025, Scopus Sources)] [M.kr.: H 004] [Indėlis: 1,000]
Erentaitė, R., & Vosylis, R. (2025). Perceived goal structures and student outcomes: consistency of motivational experiences within and across classrooms. Learning and individual differences, 117(102594), 1–12. DOI: 10.1016/j.lindif.2024.102594 [Social Sciences Citation Index (Web of Science); Scopus] [IF: 9,700; AIF: 3,300; IF/AIF: 2,939; Q1 (2025, Clarivate JCR SSCI)] [CiteScore: 6,70; SNIP: 1,830; SJR: 1,632; Q1 (2025, Scopus Sources)] [M.kr.: S 007, S 006] [Indėlis: 0,750]
Kliziene, I., Sinkeviciene, G., Cizauskas, G., & Augustiniene, A. (2024). The impact of gamification on achievement in mathematics among primary school pupils with hearing impairment. Cogent education, 11(1), 1–20. DOI: 10.1080/2331186X.2024.2432100 [Emerging Sources Citation Index (Web of Science); Scopus] [CiteScore: 2,90; SNIP: 1,234; SJR: 0,602; Q2 (2024, Scopus Sources)] [M.kr.: S 007] [Indėlis: 0,850]
Vosylis, R., Erentaitė, R., Simonaitienė, B., Melnikė, E., Sevalneva, D., Morkevičius, V., Žvaliauskas, G., & Hemker, B. (2024). Unpacking grading bias in middle school: a multilevel analysis of grade vs. test discrepancy considering student and school characteristics. Studies in educational evaluation, 83, 1–13. DOI: 10.1016/j.stueduc.2024.101398 [Social Sciences Citation Index (Web of Science); Scopus; Current Contents / Social & Behavioral Sciences] [IF: 3,100; AIF: 2,450; IF/AIF: 1,265; Q1 (2024, Clarivate JCR SSCI)] [CiteScore: 7,80; SNIP: 1,982; SJR: 1,291; Q1 (2024, Scopus Sources)] [M.kr.: S 007, S 006] [Indėlis: 0,813]
Paskovske, A., & Kliziene, I. (2024). Eye tracking technology on children’s mathematical education: systematic review. Frontiers in education, 9, 1–22. DOI: 10.3389/feduc.2024.1386487 [Emerging Sources Citation Index (Web of Science); Scopus] [CiteScore: 3,70; SNIP: 1,098; SJR: 0,650; Q2 (2024, Scopus Sources)] [M.kr.: S 007] [Indėlis: 1,000]
Miseliūnaitė, B., & Cibulskas, G. (2024). Enhancing active learning through a holistic approach: a case study of primary education in Lithuania. Education sciences, 14(6), 1–19. DOI: 10.3390/educsci14060592 [Emerging Sources Citation Index (Web of Science); Scopus] [CiteScore: 5,50; SNIP: 1,411; SJR: 0,730; Q1 (2024, Scopus Sources)] [M.kr.: S 007] [Indėlis: 1,000]
Erentaitė, R., Vosylis, R., Simonaitienė, B., Melnikė, E., & Sevalneva, D. (2023). Uncovering heterogeneity in achievement during the Covid-19 pandemic: math grades trajectories and their predictors in middle school. International journal of educational research, 121, 1–14. DOI: 10.1016/j.ijer.2023.102231 [Social Sciences Citation Index (Web of Science); Scopus] [IF: 2,600; AIF: 1,900; IF/AIF: 1,368; Q1 (2023, Clarivate JCR SSCI)] [CiteScore: 6,20; SNIP: 1,650; SJR: 1,060; Q1 (2023, Scopus Sources)] [M.kr.: S 007] [Indėlis: 0,900]

Research monographs and studies

Klizienė, I., Grebliauskiene, B., & Paskovske, A. (2026). Strategies to overcome mathematics learning difficulties using a play-based method to teaching rational numbers. In Play-based learning for mathematics problem-solving across lifespan education: a non-formal approach from early childhood to adulthood (pp. 145–190). New York: IGI Global. DOI: 10.4018/979-8-3373-6491-9.ch007 [Scopus] [M.kr.: S 007] [Indėlis: 0,667] [Indėlis autoriniais lankais: 2,192] [Dokumento autoriniai lankai: 3,286]
Horbačauskienė, J., Simonaitienė, B., & Ratkevičienė, M. (2025). Action research as an enhancement for teacher professional development. In Premier research source. Enabling indigenous knowledge systems in action research and action learning (pp. 1–18). Hershey, PA: IGI Global. DOI: 10.4018/979-8-3693-3542-0.ch001 [Scopus] [M.kr.: S 007] [Indėlis: 1,000] [Indėlis autoriniais lankais: 1,286] [Dokumento autoriniai lankai: 1,286]
Ratkevičienė, M., & Horbačauskienė, J. (2025). Effective integration of discipline literacy into curriculum: policy requirements and practical implications. In Literacy policies for equity and inclusion (pp. 113–136). Hershey, PA: IGI Global. DOI: 10.4018/979-8-3693-8427-5.ch005 [M.kr.: S 007] [Indėlis: 1,000] [Indėlis autoriniais lankais: 1,714] [Dokumento autoriniai lankai: 1,714]
Horbačauskienė, J., Ratkevičienė, M., Kasperė, R., Staniškienė, E., Simonaitienė, B., Stankevičiūtė, Ž., & Ramanauskaitė, J. (2024). How to enhance EdTech integration in secondary education: teachers’ and managers’ experiences. In Navigating teaching in an era of social distancing and global conflict (pp. 127–154). Hershey, PA: IGI Global. DOI: 10.4018/979-8-3693-3382-2.ch006 [Scopus] [M.kr.: S 007] [Indėlis: 0,574] [Indėlis autoriniais lankais: 1,148] [Dokumento autoriniai lankai: 2,000]
Ignatova, N., Augustinienė, A., & Klizienė, I. (2024). The framework of student-driven learning personalization in project-based learning. In Transforming education for personalized learning (pp. 143–158). Hershey, PA: IGI Global. DOI: 10.4018/979-8-3693-0868-4.ch009 [Scopus] [M.kr.: S 007] [Indėlis: 1,000] [Indėlis autoriniais lankais: 1,143] [Dokumento autoriniai lankai: 1,143]
Ignatova, N., Kubilinskienė, S., Augustinienė, A., Klizienė, I., & Simonaitienė, B. (2024). The unified learning cycle: an educational technology for student-driven learning personalization. In Transforming education for personalized learning (pp. 100–113). Hershey, PA: IGI Global. DOI: 10.4018/979-8-3693-0868-4.ch006 [Scopus] [M.kr.: S 007] [Indėlis: 0,800] [Indėlis autoriniais lankais: 0,800] [Dokumento autoriniai lankai: 1,000]
Klizienė, I., Simonaitienė, B., Augustinienė, A., Čižauskas, G. ir Janulevičienė, A. (2023). Pradinio ugdymo matematikos pasiekimų ir pažangos vertinimo instrumentai: mokslo studija. Kaunas: Technologija. DOI: 10.5755/e01.9786090218396 [M.kr.: S 007] [Indėlis: 0,600] [Indėlis autoriniais lankais: 4,800] [Dokumento autoriniai lankai: 8,000]