NEET (Not in Education, Employment, or Training) youth rates in Europe are generally higher in rural regions than in urban areas and the share in rural regions is constantly increasing. During the COVID-19 pandemic, young people became even more vulnerable as they experienced social exclusion and mental health problems. The objective of this paper is to analyse NEET youth-related statistics in Europe and distinguish positive initiatives for young people in rural areas of the Baltic countries to encourage positive emotions and willingness to learn. Statistical analysis and case study methods were employed. Data on youth unemployment, NEET youth by age and gender, and poverty and social exclusion of young people, is analysed. Social policy initiatives in Lithuania, Latvia, and Estonia, mainly from rural municipalities, are presented and discussed. This research determines the key issues related to NEET youth and proposes initiatives to overcome existing problems among young people. Such social initiatives aim to promote positive social emotions of youth, promote their inclusion in society, and foster regional sustainability.

Digital participation is now a fundamental human right. Both UNESCO and the European Union emphasize the importance of diversity, inclusion, equity, and accessibility (DEIA) as essential for active citizenship in a digital and sustainable society. The United Nations’ Sustainable Development Goal 4 and the 2030 Agenda advocate for inclusive, high-quality education that leaves no one behind, prioritizing DEIA and lifelong learning. The research article presents the results of ERASMUS+ project Digital Inclusion for All Learners (DI4ALL) (2022–2024), which aimed to ensure digital inclusion in education by providing equal opportunities for all students. Target groups included students, school staff, educational institutions, and national agencies. A specialized training course, intended to promote digital inclusion at all education stages and increase awareness about modern technologies, was delivered in cooperation with Vytautas Magnus University in Lithuania. The feedback from the training course participants showed significant competency gains among 278 educators, particularly in digital systems, Open Educational Resources (OER), AI, and innovative assessment methods. Nearly two-thirds of participants effectively applied their knowledge, advancing high-quality, flexible online education. Based on the DI4ALL initiative outputs and analysis of teachers’ questionnaires, recommendations for teachers, education specialists and policy makers are provided.

Textiles is one of the largest industries in the world, creating significant volumes of trade, export, and jobs. In the European Union, this industry is essential and attempts to retain and increase competitiveness. Most of the textile and clothing sector production is exported; thus, adequate orientation to export markets is essential. The paper’s objective is to determine the countries suitable for exporting the textile production of Lithuania and similar countries using the adequate portfolio model. The adequate portfolio treats the export possibilities according to three parameters: return, reliability, and risk. Clothing annual average index data across countries obtained from the Eurostat database were used for calculations. After performing the research, three portfolio cases were proposed, and the most profitable export countries and their given return were determined. Research results can be applied to the whole country and for individual textile exporting enterprises.