In an aging society, the promotion of lifelong learning is important for sustainability and the social inclusion of elderly people. Non-governmental organizations (NGOs) are actively involved in this process, accepting a significant challenge to promote the activity of elderly people through educational activities. Such activities with elderly people are special, as they include the integration and empowerment of the individual to re-adopt societal norms, to discover new opportunities for self-realization, and to respond flexibly to economic and social change. This study aims to reveal the involvement of the elderly in the educational activities of NGOs. To achieve this goal, a qualitative research method was chosen—the discussion of a focus group. In the case of the study, the group assessment and categorization methodologies were used. The analysis of the experiences of elderly people participating in NGO educational activities revealed that the motives for engaging in NGO activities are related to the needs for self-expression, communication, as well as social mobility, integration, and social adaptation to constant changes in society. To promote the involvement of elderly people, NGOs must focus on disseminating information on educational activities, promoting active aging, removing barriers to individual activity, and improving the competencies of elderly people, helping them to acquire new knowledge and skills, as well as focusing on the organization itself.

Modern social work is inseparable from the provision of timely and practical assistance to vulnerable populations, including forced migrants. In the context of increasing geopolitical instability and the growing influx of displaced people, social workers are increasingly required to serve this group not as exceptional but as regular clients. However, significant barriers—such as restrictive social policies and the inadequate preparation of social workers—limit forced migrants’ access to quality support services. This article examines the strengthening of core social work competencies in the learning process (e.g., through developing intercultural communication skills and applying experiential learning and trauma-informed methods). The article presents the results of an empirical study implemented within the Erasmus+ project “Improved Social Workers” in Lithuania and Cyprus. A mixed-methods research strategy combining observations, psychodiagnostic techniques, and reflexive analysis was employed in this study. Quantitative data revealed an increase in social workers’ communicative tolerance and a reduction in ethnocentrism. At the same time, qualitative analysis highlighted significant growth in both professional and personal aspects of the participants’ lives. Following training, both Lithuanian and Cypriot social workers reported improved intercultural communication, increased sensitivity to trauma, and enhanced professional skills. The findings underscore the importance of training social workers to effectively address the complex needs of forced migrants.

Forced migration is a global challenge, with displaced populations often remaining highly vulnerable because of pre-migration trauma, ongoing psychosocial stress, and structural barriers to integration. In response, locally grounded social innovations are increasingly used to address these issues. This article examines the implementation of the MindSpring program in Lithuania, serving as a novel local response to the integration of forced migrants. The analysis is based on a theoretical framework that highlights psychosocial vulnerability, trauma-informed care, and community-based support. It emphasizes a shift from individualistic integration models to approaches focused on collective empowerment, peer support, and active participation of migrant communities. MindSpring is presented as a peer-led psychosocial intervention that strengthens internal community resources and social cohesion. Empirical findings from qualitative interviews with Ukrainian refugees and trained community leaders indicate that participants reported perceived improvements in psycho-emotional well-being, including greater emotional stability, increased self-awareness, stronger relationships, and a deeper understanding of the host society. Community leaders also described increased self-confidence and the development of roles as mediators between migrant and host communities. We conclude that MindSpring can be understood as a contextually innovative form of social innovation within the Lithuanian context, providing opportunities for psychosocial reflection, peer connection, mutual support, and social participation. The findings may offer context-specific insights that could inform research or practice in other settings.