The integration of project-based learning (PBL) in primary education has proven effective in fostering students’ critical thinking, creativity, collaboration, and problem-solving abilities. When implemented through eLearning platforms, PBL can be enhanced by digital environments that combine pedagogical and technological characteristics supporting interactive learning, personalization, and continuous formative assessment. This study aimed to evaluate the pedagogical-technological characteristics of e-learning platforms relevant to the implementation of PBL in Lithuanian primary education. A multi-stage Delphi study was conducted involving 22 primary school teachers experienced in applying educational technologies and project-based learning. In the initial stages, the research team developed and validated a PBL-oriented evaluation instrument, followed by an expert-based selection and in-depth assessment of eight e-learning platforms available for Lithuanian educational practice. The findings revealed substantial differences in how platforms support the main phases of the PBL process. The highest evaluations were given to LearnLab and SMART Lumio, which demonstrate a balanced integration of pedagogical and technological characteristics aligned with PBL logic, whereas content-oriented platforms such as Moodle showed limited adaptability. The final Delphi round generated expert-informed recommendations for enhancing platform design and pedagogical functionality. The study contributes to the understanding of how e-learning platforms can operationalize project-based learning principles and provides an empirically grounded framework for improving technology-enhanced PBL in primary education.

Straipsnyje analizuojamos bakalauro studijų programos studentų, atlikusių pirmąją praktiką ikimokyklinio ir pradinio ugdymo įstaigose, refleksijos. Stebimosios praktikos metu studentai suvokė pedagogo darbo svarbą ir sudėtingumą, pasitikrino savo apsisprendimą dirbti pedagoginį darbą. Išryškėjo trys studentų savęs ir savo profesinės veiklos tobulinimo kryptys: dalykinių, didaktinių, psichologinių žinių įgijimo bei gebėjimų ugdymo; ugdymo(si) proceso valdymo gebėjimų tobulinimo ir savęs bei savo asmeninių savybių tobulinimo. Studentai pateikė praktikos tobulinimo siūlymų praktikos vadovams, dėstytojams ir mokytojams mentoriams. Jų refleksijose išryškėję pirmosios praktikos ypatumai suponavo studijų proceso ir praktikos organizavimo tobulinimo galimybes.

Information about the paper titled "MANIFESTATION OF THE IMPACT OF DISTANCE EDUCATION ON PRE-SCHOOL AGE CHILDREN AND THEIR PARENTS UNDER THE COVID-19 PANDEMIC CONDITIONS" at IATED Digital Library