Socio-emotional education is sometimes referred to as the missing part that links academic knowledge to success in school, family, community, workplace, and life. Emotion intelligence is basically a construct that has gained rather great interest nowadays, especially its influence on interpersonal relationships by contributing to optimal social functioning. Recent events both in the country and in the world show how dangerous it is when children do not acquire a solid moral foundation in acquiring knowledge. Meanwhile, socio-emotional education linked to academic teaching helps to solve this issue. Recently, there has been more and more discussions about socio-emotional education and its positive impact on children’s psychological health. Socio-emotional abilities (so-called “emotional intelligence”, “social intelligence”) are the abilities to work together with others, to learn productively, to play the most important roles in the family, community, workplace. Success not only in school but also in later life phases accompanies those students who: a) realistically evaluates oneself and one’s possibilities (self-awareness); b) properly manages their feelings and controls their behavior (self-control); c) accurately interprets the signs of the social environment (social awareness); d) effectively resolves interpersonal conflicts (communication skills); e) makes good decisions in the face of day-to-day difficulties (responsible decision making). Therefore, this paper discusses on how to identify the knowledge and skills of students in socio-emotional education and at the same time to identify certain areas where some gaps still exist.

In the article the authors discuss the importance of parental creativity and involvement in early institutional education of a child on the example of Reggio Emilia educational method. Among the main aspects of this involvement are the quality of education, child support, cooperation between teachers and parents as well as a positive feedback. The authors of this paper also deal with one of the main aspects of early education—creativity and its importance for a child’s psychosocial development. The preschool curriculum has been designed for children of the preschool educational institutions to provide them with a rich learning experience and to help them to develop properly. Creative education starts at an early age, therefore kindergartens and families play a very important role in supporting and developing creativity in child’s everyday routine. It is stressed that being creative is primarily about taking initiatives and innovative behavior. These are the qualities required in contemporary society, especially by employers in private and public sectors. However, the process of involving parents in their child’s education starts at the preschool stage and plays the most important role in child’s socialization. It is also emphasized that if children feel the support of both educational subjects (teacher and parents) in the process of preschool education, they feel safer, more comfortable, and much more confident.

Research Objectives and Problems: The focus of this research is the virtual learning environment, which is a priority in developing new learning strategies. The aim is to analyze the process to describe policies related to changes in learning environments. The research objectives include examining theoretical approaches to modeling virtual learning environments and highlighting the signs of change in virtual teaching/learning environments from various perspectives. The research focuses on how virtual teaching and learning environment modeling is contextualized within the evolving Lithuanian education policy. This study explores questions regarding the perception of changes in learning environments and the key trends shaping virtual learning within the framework of new education policies. Research Methods: This study employs a combination of literature analysis and semi-structured focus group interviews to gather insights from teachers, education experts, and policymakers. The findings offer a deeper understanding of the virtual teaching and learning environment modeling process and its implications for educational policy and practice. Structure of the Article: The paper is structured into five main sections: an introduction, a literature review, a methodology description, an analysis of the main findings, and a discussion and conclusions section. A list of references is provided at the end. Research Findings and Their Impact on Educational Sciences: This research explores the modeling of virtual teaching and learning environments and its implementation within educational contexts. As schools navigate a rapidly evolving world, understanding and shaping virtual learning environments is crucial. The study aims to analyze the process of modeling virtual teaching and learning environments, particularly in terms of the inclusive and operationalizing context of open learning spaces, content elements, and learning styles. Through a reflexive approach, the paper investigates how modern schools are transitioning toward more organized teaching and learning services and identifies new directions in skill development, knowledge acquisition, learner networking, and value creation. The virtual teaching and learning environment is presented as a central vision for learner-centered education, promoting personalized learning, diverse learning styles, and trust-based learning cultures. Conclusions and Recommendations: Lifelong learning emerged as a central theme across all concept maps. This cluster was not only deemed pivotal for the future of learning but also served as a unifying element for other clusters. According to experts, the anticipated shifts in learning strategies and approaches are closely tied to the notion that skills and competencies will increasingly be acquired through lifelong learning.

Reflection in the work of a teacher is an important issue from the perspectives of linking educational theory and practice, a teacher’s personal and professional development and solving educational problems in multiple contexts. The world besets the modern teacher with new challenges, and (self-)reflection becomes a necessity as well as a difficult intellectual task. This paper focusses on the issue of a teacher’s reflection from the standpoint of linking educational theory and practice and examining the value of their work. Using numerous foreign and Polish publications on the subject, while also referring to classic authors such as Dewey and Schön, the authors analyse the essence of a teacher’s reflection in order to highlight the significance of reflective thinking as a key competence for teachers and educators. In the deliberations in this paper, reflection is the foundation of a teacher’s reflexivity in modern education, and a priority in preparing individuals for the profession. The method of a systematic and critical selected literature review was used. Special attention was paid to reflective thinking as well as the flexibility of educational processes and communicative interaction with educational entities.

The paper examines the modelling dimensions of the virtual teaching/learning environment and its practice aiming to reflect in the changing environment. The aim of the research is to reveal the process of modelling the virtual learning environment by analysing the policy of the learning environment changes and how is reflected in the educa-tion and economic development policies. Focus groups and interviews are used as qualitative research methods. The results of this research make an input for both academic and practice areas of education management, social-learning innovations, and human resources development. Findings particularly show the nature of learning that becomes more learner-centred; learning opportunities meet the individual needs; innovative educational concepts will be implement-ed through experiential or inclusive learning and social-cognitive processes will meet the needs of economic change. The suggestions to be used by the economic development and education policymakers and practitioners, and focus on enabling the learning environments to adapt to the labour market and business development.

Large Language Models (LLMs) are increasingly used by entrepreneurs for ideation, planning, and strategic analysis. In practice, however, many founders still use a single chat-based model, which can produce average, agreeable, and weakly documented recommendations. Multi-agent debate (MAD) offers a promising alternative by separating decision perspectives into independent role-based agents. This article examines whether a lightweight MAD workflow can operate as a practical decision-support and decision-governance tool for a resource-constrained startup. The article employs an exploratory single-case study design, drawing on a first-week decision log, founderprovided process artifacts, and structured qualitative coding of six decision sessions in an AI-powered languagelearning startup. The case shows that MAD can convert loosely framed strategic questions into documented decision records, surface cross-functional tensions, and accelerate founder synthesis. During the first operational week, six decisions were documented; the densest 48-hour period contained four decision sessions, while the full first-week log covered product activation, pricing, landing-page direction, and three feature-level PR/FAQ reviews. The study contributes to the emerging literature on LLM agents and AI-augmented strategic decision-making by shifting the empirical focus from benchmark tasks to a real entrepreneurial decision routine. The article also proposes a reusable five-part governance model: grounding pack, role files, independent agent execution, human synthesis, and decisionlog reuse.