Entrepreneurship and Sustainability Issues is a peer-reviewed journal which publishes original research papers and case studies

The article reveals the concept of digital entrepreneurship and its framework for education of immigrants and asylum seekers in Baltic Sea countries. The research has been carried out in the boundaries of the Nordplus Adult project with participation of partner organisations from Estonia, Latvia, Lithuania and Sweden. As stated in the article, digital entrepreneurship is supposed to be one of the opportunities in promoting successful integration of immigrants and asylum seekers into labour market. Therefore, by supporting the development of entrepreneurship as an integral part of adult education, and modelling new methods of combining new digital technologies and entrepreneurship education it is intended to help both immigrants and asylum seekers to acquire relevant competence for successful integration into labour markets. The article’s purpose is to disclose the relevance of digital entrepreneurship as a new competence of immigrants and asylum seekers with respect to their needs for successful integration into the socio-economic situation of a host country. The method of data collection was interview with experts. The experts found the efficiency of the framework important to some degree. In the experts’ opinion, educational goals based on the framework are achievable. However, diversity of the target group could be a risky factor.

The purpose of the article is to analyse the needs of general education schoolteachers’ data literacy skills that are important for the effective use of learning analytics in the teaching-learning process. The theoretical part of the article presents the idea of big data in education, highlights the aspects of pedagogical value of learning analytics technologies, provides the overview of learning analytic tools. Some overview and comparison of spread of learning analytics tools in general education schools in Lithuania and Germany is presented in the context of data-driven education. The empirical part of the article presents some results from a big qualitative study of teachers’ experiences applying learning analytics tools in teaching - learning process. The main question of the current research is what data literacy skills teachers need in order to use learning analytics tools and make data based pedagogical decisions. Semi-structured interviews were conducted with 10 Lithuanian and 9 German teachers from general education schools, who already have had experience in working with learning experience platforms (digital learning platforms that integrate learning analytics tools). Interview data were analysed by means of content analysis. The results of the qualitative study showed that in order to use learning analytics tools it is important for teachers to have such skills as: digital literacy, data collection, data analysis and interpretation, etc. Comparative analysis of informants’ answers showed that teachers in Lithuania and Germany expressed similar needs for data literacy skills.

The article explores the topic of leading complementary schools as models of non-profit social enterprises, reflecting the way the sector has developed in Lithuania. Complementary schools in Lithuania provide educational services often related to language and cultural education focusing on different groups such as minorities, immigrants and people with disabilities. They use client-focused activities to achieve social goals and maintain financial self-sufficiency. Therefore, the leadership of these organizations is of major importance. Group discussions were conducted with 32 heads of complementary schools to explore their perceptions of the entrepreneurship competencies they need to meet the challenges they face in establishing and sustaining their non-profit organizations. Viewing complementary schools as non-profit social enterprises and their leaders as social entrepreneurs contributes to the understanding of them as organizations and the wide range of competencies and practices needed to lead such schools effectively with implications for pre-service and in-post leadership development.