This year’s results of Lithuania’s national mathematics graduation exams are more encouraging than in previous years, particularly for students taking the general-level course. However, experts warn that better exam scores alone do not mean the country’s long-standing challenges in mathematics education have been solved. As a result, increasing attention is being given to artificial intelligence as a potential long-term solution.
Progress and Challenges in Mathematics Education
Gintarė Dzindzelėtaitė-Kelmelė, Director of the philanthropic organization Devbridge Foundation, says that mathematics education in Lithuania is improving, but the results should still be interpreted with caution.
"This year, 85% of students passed the advanced-level mathematics exam, compared with 84% last year. Results for the general-level curriculum improved by around 20%. However, it is important to remember that the number of students taking the exam differed. Both last year's and this year's figures show that one in four Lithuanian high school graduates still failed the general-level mathematics exam. Around 2,000 more students took the exam this year, and the overall pass rate reached 77%. I believe it is difficult to judge progress based on a single year's results. We need to look at longer-term trends," she said during the Delfi Day program.
According to her, three key issues deserve particular attention.
First, it is essential to understand when learning gaps begin to emerge.
"For example, Lithuanian primary school students perform exceptionally well. Their mathematics results rank among the best in Europe. By eighth grade, however, Lithuania drops to around 20th place. One possible solution might be to pilot changes to the length of primary education, extending it from four to six years," Dzindzelėtaitė-Kelmelė suggested.
Gintarė Dzindzelėtaitė-Kelmelė, Delfi diena
Second, she emphasized the importance of identifying when these learning gaps appear, how they differ between urban and rural schools, and whether teachers are able to detect them early enough.
"I'm referring both to school leadership competencies and to the sheer number of educational reforms. What works in large cities may not be suitable for smaller schools. Perhaps schools should be given greater autonomy so they can adapt their teaching to local needs," she said.
Although mathematics outcomes are improving, she noted that the rapid development of artificial intelligence raises a new question: why should students continue learning mathematics when AI can provide answers almost instantly?
"It is crucial to understand that mathematics is worth learning because it develops critical thinking. We also need to rethink how we assess students' achievements. It is no longer enough to say that 85% of students passed the exam. We need to see how they solve problems, how they arrive at their solutions, what assumptions they make, and what questions they ask. The final answer itself is no longer the most important thing, because artificial intelligence can produce it almost immediately. What truly matters is whether students understand mathematics and know how to think through a problem."
Artificial Intelligence as a Learning Assistant
Mantas Vičius, founder of the Lithuanian educational technology startup Elicėjus, says artificial intelligence is already proving highly valuable in several areas of education.
According to him, research conducted by Devbridge Foundation together with the Learn On AI initiative found that AI's greatest impact is improving teachers' efficiency by helping them grade assignments faster and reducing their workload.
Mantas Vičius, Delfi diena
"Artificial intelligence helps teachers evaluate assignments more quickly, review standardized tasks, and identify specific learning gaps among students. Teachers can then use this information to personalize instruction and provide targeted support to each child," he explained.
He added that for students, AI is especially valuable because it helps them formulate questions and recognize what they do not yet understand.
"Students often come to a teacher saying, 'I don't even know what I don't know.' Artificial intelligence can help identify where the obstacles are, explain the difficulties, and recommend the learning materials they need."
According to Vičius, AI helps identify problems, provides relevant information, and enables students to ask better questions so they can receive immediate support and reduce learning gaps.
When asked whether teachers are embracing artificial intelligence, he said its use is steadily increasing.
"We can see that teachers are becoming more willing to harness artificial intelligence. However, an important question remains: in which areas should it be used so that teachers feel confident using it and can apply it purposefully?" Vičius said.
According to him, because mathematics is directly linked to critical thinking, it has become increasingly difficult for students to search for appropriate solutions on their own. This is precisely where artificial intelligence can make the biggest difference by helping students formulate meaningful questions.
"Today, children use ChatGPT and other AI tools very naturally. They ask questions, receive information, and often trust it immediately. However, the key is not to accept the information blindly but to understand how to use it effectively. That is why specialized AI tools are so important. They have already gone through extensive development and are designed to guide students in the right direction. If a tool is built specifically for mathematics, it helps students tackle mathematical problems and concepts. Critical thinking can be developed through a joint effort by teachers, parents, and society as a whole by teaching children how to ask meaningful questions. A well-formulated question almost always leads to a better answer. Therefore, one of teachers' most important responsibilities is to help students become more critical thinkers and encourage them to ask increasingly better questions," he emphasized.
Following the First Results, Even Greater Opportunities for Schools
Dzindzelėtaitė-Kelmelė also spoke about the Learn On AI program, which was launched at the beginning of the previous academic year. The initiative reached nearly 1,000 teachers and more than 13,000 students in 44 Lithuanian towns and municipalities.
"Our primary focus was on regional schools. Through the initiative, we gave schools the opportunity to test artificial intelligence tools. Two of them were designed for mathematics, while one served as an AI teaching assistant. At the end of the school year, we conducted a survey involving nearly 500 teachers. The results clearly showed that teachers are willing to use AI in their teaching when the tools are interactive, easy to use, and available in Lithuanian.
In other words, the simpler the better. This may also be related to the fact that the average age of participating teachers was 53, and their average teaching experience was 23 years. They have well-established teaching methods and habits, so they are less likely to use AI for administrative tasks or student assessment," she explained.
Based on the results of the first year, the program has been slightly adjusted for this academic year. However, its main objective remains unchanged: helping teachers integrate artificial intelligence into their work, since students are already actively using it.
This year, Elicėjus' platform Alfa Erdvė will be made available to schools free of charge. In total, around 20,000 students will have access to the platform during the 2026-2027 academic year. Registration will remain open until September 30.
Dzindzelėtaitė-Kelmelė hopes the initiative will expand to more than 70 schools across Lithuania.
Prepared by Audinga Satkūnaitė
Interview by Greta Gureckytė
Interview recording: https://www.delfi.lt/projektai/studijos/nuo-geriausiu-europoje-pradinuku-iki-krentanciu-astuntoku-rezultatu-kas-vyksta-lietuvoje-su-matematika-120276207