Today, Lithuania’s education system faces a variety of challenges: inclusive education for children with special needs, declining student motivation, and shrinking classrooms in regional schools. Innovative teaching methods and modern educational solutions are helping address many of these issues.
Few people could speak more passionately about this than Danguolė Šukevičienė, a teacher at Veiviržėnai Jurgis Šaulys Gymnasium. This year, she received the “Most Innovative Teacher” scholarship established by “Devbridge Foundation” at the Lithuanian Teacher Awards.
By applying the STEAM approach in her classroom and expanding it beyond the school environment, Šukevičienė firmly believes that innovation starts not with technology, but with a change in thinking.
Let’s start from the beginning — what led you to teaching, and how did you become interested in technology, innovation, and the STEAM approach?
Ever since childhood, I knew I wanted to become a teacher. I loved learning, discovering new things, and understanding how the world works. My favorite game with neighborhood friends was always “school,” and naturally, I was always the teacher.
As I grew older, I considered different career paths, but life ultimately led me back to education.
You have been teaching for many years now. Where do you see the biggest changes — in teaching methods, students’ attitudes, society’s expectations, or somewhere else?
I believe the biggest transformation has taken place within the learning process itself. Education has become more flexible, teachers now have greater creative freedom, and traditional frontal teaching methods are gradually disappearing. There is also a much more open approach toward learning environments.
Teachers today are free to explore and create teaching methods that are engaging and meaningful both for themselves and for their students. Inclusive education has likely played a major role in this shift, because we have all come to understand that every learner is different, and one approach cannot suit everyone equally.
At the same time, the relationship between teacher and student has become much closer and more human. Authoritarian teaching styles have largely faded into the background. Children are no longer afraid of teachers, and mutual respect and tolerance are becoming increasingly important.
What does innovation in education mean to you? Is it more about technology or a shift in mindset?
To me, innovation is primarily a shift in mindset. It is about creatively using the tools, methods, and resources we already have and adapting them to new circumstances.
Sometimes, educational practices that were forgotten long ago can become innovative again when applied creatively.
Technology certainly enriches teaching methods, adds variety, and connects learning with the natural environment of today’s children. For example, using theatrical techniques in mathematics would be an innovation in my eyes, even without any technology involved. On the other hand, using Microsoft Paint in an art class is simply a technological tool — but not necessarily an innovation.
How does the STEAM approach influence learning and students’ thinking in the long term?
In the long run, STEAM education strengthens students’ self-confidence and helps them better understand how knowledge can be applied in real life and practical situations.
For today’s generation, it is especially important to understand why they are learning something and how they will use it in the future. Through STEAM activities, students experience the practical value of knowledge firsthand. They begin to see learning as an essential foundation for real-world problem-solving and creativity.
How do students, fellow teachers, and parents respond to STEAM and other innovative teaching practices?
Children naturally enjoy this approach because it is dynamic, encourages independent learning, and allows for exploration and discovery.
Parents have always responded positively and shown trust in these methods. Teachers, however, react differently. Some embrace STEAM enthusiastically and actively apply it, while others find it difficult to adopt.
And honestly, I understand both perspectives. There are still very few ready-made STEAM lesson plans that fully align with the official curriculum, so teachers often have to create everything themselves.
Does STEAM change the pace of lessons and student motivation? How does it affect students with special educational needs?
Most importantly, students find this method engaging, which naturally increases motivation. The structure and pace of lessons become more flexible depending on the activity itself.
One of the unique aspects of STEAM is that outcomes are not always predictable — students often discover things even the teacher did not expect. In this model, the teacher becomes more of a facilitator and consultant than a traditional lecturer.
Students with special educational needs are often highly engaged in STEAM activities and experience the joy of learning and achievement more frequently than in traditional settings. Tasks vary, encourage movement, collaboration, hands-on activities, and creativity, giving every child an opportunity to reveal their strengths.
Do you still encounter the opinion that these methods are more like “play” than serious learning?
Much less frequently than before.
When traditional education is enriched with these kinds of “playful” activities, we clearly see stronger motivation, a more positive attitude toward learning, and a greater ability to apply knowledge practically.
Parents and even grandparents notice these changes, especially when children genuinely enjoy going to school.
I think this stereotype mostly comes from people who experienced a very different type of education and often say: “In our time, school wasn’t like this.”
What challenges do teachers face when applying innovative tools in education?
The world changes faster than teachers can always adapt to it. What seemed innovative yesterday may already feel outdated today.
Learning new things, rethinking existing methods, and creatively adapting tools requires time, energy, and motivation. Teachers are human beings too — they need rest, family time, and personal lives.
Being innovative and constantly keeping up with change often demands a great deal of personal sacrifice. I often say that teaching is not just a profession — it is a way of life.
That is why I believe diversity among teachers is important. Just as society needs different kinds of people, schools need different kinds of educators as well.
In your opinion, what can technology never replace in schools? And where have innovative tools already surpassed traditional practices?
First, it is important to separate innovation from technology. Innovation in education can exist without technology.
That said, innovative tools have already surpassed many traditional practices in various subjects. As for technology itself, I believe it may eventually transform almost every aspect of education — perhaps even the role of the teacher.
However, technology will never replace genuine human connection, individuality, emotional relationships, or the intellectual and artistic value created by people.
It may sound futuristic, but considering how rapidly artificial intelligence and technological tools are evolving — and how quickly children’s environments are changing — it no longer seems impossible.
Which skills are most important for students today so they are prepared not only for future careers, but for the future world itself?
Today, the most important thing is not memorizing specific knowledge, but developing the ability to learn, adapt, and create.
The future is changing rapidly, so students must learn to think critically, solve problems, work collaboratively, and not be afraid of making mistakes.
STEAM education naturally strengthens these skills because students learn through experience, exploration, and creativity.
Emotional intelligence is equally important — understanding oneself and others, collaborating effectively, and taking responsibility.
In my opinion, the ultimate goal is to raise curious, independent individuals who do not simply adapt to the world, but actively shape it.
How are innovations being implemented in Lithuanian schools today? Do we have reasons to be proud, or is there still room for improvement?
I truly believe we have much to be proud of.
Lithuanian teachers are creative, open to new ideas, and often go far beyond what is expected of them. Integrated learning methods, project-based learning, STEAM activities, and digital tools are becoming increasingly common.
At the same time, there are still significant challenges. Innovation does not reach every school equally — especially in regional areas, where infrastructure, time, and sometimes even confidence can be lacking.
I believe the greatest progress would come not only from introducing new tools, but also from consistently supporting teachers, encouraging the sharing of best practices, and giving educators time to experiment and create.
You mentioned regional schools. How does this context affect opportunities for innovation?
Regional schools definitely face additional challenges, especially when it comes to activities outside the classroom — museums, technology centers, parks, and educational spaces.
The issue is not necessarily the lack of such places, but rather transportation limitations and the amount of time required to reach them.
In larger cities, many educational spaces are accessible by foot or public transport. In regional areas, schools often depend on limited bus schedules, making even a short educational activity a half-day trip.
At the same time, this environment teaches teachers to plan carefully, collaborate effectively, and become incredibly resourceful. Educators in regional schools are often exceptionally creative and skilled at “making the most of what they have.”
The greatest challenges, however, are not only material but emotional: lack of support, heavy workloads, and fewer opportunities for collaboration.
That is why strengthening teacher communities, encouraging networking, and creating opportunities to share experiences nationwide is so important.
If you had unlimited resources, what would you change first in education, your work, or your school?
I would place much greater emphasis on experiential learning — ensuring that education happens not only in classrooms, but also in laboratories, creative spaces, and real-world environments.
I would invest in modern STEAM facilities, experimental equipment, and technologies that allow students to create, explore, and test ideas practically.
Another essential resource is time — time for teachers to plan, collaborate, and develop interdisciplinary projects together.
I would also love to see stronger partnerships between schools, businesses, and academic institutions so students could engage with real-world challenges and contribute to solving them.
Are there any international educational practices you would love to bring to Lithuania?
Through traveling, internships, and observing education systems abroad, I admire the clarity, consistency, and stability found in many other countries’ educational systems.
This allows both teachers and students to enjoy the learning process more fully.
In my opinion, one of the most important foundations of successful education is a positive relationship built on trust — where students and teachers are not afraid to make mistakes or to be different.
At the same time, Lithuanian teachers themselves are incredibly progressive, creative, hardworking, and open to challenges. More and more educators participate in international exchanges and bring new global ideas back into their classrooms.
Sometimes, we do not need to look far for inspiration — valuable new teaching approaches can often be learned from the colleague working right next door.