LU konferenceThe 83rd International Scientific Conference of the University of Latvia brings together scholars and practitioners from a wide range of disciplines, reflecting the University’s long-standing tradition of promoting interdisciplinary dialogue and research excellence. The conference is organized in 13 sections, each devoted to a distinct field of inquiry, providing a comprehensive platform for the exchange of innovative ideas and practices.
This volume presents the proceedings of the section “Human, Technologies and Innovations”, which unites research from the fields of education sciences, psychology, and arts. It comprises 52 papers authored by 120 researchers from eight countries, showcasing the diversity of perspectives and approaches that characterize contemporary scholarship in these domains. The contributions highlight not only theoretical advancements but also the practical and ethical challenges posed by technological and social transformations in education and human development.
The proceedings of this conference bring together a diverse and inspiring collection of studies that collectively highlight the dynamic intersections between education, technology, well-being, and human development. The research presented here reflects not only academic rigor but also a shared commitment to addressing societal challenges through innovative educational practices and interdisciplinary collaboration.
A recurring theme across the papers is the transformative role of digitalization and artificial intelligence (AI) in education. Several studies explore the integration of AI tools, such as ChatGPT, into medical and teacher education, revealing their potential to personalize learning, enhance accessibility, and develop critical thinking skills. Yet, they also point to emerging risks: misinformation, ethical dilemmas, and academic dishonesty, that require careful regulation and educator training. A complementary policy analysis of OECD documents exposes uneven representations of AI competencies, with ethics being prioritized over practical application and collaboration. Together, these works underscore a crucial message: digital transformation in education must be guided by clear, equitable, and ethically grounded policies.
Closely related are studies examining teachers’ and learners’ adaptation to digital environments. Investigations into online and task-based language teaching emphasize intercultural competence, empathy, and emotional intelligence as critical factors for success in post-pandemic online classrooms. Likewise, research on digital tools for preventive classroom discipline offers practical insights into how technologies such as ClassDojo or Google Classroom can foster motivation, attention, and positive behavior, illustrating how pedagogy and technology can be meaningfully intertwined.
The proceedings also reflect growing interest in inclusive and value-based education. Several contributions address preschool and primary teachers’ professional development needs in implementing inclusive practices, revealing significant gaps in teacher preparation and institutional support. Complementary research from Lithuania and Latvia stresses the importance of differentiated instruction, effective mentoring, and collaboration among educators and families. These findings highlight inclusion not merely as a pedagogical goal, but as an evolving social value that demands systemic policy attention and professional empowerment.
In the same spirit, the theme of teacher well-being and professional identity emerges prominently. Studies on mindfulness interventions show measurable benefits for teachers’ emotional resilience, stress management, and classroom relationships. Another study on communication with students exhibiting behavioral difficulties demonstrates how reflective practice and emotional competence contribute to more inclusive classroom cultures. Collectively, these works remind us that sustainable education begins with teachers who are supported, mindful, and professionally confident.
Beyond the classroom, the proceedings showcase a remarkable variety of innovative research methodologies and domains. In the field of physical education and sports science, several contributions employ experimental and biomechanical analyses, ranging from studies of optimal driving posture and swimming efficiency to analyses of football players’ tactical performance. These studies combine rigorous data collection with applied insights that extend far beyond academia, influencing road safety, health promotion, and sports training practices.
Another cluster of studies situates education within broader historical, linguistic, and cultural frameworks. Historical analyses of adult and distance education in Latvia trace how societal transformations have shaped access to learning, while research on translation education in Lithuania demonstrates how generative AI tools are reshaping professional training in the humanities. Similarly, studies of multiculturalism, civic engagement, and value education in Latvia offer conceptual clarity to terms often used ambiguously in public discourse, emphasizing the importance of critical reflection and social responsibility in higher education.
Several contributions stand out for their innovative research approaches. Mixed-methods studies combining surveys, focus groups, and statistical modelling reveal nuanced insights into teacher competences, learner motivation, and curriculum design. Experimental designs and systematic literature reviews bring empirical depth to questions of physical literacy, motor development, and educational technology. Meanwhile, the use of GIS-based spatial analysis in sports infrastructure research and the systematic mapping of ethical bias in generative image models demonstrate how educational research is expanding its methodological toolkit to address new social realities.
Equally important are the findings with direct societal relevance. Studies on linguistic well-being in minority education highlight the urgent need for policy and community collaboration to ensure equitable language learning opportunities. Research on volunteering among preschool teacher trainees in Lithuania and civic engagement definitions in higher education emphasize education’s civic mission – to cultivate empathy, responsibility, and participation. Investigations into parents’ understanding of physical activity in preschool children, as well as teachers’ appreciation of nature as an educational value, remind us of the humanistic and ecological dimensions of education, central to sustainable development.
Finally, the proceedings include forward-looking reflections on the future of pedagogy and learning design. From integrating literature into EFL curricula to applying project-based and design thinking approaches in teacher education, these studies suggest that creativity, interdisciplinarity, and collaboration will define the next era of educational innovation. The conference thus serves as both a mirror of current academic inquiry and a catalyst for future exploration, where education continues to evolve alongside society, technology, and the human spirit.
Together, the works collected in this volume demonstrate that education remains a powerful instrument for social transformation grounded in research, inspired by values, and driven by innovation. The editor express their sincere appreciation to all authors and reviewers whose dedication and intellectual contributions have made this collection a meaningful reflection of contemporary educational thought and practice.
Prof. Linda Daniela
In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums. Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7
https://doi.org/10.22364/htqe.2025