| Abstract [eng] |
This master's thesis analyzes the involvement of the educational institution in the co-creation of educational programs. The theoretical section reviews and systematizes the scientific and methodological literature by various Lithuanian and international authors on the involvement and co-creation processes within educational communities. It highlights that co-creation is a collaborative method based on the engagement and active participation of all stakeholders in educational outcomes, aiming to create knowledge and generate greater value. The dynamic nature of modern society drives changes in societal needs, which, in turn, pose new challenges for education. As preschool educational programs undergo updates, fostering strong connections among members of the educational istitution community becomes very important. Therefore, the involvement of educators, parents, and leaders of educational institutions in the co-creation of educational processes and programs is a pressing issue. The aim of this research is to identify the factors influencing the involvement of the educational community in co-creation and to identify the main obstacles limiting this process. To achieve this, both quantitative (questionnaire surveys for educators and parents/guardians) and qualitative (focus group discussion with leaders of educational institutions) research methods were employed. The study was conducted in preschool educational institutions within the Elektrėnai municipality, involving leaders of educational institutions, educators, and parents or guardians. A total of 221 parents/guardians participated in the questionnaire survey, alongside 64 educators, while 5 informants contributed to the focus group discussion. The quantitative findings revealed that educational institutions encouraging more diverse forms of cooperation for parents and for educators foster greater community participation in co-creation. The research further demonstrated that parental involvement in co-creation is directly correlated with their active engagement in developing educational programs. Specifically, when parents are well-informed about the goals and methods of the institution and receive clear communication about opportunities for involvement in the educational process, their participation increases. Key factors encouraging educators to engage in the co-creation of educational programs iclude cooperation, motivation, and job satisfaction. However, the study also identified significant barriers, such as a lack of time, insufficient motivation, and inadequate evaluation of results, which hinder educators‘ active participation. Qualitative research underscored the critical role of leadership in the success of co-creation efforts. Educational institutions leaders‘ contributions, including planning joint activities, generating ideas, and fostering a positive microclimate, were found to strengthen trust among community members and promote their active involvement. The findings suggest that leaders‘ attitudes and efforts play a pivotal role in encouraging community participation in curriculum development. Both quantitative and qualitative findings emphasized that the diversity of cooperation forms within educational institutions is a decisive factor in motivating community members to engage in co-creation. The success of co-creation in educational institutions hinges on clear communication, the proactive efforts of leaders, the application of varied cooperation strategies, and enhanced motivation for educators and parents alike. While educators reconize the importance of co-creation, they often face constraints such as time limitations and resource shortages. On the other hand, parents‘ active participation is influenced by their understanding of the benefits and opportunities for involvement. Ultimately, leadership plays a critical role in fostering community engagement in the development of educational programs. |
