What did your master’s studies give you? What made the learning environment unique?

I am very glad that I had the opportunity to complete studies both in Lithuania and England, which allows me to see the differences. UCL is an excellent university with endless opportunities. The quality of studies, the competence of the lecturers, and students from all over the world create a unique feeling and atmosphere. The architecture of the university itself is quite impressive, and the campus is adapted to probably every possible student need: historical libraries, study spaces, parks, student pubs, and specialized shops where students can use their student IDs to buy goods significantly cheaper than anywhere else in London.

UCL has a large selection of programs, clubs, activities, and support centers. I really liked that UCL has a “no stress policy,” and due to the nature of my studies, I didn’t have to take a single exam. Assessments were regular and consisted of philosophical reasoning, essays, presentations, and a dissertation. It was completely normal to meet with your thesis advisor in a park to discuss your dissertation, hashing out problems while lying on the grass.

Perhaps I would emphasize that while the university is very student-friendly, you have to fight for yourself and sometimes “demand” proper conditions. I had to face issues regarding my dissertation advisor, insufficient or altogether non-existent dissertation consultations, and a lack of information. Looking back, I would certainly make many decisions differently now.

In short—the university environment was vastly different from what I experienced in Lithuania. The lecturers are very relaxed and friendly; there is no sense of constructed authoritative power or hierarchy. I would even add that there wasn’t a sense of overwhelming academic pressure, despite knowing that the university is in the global top ten and the institute has been number one since 2014. I really dislike and never answer the question, “So, where is it better to study?”, because comparing universities and environments is simply impossible—where it is better to study depends on each individual’s personal choice. In this case, UCL was my choice, and I am happy with it.

What I took away with me: I constantly think that I would even like to return to studies; that year was very well-rounded and helped me stand even more firmly in the academic world. What I am definitely carrying with me are the discussions with lecturers, the lecture methodologies, and a simple “everything can be figured out” attitude. Whenever I got stuck while writing my papers, my dissertation advisors liked to suggest unusual methods for problem-solving. For instance, we would walk over to the nearby architecture department on campus just so my ideas could find a different kind of foundation. A different environment, architecture students building models, falling and rising sculptures—it served as an excellent tool to expand my thinking, discover new ideas, and break out of that point of stagnation.

The freedom to make creative choices, the unusual methods, and the trust placed in students stuck with me as one of the best experiences at the university. At first, it was hard to get used to three-hour lectures and lecturers who raised more questions than there were answers. Sometimes, after serious existential discussions, it was hard to return to the daily rhythm. I learned to accept that I don’t have to have all the answers right now, and that the existence of the question itself and the search for its answers is the most interesting, perhaps even the most valuable, part of the journey. The lessons in patience will likely stay with me for a long time.

I use the acquired knowledge everywhere, whether choosing what to read over the weekend or working with students in UK schools. The beauty of philosophy lies exactly in the fact that it can (and even should) be applied everywhere, and inspiration for new work can spark from the slightest encounter with foxes on the streets of London.

I am also glad that my inspiration has only grown, and I can confidently continue down the academic path, staying closer to the topics and issues that interest me. During my studies, I began to focus more seriously on the absurd in education, as an area of philosophy (existentialism) that is often forgotten and still not sufficiently researched. That is what I wrote my dissertation on, defending it to earn my master’s degree.

Finally, what I am also very happy about is that in lectures, it was very easy to be “thrown out of your bubble.” Discussing democracy, free will, or values that would seem self-evident to everyone with those who do not believe in democracy and free will, or who deny those values common to me and my environment, was an exceptionally useful challenge. Knowing how to justify your point of view in such discussions was a great achievement.

What do you notice while working in the UK education system?

Although I started working in education back in Lithuania, while continuing my studies I decided it would be beneficial to gain experience in the UK education system as well. For over a year now, I have been working with various schools in London—ranging from private schools, academies, and grammar schools to special needs institutions, all-girls or all-boys schools, religious schools, and schools with the worst reputations across London. I can truly say that the UK education system is vastly different from the Lithuanian one, though I do not like making overly generalized conclusions.

The UK faces many challenges—there is a prominent teacher shortage here as well, a culture of bullying or even aggression is highly prevalent in many schools (hearing that a mass fight broke out again during lunch break is not surprising), funding does not meet the needs, and schools are still lagging rapidly behind technology.

What surprised me most at the very beginning was how little trust there is between students and teachers, and student councils are a fiction detached from reality, carrying no real significance in most cases. Strictness accompanies you everywhere in UK schools—perfectly worn uniforms, no jewelry, rings, or nail polish. Phones are banned in schools, and students face the harshest punishments if caught with a phone anywhere on school grounds. There are practically no free periods here, and in most schools, you can only go to the restroom if you have a medical pass. If doctors haven’t issued a pass, you just have to endure it. I personally saw a student who couldn’t hold it any longer, wet themselves in the classroom in front of all their classmates, and run out crying. When I reported the incident to the administration, I was met with laughter and told it wasn’t the first such case that day.

Similarly, students are not allowed to wear jackets, even if the premises are not yet heated and the temperature is unbearable. Teachers speak only in raised voices, are not afraid to shout, while they themselves wear fur coats, scarves, and hold a steaming cup of coffee. This approach is justified as building resilience and self-control in students. Even in schools that occasionally allow restroom visits, it isn’t that simple. I have worked in a school where a teacher on duty uses a timer to measure how much time students spend in the restroom. If you take longer than two minutes, you can earn yourself a detention after school. From what I’ve seen, practically every school has at least 50 students kept after school for detention.

Despite many negative things, there are also positive aspects worth noting. Schools intensively promote and create programs for discrimination prevention. In both religious Catholic schools and state schools, you will see posters supporting the LGBTQI+ community; effort is made to include all vulnerable groups, and strict sanctions await any form of discrimination. Some schools have wonderful infrastructure and technology that help absorb knowledge, as well as a large selection of subjects. Great attention is paid to students with special needs or disabilities. Teachers also have a lot of access and tools for professional development.

What could Lithuania learn from this?

I would probably say that without looking at other systems, it is very easy to crucify Lithuanian education and its situation. However, I always suggest not giving in to that “education catastrophe” panic and instead looking around so we can think strategically and solve problems. You can shout about both the good things and the bad things.

One aspect that immediately comes to mind that Lithuania needs to learn is to finally at least start tolerating discriminated against, underrepresented, and vulnerable groups. It is hard to believe what the situation is regarding this issue and how the rights of those groups are violated. Just mentioning sexual education triggers problems and disputes that degrade students’ dignity and restrict their human rights.

In what direction will the education system move in the coming years?

The UK education sector is facing changes with the newly elected government. One of the main goals is to hire more teachers and invest in teacher training. Just like in Lithuania, there is a rather sharp shortage of teachers here, especially in science subjects. I don’t think the strictness in UK schools will decrease or that trust in students will increase anytime soon. You can see efforts to focus more on mathematics, student math results, and literacy (1 in 6 adults in the UK has very poor literacy skills).

It is also interesting to observe Lithuania’s progress. I really want to believe that over the next few years, new or updated curriculums that reflect reality will be approved—covering life skills, career education, non-formal education, and others. Discussions are already emerging regarding phone use in schools; stricter measures will likely be taken, so it will be interesting to watch which way Lithuania turns.

Or perhaps the UK could learn something from Lithuania?

It is very easy and at the same time difficult to compare different systems, knowing how much depends on all possible circumstances. But one thing I have no doubt about is trust and cooperation within the education community. In Lithuania, I have seen numerous good examples of how students contribute to the well-being of the school and the entire system, whereas in the UK that sounds like a utopia. In the UK, a student is usually addressed in a raised voice right away, control prevails, and students do not have a strong voice. I am convinced that trust within the educational community is an inseparable part of successful system outcomes. It is sad to see how students are excluded from the community and are viewed more as “objects” at which the education system is aimed.