Strategic Goals

Strategic Goal No. 1

Vilnius University provides all the necessary information for choosing individualised studies, lecturers are able to work with diversity in the group, and students choose subjects according to their ambitions.

Impact indicator: By July 1, 2026, 70% of the students with individualised study subjects are satisfied with them according to the survey.

Objective 1: completed

5% more individualised study subjects are taught using a hybrid format and are adjusted to meet the needs of students.

Objective 2: in progress

65% of students who have individualised study subjects have provided feedback on them.

Objective 3: completed

At least 100 lecturers participate in training on teaching individualised study subjects (modules).

☑️ What has been achieved?

• In order to provide all students with the opportunity to choose individual study courses more purposefully and smoothly throughout their entire period of study, sets of recommended individual study courses were created. These sets of individual study courses were organized by subject area and specific courses. In addition, faculty feedback on certain individual courses (modules) included in the sets was provided alongside the compiled individual study courses (modules). All individual study sets can be viewed on the VU SR website here.
• A guide for curators on individual studies has been prepared to ensure high-quality counseling for first-year students.
• As part of efforts to expand the range of individual study options and choices at the VU Faculty of History, the Life Sciences Center, and the Faculty of Law, individual study courses (modules) taught in English have been opened to students from other study programs and/or units (faculties), a list of courses that could be taught in a hybrid format was also compiled, thereby enabling more students to take these courses (e.g., from the Kaunas Faculty or the Šiauliai Academy).
• Prior to the main selection of individual study programs for the fall semester, a campaign was launched to inform students about individual study programs. During this campaign, students from various VU departments shared their experiences and recommendations via the VU SR Instagram account on how to make the most effective and best initial individual study choices. Additionally, in the VU first-year students’ Facebook group, first-year students could ask questions about individual course selections, important deadlines, or opportunities, and receive answers.
• To encourage students to deepen their understanding of feedback and to provide it, a survey was created and focus groups were conducted, during which students could provide feedback on the individual study courses (modules) they had already selected, and following the survey results, the relevant VU units were approached with suggestions on how to improve the quality of individual study subjects (modules) or student communication. Over 250 students participated in the survey.
• A meeting was also held with university representatives, during which issues related to the implementation of individual study programs were identified and possible solutions were discussed.
• In collaboration with the VU Competence Center, a proposal was submitted to launch training sessions aimed at enhancing faculty lecturers’ competencies in working with students of varying levels of preparation. The training has been planned and is scheduled to take place in April or May.

Strategic Goal No. 2

VU SR reviewed and updated parts of the students' representation process: coordination and control of student representatives (activities of representative coordinators), organization of the work of students' representatives (improvement of the competencies and tools necessary for students' representation).

Impact indicator: By March 31, 2026, the rate of satisfaction among students‘ representatives with coordination and the tools provided increased by 20%, and 60% of student representatives at VU units achieve their set goals.

Objective 1: completed

At least 50% of representatives have set goals and the implementation of these goals is monitored.

Objective 2: completed

A meeting was organized to identify the main weaknesses of the existing tools and to draw up a list of priority weaknesses to be resolved.

Objective 3: in progress

The work of representatives coordinators is becoming more systematic, and clear technical tasks are being formulated for everyday work.

☑️ What has been implemented?

• Updated job descriptions for contact persons, SPC representatives and representative coordinators, by adding a clause regarding cooperation between contact persons and representatives on matters of studies and opinion gathering, and the clause regarding work on internship matters was removed, as it was decided that this would fall under the responsibilities of the academic process coordinators.
• Presentations in various formats about student representatives and their functions were held at 8 of the 15 core academic units of Vilnius University. These presentations aimed to remind or inform students of their opportunities to contact student representatives in various bodies and receive the assistance they need.
• At each VU SR U, introductory meetings were held with all student representatives, during which the representative’s annual goals were discussed. After all the meetings, the student representatives collectively set more than 150 goals. More than 60% of all planned goals were achieved.
• To enhance student representation activities and increase the dissemination of changes implemented across VU units (faculties), communication templates were prepared.
• Every two months, meetings were held between the student representative coordinators in the branches and the student representative coordinators from the VU SR Central Office. The following topics were discussed: working with representatives and contact people, improving representatives’ competencies, gathering opinions, updating representation tools, updating the procedure for integrating representatives, discussions regarding changes to the representative training network, as well as current issues and information about changes to the University’s regulations, procedures, and the academic process.
• During the reporting period, the internal system “mano/vusa.lt” used in VU SR processes, also known as the Virtual Student Representatives Coordinator (ViSAK), was updated. Following the updates, the system’s interface was improved, an interactive guide was created to familiarize users with all functionalities and sections of the system, and features were developed to monitor the continuity of student representatives’ activities, meeting statistics, and view general quality indicators related to the activities of student representatives. A feature was also created that allows for reporting on canceled meetings or gatherings.
• To ensure transparency in representative activities on the VU SR website, it is now possible to view the agenda items and decisions made by the VU CAU Councils, CAU Study Colleges, and SPC. You can view these details on the VU SR website here.
• As part of the update of all processes related to student representation, the archive of VU SR student representatives was also updated, retaining only the most relevant documents.
• At the VU SR Council meeting held in March, the activities of VU SR delegated student representatives in various bodies were presented. A discussion was held regarding opportunities for more active representation.
• The VU SR Institutional Strengthening Fund (ISF) compiled a list of competencies required for student representatives serving on various committees or bodies and distributed it to all representatives via internal channels. These competencies were integrated into the training and applications for student representatives, Parliament members, and members of the VU SA FC, LSC, FPh, and other units. Best practices for training were shared via internal channels to enhance student representatives’ competencies and skills.
• A benefits package for student representatives has also been prepared and will be published on the vusa.lt website.
• A VLE course titled “Introduction to VU SR Student Representatives” has been created, designed to integrate new representatives into representative activities. The course outlines the key steps a representative should take to ensure successful performance, as well as several micro-modules on various topics (preparing for meetings, how to represent students in a reasoned and meaningful way, how to report on one’s activities, etc.) to ensure the competence of representatives.
• Success stories from VU SR U representatives regarding the changes they have implemented while representing students were shared, with the aim of inspiring others to take the initiative and achieve their goals.
• The training schedule for members (representatives) was reviewed and updated, clear training objectives were established, and funding needs were identified.
• A FAQ guide was prepared with information on how to use and achieve the goals set by student representatives using the updated tools (My VU SR, the VU SR archive’s representative folder, and the website atstovavimas.vusa.lt).
• In April, a survey was conducted to determine the impact that the updated processes had on the activities of VU SR students over the course of the year.

Strategic Goal No. 3

The Vilnius University community is united, prepared, and capable of responding to internal and external threats.

Impact indicator: By July 1, 2026, 40% of respondents who completed the integration survey say they know where to obtain information and get skills on resilience topics at VU.

Objective 1: completed

The VU community has opportunities to gain competencies in the field of resilience through the services and information provided by VU.

Objective 2: completed

VU SR, in cooperation with VU, external experts, and based on data, identifies and prepares an assessment of VU security gaps.

☑️ What has been implemented?

• VU SR, in collaboration with the integration survey, conducted a study assessing the VU community’s competencies in civil resistance and resilience. This study revealed the most pressing security areas: the lack of offerings (topics) and conditions (formats) for the systematic development of resilience competencies; security coordination and risk assessment; cybersecurity and infrastructure; and psychological resilience. In addition, the most relevant topics were identified: basic preparedness during emergencies; theoretical and practical knowledge of civil protection; development of psychological resilience skills; recognition of disinformation; cybersecurity; forms of unarmed resistance.
• In collaboration with the Vilnius University administration, VU SR developed mutual aid trainings based on needs identified through a survey. A detailed training outline was developed, and the most relevant topics and subtopics were selected.
• In collaboration with the VU Community Well-being Division, training sessions on various topics related to psychological resilience were organized in April. It was agreed to continue a similar training program next year.
• In collaboration with the VU administration, an open-access VLE module was developed to foster core competencies in civil resistance and resilience. This module can be found here. This module was developed in consultation with external experts and VU lecturers.
• Based on research data, VU SR submitted a proposal to create an interdisciplinary civic resistance and resilience module, along with recommendations for its content and topics, which should be ready by the 2026–2027 academic year. This module would focus on examining issues of societal resilience and disinformation.
• Consultations were held with foreign higher education institutions to learn about best practices in risk management and resilience building. The analysis showed that the areas most relevant to focus on, where best practices have already been established, are as follows: basic preparedness for emergencies; theoretical and practical knowledge of civil protection; development of psychological resilience skills; security coordination and risk assessment; and cybersecurity.
• During the reporting period, VU SR developed and implemented an information campaign aimed at highlighting the importance of civil resistance and resilience, with a focus on civil protection, emergency preparedness, and psychological resilience. To further highlight these topics, three posts were published on the VU SR website and social media accounts, and one podcast was created on StartFM.
• In collaboration with the Student Civil Resistance Committee, a document was prepared regarding the greater integration of civil resistance competencies into the academic curriculum. This document was incorporated into the VU SR document on security vulnerability assessments and recommendations.
• A document titled “Proposals for Increasing the University Community’s Resilience to Threats” has been submitted to the VU administration by VU SR. The document outlines recommendations and proposals for fostering and developing resilience competencies among the entire VU community. This document was prepared based on the provisions of a previous resolution approved by the VU SR Parliament regarding the role of Vilnius University in fostering community awareness and resilience to national security threats.
• VU SR organized and conducted first aid training sessions, which took place in October. Over 70 students from various VU faculties participated in them. In February and March, branches of the Vilnius University Student Representation organized and carried out civil protection activities and tours at various core academic units of Vilnius University (LSC, FPhilos, FC, FEBA, IIRPS). During these sessions, participants had the opportunity to learn the basics of emergency preparedness and how to respond during such situations.

Strategic Goal No. 4

The Vilnius University community contributes to the creation of a sustainable society by applying the principles of sustainable development in the study process and community activities.

Impact indicator: By April 15, 2026, at least 10 activities focused on sustainable development have been implemented.

Objective 1: completed

At least 5 initiatives involving at least 150 members of the Vilnius University community have been implemented.

Objective 2: in progress

At least one topic focused on sustainable development appears among the topics of final theses in 30% of study programs.

Objective 3: in progress

At least 45% of the changes related to fostering sustainable habits in Vilnius University dormitories have been implemented.

☑️ What has been implemented?

• During the target implementation period, the following sustainability-related initiatives were implemented: workshops were held during the “Ad Astra” integration festival in September and in February, “DĖK'ui” stations were installed in VU dormitories (Saulėtekio al. 12, 31, 37, M.K. Čiurlionio St. 23, Didlaukio St. 59), “DĖK'ui” stations were set up where students can exchange items or clothing with one another, adhering to the principle of sustainability; In March, sustainable bookbinding workshops were held in collaboration with the VU Library; in April, VU SR joined the VU environmental cleanup campaign “VU Švaru” and contributed to the cleanup of the university campuses.
• In March and April, VU SR recorded two “Akademinė druska” podcasts: “How to Survive Your Final Year?” (with VU CWD psychologist Alan) (the recording can be found here) and “On Boundaries, Violence, and Safe Living” (with Ribologija instructor Rugilė) (the recording can be found here).
• To expand VU students’ knowledge of sustainability, VU SR took the initiative to publish various posts on sustainability topics.
• The sustainability section on the VU SR website has been updated and published. At the bottom of this page, there is now also an option to submit suggestions on how the University could implement sustainable development goals in its operations and environment.
• To further develop the topic of sustainability, an analysis was conducted across all VU departments (faculties), which revealed that each department (faculty) has thesis topics focused on sustainable development goals. Most of these topics were proposed at the VU Life Sciences Center and the VU Business School; however, out of 5,609 proposed thesis topics, only 60 were focused on sustainable development.
• At the end of 2025, the social environment map was reviewed, updated, and adapted for use in dormitories. This tool allowed for an assessment of how the dormitory environment encourages students to contribute to the development of sustainable habits. After assessing the current state of the dormitories and holding meetings with the VU Dormitory Administration, the following changes were implemented: recycling bins were installed in dormitory kitchens; window seals were replaced in certain dormitories; a unified system for reporting and addressing issues was created; information on the VU Dormitory website regarding dormitory prices by specific dormitory was updated; Plans are in place to upgrade kitchen and bathroom equipment in more than 200 rooms; common areas for student socialization in dormitories have been planned; and shared item-sharing spaces (DĖK’UI stations) have been set up in five Vilnius dormitories.
• A guide for lecturers on how to integrate sustainable development goals into the teaching process (i.e., when organizing their courses) has been prepared. The guide has been sent to all University lecturers.
• In collaboration with the “Ateičiai” Charity and Support Fund, a scholarship for students has been established, which will be awarded for initiatives focused on environmental protection, responsible consumption, and climate change reduction.