Research
Studies and Work
In 2025, VU SR initiated and conducted a study on Vilnius University students’ study, work and employment opportunities, aiming to systematically assess students’ experiences during their studies, their readiness for the job market, and the realities of balancing work and studies. The study involved 1510 Vilnius University students from various levels and fields of study, and the data collected revealed broad university-wide trends and significant challenges.
The study showed that students view the theoretical content of their studies favorably, but a clear lack of practical competencies emerged. More than half of the students (52,21 %) indicated that they lacked specialized or technical skills, while 33,97 % encountered employer requirements that they had not acquired during their studies. This reveals a significant gap between the content of the curriculum and the expectations of the labor market, as well as the need to strengthen the development of practical skills during the study process.
The study also highlighted the exceptionally high prevalence of combining studies and work —64,3 % of students work while studying, and nearly half of those who work do so for more than 20 hours per week. 41,6 % of working students indicated that work negatively affects their academic performance, most often due to fatigue, lack of time, and increased stress. This indicates that for many students, working while studying is not a choice but a necessity that directly affects the quality of their studies.
Internships are viewed as an important part of preparing for the job market, but their availability and quality remain inconsistent. Only 26,6 % of students reported having completed or currently undertaking a mandatory internship, and internship experiences vary significantly depending on the field of study, the internship location, and the level of mentor involvement. Although most students view internships positively, some face insufficient mentor support or tasks unrelated to their field of study, meaning that the practical benefits are not equally guaranteed for everyone.
The collected data has become a significant foundation for VU SR’s advocacy work, enabling it to raise well-argued issues regarding the quality of studies, the accessibility of internships, the balance between studies and work, and the university’s role in preparing students for the labor market at both the university and national levels.
Link to the research report: https://www.vusa.lt/d/nqRZyG
Overview of the Implementation of the Social Dimension in Higher Education: Progress and Challenges
During the reporting period, VU SR prepared a study titled “Overview of the Implementation of the Social Dimension in Higher Education: Progress and Challenges.” The study was prepared as part of the project “Higher Education for All – Without Limits,” funded by the State Study Fund.
The aim of the study - to assess how the social dimension in higher education was implemented in Lithuania during the 2022–2025 period, what progress has been made, what challenges remain, and how different measures affect various groups of students. In this study, the social dimension is understood as ensuring the accessibility, inclusivity, and equal opportunities of higher education for all social groups, regardless of their social, economic, geographic, health, or other circumstances.
The study was conducted using a qualitative methodology. The analysis was based on a systematic review of documents, qualitative interviews with representatives of institutions and organizations active in the social dimension area, an analysis of public statements and discussions, and monitoring of higher education institutions’ websites. The study also analyzed the websites of the 10 largest higher education institutions in Lithuania to assess how they present information on the accessibility of studies, support measures, and the implementation of the social dimension. Interview participants are not identified in the report, and their insights are presented in summary form.
The study focuses primarily on students who, due to social, economic, geographic, health, or informational barriers, may face greater difficulties in pursuing higher education. The analysis identifies several key target groups: students from lower socioeconomic groups, students with disabilities, students from regions or less urbanized areas, students with health or mental health challenges, and first-generation students.
The results of the study showed that social dimension policy in Lithuania has made progress at the formal level: The concept of the social dimension is enshrined in the Law on Science and Studies, priorities for the development of the social dimension for 2023–2030 have been approved, and measures related to accessibility indicators, the expansion of short-term study programs, flexibility of studies, and support measures for students with disabilities. However, the practical implementation of these measures remains uneven and depends on the readiness, available resources, and initiative of specific institutions.
One of the most important findings of the study is that ensuring the social dimension at the national level is still not sufficiently consistent. Financial, informational, and organizational barriers persist, along with limited flexibility in study programs, insufficient access to psychological services, and varying levels of preparedness among higher education institutions to ensure genuine accessibility to studies. The study also highlights that the proportion of students with disabilities in higher education remains extremely low — in 2023–2024 it amounted to only 0,31 % of all students, while the proportion of students with disabilities in general education during the same period was 3,67 %.
The analysis also showed that financial support measures do not always adequately address the diverse situations of students. Social scholarships, targeted grants for students with disabilities, and compensation for housing and travel are important, but their scope, amounts, and eligibility criteria do not always meet students’ actual needs. Emphasis was placed on the need to strengthen individualized support for students with disabilities, as a uniform amount of financial support does not consider different individual needs and actual adaptation costs.
The study also found that information on study accessibility and support measures is presented inconsistently on higher education institutions’ websites. Some information is fragmented, difficult to find, available only in PDF format, or insufficiently adapted to digital accessibility principles. This means that even existing support measures are not always easily accessible to those who need them.
In summary, the study showed that progress has been made in the social dimension in Lithuania; however, more systematic measures are needed to ensure genuine access to higher education: a clearer monitoring system, more consistent funding of measures, greater involvement of higher education institutions, better dissemination of information, and individualized support for students with diverse needs. The study’s findings are used in VU SR’s representation work, informing proposals regarding higher education accessibility, social dimension indicators, state-supported loans, support for students with disabilities, and other issues related to improving conditions for students.
Link to the survey report: https://www.vusa.lt/d/DkYrVG
Integration Survey, Part I
The Integration Survey helps to analyze the experiences, challenges, and engagement of first-year students at Vilnius University. The study aims to assess the situation, identify existing problems, and improve the integration process. The survey data is used to refine integration activities so that we can improve students’ academic, social, and cultural experiences.
Main research objective — to assess the integration experiences of first-year students at Vilnius University in 2025 and to identify the factors influencing their academic, social, and cultural experiences at the start of their studies. Based on the results, we can improve organized activities, information spread, and communication channels, as well as enhance support measures for first-year students.
The survey was open from October 8, 2025, to November 8, 2025. A total of 1912 respondents completed the integration survey.
Conclusions of Part I of the study:
According to the study data, students’ sense of belonging at the university is quite good. However, this indicator has declined in recent years, and a downward trend has been observed for several years. The number of students who view their experience at the university positively is decreasing, while the number of those with neutral or negative views is increasing. This indicates a declining sense of community and risks related to attracting students in the future. Students also lack information about the informal activities offered by the university or opportunities to get involved.
Most respondents face learning difficulties at university. The most cited challenges are time management and organization, which affect about half of the surveyed students. A major problem is not only the challenges themselves but the fact that students try to solve them on their own, which leads to additional difficulties or challenges.
Information about individual studies at VU still does not reach all applicants. The survey results show that a significant portion of respondents are still unaware of individualized studies or do not understand what they are. A significant portion also emphasizes that there is a lack of knowledge about the process of choosing individual studies. More often, students choose to search for information about university studies on their own, which suggests that there is too little information about individual studies because it does not reach all students.
The study reveals a trend among respondents: they do not fully understand the nuances of academic studies, the opportunities for extracurricular activities, or the differences between school and university. This creates challenges when it comes to successfully integrating into university life.
Link to the study report: https://www.vusa.lt/d/GwXyA0
VU SR Community Survey
During the reporting period, VU SR conducted a Community Survey designed to assess the involvement of VU SR members in the organization’s activities. The survey was implemented by the VU SR Institutional Strengthening Fund to better understand how members participate in the organization’s activities, what benefits they see in membership, and how they evaluate the organization’s culture.
The aim of the survey was to determine the average level of VU SR members’ engagement in the organization’s activities. The survey assessed overall member engagement, engagement by position, tenure, and area of activity. The survey also examined members’ relationship with VU SR, the benefits provided by the organization, the goals of representatives, the organization’s culture, and general demographic data.
The survey was conducted from November 17 to December 31, 2025. A total of 521 responses were collected, of which 291 were fully completed. Compared to the previous survey, which received 178 complete responses, a higher number of respondents was reached this year. The survey’s reliability was 95 %, and the margin of error was 4,9 %.
The study aimed to assess progress toward the organization’s impact indicator, according to which the average engagement of VU SR members in organizational activities should reach 75 % by 2027–2028. The data collected allowed us to assess in which areas members are most actively involved, how engagement varies depending on position, length of service in the organization, or area of activity, and what factors influence members’ activity.
The survey results also highlighted the need to further strengthen the organization’s culture, communicate the benefits provided by VU SR more clearly, and address the decline in member engagement in a targeted manner. Open-ended questions allowed for the collection of additional insights into members’ experiences, expectations, and areas where the organization could improve. The survey results were presented for discussion, raising questions about the need for a second community survey, its potential timing, and the actions that should be taken in response to the decline in engagement.
Psychological Study
Noting a lack of data on students’ well-being, VU SR initiated a study in collaboration with the VU Health and Sport Center and VU health psychology researchers doc. Vita Mikuličiūtė and doc. Arūnas Žiedelis, who contributed to the design and analysis of the study.
The aim of the study was to assess the characteristics of health behaviors among VU students and to investigate their links to academic burnout across different academic levels.
The study included 594 students at various academic levels (from undergraduate to doctoral), allowing the results to compare experiences across different programs and ensuring broader data representativeness. The study analyzed aspects such as physical activity, alcohol and psychotropic substance use, social media use, and their relationship with academic burnout.
The results showed that the majority of students engage in at least minimal physical activity, and alcohol consumption is mostly moderate, although a significant proportion of students have experienced episodic heavy drinking. It was also found that the most commonly used substances are energy drinks and nicotine.
One of the most important aspects of the study is the analysis of academic burnout. It was found that the highest levels of burnout occur in the later years of undergraduate study (particularly in the fourth year), while the lowest levels occur during the first year of masters study. The study also revealed significant links between academic burnout and harmful social media use, as well as, to a lesser extent, the use of psychoactive substances.
The results obtained provide a basis for further VU SR initiatives aimed at strengthening students’ emotional and physical well-being and developing targeted preventive measures.