Sanita Baranova

@lu.lv

Faculty of Education, Psychology and Art
University of Latvia

https://researchid.co/sanitaba

RESEARCH, TEACHING, or OTHER INTERESTS

Education

Scopus Publications

Scholar Citations

Scholar h-index

Scholar i10-index

Scopus Publications

Transferring Results of Professional Development into Practice: A Scoping Review
Dita Nīmante, Maija Kokare, Sanita Baranova, and Svetlana Surikova
MDPI AG
The paper aims to map available evidence regarding the transfer of learning from professional development (PD) into practice. The scoping review is based on an analysis of the key characteristics of effective PD, drawing from 60 meta-analyses and various types of reviews (e.g., systematic, integrative, etc.) regarding PD both in general and in various professional fields published from 2009 to 2024. Three research questions are put forward: What characterises effective PD? Which theoretical concepts in the scientific literature represent the transfer of adult PD into practice? And what processes and indicators show effective ways of transferring PD and learning outcomes into practice? The methodology of the review is organised into three steps—preliminary study, the main study, and conceptualisation—by selecting publications and deriving concepts and conclusions relevant to the research questions, as well as identifying knowledge gaps for further exploration. The research literature uses various concepts to characterise the transfer of PD into practice as it is determined by different contexts, research traditions, and practices. Although effective PD has been defined and several theoretical models have been developed, research on PD effectiveness indicators and processes related to the transfer of PD into practice is still ongoing. However, not all evaluations take these models as bases to evaluate the existing PD practices, so the different indicators proposed by different researchers make it difficult to compare the results. The main problem is insufficient evidence in terms of measurable and comparable effectiveness criteria in all fields. The scoping review reveals a variety of controversial or incompletely researched aspects of transferring PD results into practice.

Artificial intelligence for higher education: benefits and challenges for pre-service teachers
Daiga Kalniņa, Dita Nīmante, and Sanita Baranova
Frontiers Media SA
IntroductionThe study investigates the integration of artificial intelligence (AI) in higher education (HE) and its impact on pre-service teachers at the University of Latvia (UL) by exploring pre-service teachers' perceptions of the benefits and challenges of AI in both their academic learning and their future professional roles as educators, particularly regarding the promotion of inclusive education.MethodsData was collected via an online survey of 240 pre-service teachers across various disciplines at the UL. The survey included demographic details, AI usage patterns, and perceived benefits and challenges. Responses were analyzed using descriptive statistics, Kruskal-Wallis H tests, Spearman's correlation, and thematic analysis.ResultsLess than half of the participants used AI in their studies, with many expressing ambivalence or opposition toward AI. Benefits included language assistance and accessibility to global knowledge, while challenges involved reduced critical thinking and concerns over plagiarism. Despite recognizing AI's potential to promote inclusivity, most pre-service teachers have not applied it in practice. No significant differences in AI perceptions were found based on age, gender, or study level.DiscussionThe findings highlight a low adoption rate of AI among pre-service teachers and a gap between theoretical recognition of AI's potential and its practical application, particularly for inclusion. The study emphasizes the need for HE institutions to enhance AI literacy and readiness among future teachers.ConclusionAI is underutilized by pre-service teachers in both HE learning and teaching environments, which has implications for teacher preparation programs that better integrate AI literacy and inclusive practices.

Remote learning during the Covid-19 pandemic: Opportunities in higher education
Daiga Kalniņa, Dita Nīmante, Sanita Baranova, and Alise Oļesika
Emerald Publishing Limited

Self-Assessment of the Professional Competence of Preschool Teaching Student
Baiba Kaļķe, Sanita Baranova, and Līga Āboltiņa
Vilnius University Press
One of the objectives of the European Higher Education Area is to promote the development of competences, with an emphasis on those competences that people need to maintain their current quality of life and high level of employability in the face of a changing society and labor market. This study analyzed the self-assessment of student preschool teachers’ professional competence, using a tool (survey) for assessing teachers’ professional competence. A structure of preschool teachers’ professional competence was analyzed. The results indicate that the developed survey can be used as a tool for the self-assessment of teachers’ professional competence. The most highly evaluated sub-competences were general tasks of ensuring professional activity; implementation of learning process; and improvement of professional competence. The data analysis revealed that the question “Is the work related to the field of study?” with the statements included in the survey sections “Implementation of the learning process” and “Improvement of professional competence” is an important indicator in the self-assessment of professional competence among student preschool teachers for the material situation.

Students’ perspective on remote on-line teaching and learning at the university of latvia in the first and second covid-19 period
Sanita Baranova, Dita Nīmante, Daiga Kalniņa, and Alise Oļesika
MDPI AG
In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.

The university administrative staff perception of inclusion in higher education
Dita Nīmante, Sanita Baranova, and Ligita Stramkale
Vilnius University Press
This study investigates university administrative staff perception of inclusion in higher education at the university level. The study uses the University of Latvia as a case to answer the following research questions: What constitutes inclusion in university education, how accessibility is provided? What are the support systems provided for diverse students? What support and training are provided to administrative and academic staff to ensure that the educational needs of diverse student bodies are met? The methodology employed is exploratory and descriptive, and uses the interview method and semi-structured questionnaire. The sample is made of seven administrative staff members representing all levels of administration in the University. Findings suggest that administrative staff members perceive inclusion as a new principle for HE, where diversity is perceived in its broader sense. Findings indicate that support is provided to all students, but that the support is not designed specifically for students with diverse needs. Findings suggested that none of the administrative staff or academics had received training on how to address student diversity.

RECENT SCHOLAR PUBLICATIONS

Transferring Results of Professional Development into Practice: A Scoping Review
D Nīmante, M Kokare, S Baranova, S Surikova
Education Sciences 15 (1), 95 2025

Artificial intelligence for higher education: benefits and challenges for pre-service teachers
D Kalniņa, D Nīmante, S Baranova
Frontiers in Education 9, 1501819 2024

Remote learning during the Covid-19 pandemic: Opportunities in higher education
D Kalniņa, D Nīmante, S Baranova, A Oļesika
Moving Higher Education Beyond Covid-19: Innovative and Technology-Enhanced 2023

Global and Citizenship Competence Conceptualization Through Sustainability Paradigm
D Medne, A Oļesika, S Baranova
TO BE OR NOT TO BE A GREAT EDUCATOR, 292 2023

Future preschool teachers’ professional competence in planning, implementing and evaluating the learning process
L Aboltina, B Kalke, S Baranova
Мiждисциплiнарнi дослiдження складних систем, 88-99 2022

Self-assessment of the professional competence of preschool teaching student
B Kaļķe, S Baranova, L Āboltiņa
Acta Paedagogica Vilnensia 48, 116-128 2022

Towards an inclusive digital learning environment in higher education: Opportunities and limitations gleaned from working students’ remote learning experiences during COVID-19
D Nīmante, D Kalniņa, S Baranova
Inclusive digital education, 213-226 2022

Augstākajā izglītībā studējošo kompetenču novērtējums un to attīstības dinamika studiju periodā. 1
Z Rubene, G Dimdiņš, A Miltuze, S Baranova, D Medne, ...
Kārtas noslēguma ziņojums [evaluation of the competences of students in 2022

Students’ perspective on remote on-line teaching and learning at the University of Latvia in the first and second COVID-19 period
S Baranova, D Nīmante, D Kalniņa, A Oļesika
Sustainability 13 (21), 11890 2021

The university administrative staff perception of inclusion in higher education
D Nīmante, S Baranova, L Stramkale
Acta Paedagogica Vilnensia 46, 90-104 2021

Augstākajā izglītībā studējošo kompetenču novērtējums un to attīstības dinamika studiju periodā. 1. kārtas noslēguma ziņojums
Z Rubene, Ģ Dimdiņš, A Miltuze, S Baranova, D Medne, ...
Rīga: LU 2021

The Inclusion Of Non-Tenured Staff In Institutional Quality Culture
A Rusakova, S Baranova
Human, Technologies and Quality of Education, 766 2021

IMPLEMENTATION OF STUDENT-CENTRED EDUCATION PRINCIPLES IN A MASTER’S STUDY PROGRAMME: AN EXPLORATION OF THE EXPERIENCE OF ACADEMIC STAFF
S Baranova, B Kaļķe
HUMAN, TECHNOLOGIES AND QUALITY OF EDUCATION, 739 2021

Student mentoring in the Master Programme “Pedagogy”: the case of University of Latvia
D Nimante, S Baranova
HEAD'19. 5th International Conference on Higher Education Advances, 119-126 2019

Ilona Velina-Svilpe
S Baranova
Acta Universitatis Latviensis 2019

Challenges in transformation of the professional development of academic staff in Latvia
S Baranova, I Dedze, Z Rubene
International Journal of Humanities, Social Sciences and Education 4 (6), 17-30 2017

Image of the University Faculty in the View of Student Teachers
B Kaļķe, S Baranova
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific 2015

DOCĒTĀJIEM NEPIECIEŠAMĀS KOMPETENCES PEDAGOĢIJAS STUDENTU SKATĪJUMĀ Competences needed for the university faculty in view of pedagogy students
S Baranova, B Kaļķe
2012

Competences needed for the university faculty in view of pedagogy students
S Baranova, B Kaļķe
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific 2012

Augstskolu docētāju profesionālā pilnveide tālākizglītībā
S Baranova
Latvijas Universitāte 2012

MOST CITED SCHOLAR PUBLICATIONS

The university administrative staff perception of inclusion in higher education
D Nīmante, S Baranova, L Stramkale
Acta Paedagogica Vilnensia 46, 90-104 2021
Citations: 14

Self-assessment of the professional competence of preschool teaching student
B Kaļķe, S Baranova, L Āboltiņa
Acta Paedagogica Vilnensia 48, 116-128 2022
Citations: 5

Student mentoring in the Master Programme “Pedagogy”: the case of University of Latvia
D Nimante, S Baranova
HEAD'19. 5th International Conference on Higher Education Advances, 119-126 2019
Citations: 5

Augstskolu docētāju profesionālā pilnveide tālākizglītībā
S Baranova
Latvijas Universitāte 2012
Citations: 5

DOCĒTĀJIEM NEPIECIEŠAMĀS KOMPETENCES PEDAGOĢIJAS STUDENTU SKATĪJUMĀ Competences needed for the university faculty in view of pedagogy students
S Baranova, B Kaļķe
2012
Citations: 4

Image of the University Faculty in the View of Student Teachers
B Kaļķe, S Baranova
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific 2015
Citations: 2

Competences needed for the university faculty in view of pedagogy students
S Baranova, B Kaļķe
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific 2012
Citations: 2

Artificial intelligence for higher education: benefits and challenges for pre-service teachers
D Kalniņa, D Nīmante, S Baranova
Frontiers in Education 9, 1501819 2024
Citations: 1

The Inclusion Of Non-Tenured Staff In Institutional Quality Culture
A Rusakova, S Baranova
Human, Technologies and Quality of Education, 766 2021
Citations: 1