– First of all, what do you teach, how many years have you been teaching and working at VILNIUS TECH?
All of my teaching subjects are related to technological sciences, with the main ones being "Hydraulic and Pneumatic Systems" and "The Finite Element Method". The majority of my teaching experience has been with the Faculty of Transport Engineering, and I have also taught certain subjects to students from the Faculty of Mechanical Engineering, particularly those studying in English, including Erasmus+ students. My journey in university-level teaching began during my PhD studies, when I started as a teaching assistant in 2018. In 2020, I advanced to a lecturer position, and since 2022, I have been working as a docent. Altogether, I have nearly seven years of academic teaching experience.
– The teaching profession inevitably requires dedication, faith in education. What attracted you to the teaching profession, what interested you, or maybe fate brought you to the university unexpectedly?
I had never really imagined myself in the role of a university teacher – until I tried it. For me, the path to teaching started naturally during my PhD studies, when I first took on the role of a teaching assistant. I well remember that moment very clearly when I was first offered the opportunity to try myself in the role of a teacher. Looking back now, I smile at how unexpectedly it all began. One day, the head of the department simply asked me if I would like to give teaching a try. I said, “Yes, maybe it will be an interesting new experience.” Right after that, he said, “Great – let’s employ you as an assistant, and you’ll start next week!” It all happened so quickly, but that moment was the beginning of a journey that has since become a truly important part of my professional life.
At first, it was simply part of my academic responsibilities, but very quickly, I found that I truly enjoyed the process of explaining complex topics and seeing students gradually understand and apply them. That feeling of helping someone grasp a difficult concept is incredibly rewarding. Over time, I became more and more engaged with teaching – not just as a task, but as a meaningful part of my professional life. What attracted me most was the dynamic nature of education: it constantly challenges you to improve, to communicate better, and to stay curious yourself. I believe in the value of education not only as a tool for career growth, but as a way to shape critical thinkers and problem-solvers.
So, while it may have started as a step during my PhD, it quickly grew into kind of a true calling.
– You have received many compliments from students for your interesting lectures, quality of teaching, and friendliness. What is a good teacher for you? What qualities and attitudes should they have?
Thank you – I really appreciate that feedback from students. For me, a good teacher is someone who not only has a deep understanding of the subject but also knows how to communicate it clearly and in a way that engages students.
Not long ago, I was in the student’s place myself, so I still clearly remember what it felt like to sit on the other side of the lecture desk and listen lectures. It's important to create an environment where students feel comfortable asking questions and making mistakes – because that’s how real learning happens. A good teacher should also be adaptable, always looking for ways to improve their teaching methods and meet the needs of different learners. Beyond technical knowledge, I believe enthusiasm, clarity, respect for students, and a genuine interest in their progress are key qualities. Teaching is not just about transferring knowledge – it’s about inspiring curiosity, encouraging critical thinking, and helping students grow in confidence and competence.
From my experience, I’ve already learned that it’s unrealistic to expect students to memorize everything. In my view, a good specialist is not the one who has memorized all the material, but the one who knows where to find the right information and how to apply it efficiently to solve problems. I try to reflect this in my teaching – focusing on understanding, practical thinking, and developing problem-solving skills rather than just repetition, maybe it`s an main point why students interesting in some of my lectures.
– Did you have teachers who inspired you and were an example?
Yes, I’ve had several teachers who inspired me and served as role models throughout my academic journey. One in particular is my scientific supervisor, prof. habil. dr. Marijonas Bogdevičius, during my PhD studies in VILNIUS TECH. He taught complex technical subject Nonlinear Vehicle Dynamics with great enthusiasm. What stood out was not only his deep knowledge but also the way he encouraged critical thinking and made every student feel capable of tackling difficult problems. I believe my own teaching is strongly influenced by his example, as I strive to bring the same level of passion, clarity, and support to my students.
– Last year, you were awarded as a Moodle developer at the VILNIUS TECH Best Teachers Awards, for the fact that the courses you created are interesting, interactive, and visual. Why did you choose this teaching method? Do you notice that students learn better this way? What other advantages does this teaching method have?
Thank you – I was truly honored to receive the award as a Moodle developer at the Best Teachers Awards last year.
I first learned about the opportunity to create an interactive course through participation in an Nacionalinė švietimo agentūra (en. National education agency, NŠA) project proposed from dr. Gražina Droessiger, the director of the Academic Support Center at VILNIUS TECH. It was a challenging first attempt at creating a course, with many changes and adjustments along the way. However, I received tremendous support and guidance from both dr. Vida Navickienė and Sigita Pagirienė, Head of E-Learning Group, who helped me understand how to make the course engaging and interesting for students. After that experience, I began implementing the same interactive and student-focused style across all of my teaching subjects.
The reason I chose this teaching method is simple: today’s students learn differently than even a decade ago. They are much more engaged with visual content and interactive tools, and they expect learning to be accessible and flexible. That’s why I’ve put a lot of effort into creating interactive, visually rich Moodle courses that allow students to study the material from any point, at any time, even from their phones. This flexibility is especially appreciated by Erasmus students, who often mention that they don’t have such well-developed Moodle platforms at their home universities. It helps them feel more connected to the course and reduces the stress of adapting to a new academic environment.
From what I’ve observed after few years after implement, students definitely learn better and stay more motivated when they can interact with the material – whether it’s through animations, quizzes, simulations, or step-by-step visual explanations. It helps break down complex concepts and makes learning more intuitive.
This approach also encourages independent study, as students can revisit specific topics as needed and move at their own pace. In short, this method makes the learning process more engaging, accessible, and effective, and I'm always looking for new ways to improve and expand these tools.
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