Over the past few years, VR and AR have been gaining popularity very fast. Implementations of new technologies caused the development of AR and VR. Both virtual reality and augmented reality is not yet widely used in higher education and the purpose of this paper is to provide a model for the development of integrated learning objects based on VR and AR approach where VR and AR objects could be integrated into other educational content as learning objects by creating integrated learning programs, learning scenarios or etc. This paper provides the literature review on virtual and augmented reality and analysis of integrated models for educational process implementation. The suggested model validates authors' conclusions and leads to recommendations for its implementation.

The pandemic period in education brought many challenges to all organizations. The activities of the higher educational institutions are being affected and the situation can last for a longer time. Under these circumstances, it is important to shift to online learning and improve educational processes through all organizational levels. The organizations had to assure appropriate distance or remote learning process by identifying their opportunities, meeting challenges, and identifying the sustainable quality factors for remote or distance learning. This study aimed to map and test the factors that influence online learning success in the pandemic situation in higher education in one of the European Union countries, Lithuania. Factors analyzed and presented in the paper are the quality of institutions and services, infrastructure and system quality, quality of courses and information, and online learning environment. Data were collected through surveys by distributing questionnaires and interviews. Authors are providing the main criteria for successful education based on administrative positions and design makers of the educational organizations. The article summarizes the interviews of 15 respondents from the three Lithuanian higher education institutions and how their informants met changes, opportunities, and identified quality factors addressed to the successful learning and teaching process during a pandemic period.

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Lack of guidelines for implementing distance learning, lack of infrastructure, lack of competencies, and security-related problems were the challenges met during the pandemic. These challenges firstly fall on the administration of a higher education institution. To assist in solving the challenges of the pandemic for the administration of a higher education institution, the paper presents several models for the organization of the processes of distance learning. These models are as follows: a conceptual model of distance learning, a model of strategic planning of distance learning, a model of the assessment before the start of distance learning, a model of the preparation for distance learning, and a model of the process of distance learning and remote work. Student profile, lecturer profile, organizational environment, assessment, and planning of the infrastructure of information and communication technology (ICT), assessment and planning of the virtual learning environment, and assessment of distance learning competencies of participants of the study process are also considered. The developed models are based on five main processes of instructional design, i.e., analysis, design, development, implementation, and evaluation. The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by Cronbach’s alpha coefficient that is above 0.9.

As the term 'information technology' has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor's degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates' preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025.