The article gives a review of the investigations publicised in the scientific papers of various countries, which reveal the increase in social closure and analyse the problematic conception of social withdrawal; introduces the theoretical (ideal) model of a socially integral teaching/learning environment in the classroom; uncovers its impact on the behaviour of the learners who tend to socially withdraw; discusses their understanding of integral teaching/learning environment as well as the value and possibilities that such an environment provides them to help become active, which is authentically based on their own wording of this understanding and experience acquired while implementing the above-mentioned model in the classroom; and submits their thoughts about socially integral teaching/learning environment, its impact on their state of mind in the classroom and their willingness to learn and participate in class activities.
Whether on a national or an international level, it is important to settle how values are comprehended and justified. This study investigates how university students in Turkey and Lithuania make sense of certain values. The study has a pattern of a case study. The respondent selection was made by benefiting from the studies conducted in both countries. The investigation reveals how three values (family, social justice, and freedom) were understood by university students in both countries, and how they were justified. The data were collected through one of the qualitative research methods, the semistructured interview. The respondents included 32 students from Lithuania, and 40 students from Turkey. The data were analyzed using the content analysis technique. The results of this study suggest that values can be perceived differently both in individual and social platforms, and that, depending on the part of the society they emerged from, values can be justified by various points of view rooting from religion, tradition, and culture.
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