The authors of the paper aim to highlight that visual literacy, accompanied by lexical pliancy, already at the stages of pre-school education, provides a basis for multimodal thinking, interdisciplinary synthesis, and cognitive flexibility, which are crucial for a child to advance personally and later professionally. The development of a child across cognitive, physical, and social-emotional dimensions of learning is encompassed by the framework of Education for Sustainable Development. The present article outlines the results of a one-year project, “Sustainable Model Design for Conceptual System and Lexical Framework Pliancy Analysis for Perceptual Data Processing of the Preschool Age Actors” (2024–2025), conducted by the Institute of Digital Humanities of the Faculty of Computer Science, Information Technology and Energy of Riga Technical University (RTU) and RTU Liepaja Academy. The research project explores the conceptual system and lexical framework pliancy for perceptual data processing exhibited by pre-school children (5 to 7 years old) to perceive their surrounding environment, comprehend the contextual framework, and communicate efficiently. Preschool children from three preschool educational institutions in three different counties of Latvia have been engaged in the experimental study conducted from March to April 2025. Storytelling with drawings has been used as a method of data collection. Five concepts – dream, future, freedom, homeland, and security – have been chosen for the experimental study. A total of 169 children’s drawings and corresponding narrative transcripts have been obtained. The current article continues the line of inquiry developed in a previous study, which introduced the conceptual framework and research methodology (see Ivanova et al., 2025). The analysis of children’s drawings reveals that even at a young age, they can operate on multiple conceptual levels. They can define concepts by examples or opposites, focus on self or society, and imagine immediate and distant futures, as well as imaginary worlds and fantasies. The findings of the research demonstrate that efficient cognitive development not only strengthens pre-school children’s capacity to recognize and interpret elements of their surrounding world but also creates the basis for more sophisticated information processing skills. The findings offer evidence-based insights that can guide policymakers, institutional leaders, and sector stakeholders in designing development agendas aligned with Education for Sustainable Development.

Abstract The aspects of preschool education curriculum (re)design have recently been emphasized both in various international and national legal documents and in the professional mainstream literature with the aim to support children’s holistic development. The maturity and advancement of a child across cognitive, physical, social-emotional, and behavioral dimensions of learning are interconnected and covered by the integrative framework of education for sustainable development (ESD). The authors of the given paper desire to highlight the important correlation of the innate cognitive processes, which are fundamental to a child’s understanding of the world, and the acquired cognitive flexibility, which is being formed as a child grows, learns to explore, and establishes their own behavioral settings and learning habits. The topicality to explore the conceptual system and lexical framework pliancy for perceptual data processing exhibited by preschool children is conditioned by the fact that a growing volume and complexity of multimodal information significantly influence the ability of preschool children 5 to 7 years old to perceive their surrounding environment, comprehend the contextual framework, and communicate efficiently. The given research introduces the conceptual framework and methodology of a one-year project “Sustainable Model Design for Conceptual System and Lexical Framework Pliancy Analysis for Perceptual Data Processing of the Preschool Age Actors”, which aims to design a sustainable model suitable for analyzing preschool children’s perception of designated concepts within individual and language conceptual systems investigating lexical framework pliancy principles and employing methods of multimodal data processing. Preschool children from three preschool educational institutions in three different counties of Latvia have been engaged in the experimental study conducted from March to April 2025. Storytelling with drawings has been used as a method of data collection. Five concepts – dream, future, freedom, homeland, and security – have been chosen for the experimental study. For the present research, visual and emotional perception, spatial logic, social context, and vocabulary have been selected as the primary indicators for analyzing children’s perceptual development.

Abstract Profound understanding of implicature is a vital precondition for successful communication, which allows recipients to appreciate the tone, relevance, and acceptability of the original idea in both intralingual and interlingual setting. This assumption accentuates the necessity to address the concept of implicature in sustainable interdisciplinary training of content creators and/or mediators. The issue might acquire even more complex reading in case of dealing with modern texts within hypermedia environment and if addressed in a heterogeneous learner group. The authors of the given paper propose an approach developed at the crossroads of dynamic and interactive learning exploiting the premises of edutainment in correlation with readers’ participatory continuum and rooted in the matrix of the competences aimed at advancing students’ cognitive flexibility. The authors invite to benefit from their creative know-how of applying six-word memoir frame for training implicature processing in class and during the selfpaced online learning. The proposed approach has been developed and tested in the multicultural and multilingual groups of students mastering content creation-related study courses at Riga Technical University. The in-class training experiment was conducted from 2018 to 2022. The proposed methodology was validated on a sample of 62 undergraduate students from four cohorts. Since 2023 the direct and indirect benefits of the approbated methodology have also been considered in the tasks of the MOOC courses co-developed by the authors of the research as the members of an interdisciplinary team within the project “Language Technology Initiative”.

Although technological savviness is believed to be an integral skill of digital natives, one should not forget that humanities natives nowadays are also expected to undergo a digital transformation path and considerably develop their digital competence since it has become sine qua non of modern humanities landscape. This need has not only paved the road for the introduction of interdisciplinary disciplines but also has been converted into a critical task to be addressed within both tertiary education environment and life-long learning paradigm. The paper aims to illustrate how RTU - a leading centre of STEM+ tertiary education in Latvia - has responded to the current demand by considerably expanding its education offer to include MOOCbased study courses being developed by an interdisciplinary team of researchers within the project of national significance "Language Technology Initiative" that address cutting-edge scenarios for successful application of technologies to resolve diverse language use rooted tasks.

Kolektīvo monogrāfiju veido četras nodaļas. Pirms katras atrodami īsi krājuma sastādītāja ievadvārdi ar ievirzi nodaļas tematikā. Pirmā nodaļa sniedz ieskatu vispārīgās terminoloģijas teorijas un vēstures problēmās. Otrās nodaļas uzmanības lokā ir terminrades procesi, kas aizsākās jau 19. gs. pēdējā trešdaļā un loģiski noveda pie Izglītības ministrijas Terminoloģijas komisijas izveides 1919. gadā, plašāk raksturojot gan kopējās tendences, gan īstenotās un neīstenotās ieceres. Trešajā nodaļā aplūkota vairāku nozaru terminoloģijas attīstība ar īpašu akcentu uz starpkaru periodu, tomēr nenorobežojoties ne no tā, kas bija apritē jau pirms tam, nedz no vēlāk paveiktā. Pēdējā, ceturtajā, monogrāfijas nodaļā apcerēta terminrades procesa organizatoriskā un valodiskā puse, lai atklātu, kādas iespējas un arī grūtības rodas ikreiz, kad tiek domāts par jauniem terminiem vai precizēti jau esošie. Iespējams, šī monogrāfija palīdzēs rast atbildes uz vairākiem jautājumiem: vai mūsdienu skatījumā nozaru terminoloģija pirms gandrīz simt gadiem raksturojama kā nevienāda un nestabila vai jau nostabilizējusies, vai atsevišķu nozaru terminoloģija kaut kādā veidā būtiski atšķīrusies no latviešu terminoloģijas konteksta kopumā.

In the dynamically changing scientific and academic environment it is rather difficult to imagine efficient communication among professionals in any field and across domains unless terminological deficiencies are properly addressed and solved. Bridging the existing terminological gap implies considering the issues of availability of terms, terminological work, acceptability of terms, responsibility of the respective authorities, degree of erudition of the actors, the performed needs analysis, term elaboration mechanisms, sensitivity and tolerance of the stakeholders, and last but not least, a well-defined scientific approach to term creation, harmonization and alignment across the languages. Therefore, raising terminological awareness is an essential part of curriculum at all levels of tertiary education, fundamental and/or applied research as well as vocational traineeship. It especially concerns the design of the contemporary technical translator profile, developing terminological competence and addressing the issues of cultural sensitivity and domain knowledge. The present paper aims at discussing the notion of terminological awareness and testing it against the number of the relevant terminological sub-competences a user should possess.

A mainstream tendency for multimediality of information and exponential growth of data have promoted major changes in the academic paradigm, supporting the transition towards interdisciplinary research-based studies, which has affected the development of the emerging field of Digital Humanities (DH). The paper aims at providing insights into the different activities implemented by the DH community in Latvia, which have contributed to the advancement of the field and stimulated the inclusion of digital research-related courses in the Latvian higher education curricula, reflecting on the establishment and implementation of the Master study programme in Digital Humanities at RTU considering it in its wider Latvian, pan-European, and global context.

A mainstream tendency for multimediality of information and exponential growth of data have promoted major changes in the academic paradigm, supporting the transition towards interdisciplinary research-based studies, which has affected the development of the emerging field of Digital Humanities (DH). The paper aims at providing insights into the different activities implemented by the DH community in Latvia, which have contributed to the advancement of the field and stimulated the inclusion of digital research-related courses in the Latvian higher education curricula, reflecting on the establishment and implementation of the Master study programme in Digital Humanities at RTU considering it in its wider Latvian, pan-European, and global context.

The Academic Research Student Handbook has been designed as the manual providing guidance on curricular and extracurricular academic research activities, focusing particularly on the development of the Master Thesis. The book is intended for students, academic staff, scientific advisers and reviewers of graduate papers and the members of the final examination commission of the Academic Master Study Programme “Digital Humanities”, Faculty of E-Learning Technologies and Humanities, Riga Technical University.

This paper comments on selected problems related to the theory and practice of translation in various professional, and other semantically-restricted domains. The text introduces a selection of papers published in Research in Language, Vol. 18, No. 3, which together with a number of papers published in RiL earlier issues collectively present various research programmes which link translation and specialised discourses. The field of specialised languages is constantly growing, including new professional varieties and new approaches. There are numerous publications and journals focusing on LSP problems, as well as conferences which offer fora for relevant discussions. Selected articles in the volume originated from conference meetings “Meaning in Translation,” held in Riga, Latvia. The present paper comments on selected approaches to semantically-restricted domains in translation and features of specialised and professional discourses.

AbstractThe tendency to create messages using the elements belonging to different semiotic systems shifts our perception of a communicative act, contributing to the establishment of multimodal and intersemiotic communication practice.A visual metaphor is seen as one of the instances of a multimodal and intersemiotic message, which generates a text that is revealed gradually, uncovering numerous layers of meaning encoded within a metaphor and within visual, linguistic, and spatial settings it is placed in.The paper sets out to explore the notion of a visual metaphor and focuses on the application of the visual metaphor ‘global warming’on posters created for the needs of public awareness campaigns, investigating simultaneous manifestation of iconic and metaphorical mappings in the given visual metaphor.

The tendency to create messages using the elements belonging to different semiotic systems shifts our perception of a communicative act, contributing to the establishment of multimodal and intersemiotic communication practice. A visual metaphor is seen as one of the instances of a multimodal and intersemiotic message, which generates a text that is revealed gradually, uncovering numerous layers of meaning encoded within a metaphor and within visual, linguistic, and spatial settings it is placed in. The paper sets out to explore the notion of a visual metaphor and focuses on the application of the visual metaphor ‘global warming’ on posters created for the needs of public awareness campaigns, investigating simultaneous manifestation of iconic and metaphorical mappings in the given visual metaphor.

The present paper is only a small part of the investigation we have performed into the evolution of how the meaning of colour is represented in contemporary LSP texts. The English language is undergoing a process of change characterized by a tendency towards the extension of the meaning of lexical units. This tendency can be observed in the semantic field of colour, which is a significant component of the cognitive models that enable both an understanding and representation of reality. Having studied multiple sources and analyzed numerous examples illustrating the historical evolution of this phenomenon, we aim to demonstrate both the complex, multifaceted nature of colour terms and their possible application in the designation of concepts and the formation of new terms. Within the scope of this paper, we have investigated the mechanisms of how contemporary colour-based terms are formed with the additional aim of broadening the perception of colour term applications.

The paper presents discussion of the results of extensive empirical research into efficient methods of educating and training translators of LSP (language for special purposes) texts. The methodology is based on using popular LSP texts in the respective fields as one of the main media for translator training. The aim of the paper is to investigate the efficiency of this methodology in developing thematic, linguistic and cultural competences of the students, following Bloom's revised taxonomy and European Master in Translation Network (EMT) translator training competences. The methodology has been tested on the students of a professional Master study programme called Technical Translation implemented by the Institute of Applied Linguistics, Riga Technical University, Latvia. The group of students included representatives of different nationalities, translating from English into Latvian, Russian and French. Analysis of popular LSP texts provides an opportunity to structure student background knowledge and expand it to account for linguistic innovation. Application of popular LSP texts instead of purely technical or scientific texts characterised by neutral style and rigid genre conventions provides an opportunity for student translators to develop advanced text processing and decoding skills, to develop awareness of expressive resources of the source and target languages and to develop understanding of socio-pragmatic language use.

The nature of the contemporary technical text has been changing. Traditional conventions of technical text production are not strictly observed, and the boundaries between styles and genres are becoming blurred. The tendencies in the development of technical text have caused changes in the development of technical vocabulary, initiating the on-going process of metaphorization and an extension of meaning of the existing and newly created terms.The present article mainly aims at the analysis of the tendency for metaphorization of technical terms and at the elaboration of the classification of the colour-based metaphorical terms. The pattern of the colour-based term creation is frequently applied to denote the emerging concepts. The complicated mechanisms underlying the processes of meaning formation, extension or compression are illustrated in the article considering the colour-based ESP terms in English and their possible translation into Latvian.

Corrigendum Text: The Figure 1. Use of Venn diagram for graphical representation of FE glossary is created using templates available from http://creately.com/Draw-Venn-Diagrams [accessed on 15 May, 2016].