Daiva Penkauskienė (Mykolas Romeris University) & Eglė Pranckūnienė (Klaipėda University)
Prior to Lithuania’s independence (1987–1988), a distinctive process of educational transformation unfolded. Under the leadership of Professor Meilė Lukšienė, a movement of Lithuanian intelligentsia emerged, aiming to redefine education by dismantling the Soviet school system and establishing a new model grounded in humanistic and democratic values. The foundational principles of educational reform and state development were articulated in the 1988 concept of the National School. By the time Lithuania declared independence in 1990, it had already formulated an educational vision centered on humanism, culture, democracy, and the cultivation of free individuals and a sovereign nation. The National School concept was developed during a period marked by uncertainty and limited faith in freedom. This paper examines the origins and evolution of the National School idea, highlighting its role as a unifying framework for the extensive educational reform movement. Following independence, the concept was further refined to align with the vision of the newly independent state. However, it also became a source of contested interpretations among diverse social and political groups, drawing reform pioneers into ongoing debates regarding the sustainability of the reform agenda. This study is part of a broader investigation into the lived experiences of Lithuania’s educational reform pioneers, employing phenomenography, life narrative, and document analysis methodologies.