European Reference Index for the Humanities

We seek to deepen the discourse on modernist heritage by introducing the concept of “imperfect Modernism” as an additional lens for interpreting its complexities. Instead of celebrating a seamless and idealized vision, the contributions demonstrate how modernist architecture emerged in fragmented, locally adapted forms shaped by political shifts, social demands, economic scarcity, and cultural encounters. Far from diminishing its value, these imperfections provide essential insights into the lived realities of the 20th century and the resilience of communities that engaged with modernity on their own terms. The articles gathered here highlight not only the vulnerabilities of modernist legacies, often contested or neglected due to political and economic transformations, but also their capacity for reinvention. From fragile typologies and hybrid traditions to digital conservation and adaptive reuse, the case studies demonstrate how Modernism remains a site of negotiation between global visions and local identities. By drawing together perspectives from Europe, Asia, Africa, and Latin America, this issue highlights the diversity of experiences that collectively redefine what modernist heritage means today. The notion of “imperfect Modernism” thus opens space for more inclusive, sustainable, and context-sensitive approaches, ensuring that the architectural legacy of the twentieth century remains a vital and relevant part of our present and future.

Purpose. The identification of the main study patterns which can be used as the tools for improving effectiveness of know-how transfer between lecturers and students from the viewpoint of social transformations influenced by the changes in computer based media an d internet technologies. Design/methodology/approach. Participants of this study are represented by students of Lithuanian Maritime Academy which were studied in the studies programmes of port and shipping management, port and shipping finances, maritime transport logistics technologies. The main method used is the combined research method consisted of quantitative and qualitative research methods. . Participants wrote a review about their expectations during studies from the viewpoint of know- how transfer possibilities in the context of communication based on e-learning environment usage and content analysis was applied for identification main criteria and sub criteria, later qualitative mathematic methods was applied for comparison of different students groups by significance of each of criteria which can be used for constructing of learning patterns. Findings. Integrated and specialized continuous tasks were applied to study of such modules as information technologies and systems, economic statistics, mathematic modelling by using of virtual learning environment. The problem-solving methods were applied for the implementation of interdisciplinary relations with the requirements to publish tasks’ outcomes in the journal and/or to prepare oral presentation for the conference. The content analysis were applied for the aim to assess the applied methods and technologies in study process from the viewpoint of know-how transfer between lecturers and students. Research limitations/implications.