ADMINISTERING REGIONAL APPEAL TO YOUNG PEOPLE THROUGH EDUCATION: THE CASE OF THE SUDOVIA REGION IN LITHUANIA

Abstract

The attractiveness of regional areas to young people has gained growing academic attention, particularly within the context of demographic shifts, urban-rural disparities, and education. In focusing on the Sūduva region of Lithuania, the paper examines how education can be strategically used as a lever to administer regional appeal among young people. By analysing the interplay between local educational institutions and broader regional development goals, the study highlights context-specific solutions for youth attraction and retention. Existing research emphasises that regional attractiveness is multifaceted, encompassing economic opportunities, quality of life, social infrastructure, cultural identity and connectivity. Education is one of the factors that influences young people's decision to relocate and settle in specific regions. Researchers agree that the factors influencing the choice of educational institutions (EIs) fall into two categories. The first relates to the specific location of the EIs, considering aspects such as the region's transport infrastructure, housing quality for students, and the local community. The second category pertains directly to the EIs themselves, including their reputation, visibility, study programs, quality, and opportunities for student mobility. This study aims to investigate increased attractiveness as a factor in making local EIs more appealing alternatives for students living in the Sūduva region. The goal is to develop a model of essential EI approaches that can serve as a guide for establishing a framework of strategic, integrated policies that resonate with local identity and aspirations. This approach can position Sūduva as a competitive and vibrant region for youth retention and attraction, contributing to balanced territorial development in Lithuania.

Methodology. This study employs a mixed-methods approach, integrating quantitative surveys and qualitative interviews to comprehensively assess the attractiveness of the Sūduva region for young people through education. This methodology allows for data triangulation, ensuring robust and nuanced insights. A structured questionnaire was distributed to a representative sample of 171 young residents (ages 18-35) within the Sūduva region. The survey aimed to quantify factors influencing regional attractiveness, such as employment opportunities, educational facilities, quality of life, social services, and connectivity. Likert scales measured perceptions and levels of importance, while demographic data provided context for analysis. To complement the survey, in-depth semi-structured interviews were conducted with nine stakeholders, including local government officials, business owners, educators, and young residents who have recently returned or considered returning to the region. These interviews explored perceptions of regional strengths and weaknesses, aspirations, and suggestions for improving attractiveness through education. Quantitative data were analyzed using descriptive statistics, factor analysis, and multiple regression to identify key determinants of attractiveness through education and their relative influence. Qualitative data were transcribed and subjected to thematic analysis, identifying recurring themes, narratives, and local perspectives that contextualize the survey findings.

Findings. The integration of quantitative and qualitative data presents a compelling view of Sūduva’s appeal to young people through education, emphasizing both its promising opportunities and the challenges that must be addressed.

Conclusions. The findings highlight that administering regional appeal through education requires integrating academic opportunities with cultural, social, and economic dimensions of regional life. However, aligning local education with future-oriented industries is critical for enhancing Sūduva's vibrant attraction for youth.

Keywords: Youth retention; administering; regional attractiveness; education policy.