The Bologna Process started in 1999, aiming to elaborate an overarching framework of qualifications for the European Higher Education Area. The doctoral level as the third cycle was introduced for promoting closer links between research and higher education. The implementation of doctoral programme of pedagogy has strengthened the area of educational research. The general goal of the doctoral education is to provide doctoral students with an in-depth knowledge of the field of research and the capability to produce novel scientific knowledge independently. The aim of the paper is to characterize the realisation of teachers' education as doctoral training in the context of Bologna Process strategies. The seminar in Salzburg set up ten basic principles concerning doctoral education. Learning outcomes in the field of research training are one of the basic building blocks of European higher education quality. The quality of teachers' education on doctoral studies level is depending on advanced learning outcomes of an individual. The goals of doctoral education are increasing internationalisation, co-operation between academies, promoting academic careers and establishing post-doctoral positions. The investigation about research training was carried out at Riga Teacher Training and Educational Management Academy doctoral study programme in pedagogy. A questionnaire about aspects of doctoral studies was developed for obtaining information for analysis and was given to teachers (doctoral students). Respondents were asked to complete the questionnaire focusing on learning outcomes. The estimation of the results was made summing the answers, and the percentage was calculated. Feedback from doctoral students plays an important role in the further development of the curricula.

Quality assessment of a study programme is a topical issue in the single education area. Quality is not a unequivocal term in higher education area, which lends itself to many understandings and interpretations according to different criteria. The best practice of software engineering may be applied for the study programme evaluation if by analogy it is viewed as software product. Study programme similar to software product has internal and external quality. Students as direct users of the study programme may be engaged in the evaluation of its external quality, in case the evaluation of internal quality of the study programme is mainly based on internal resources of a higher education institution. The paper provides the methodology for evaluation of external quality of a study programme based on software product quality model and quality assurance standards. Approbation of the methodology was started in 2009 at the Faculty of Information Technologies, where students evaluated external quality of undergraduate study programmes. Results obtained during the approbation lead to the conclusion that the chosen methodology ensures significant information for the enhancement of quality of a study course and simultaneously the entire study programme.

The migration of many rural youngsters to bigger cities and other countries in order to find a place for better life and job is not only economic but also educational and up-bringing problem nowadays. The development of the Latvian countryside is closely connected with the investment of educated young people in the long-term creative development of the native country. Latvia University of Agriculture students consider that one of the reasons of leaving their native land rather easily is because they were not purposefully brought up in the field of the patriotism and the feelings of belonging to their native country. Higher educational establishments apply different study models dependent mainly on the aims of educational institutions. The aim of this work is to develop a study model of 'Rural tourisms' taking into account that the study course 'Rural Tourism' has its up-bringing potential which can help to increase the development of students' patriotic attitude during the acquisition of Latvian cultural and historic inheritance. The priority of the study course 'Rural Tourism' in Latvian higher educational establishments is supposed to contribute to the development of students' entrepreneurial skills but this direction does not increase the development of students' patriotism. The above mentioned developed study model is based mainly on the dynamics of the relationship between the study program and the development of students' patriotism.

Rural tourism is becoming more and more important in Latvia and Europe, where rural environment changes, began already more than a couple of decennaries ago. Current trends in development of tourism are favourable for lasting development of rural tourism in the whole European Union. Rural tourim in Latvia extremely popular, because it includes both recreational and cognitive elements of tourism, and takes place in countryside. It gives people a chance to become acquainted witg a country lifestyle, the process of production and be in touch with nature, be able to obtain strength and take emotional pleasure in the energy of nature. The study course "Rural tourism" is lectures both in Latvia's, and foreign higher educational establishments. This course usually is the free choice study object. The aim of the work is to observe study course "Rural tourism" aims and describe the content of this study course in higher educational establishments in Baltic States and North Europe.

This article deals with the use of the service learning method in the study courses of landscape architecture bachelor studies outcomes from a student’s perspective. This kind of research is unique with combining service learning method research and involvement of student’s perspective. The service learning method, which includes both theoretical studies and practical work in the planning of actual territories and communication with the customer, is important for the development of professional competences in the field of landscape architecture. The aim of the research was to state the benefits of students’ professional growth from using this method in the study process. The article summarises the evaluation of the experience of Latvia University of Agriculture landscape architecture studies in cooperation with 3 non-governmental organisations, 8 municipalities and governmental organisations and 4 associations from 2013 to 2016. The research was based on the students’ survey. The students had to answer close-ended questions about the knowledge they had acquired from the projects of different scales. As a result of the survey, it was concluded that the students’ main benefits of professional knowledge are mainly associated with a better understanding of specific features of particular places, which is not always possible within the framework of theoretical studies. The possibility of presenting projects to a real customer, thus improving one’s presentation skills was also positively evaluated.

The use of artificial intelligence (AI) tools in university education is a phenomenon of various directions: the potential of AI tools, skills, purpose and sense of usage. Each direction is worth of working out and introducing regulatory systems and deeper investigating users’ choice and managing the process of getting, navigating and creating information by means of AI. Therefore, one of the emerging scientific challenges is students’ abilities and personalised learning experience in the use of AI. The study is focused on the usage of AI in specific courses, and namely the students of Information Technology (IT) programmes from Latvia University of Life Sciences and Technologies (LBTU) and Riga Technical University (RTU). The aim of the study is to investigate the students’ ability, need and merit to use AI in learning numerical methods, mathematics and programming. The main data collection method used is a student survey. According to the main results, it is found out that respondents when solving the programming tasks sometimes used AI, while solving mathematical tasks respondents rarely used AI. AI actually did not help to solve the mathematical tasks, while it partly helped to solve the programming tasks. The use of AI partly helped the respondents to improve the knowledge and skills of programming. Acquiring the study course Numerical Methods respondents mainly used ChatGPT, but performing practical works respondents mostly did not use AI.