Manifestation of Liberal Education in Technological University Studies: Lecturers' Approach.Ph.D. candidate Jolita Horbacauskiene, Institute of Educational Studies, Kaunas University of Technology, Lithuania Liberal education in various times has assumed many forms but it has always been concerned with significant educational aims: cultivating intellectual and ethical judgment, helping students comprehend and communicate their views to the world and preparing them for lives of civic responsibility and leadership.Higher education institutions no longer assume that analytical capability emerges automatically as students take courses. Instead universities are designing new curricula and new teaching strategies, which could assure that such abilities as communication skills, critical thinking, understanding of social context, aesthetical sense, professional ethics, scientific interest for professional development and motivation for further education are developed in students.Today universities, according to the university origin, should be concerned with educating full citizens for a multicultural and diverse society in today's interdependent world though needs and requirements of the modern industrialized society forces higher educational institutions to focus on training high-skilled professionals more, but nevertheless universities declare that students in their studies are not limited to being trained or instructed.(Jones R. C., Oberst B. S. (2003), Ollis D. F., Neeley K. A., Luegenbiehl H. C. (2004)). It is claimed that one of universities' primarily goals is to offer education oriented to the whole person rather than to mere acquisition of skills.Conceptual or theoretical framework presented in the paper states that the most important and essential purpose of a university is to provide liberal education that would guarantee a person's intellectual emancipation. The primarily purpose of such education is not only practical application of the received knowledge or tangible benefit, or other quantitative values, but the knowledge itself which as such is valuable in the conditions of the knowledge society (R. Barnett, (2000), D.Maskell, I.Robinsin (2002), G. Delanty (2002), M.Nussbaum, (2003), (2004), Schneider C. G.(2003), Schneider, C. G., Shoenberg R. (1998).The aim of the paper is to evaluate the manifestation of liberal education in technological university studies from the lecturers' perspective. On the basis of scientific literature analysis and the results of the written enquiry the paper looks for the answer to the following questions: What are the problems and possibilities of liberal education in technological universities especially former specialized higher education institutions (the case of Kaunas University of Technology) from the lecturers' perspective? Do lecturers understand their role in students' liberal education? How do lecturers perceive liberal education, how they teach students in classrooms, what features of liberal education they foster? How they incorporate values of liberal education in educational environment? How and to what extend liberal education manifest in technological university's study system from the lecturers' point of view?Analysis of scientific literature; written enquiry, statictical data analysis (descriptive statistical methods (scales of standart normal distribution, factor analysis). Result of the written enquery will highlight dominant attitude to liberal education in technological university studies, reviel/ disclose lecturers' attitude and approach to liberal education and possibilitis to incorporate liberal education in their educational environment.1. Barnett R. (1990). The Idea of Higher Education. London: Society for Research in Higher Education and Open University Press. 2. Delanty G. (2002). Challenging Knowledge. The University in the Knowledge Society. London: Society for Research in Higher Education and Open University Press. 3. Horbacauskiene J. (2005). Manifestation of Values of Liberal Education in Study System of Technological University Experienceing Transformation.4. Jones R. C., Oberst B. S. (2003). Megatrends in International Engineering Education. 2003 ASEE Annual Conference & Exposition Preceedings, American Society for Engineering Education. Washington DC. http://www.worlexpertise. 5. Lagemann E. C. (2003). 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Education - line data base.