General education schools that use non-traditional education systems base their education on a general education program adapted to their own needs or develop their own education programs, which must be registered in accordance with the procedure established by the Minister of Education, Science, and Sports. Non-traditional general education schools operate according to prepared education plans that do not conflict with general education plans, are agreed with the school's founder, and are approved by order of the school's director.

The duration of the educational process in non-traditional general education schools (days, weeks, or the entire academic year) may differ from the duration of the educational process in traditional schools. Non-traditional schools are free to choose teaching methods and strategies that help them achieve their educational goals. They can create their own educational environment, develop and use their own teaching aids and systems for assessing educational achievements. These schools as well as the others follow general plans of education curriculum approved by the Minister of Education, Science and Sport every two years. According to this, a school prepares its own education plans. Schools implementing specialised education curricula can reallocate up to 25% of the total number of classes and subject content set in general plans of the education curriculum between several subjects or all of them. Time allocated to non-formal education can be used for specialised subjects. This time can be increased. In addition, if a school community agrees, specialised subject classes or other activities can take place on Saturdays. 

Currently, several non-traditional concepts of education are established in Lithuania.

Education in ecology and environmental technology

The aim of education in ecology and environmental technology is to develop mature individuals with fundamental knowledge, skills, and values in ecology and environmental technology, who are able to independently choose appropriate behavioral strategies, predict the consequences of their actions on the environment, and take active measures to preserve the environment. This education helps to form a sustainable, responsible, and friendly relationship with the surrounding world, a harmony with nature and people, and practical skills are developed in natural environments (forests, meadows, areas near water bodies, nature reserves, etc.), man-made environments (parks, botanical and other gardens, nurseries) and in spaces dedicated to natural science research, ecology and environmental technology testing (laboratories, research bases, business valleys) and other spaces.

Education in humanistic culture through artistic activities

Artistic activities aimed at educating students in humanistic culture aim to ensure that, alongside their primary and secondary education, students acquire artistic skills, adopt humanistic values and base their lives on them, reveal their creative powers, develop an understanding of the essential features of a work of art or its performance, and be able to critically evaluate their own and others' work, understand cultural and artistic heritage and cultural diversity, and take an interest in art throughout their lives. 

When learning according to the lower-secondary education program, students learn music (expression, creation, interpretation, musical language), art (painting, graphics, composition), theatre (acting, stage culture, and language), dance, and other subjects in the field of art. Students learn artistic expression in choirs, ensembles, art and fashion studios, ceramics, photography, phytodesign, painting, Orff instruments, and other non-formal education activities organized according to the needs of the students. Students continue to learn to play musical instruments.

While studying the upper-secondary education program, students learn music (expression, creation, interpretation, musical language), art (painting, graphics, drawing, sketching, composition), aesthetics, and other subjects in the field of art. They learn artistic expression in art studios, choirs, ensembles, theatre, dance, fashion design, and non-formal education activities in musical technologies. Students can continue learning to play musical instruments.

Education based on Jesuit pedagogy

The goal of Jesuit education is to create a community based on Jesuit educational principles and the spirit of Christian morality, to educate a faithful, well-rounded personality who seeks social justice and devotes his or her abilities to the service of society and God. Here, intensive teaching of the subject of religion is organized. By introducing students to the Christian tradition, they are given the opportunity to discover their personal values and gain religious experience. They are educated to have a Christian humanistic worldview and a strong moral foundation, to be independent, able to live in freedom, responsible, educated, able to communicate and cooperate, socially conscious, strong-willed, culturally and ecologically aware, creative, physically active, and harmony-seeking individuals.

Education of Sea Cadets

Sea cadets are educated in accordance with the provisions of the International Sea Cadet Association (ISCA) (www.iscaworld.com), the Sea Scouts (www.juruskautai.lt), the Lithuanian Riflemen's Union (www.sauliusajunga.lt) and the Naval Lad's Brigade of the United Kingdom and adjusted to the long-standing international maritime cadet practice. The aim of sea cadet training is to provide cadets with knowledge and skills in seamanship, navigation, and national defence, as well as the basics of lower secondary and upper secondary education, in cooperation with maritime cultural institutions, schools, and organizations, to create conditions for the formation of maritime cadets' values and understanding that every citizen can contribute to the shared responsibility for the country's national security and the development of maritime culture, to create a dynamic, open, strengthen the physical endurance and mental health of maritime cadets, foster independence, critical thinking, resistance to negative social phenomena, and develop strong moral and psychological attitudes and the qualities necessary for leadership.

Catholic education

The aim of Catholic schools is to provide the education required by the state and to develop creative and intellectual, harmonious and independent, free and responsible personalities who, having understood Christian values, are able to choose meaningful goals in life and work, seek social justice, and use their abilities to serve the well-being of society.

Classical education

The main goal of classical education is to develop an educated person with a Western mentality, a broad cultural outlook, creative individuals who are able to critically and creatively reflect on the relationship between past and present cultures and maintain a balance between individual and social obligations. The lower secondary education program systematically and consistently develops intellectual abilities and skills (analysis, synthesis, interpretation, evaluation). The upper secondary education program develops constructive and systematic thinking, an inner need and ability to combine systematic thinking with creative activity in any field, enables effective learning of foreign languages, and helps students achieve personal maturity.

Montessori pedagogy

The main goal of Montessori schools is to use Maria Montessori's educational system to raise free, independent people who understand the importance of learning, are able to choose meaningful goals in life and work, are capable of integrating into society and improving it, are ready to learn continuously, and develop their abilities. The environment here is adapted to the educational needs of children of a given age and allows students to individually choose their desired activities, satisfy their need to explore, act, learn, move, develop confidence in their abilities, and fulfill the socio-cultural interests of a maturing personality, including communication, aesthetics, nationality, morality, and religion.

Innovative entrepreneurship education

The main goal of innovative entrepreneurship education is to develop innovative thinkers who are able to act independently and actively, create new ideas, and implement them. Educated according to this concept, students in grades 5–8 learn to create social and technological innovations, animations, computer games, films, perform research and practical work, operate in practical workplaces within the learning environment, and accumulate ideas. Students in grades 9–10 learn to assess the usefulness of their activities, create digital resources as learning tools, collect ideas in a virtual environment, work in practical settings, and learn to perceive social and technological innovations as intellectual property. Students in grades 11–12 learn about the specifics of business organization, innovation and intellectual property management, justify the novelty of an idea, find a target consumer group, are able to interest them in the idea, its necessity, are able to "put this idea to work", and anticipate the possibilities for its production, implementation, and methods of selling this idea.

Education of Land Cadets

At the Land Cadet School, cadets study lower secondary and upper secondary education programs together with a program on the fundamentals of law and military service. Cadets are trained in accordance with the cadet training provisions of the International Reserve Forces and Cadet Association, the United Cadet Forces, and the Army Cadet Forces organizations. The aim is for students to acquire, alongside their lower secondary and upper secondary education, the basic skills necessary for maintaining public safety and national defence, enable students to solve problems independently, cooperate, think critically, learn and improve throughout their lives, and become citizens and patriots who love and defend their country.

Sports and health education

The aim of sports and health education is to develop students' attitudes towards healthy and safe living, to strengthen a positive attitude towards health and health-promoting factors, to promote health-enhancing physical activity, to create the right conditions for acquiring sports and general skills, and to encourage the pursuit of sporting achievements. The aim here is for students to rationally combine general, sports, and health education, to form a concept of sports and health as values, to strengthen and maintain their health, physical and mental strength, develop a need for physical activity for the rest of their lives, master the techniques and tactics of their chosen sport, and be able to communicate and cooperate, and compete honourably.

Waldorf education

The essence of Waldorf pedagogy lies in making the content of education face the child. The focus is placed on human values helping the child disclose his/her personality and seek for what is good and beautiful. The content of education is finely tuned to the regularities of the child’s spiritual development and helps the child find himself/herself and cope with certain critical moments that may arise at various age ranges in the child’s development. Education helps develop and unfold pupils’ intellect, feelings and willpower.

All-Day School

The aim of the All-Day School (ADS) in Lithuania is to create the conditions for a high-quality, inclusive, socially fair education for children, ensuring equal opportunities in a safe environment throughout the day. The ADS is organized based on the recommendations of the Minister of Education, Science, and Sport. The exclusive features of the ADS are:

• a longer time than usual spent at school
• planned and coordinated formal and non-formal education
• provided individual learning, educational assistance and social services to the child and his or her parents (guardians)
• organised food supply throughout the day
• actively including business and social partners into the activities and ensuring a safe environment for the child before returning home

Distance learning

Lithuania as a state tries to keep in touch with its diaspora abroad. One of the ways to do this is the possibility of distance learning for children of Lithuanian migrants. Distance learning is also used to make integration easier for people returning to Lithuania. The Ministry of Education, Science and Sport issues permits to implement the general education curricula in such a way.

Distance learning can be implemented two ways:

1. According to general education curricula. This way, a person learns all of the teaching subjects. After finishing the general education curricula, he/she receives a corresponding document: a primary, lower secondary education certificate or a Matura certificate (if a person finishes just part of the curricula, he/she receives a certificate of the finished parts).
2. ‘Lithuanian package’. A person learns only the Lithuanian language, Lithuanian literature, history, geography (a certificate of this or these courses is issued).

Homeschooling

In this way, the student continuously and consistently learns all subjects according to the lower secondary and upper secondary education programs in a family environment, taught by parents and/or a hired teacher and consulted by a teacher from the school with which the education contract has been concluded. The school, which helps parents organize their children's education at home, will only be able to conclude a teaching contract once the parents have fulfilled the necessary conditions. First of all, parents must prove that no violations of children's rights have been identified in the family over the past two years. Specialists must assess the child's maturity to determine whether the child has the competence to study according to the relevant education program and whether the student's level of achievement in all subjects is at least satisfactory. The same specialists must also make sure that the parents are ready to ensure proper and high-quality education and socialization for the child in the family, and the child himself must express a desire to be educated in the family during an interview with a psychologist.

Once the parents have signed an education agreement with the school regarding homeschooling, the school provides the student with the necessary textbooks, offers consultations, and creates opportunities for the student to participate in school activities, such as clubs, events, and campaigns. The school also assesses the student's achievements, progress, and whether their socialization needs are being met twice per school year.