VOLUME 16 | ISSUE 2 | SEPTEMBER, 2026
(The next ISSUE of HRR comes in April 2027)
Paul, Marschark, & Mayberry: An Integrated Perspective for Reading Development of D/Deaf and Hard of Hearing Students
Peter V. Paul and Husnija Hasanbegovic
The development of grade-level or age-level reading proficiency continues to be a challenge for a number of d/Deaf and hard of hearing (d/Dhh) children and adolescents. There have also been ongoing research debates on recommending evidence-based or effective practices to facilitate the acquisition of reading skills. These debates are fueled, in part, by the major principles of three broad frameworks: Paul’s Qualitative Similarity Hypothesis, Marschark’s Cognitive “Qualitative Difference” Hypothesis, and Mayberry’s L1-Timing Hypothesis. These frameworks highlight the tension between developmental similarity (continuity) and emerging neurocognitive reading research on d/Dhh individuals. The present commentary discusses the three frameworks, highlighting strengths and criticisms as well as similarities and differences, and concludes with a proposed integrative perspective with implications for classroom practices. This integration provides recommendations for further research, necessary for improving the reading levels of d/Deaf and hard of hearing students.
Keywords: d/Deaf and hard of hearing students, L1-Timing Hypothesis, Paradigmatic-Pragmatic Speech-Language Method, Qualitative Difference Hypothesis, Qualitative Similarity Hypothesis
The Role of Educational and Training Strategies in Improving Service Quality in Tourism Businesses
Suada Ajdarpasic, Rozafa Lataj, Mimoza Luta, and Mersiha Kalac Kacamakovic
This study aims to examine the role of educational strategies in improving service quality and their indirect impact on the demand for tourism business services in Kosovo. In this study, a quantitative research approach was used, and linear regression analysis was performed to assess the relationship between professional education and service quality. Therefore, in the first research model, service quality is treated as a dependent variable, while staff training and qualification, service standards, and customer feedback are considered mechanisms based on professional development and organizational learning. The findings show that staff training and qualification, and service standards positively and statistically significantly improve service quality, whereas customer feedback does not. In the second model, service demand was examined as an indirect result of education-driven quality improvement, with service promotion, advanced technology, modern infrastructure, and customer feedback included as independent variables. The results show that service promotion is a significant predictor of tourism demand. This study highlights the importance of continuing education, professional capacity building, and learning as key strategies for improving tourism service quality. Such findings contribute to the perspective related to improving the quality of human services and underline the importance of education and training strategies in the context of workforce professional development.
Keywords: educational strategies, Kosovo, professional development, service quality, tourism services, workforce training
AI Addiction: Exploring the Impact of ChatGPT Reliance on Self-Regulated Learning
Agung Prihatmojo, Achmad Salido, Purna Bayu Nugroho, Sumarno, Achyani, Marina Gusnia Ruchiyat
This study aims to analyze the impact of students’ reliance on ChatGPT on their learning independence. Using a quantitative descriptive correlational design, the study involved 312 students from various academic programs who used ChatGPT in learning activities. The researchers collected data using questionnaires measuring ChatGPT dependency and self-regulated learning, and analyzed them using Pearson’s correlation and simple linear regression. The results revealed a significant negative relationship between ChatGPT dependence and learning independence (r = −0.468, p < 0.001). Regression analysis indicated that ChatGPT dependence explained 21.9% of the variance in students’ learning independence (R² = 0.219, p < 0.001). These findings suggest that although ChatGPT facilitates access to information, excessive reliance may weaken students’ ability to monitor and reflect on their learning. The study highlights the need for educational policies that integrate digital literacy to promote responsible AI use while maintaining learning independence.
Keywords: Artificial Intelligence in Education; ChatGPT Dependency; Digital Literacy; Independent Learning; Self-Regulated Learning
Mapping Global Trends in Higher Education Admission Strategies Over the Last Decade: A Bibliometric Analysis
Noormawanti, Agus Pahrudin, Eti Hadiati, and Muhammad Afif Amrullah
This study examines global trends and thematic developments in research on higher education student admission strategies from 2016 to 2025, amid increasingly complex selection policies and expanding digital influence. Using a bibliometric analysis of 487 Scopus-indexed documents, metadata were refined with OpenRefine and analyzed using Biblioshiny R and VOSviewer to map publication patterns, collaborations, and keyword networks. Results show a significant rise in publications since 2018, peaking in 2024. Leading sources include Academic Medicine and ASEE Annual Conference Proceedings, with prominent contributors such as Glazer, James-Maceachern, Nesterov, and Sin. Five main thematic clusters emerged: student recruitment policy, professional education, cultural diversity, educational psychology, and academic evaluation. Emerging topics include machine learning applications, sustainability-oriented admissions, and digital justice. These developments highlight the growing need to integrate technological innovation with social equity to promote inclusive and transparent global admission practices.
Keywords: Bibliometric analysis; higher education policy; machine learning in education; student admission; student recruitment
Media Representations of Disability and Their Impact on Social Inclusion and Rehabilitation Outcomes
Gazmend Abrashi and Xhevahire Izmaku
The media plays an important role in how individuals in rehabilitation programs perceive themselves and their place in society. In this context, media representations of disability can directly influence the level of social inclusion and the motivation to engage in the rehabilitation process. Stereotypical or negative portrayals tend to reinforce feelings of stigmatization and isolation, hindering active participation, while realistic and empowering representations can contribute to increased self-confidence, social support, and positive recovery outcomes. This study examines how media representations affect social inclusion and rehabilitation among adults enrolled in rehabilitation programs. A mixed-methods design was applied. Quantitative data were collected through standardized questionnaires measuring media exposure, perceived stigma, social inclusion, and rehabilitation engagement. Qualitative data were gathered through semi-structured interviews exploring personal experiences with media and its perceived impact on recovery. The sample included 150 adults participating in physical, vocational, or psychosocial rehabilitation programs in urban centers. Correlation and regression analyses were conducted for quantitative data, while qualitative findings were analyzed thematically. Results indicate that empowering media portrayals are associated with greater inclusion and engagement, whereas negative portrayals correlate with higher stigma and reduced participation.
Keywords: disability, media representation, social inclusion, rehabilitation outcomes, stigma,patient engagement
Fostering Learning and Innovative Behavior in Adult Learners Through Learning and Innovation Platforms
Pongwat Fongkanta, Fisik Sean Buakanok, and Suwannee Kruaphung
Transforming local communities to foster sustainable careers for adults through the development of community-driven innovations presents a challenge in this era. This study examines the enhancement and development of community innovation through the Learning and Innovation Platform (LIP), and to investigates the innovative behavior of community members who were developed through the LIP. Participants consisted of 64 community members selected through volunteer sampling. The LIP, including 4 activities, was employed to enhance and develop community innovation and innovative behavior. Utilizing a quasi-experimental one-group design with the multi-measurement. The Community Innovative Behavior Scale (CIBS) was used to measure innovative behavior. Descriptive statistics were used to analyze the innovative behavior. Repeated measures ANOVA was conducted to evaluate the mean differences in innovative behavior scores, with pairwise comparisons performed using the Bonferroni post hoc test. The results revealed that the community innovation product was germinated brown rice powder packaged in sachets, recognized as a healthy product with excellent nutritional benefits. This outcome highlights the advancement of community innovation through the LIP which encompasses four key development activities. The innovative behavior indicates an increase to a high level in the posttest which represents an improvement from the moderate level measured in the pretest. Then the innovative behavior remained at a high level during the follow-up measurement.
Keywords: adult learning, innovative behavior, learning platform, lifelong learning
Influences on Educational and Career Choice: Examining Career Guidance Exposure among Indian Science and Technology Students
Rahul M and Sashi Kala Govindarajulu
Indian students increasingly enroll in STEM courses after senior secondary education, both within India and abroad. But the reasons behind such enrolment decisions are unfortunately not always clear. At the same time, students’ ideas about Arts and Humanities disciplines are unclear and not well defined. The present study examines the factors influencing students’ educational and career choices, with particular attention to the role of social agents. The core objectives are to identify the elements shaping students’ decisions, evaluate their exposure to various academic streams and career counselling sessions, and assess their awareness of opportunities within the arts, humanities, and social sciences. To address these objectives, a quantitative research design was employed, involving a sample of 525 participants currently enrolled in science and technology programs. The majority of the participants had completed their education in private senior secondary schools in Tamil Nadu, India. The findings reveal that social agents play a significant role in directing students’ educational and career trajectories. Moreover, the participants underscored the limited availability of career guidance programs that could have supported more informed decision-making. The study concludes by emphasizing the need for well-structured educational and career guidance initiatives extending beyond STEM disciplines to ensure inclusive and equitable quality education, as envisioned under Sustainable Development Goal 4.
Keywords: Career, Education, Science, STEM, Students, Technology
Empathy and Ethics in Aesthetic Surgery: Between Medical Responsibility and Socially Constructed Beauty Ideals
Merima Kasumovic and Muhamed Mahmutovic
Objective. To analyze the ethical, psychological, and social dimensions of contemporary aesthetic surgery, with particular emphasis on empathy in clinical decision-making, patient autonomy, body image disturbance, and the risks associated with unregulated practice. Narrative review. This manuscript is based on a qualitative narrative review of the literature in plastic surgery, bioethics, psychology, and public health, including professional guidance documents and selected epidemiological reports. Available evidence was examined through the core principles of medical ethics: beneficence, non-maleficence, autonomy, and justice. Aesthetic surgery increasingly operates at the intersection of medicine, consumer culture, and digitally mediated beauty ideals. The literature indicates that requests for aesthetic procedures may be shaped by social media exposure, unrealistic expectations, and, in some patients, body dysmorphic disorder or other psychological vulnerabilities. Ethical practice, therefore, requires empathic communication, careful assessment of indications, and willingness to decline procedures that are unlikely to benefit the patient. The growing presence of unlicensed providers further underlines the need for stronger regulation and public education. Conclusion. Aesthetic surgery should remain grounded in medical professionalism, with empathic ethical judgment, psychological vigilance, and patient safety at the center of care.
Keywords: Aesthetic surgery; Empathy; Medical ethics; Body dysmorphic disorders; Social media
The Historical Role of Global Diplomacy in the Development of Educational Technologies for Education and Rehabilitation
Blerim Haziri and Refik Ramadani
This paper critically analyzes the history underlying the role of global diplomacy in the development and spread of educational technology in the areas of education and rehabilitation. Since World War II, global cooperation among nations, global bodies, and educational systems has been important in influencing global educational systems through technological development. Through historical analysis, the paper seeks to investigate the role that global diplomacy has played in influencing the development of educational technology, such as online learning environments and technology-driven rehabilitation processes. Through a mixed research study methods that gathers data from a questionnaire survey among 42 respondents aimed at reviewing the effectiveness of educational technology in learning processes and rehabilitation programs, the paper finds conclusive evidence that technology-driven educational processes have played a positively significant role in influencing engagement in learning processes, thereby suggesting that global diplomacy is a useful tool in achieving equal educational access among all through the proper development of educational technology.
Keywords: Education, technology, history, digital, international
Professional Development of Preschool Educators: An Analysis of Contemporary Needs and Challenges
Mevlude Aliu-Gashi and Dean Iliev
An element in improving quality in early childhood education is the professional development of educators working with children. This study aimed to analyze the needs, challenges, and opportunities of educators their professional development, based on their experiences and perceptions. The study employed a mixed-methods approach. Quantitative data were collected through a questionnaire and analyzed using descriptive statistics, while qualitative data were gathered through semi-structured interviews and analyzed using reflexive thematic analysis Braun & Clarke (2021). The results indicate that educators consider professional development a factor for improving practices, yet they express a need for training in specific areas of their work. The qualitative analysis highlights challenges related to access to training, institutional conditions, support for professional growth, and the need for structured policies and mechanisms for continuous professional development. The findings offer implications for early childhood education policies and professional development programs at this educational level.
Keywords: Contemporary challenges, preschool educators, professional development, professional needs
Rethinking Collaboration in Elementary Social Studies: Conceptual Understanding as the Missing Link in Learning Outcomes
Firosalia Kristin, Wuri Wuryandani, and Herwin
Despite the widespread assumption that collaboration promotes higher-order thinking in elementary social studies, classroom evidence suggests its cognitive contribution is inconsistent. This study examines the structural roles of social studies conceptual understanding in predicting collaboration skills and learning outcomes among Grade V students. Using a quantitative explanatory design, data were collected from 200 students through questionnaires and essay-based assessments and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that conceptual understanding is not a homogeneous construct. Content Knowledge, Conceptual Integration, and Conceptual Application emerge as the strongest predictors of both collaboration skills and learning outcomes. In contrast, Collaboration Skill does not directly influence learning outcomes, while Social Case Analysis remains structurally peripheral. These results suggest that collaboration functions as a supportive pedagogical context rather than a direct cognitive mechanism, highlighting the central role of conceptual coherence in elementary social studies learning.
Keywords: Collaboration skills; Conceptual understanding; Elementary education; Social studies learning; Structural equation modeling
Sensory impairments affect millions of children in India. Family-centred approaches have been acknowledged as effective for psychosocial rehabilitation in this regard. This comprehensive thematic review synthesises evidence regarding family and maternal interventions for the psychosocial rehabilitation of children with sensory disabilities in India. A systematic search across six databases (PubMed, Scopus, Web of Science, PsycINFO, Google Scholar, and CINAHL) resulted in studies published from 2010 to 2025. Children aged 0–12 years with visual or hearing impairments who are supported by their families are included in the study. Braun and Clarke’s six-phase approach was employed for conducting thematic analysis. An analysis of 40 studies revealed seven themes: (1) Family-centred intervention models, (2) Maternal Mental Health and Coping, (3) Sibling and Extended Family involvement, (4) Community-based Rehabilitation, (5) Cultural and Socioeconomic Factors, (6) Educational Integration, and (7) Barriers to accessing services. Family-centred interventions show significant promise. Significant gaps remain in providing maternal mental health support and services, and culturally adapted interventions.
Keywords: Community-based rehabilitation; India; Maternal mental health; Psychosocial rehabilitation; Sensory disability
Exploring the Experiences of Novice Teachers in Kosovo in the Process of Entering the Teaching Profession
Selim Mehmeti, Arafat Shabani and Demush Bajrami
This qualitative descriptive case study explored the experiences of novice teachers at the beginning of their teaching careers in Kosovo, focusing on their professional support, adaptation to school culture, and teaching practice in real classroom settings. The study also examined the perceived contribution of pre-service teacher education programs and the institutional support needed during the first year of teaching. Data were collected through interviews with 15 novice teachers and an analysis of official documents related to teacher development, supported by relevant literature. Findings revealed that schools in Kosovo generally lack formal induction programs and structured supervision systems for novice teachers. Participants reported varying support practices across schools, which often failed to address their professional needs. Consequently, novice teachers experienced challenges in adapting to school culture, lesson planning, and classroom instruction. The study highlights the importance of developing institutional induction programs and diverse support mechanisms to facilitate novice teachers’ professional growth and successful integration into the teaching profession.
Keywords: induction phase, novice teacher, professional development, training, and mentoring
Cyberbullying Experiences Among Students with Disabilities: An Empirical Investigation
Arsim Avdiu and Aferdita Ibrahimi
Cyberbullying represents a specific form of psychological violence that has intensified with the development of digital technology and the widespread use of social media. This study aims to analyze cyberbullying and its impact on students with disabilities in secondary education, considering them as a particularly vulnerable group. The research focuses on the forms in which cyberbullying manifests, the psychological, emotional, and social consequences it produces, as well as the factors contributing to its occurrence within the school context. The study also addresses strategies for preventing cyberbullying, emphasizing the roles of families, teachers, school psychologists, and educational institutions in creating a safe and inclusive school environment. Methodologically, the study is based on a mixed research approach, combining a review of relevant scientific literature with empirical research conducted through a questionnaire. Data were collected from a secondary school in the city of Gjilan, with 50 respondents participating from grades 10 to 12. The research underscores the need for coordinated and interdisciplinary approaches to address this phenomenon, which poses an increasing challenge to the education system and society at large.
Keywords: Cyberbullying, Students with Disabilities, Digital Violence, Psychological Well-being
Assessing Multidimensional Mathematical Learning: A Comparative Study of Alternative Assessment Tools in Teaching Functions
Engül Galo Şişko and Serdan Kervan
This study investigates the effectiveness of alternative assessment tools used in teaching functions in high school mathematics. The research was conducted with 54 tenth-grade students at GjonBuzuku Science High School in Kosovo during the 2024–2025 academic year, employing a quasi-experimental design. Within an active learning framework, worksheets, concept maps, structured grids, and poster presentations were implemented in the experimental group. Student performance was evaluated using analytical rubrics based on conceptual accuracy, representation, reasoning, and integrity. The data were analyzed using descriptive statistics, one-way ANOVA, and eta-squared (η²) effect sizes. Although no statistically significant differences were found in overall achievement scores, further analyses revealed educationally meaningful distinctions among the tools. Specifically, worksheets and structured grids were more effective in assessing procedural and conceptual accuracy, whereas concept maps better captured students’ relational understanding. In contrast, poster presentations showed relatively lower performance across most criteria. These findings suggest that using multiple assessment tools in a complementary manner provides a more valid and comprehensive evaluation of mathematical learning.
Keywords: Alternative assessment, quasiexperimental, rubricbased analysis, high school mathematics, functions
Psychological Dimensions of Organizational Culture in Healthcare Institutions
Sasa Stepanovic, Branka Radojevic and Ana Grbic
Organizational culture represents a complex system of shared values, professional beliefs, and behavioral patterns that shape employees’ cooperation, decision-making, and work performance within healthcare institutions. The quality of organizational culture directly influences employees’ motivation, job satisfaction, and readiness to accept changes in contemporary healthcare systems. This study examines the relationship between the psychological dimensions of organizational climate and employees’ innovation readiness in everyday professional practice. The research was conducted on a sample of 127 employees from different professional profiles working at the Health Center Zajecar. Data were collected using a questionnaire designed to assess organizational climate and employees’ innovation potential in healthcare institutions in Serbia. The results indicate that employees demonstrate readiness to accept new professional solutions; however, their implementation largely depends on organizational support, participative leadership, and available institutional resources. The findings highlight the importance of strengthening transformational leadership, improving internal communication, and developing organizational mechanisms that support innovation in healthcare institutions.
Keywords: organizational culture, psychological workplace factors, healthcare organizations, employee innovation readiness
This qualitative study examines the dual nature of inclusion to uncover the negative challenges students encounter and the factors that alleviate these barriers to promote positive outcomes. Semi-structured interviews were conducted with seven adults (six women, one man) possessing congenital visual impairments (VI) who participated in general education classrooms during portions of their primary and secondary education. The data were analyzed utilizing a six-phase thematic analysis process. Four overarching themes that reflect participants’ accounts were identified, namely, (1) pervasive peer bullying, (2) refusing assistive devices, (3) lack of appropriate accommodations, and (4) factors contributing to positive experiences. Notwithstanding significant social trauma and institutional neglect, all participants attained advanced academic milestones, facilitated by self-advocacy, extracurricular engagement, and supportive educators. To convert policy into equitable practice, educational institutions must proactively foster inclusive settings by normalizing assistive technology, imposing stringent anti-bullying measures, and equipping general educators with specialized training to apply accommodations efficiently.
Keywords: Academic experiences, inclusion, social experiences, qualitative study, visual impairment
The Optimizing Students’ Mathematical Diversity: Differentiated Instruction Model on Students’ Mathematical Thinking
Shindy Lestari, Marsigit, Ali Muhtadi, Pariang Sonang Siregar, Zetra Hainul Putra
Mathematical thinking, which involves high-level logic, analysis, connections, problem-solving, and communication, is essential for navigating 21st-century developments. This study examines the impact of a differentiated instruction model on students’ mathematical thinking. A quantitative study adopting a predictive correlational design was conducted with a total of 105 elementary school students in the fourth grade in Riau Province, Indonesia. This study was analyzed using structural equation modeling (SEM) with SmartPLS 4 software. The findings reveal that differentiated instruction for students to explore, discover, and experiment in building has a significant impact on students’ mathematical thinking, namely: mathematical communication, mathematical representation, mathematical problem-solving, and mathematical reasoning. Differentiated instruction can optimize the improvement of each student’s mathematical thinking diversity from an early age as a provision for elementary school students, as it can accommodate various potential differences for the sake of developing and optimizing competencies.
Keywords: differentiated instruction, mathematical thinking, elementary education, structural equation modeling (SEM)
This research investigates the roles of communication skills, reading attentiveness, and cultural literacy among pre-service elementary school teachers, with particular emphasis on how cultural literacy mediates and moderates the relationship between communication skills and reading attentiveness. Adopting an exploratory quantitative design, data were collected from 207 pre-service teachers across six Indonesian universities. Confirmatory factor analysis, mediation and moderation analyses, and ANCOVA were employed to analyze the data. The findings indicate that communication skills significantly influence cultural literacy and reading attentiveness. Cultural literacy, in turn, mediates and moderates the relationship between communication skills and reading attentiveness, with demographic variables such as age and geographical background also exerting significant effects. The results suggest the importance of integrating cultural literacy into teacher education programs, as it enhances both communication competence and reading engagement, thereby fostering more inclusive and effective teaching practices.
Keywords: cultural literacy; mediation analysis; moderation analysis; pre-service teachers; reading attentiveness
Teaching and Learning Practices in Multigrade Classes in Primary Education
Eliza Avdiu, Diellza Kelmendi and Nita Bakija-Haraçija
This article aims to examine practices in multigrade teaching with a particular focus on how teachers model and plan learning content in multigrade classrooms and its relevance, as an important phenomenon in the schools of many European countries. Our study uses a qualitative model through semi-structured interviews and participatory classroom observations. Data sources include perceptions of 10 teachers serving in common classes 0-2 (preschool, first grade, and second grade), grades 3-4 (third and fourth grade), and 1- 4 (first, second, third, and fourth grade) in multigrade teaching in two Austrian primary schools. The results in this study show that integrated classes learn together in one classroom, while the curriculum is done as it should be done in separate classrooms, based on the level of the children and their needs. Among other things, this study demonstrates teaching models used in multigrade classrooms illustrated with examples of how teachers can apply learning content in different areas. in adapting integrated classrooms and how it can effectively support students’ individual learning.
Keywords: Multi-grade, teaching practices, primary education, students
Epistemological Configurations and the Structural Positioning of Ethnography in Mixed-Methods Research
Suada A. Dzogovic, Ajka Aljilji, Blagojka Zdravkovska-Adamova
This research challenges the conventional understanding of mixed methods as primarily an integrative procedure and proposes to consider them from an epistemological-constructivist perspective. Based on a systematically collected and analyzed corpus of 35 peer-reviewed papers published between 2000 and 2025, the study examines how qualitative and quantitative research logics are interconnected, complementary, or remain in tension. The analytical framework encompasses paradigms of knowledge, the role of ethnography, patterns of integration, and relationships between different forms of cognition. The findings suggest that mixed methods do not represent a single methodological entity, but rather a set of distinct epistemological configurations. In particular, sequential asymmetry, parallel epistemological tension, and nested dependency are highlighted as patterns that shape the logic of research design. The proposed model of epistemological construction shows that tensions between different research traditions are not necessarily obstacles to integration but can represent a productive source of theoretical and methodological development of mixed methods.
Keywords: mixed methods research; epistemological configuration; epistemological tension; PRISMA 2020 systematic review; ethnography; research design; epistemology
This qualitative research study aims to capture the attitudes of elementary school teachers regarding the inclusion of students with special needs in elementary education, the teachers’ knowledge of inclusive education as well as to analyze the strategies they use, the challenges they face, and their support needs during this process. To conduct this research, we used semi-structured interviews with 20 elementary school teachers. The data were analyzed using thematic analysis to identify the main themes that emerged from the teachers’ responses. The results of this study show that teachers are committed to inclusion but face challenges such as a lack of resources and insufficient training. The study also considers the implications of inclusive practices in English Language Teaching (ELT), where learning a foreign language presents additional challenges for students with special educational needs.
Keywords: inclusivity, primary education, student, teacher, special educational needs, Inclusive English Language Teaching (ELT)
This study evaluates the instructional impact of Teacher’s Bag, an instructor-designed, context-aware custom GPT system, on pre-service teachers’ academic achievement. Utilizing a course-embedded quasi-experimental design at a Turkish public university, the research analyzed performance-based assessments in Curriculum Development and Educational Research Methods courses. The system provided pedagogically constrained, task-specific scaffolding aligned with national curricular objectives. Results revealed task-sensitive outcomes. In Curriculum Development, the AI functioned as a stabilizing scaffold, maintaining performance despite significantly increased final task complexity. In Educational Research Methods, the system enabled students to navigate a major transition from quantitative to mixed-methods designs, though accompanied by lower mean scores reflecting heightened cognitive demand. These findings challenge the “AI as a shortcut” narrative, demonstrating that pedagogically designed AI supports meaningful engagement with complex tasks without artificial grade inflation.
Keywords: instructor-guided AI; custom GPT systems; academic achievement; curriculum-related courses; teacher education; pedagogical scaffolding
Baseline Assessment of Vocabulary Proficiency Among Teacher Trainees: Implications for Digital Storytelling Intervention
Medha Madhurya Roy and Vidhyanathan S
The present study seeks to understand the existing levels of vocabulary proficiency amongst teacher trainees, which will serve as a basis for future digital storytelling intervention. Vocabulary proficiency forms an important part of second language proficiency and is critical in ensuring pedagogic communication. The present research adopts a quantitative research design to study the various aspects of vocabulary knowledge, namely vocabulary size, polysemy, word associations, collocations, grammar behavior, and pragmatics. The sample consisted of 60 teacher trainees studying in integrated B.A. B.Ed. and B.Sc. B.Ed. programs offered in a university in Tamil Nadu, India. Data was collected from participants by means of a vocabulary test and analyzed using descriptive statistics. Results show that participants had moderate levels of vocabulary proficiency; however, they scored relatively high in vocabulary size but low in pragmatics. These findings suggest that the vocabulary proficiency of participants is multifaceted in nature, and specific weaknesses exist in terms of vocabulary use. Therefore, evidence-based digital storytelling interventions can be designed for improving vocabulary proficiency. The present study also contributes to Sustainable Development Goal 4 by ensuring quality and equitable teacher training.
Keywords: communicative competence, digital storytelling, EFL learning, language pedagogy, multimedia learning, pronunciation, teacher trainees, vocabulary acquisition.
Technology and Inclusive Education: Opportunities and Challenges for Students with Special Educational Needs
Vjosa Thaqi, Luljeta Shala, Biljana Cvetkova Dimov, Daniela Andonovska Trajkovska
This study investigates the role of technology in supporting inclusive education for students with special needs in lower secondary schools in Kosovo. Using a mixed-methods approach, data were collected through interviews with 26 students (15 from regular classes and 9 with special needs) and 9 parents. The findings show that technology enhances motivation, independent learning, collaboration, and active participation. Students reported frequently using tablets, computers, interactive applications, and multimedia resources, which enabled them to learn at their own pace and demonstrate their understanding more effectively. Students with special educational needs particularly emphasized the importance of simple, accessible, and visually supportive tools in building confidence and improving comprehension. However, challenges such as limited access to devices, technical difficulties, and insufficient teacher support were noted. Parents confirmed the benefits of technology but stressed the need for guidance and equal access. The study concludes that technology can strengthen inclusive education, provided that adequate resources and teacher training are ensured.
Keywords: Inclusive education; Special needs students; Educational technology; Student engagement; Accessibility
Deciphering Masalili Weaving: An Ethnomathematical Approach to Enhance Mathematical Literacy in Southeast Sulawesi
Helisman, E. Kus Eddy Sartono, Muthmainah, Tinto Wahyu Kisworo, Fatia Rosyida, and Yeyen Febrilia
The stagnation of mathematical literacy among students in regional Indonesia necessitates culturally resonant pedagogical interventions. This study examines the efficacy of integrating Masalili weaving, a traditional textile from Southeast Sulawesi, into the geometry curriculum to enhance mathematical literacy and student interest. Using a quasi-experimental design with a non-equivalent control group, 256 sixth-grade students were recruited. The experimental group received instruction via an ethnomathematics-based module, while the control group followed the conventional curriculum. Multivariate Analysis of Variance (MANOVA) revealed a significant multivariate effect for the instructional method p < .001, with a large effect size observed for both cognitive and affective outcomes. Follow-up univariate tests confirmed that students in the experimental group achieved substantially higher levels of mathematical literacy and demonstrated greater learning interest compared to the control group. Furthermore, no significant interaction was found between the instructional method and gender, indicating the inclusive nature of the intervention. These findings suggest that Masalili weaving serves as a vital “cognitive bridge” that facilitates the transition from indigenous knowledge to formal geometric reasoning, providing a scalable model for culturally responsive pedagogy in regional settings.
Keywords: Ethnomathematics, Masalili Weaving, Mathematical Literacy, Geometry, Elementary School
Attitudes of Kindergarten Teachers on the Integration of Children with Special Needs in Kindergartens
Sezen HASKUKA ABDULLAHİ, Gülay KRASNİÇ and Esen SPAHİ KOVAÇ
Children with special needs require appropriate support from families, teachers, educational institutions, and society. In Kosovo, despite efforts by the Ministry of Education and various organizations to promote inclusion, many children with special needs still have limited access to early education. This study examines kindergarten teachers’ attitudes toward the inclusion of children with special needs in preschool settings. A quantitative descriptive research design was employed, and data were collected using a structured questionnaire and analyzed using statistical procedures. The findings indicate that professional development has a moderate impact on teachers’ attitudes and highlight the need for continuous training, particularly in supporting children with disabilities and behavioral challenges.
Keywords: Attitudes, children, integration, kindergarten teachers, special needs
The Use of AI in Students’ Research Work: The Attitudes of Professors from Faculties of Education
Shqipe Avdiu-Kryeziu and Bahtije Gërbeshi Zylfiu
The purpose of this study is to gather the attitudes of professors from the Faculty of Education regarding their experiences with students’ use of artificial intelligence during research work. The study aims to identify the benefits, challenges, impacts on quality and academic integrity, ethics, privacy, perspectives, and the role of AI in the future of higher education. The research was conducted using a qualitative approach; the sample for this study is purposive, comprising a total of 20 university professors from Education Faculties in Kosovo. Data were collected through semi-structured interviews, which allow flexibility in exploring key topics and enable participants to freely articulate their thoughts. Thematic analysis was used to identify and interpret the main patterns related to professors’ attitudes toward students’ use of AI. The study’s findings provide a clear insight into how university professors assess the impact of AI on the academic process, highlighting its potential to enhance learning, but also concerns about academic integrity and ethical use. The study emphasizes the need for clear institutional guidelines and policies that would enable sustainable, ethical, and high-quality use of artificial intelligence in students’ research work.
Keywords: artificial intelligence (AI), professor, research paper, higher education, academic ethics
