VOLUME 16 | ISSUE 1 | APRIL, 2026
(The next ISSUE of HRR comes in September 2026)
Artificial Intelligence and D/deaf and Hard of Hearing Children
Peter V. Paul and Husnija Hasanbegovic
Generative artificial intelligence (AI) occupies a dominant transformational position in a wide range of fields, including education, business, law, medicine, rehabilitation – among others. Despite the controversies regarding the use and abuse of this technology, it is
possible for professionals, especially those in education, to reap its benefits for instruction, research, and administrative endeavors. Keeping in mind the ethical concerns and the current limitations of the system, AI can provide substantial assistance to, for example, teachers, students, and scholars. Setting aside fears of this technology, teachers can save time and become more efficient and productive with their administrative and instructional tasks. Teachers can also use AI to improve the academic, communication, and social skills of students, including—and especially–students in special education programs. Students can learn to use AI independently; in fact, AI can help students to become autonomous and critical seekers of knowledge. After highlighting some challenges of using AI, the present
manuscript discusses a few benefits of AI for children and adolescence who are d/Deaf and hard of hearing (d/Dhh). The manuscript also contains recommendations for teacher education and future research endeavors.
Keywords: artificial intelligence, d/Deaf and hard of hearing, teacher education
Enhancing the Engagement of Children with Autism Spectrum Disorder through Group-Based Interventions Utilizing the Social Robot NAO: A Synthetic Conceptual Analysis
Evaggelos Foykas and Eleftheria Beazidou
Generative artificial intelligence (AI) occupies a dominant transformational position in a wide range of fields, including education, business, law, medicine, rehabilitation – among others. Despite the controversies regarding the use and abuse of this technology, it is possible for professionals, especially those in education, to reap its benefits for instruction, research, and administrative endeavors. Keeping in mind the ethical concerns and the current limitations of the system, AI can provide substantial assistance to, for example, teachers, students, and scholars. Setting aside fears of this technology, teachers can save time and become more efficient and productive with their administrative and instructional tasks. Teachers can also use AI to improve the academic, communication, and social skills of students, including—and especially–students in special education programs. Students can learn to use AI independently; in fact, AI can help students to become autonomous and critical seekers of knowledge. After highlighting some challenges of using AI, the present manuscript discusses a few benefits of AI for children and adolescence who are d/Deaf and hard of hearing (d/Dhh). The manuscript also contains recommendations for teacher education and future research endeavors.
Keywords: artificial intelligence, d/Deaf and hard of hearing, teacher education
Digital competence, which includes not only the capacity to utilize digital technologies but also the critical comprehension of digital environments, ethics, and pedagogy, has emerged as a fundamental component in the development of contemporary educational systems. Regarding Vietnam’s continuous efforts toward digital transformation, teacher educators bear a critical responsibility to prepare future teachers who can effectively navigate rapidly evolving educational and societal landscapes. The qualitative research investigates the roles and responsibilities assigned to teacher educators within Vietnam’s national teacher training. Through thematic analysis, the research identifies key themes related to examining the role of teacher educators in the advancement of digital competence in teacher education in Vietnamese policies. Professional engagement, digital resources, teaching and learning, the role of the teacher educator in fostering learners’ digital competencies, digital pedagogy, using digital tools, conceptual development, and transfer facilitation, which aids the aspiring teacher in navigating the digital teaching and learning environment, are the areas of inquiry. Findings demonstrate the teacher educators and teacher training student are embracing the integration of digital pedagogy based on tool access, pedagogical development, and understanding. This research shows that teacher educators and their students need strengthened experiential knowledge and confidence in translating digital experiences into classroom environments. It underscores that for digital competence to be meaningfully embedded in teacher education, teacher educators must demonstrate strong policy literacy, adaptive pedagogical skills, and reflective professional practice. These capabilities enable them to mediate policy intentions into practical, context-responsive teaching approaches, ultimately contributing to a resilient and forward-thinking digital education landscape within Vietnam.
Keywords: Digital Competence, Teacher Educators, Teacher Training Policies, Vietnam Education Reform, Digital Pedagogy
Analysis of Awareness Levels of Students in Science and Art Centers about Web 2.0 Tools
Eyup Yünkül and Yeşim Güçlü
This study investigates the awareness levels of highly gifted students attending Science and Art Centers regarding Web 2.0 tools, aiming to address gaps in the literature and inform future research. The primary question explores students’ awareness, with subquestions examining differences by gender, educational level, and grade level. Employing a descriptive survey within a mixed-methods design, the study was conducted in the 2022–2023 academic year at the Edremit and Burhaniye Science and Art Centers (Balıkesir, Turkey). Convenience sampling yielded 302 primary and middle school participants. Quantitative data were collected via the Awareness Scale for Web 2.0 Tools, and qualitative data via semi-structured interviews, enabling a richer interpretation of findings. Results indicate that students perceive Web 2.0 tools as enjoyable, accessible technologies that enrich lesson content, diversify learning opportunities, support visual and auditory engagement, and enhance academic performance and learning permanence. The findings suggest that Web 2.0 tools can be effectively integrated into educational processes and provide actionable insights for subsequent studies.
Keywords: Web 2.0 Tools, Gifted Students, Education Technology
Predicting High School Academic Performance in Bosnia and Herzegovina Using Machine Learning Algorithms
Edisa Zilic and Mirdin Zilic
This study employs machine learning techniques to predict the academic success of high school students in Canton Sarajevo, aiming to identify key factors influencing performance and assess the accuracy of various predictive models. The results indicate that the Random Forest algorithm demonstrated significant improvements in precision compared to previous studies, highlighting its potential for use in educational decision-making. Key predictors of student performance included prior academic success, subject-specific grades, parental education, and engagement in academic activities such as homework and class participation. The study’s practical implications suggest that educators and policymakers can use machine learning models to develop targeted interventions, improve student guidance, and implement early warning systems for at-risk students.
Keywords: academic success, Canton Sarajevo, high school students, Machine Learning
Investigation of Content Validity and Exploratory Factor Analysis of Students’ Pedagogical Knowledge of Science
Wulan Aulia Azizah, Zuhdan Kun Prasetyo, Herwin, Purwo Susongko
This study aims to enhance the pedagogical knowledge of science among pre-service teachers in Elementary School Teacher Education (ESTE) and identify the factors influencing their understanding of scientific concepts. We employed Cohen’s Kappa coefficient to assess inter-rater reliability for the evaluation tools, alongside exploratory factor analysis (EFA) to uncover latent constructs related to Pedagogical Knowledge of Science (PKS) with a sample size of 989 pre-service science teachers in Elementary School Teacher Education (ESTE). questionnaire is designed to measure various dimensions of their pedagogical content knowledge. The findings indicate that Cohen’s Kappa coefficient demonstrated strong reliability at 0.8 across multiple items in the assessment tool, suggesting consistent agreement between raters. Furthermore, exploratory factor analysis (EFA) revealed an excellent model fit. PKS has 3 domains, namely Pedagogy of Science Curriculum (PoSC), Pedagogy of Science Instructional Strategies (PoSIS), and Pedagogy of Learner and Learning (PoLL). These results underscore the importance of reliable assessment tools in evaluating teacher competencies in science education. The identified factors can inform curriculum development for teacher preparation programs by emphasizing areas where future educators may require additional support or training, ultimately enhancing educational outcomes in science classrooms.
Keywords: Pedagogy knowledge of science; science education; pedagogy competency; exploratory factor analysis; pre-service teacher
An Educational Framework for Character Development among Secondary School Students in Engaging with Social Media in Malaysia
Halim Ismail, Arifin Mamat, Hasniza Ibrahim, Nazatul Akmar Mokhtar and Muhammad Noor Aiman Zailan
As digital technologies advance, social media increasingly influences adolescents by influencing how they connect with others and contributing to the formation of their values, conduct, and identity. The primary objective of this study is to develop an educational framework that supports the formation of positive character in the digital age in Malaysia. The study instrumented a qualitative interview method, comprising four individual sessions and one group session with four students and was analysed using thematic analysis. The Framework was developed through network visualisation, which mapped conceptual connections and supported framework development using graphical representations in ATLAS.ti software. The findings highlighted the constructive influence of social media in fostering self-directed learning, interpersonal skills, and communication abilities. Six core values were identified as particularly relevant, namely, independent, responsibility, respect, rationality, tolerance, and moderation. However, the study also revealed that social media can negatively affect students’ time management, self-discipline, and cognitive orientation. This educational framework significantly contributes to character education by promoting ethical and responsible social media use, ultimately shaping a generation of digitally literate, morally grounded individuals. The findings of this study offer valuable implications for educational stakeholders, including students, educators, schools, parents, and the broader community.
Keywords: Character Development, Educational Framework, Malaysian Secondary School Students, Social Media
Evaluation and Quality of Literature Textbooks in Upper Secondary Education in Kosovo
Safete Statovci-Shala
The main objective of this study is to analyze the importance, content, and educational function of literature textbooks in upper secondary education in Kosovo, evaluating how well they align with contemporary curriculum requirements and the development of students’ competencies. The study aims to identify existing shortcomings in the selection of authors, literary periods, and presentation methods, as well as to propose recommendations for improving the quality, inclusiveness, and impact of literary texts on students’ cultural formation. Through a combined methodological approach, the study applies theoretical, descriptive, comparative, inductive, deductive, and statistical analyses to achieve the defined objectives. The population includes teachers and students from seven regions of Kosovo, while the sample consists of 200 students and 30 randomly selected teachers. Data were collected through questionnaires for students and teachers. The results contribute to improving the quality of textbooks, ensuring fair evaluation of literature textbooks, increasing the representation of Albanian authors, and enriching literary content in line with contemporary educational requirements.
Keywords: Textbooks, evaluation, quality, inspiration, literary text
Early Childhood Education Curriculum: Educators’ Experiences in the Pilot Phase
Tringa Dedi and Diellza Kelmendi
The purpose of the research was to assess the readiness of educators and identify challenges during the pilot implementation of the new curriculum in preschool institutions. The study employed a qualitative-exploratory approach, using surveys, focus groups, and observation protocols to examine the impact of the curriculum on teaching practices and the cognitive and emotional development of children. Data collected from educators and leaders were analyzed through thematic and statistical analysis in SPSS, revealing correlations between readiness for curriculum implementation and the challenges faced. The results showed a moderate correlation (r = 0.45, p < 0.01) between educator preparedness and the support received, as well as a high correlation (r = 0.63, p < 0.001) between expectations for improved daily practices and strong confidence in the new curriculum. The need for support and regular meetings with trainers was also evident (r = 0.52, p < 0.05). Focus group interpretations indicated that educators were well prepared for curriculum implementation but required additional support through training and infrastructure improvements. The main challenges were technical and infrastructural, such as a lack of suitable materials and equipment, and the high number of children in classrooms. The pilot phase contributed to enhancing the holistic development of children by stimulating their creativity and engagement. However, continuous training for educators, investments in technology, and better classroom management were recommended.
Keywords: Experiences, Educators, Piloting, Curriculum, Early Childhood Education
Understanding the Self-Reported Reading Habits of Middle School Students with Dyslexia in Inclusive Classrooms in Türkiye
Elif Sazak Duman, Nesime Kubra Terzioglu, Isil Terzioglu, Muratcan Akbiyik
This study explored the reading habits of middle school students with dyslexia who participate in inclusive education in Türkiye. The sample included 77 students in grades 6–8 from diverse socioeconomic backgrounds. Data were collected using a demographic form and an adapted version of the Reading Habit Scale. Descriptive statistics, t-tests, and ANOVA were used for analysis. Results indicated that students generally reported moderate to high levels of reading habits. Significant differences were found based on gender, academic achievement, and participation in supplementary support education programs. No significant differences were observed for other demographic variables. Findings highlight the importance of individualized supports in inclusive settings to promote reading engagement in students with dyslexia.
Keywords: Reading disability, reading fluency, reading attitude, reading experience, inclusive education
Exploring Number Sense in Students with Dyslexia, Dyscalculia, and Dysgraphia
Tatjana Kovacevic, Dina Kamber Hamzic, Valentina Timotic
This study examines number sense in students formally diagnosed with dyslexia, dyscalculia, and dysgraphia – specific learning difficulties that do not impact intelligence but affect reading, writing, and calculation. Five students completed a test of 33 tasks divided into six components that measure different aspects of number sense. The lowest performance was recorded in understanding the size and meaning of numbers (7%), while the best results were achieved in evaluating and comparing expressions without calculation (40%). Students were more successful when solving tasks set in an everyday context that allowed for assessment and logical reasoning, and did not require the technical execution of algorithms. The interviews further confirmed the importance of individual attention and support from teachers. These findings highlight the importance of functional, visually supported mathematics instruction, as well as systemic support for students with difficulties, in enabling them to learn mathematics in a more effective, meaningful, and motivating way.
Keywords: dyscalculia, dysgraphia, dyslexia, learning difficulties, number sense
This research article explores the implementation of action research as a transformative approach to enhance innovative teaching strategies in rural government schools. Recognizing the unique challenges faced in these contexts, the study investigates the integration of technology and community involvement to foster student engagement and improve learning outcomes. Utilizing a mixed-methods research design, data were collected through surveys, interviews, and classroom observations involving faculty and students. The findings reveal significant improvements in student participation and academic performance following the adoption of innovative practices, such as project-based learning and collaborative teaching methods. This study highlights the critical role of action research in facilitating continuous improvement in educational practices and offers actionable recommendations for educators and policymakers aimed at enriching the learning experience in rural settings. Key terms include action research, innovative teaching strategies, rural education, student engagement, and educational technology.
Keywords: Action Research, Innovative Pedagogy, Collaborative Teaching, Student Engagement, Educational Technology
The research, Experiences and Challenges in Implementing Action Research in Preschool Education, was conducted to analyze educators’ knowledge of research methods, to identify factors that influence their application, and to consider the possibilities of professional development and improving pedagogical practice. The results reveal challenges, awareness of research benefits, and motivation of employees for their application. Obstacles that arise during implementation relate to organizational issues, difficulty applying individualized approaches, inflexibility, and lack of institutional support. A negative trend is observed: as uncertainty increases, the level of perceived competence decreases. Spearman’s rank correlation and Kruskal-Wallis test confirm the negative relationship between uncertainty in applying research methods and the perception of their competence, and the analysis found that educators with higher self-assessed competence are more likely to implement research. The results indicate the need for systematic professional support to strengthen the identity of educators as reflective practitioners and researchers of practice.
Keywords: foresight methods, institutional support, motivation of employees, professional development, research competencies
Syntactic Complexity of L2 Story Production in Minority Children with Mild Intellectual Disability: Quantitative and Qualitative Analysis
Monika Civerica, Gordana Hrzica and Anja Slovenc Zganec
Narrative analysis holds significant value in the assessment of bilingual populations, including both typically developing and clinical groups, such as national minorities who often speak the language of their country of residence as a second language. The present study aimed to compare the syntactic complexity of narratives in the Croatian language produced by Roma national minority children with mild intellectual disability (n = 16) and their typically developing Croatian chronological (n = 16) and language age (n = 16) peers. This study was conducted in accordance with the Ethical Code of the University of Zagreb. Narratives were elicited using the MAIN instrument. Roma children demonstrate diminished performance in the mean length of communication unit and the mean length of clause compared to both control groups, while they only perform below their chronological typically developing peers on the clausal density measure. The most prevalent syntactic error observed was the omission of sentence elements. Establishing connections among clauses in their second language appears to a lesser challenge than constructing complex sentences.
Keywords: bilingualism, intellectual disabilities, narrative microstrucutre, Roma national minority
Tracheobronchial Foreign Bodies in Children: 67-year experience at ENT Clinic Tuzla
Sekib Umihanic, Almedina Ramas, Sefika Umihanic
To evaluate clinical characteristics and outcomes of urgent bronchoscopies due to foreign body aspiration (FBA), we analyzed cases from January 1954 to December 2021. The study included children up to 14 years of age who underwent emergency bronchoscopy on suspicion of a foreign body in the lower respiratory tract. Each patient was assessed for age, sex, nature and location of the foreign body, bronchoscopy findings, complications, and airway involvement. A total of 889 children underwent urgent bronchoscopy over 67 years. Most cases (66.7%) occurred within the first three years of life, and 10.6% involved children under one year of age. Recently, a marked decrease in positive findings in infants has been observed. Boys represented 62.5% of cases. Organic foreign bodies, predominantly pumpkin seeds, were most common. The right bronchus was the predominant location (51%). In the most recent period, multiple-location foreign bodies became more frequent. Both the annual number of bronchoscopies and the proportion of positive findings have declined. During the COVID-19 pandemic, suspicion of FBA and the number of bronchoscopies significantly decreased.
Keywords: Children. Covid19. Foreign body. Emergency bronchoscopies
The Role of Artificial Intelligence in Teaching: Perspectives from Primary School Teachers
Veli Kryeziu, Flamur Maloku, Shqipe Avdiu-Kryeziu, Gresa Mehmeti
This qualitative study explores the attitudes of primary education teachers toward the role of artificial intelligence (AI) in the teaching and learning process. Through semistructured interviews, 20 primary school teachers from Kosovo were interviewed. This research aims to capture teachers’ perspectives on the role of AI in education, focusing on their experiences, perceived benefits and challenges, student motivation, ethical considerations, privacy issues, as well as expectations for the future. The primary challenges identified include the lack of adequate training and infrastructure, alongside ethical concerns and the protection of personal data. The findings highlight the need for an integrated approach that encompasses the development of clear policies, investment in technology, and pedagogical training for teachers to ensure responsible use of AI in primary education. This study contributes to a deeper understanding of how educators incorporate emerging technologies in the educational environment and guides the development of future educational practices.
Keywords: artificial intelligence, infrastructure, primary education, students, teachers
This study examines the gender disparity within STEM education and the societal pressure to prioritize careers in STEM over the Arts and Humanities. The primary aim of this study is to identify gender disparities in STEM classrooms, analyze students’ awareness of courses offered in Arts and Humanities in higher education, awareness of STEAM education and examine how social agents influence students’ career choices in relation to their gender, because according to Albert Bandura, social agents as role models influence the students to make decisions. Utilizing a quantitative methodology, the research collects data from a sample of 350 high school students in grades 8 to 10 (ages 13 to 16) in Tamil Nadu, India. This investigation aligns with Sustainable Development Goal 4, which seeks to guarantee that all girls and boys receive equitable and quality high school education, irrespective of gender and external influences from social agents. The study advocates for the integration of Arts into STEM education, thinking beyond STEM at the high school level, by promoting the implementation of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education to foster an inclusive and equitable environment.
Keywords: Gender, High school, Parents, STEM, Students, Teachers
Cognitive Functioning, Anxiety, and Depression in Patients with Intracranial Tumors with and Without Aphasia
Jasmina Klebic, Emir Tupkovic, Rusmir Softic, Mirela Duranovic, Aida Sehanovic, Ajna Softic, Senada Selmanovic, Amila Srabovic Tokic, Nedim Srabovic, Melika Klebic
Introduction: Cognitive impairment is the most common neurological disorder associated with brain tumors, which leads to linguistic communication damage. Anxiety and depression are among the most prevalent psychiatric comorbidities in this population. Objectives: To determine the level of cognitive functioning, anxiety, and depression in patients with intracranial tumors with and without aphasia. Subjects and methods: A prospective study was conducted on 91 patients with verified brain tumors which were hospitalized at the Clinic for Neurosurgery for one year period. The patients were assessed with Mini Mental State Examination, Beck’s depression inventory, and Beck’s anxiety inventory. The type and severity of aphasia were determined by the Boston Aphasia Test. Results: The highest number of patients, a total of 31 (37.3%), had moderate anxiety disorder. 30 patients (36.1%) had shown symptoms of moderate depression, and 33 (39.7%) had shown mild and moderate cognitive dysfunction. Conclusion: Anxiety, depression, and cognitive dysfunction were significantly more pronounced in subjects with aphasia.
Keywords: intracerebral tumors, aphasia, cognition, depression, anxiety
Professional Development and Training Needs of Vocational Rehabilitation Practitioners in Kosovo: A Comprehensive National Survey
Mirjeta Domniku and Mersiha Kalac-Kacamakovic
Vocational rehabilitation (VR) practitioners in Kosovo operate within a developing post-conflict social support system, which requires strong professional accountability and evidence-based practice. Despite this need, formal certification systems and specialized training programs remain limited. This study provides the first comprehensive national assessment of the perceptions, practices, and professional development needs of VR practitioners in Kosovo, establishing baseline data to strengthen the national vocational rehabilitation framework. A cross-sectional online survey was conducted among practitioners from public and non-public VR service providers across Kosovo’s seven regions between November 2023 and May 2024. The survey examined perceptions of research and training, current professional development activities, barriers to engagement, and preferences for training modalities. Out of 271 practitioners contacted, 142 completed the survey (52.4% response rate). The results showed that practitioners recognized the high utility of research (M=4.28, SD=0.75) and training (M=4.30, SD=0.70), but reported significant barriers including limited access to research guidance (M=2.45, SD=1.15) and lack of time for self-study (M=2.60, SD=1.10). Interactive training methods were strongly preferred, with in-person training (M=4.05, SD=0.80) and online live training (M=3.95, SD=0.85) rated higher than text-based materials (M=3.10, SD=1.15). Experience was positively correlated with training engagement (r=.245, p<.05). Regional disparities were also evident, with practitioners in Pristina reporting higher levels of engagement compared to other regions. A hierarchical multiple regression analysis was conducted to predict training engagement, with demographic variables entered in the first step and perception variables in the second. The final model explained 32.1% of the variance (R² = .321, F(6, 135) = 10.65, p < .001). Years of experience (β = .22, p = .011) and perceived usefulness of training (β = .28, p = .002) were significant unique predictors. These findings reveal a motivated workforce that faces systemic barriers to professional development. The implementation of Knowledge Translation frameworks, technology-enabled training platforms, and structured mentorship programs is essential to enhance VR service quality within Kosovo’s developing rehabilitation system and, ultimately, to improve employment outcomes for persons with disabilities.
Keywords: Vocational rehabilitation, professional development, Kosovo, training needs, knowledge translation, evidence-based practice, post-conflict rehabilitation
Mapping Global Trends in the Evaluation of Elementary School Teacher Training Programs: A Bibliometric Analysis
Viggy Anggini, Jamal Fakhri, Suhandi, and Ahmad Fauzan
Evaluating elementary school teacher training programs is essential for improving global education quality amid evolving 21st-century learning paradigms, technological integration, and increasing professionalization demands. This study employs a bibliometric approach to map global research trends, intellectual structures, and future directions in evaluating elementary teacher training programs. Using the Scopus database, 545 publication records retrieved on October 16, 2025, were analyzed through VOSviewer and Biblioshiny (R) to identify publication trends, citation patterns, authors, institutions, journals, and thematic clusters. Results indicate a sharp rise in publications since 2015, dominated by education and sustainability journals, with Spain as the most productive country. Six major research clusters were identified, highlighting teacher professionalization, curriculum innovation, and governance. Future themes include AI-based evaluations, sustainability literacy, and adaptive frameworks for hybrid and inclusive learning, offering empirical insights for evidence-based policy and teacher training strategies.
Keywords: Bibliometric review; educational sustainability; elementary education; professional development; teacher training evaluation
School-Based Literacy Interventions: The Role of the School Literacy Movement (GLS) Program in Shaping Students’ Reading Literacy
Silfi Melindawati, E Kus Eddy Sartono, Wuri Wuryandani, Shindy Lestari, Fatia Fatimah, Zetra Hainul Putra, Irwan Prayitno
The programs‘ meaningful increases in students‘ reading literacy based on intrinsic and extrinsic motivation to read as the most important basis for students to develop HOTS. This study explores the impact of the School Literacy Movement (GLS) program on students’ reading literacy, with a specific focus on its influence on students’ 15-minute daily reading habits to read fiction and nonfiction. This research uses a quantitative design with a predictive correlation design using a questionnaire of structural equation modeling (SEM) analysis. The participants were selected based on who actively participates in the GLS programs using a cluster sampling technique, selecting 105 teachers in Riau province, Indonesia. The findings research also demonstrate that the programs contribute to the development and reinforcement of elementary school students‘ daily reading routines, promoting reading as a consistent and meaningful habit. The study highlights the broader educational value of structured schoolbased literacy interventions in fostering engaged, reflective, and lifelong readers.
Keywords: GLS program, reading literacy, elementary education, structural equation modeling (SEM)
Integration of Technology in the Instructional Process for Students with Special Needs
Refik Ramadani, Aferdita Ibrahimi and Lindita Loku
Teachers are the main guides in supporting students’ physical, social, emotional, and cognitive development. Classrooms have diverse learners, including those with special needs; thus, appropriate instructional methods are highly needed to support such environments. Students with special needs experience difficulties in almost every avenue of life; hence, especially in learning at school, they require special teaching approaches. Technology has provided an avenue for reducing barriers and increasing inclusion during instruction. The current study aims to establish whether technological tools and multimedia motivate, engage, and support students with special needs in both learning and classroom integration. A quantitative approach was adopted, in which 25 items of a questionnaire were completed by teachers, assistants, and psychologists from rural and urban primary schools in Gjilan, Kosovo. Results reveal that increased use of technology enhances both inclusion and motivation for students with special needs and that limited staff training acts as an inhibitor of effective implementation. The outcomes also demonstrated greater integration in private schools and lower use of technology among older and more experienced teachers.
Keywords: integration, inclusion, special needs, special education, technology
Cognitive Functions and Cross-Modal Plasticity in Children with Cochlear Implants: A Systematic Review of Research
Husnija Hasanbegovic, Sanela Cajlakovic Kurtalic
This paper aims to systematically present existing research on cognitive and executive functions, speech and auditory perception, language, literacy, and academic development, and cross-modal reorganization in children with CIs. The methodology included a systematic search of databases (PubMed, Scopus, Web of Science) using keywords related to cognition and CIs. After eliminating duplicates and applying inclusion criteria, an analysis was conducted of relevant references published from 2015 to the present, which were analyzed both in tables and narratively. Research confirms that the cognitive development of children with CIs depends on auditory input and the brain’s ability to integrate information from different sensory modalities. Multisensory and interactive approaches to rehabilitation have the potential to enhance cognitive development and should be further researched and applied in practice.
Keywords: cognition, cochlear implant, deaf, multisensory integration, cross-modal plasticity
This study explores how participation in student organizations fosters leadership development in Turkish higher education. Fourteen undergraduate students (ages 18–24) from various disciplines who served at least one year on the “Mind and Intelligence Games” community management board at a public university were interviewed using semi-structured questions. Content analysis (κ = 0.97) revealed five key themes: (1) motivational factors for service, (2) personal development, (3) communication skill enhancement, (4) leadership competency development, and (5) contributions to professional preparation. Participants reported improvements in self-confidence, communication, decision-making, delegation, and responsibility. The most salient leadership competencies included decision-making under uncertainty, ownership, effective delegation, and conflict management. Findings indicate that both intrinsic and extrinsic motivations influenced engagement, and that board participation significantly contributed to students’ career readiness by providing transferable skills. The study highlights student leadership as a high-impact experiential learning practice in higher education.
Keywords: student leadership development, community management boards, experiential learning, higher education
Multimedia Learning in Enhancing Reading Abilities Among Dyslexia Students: A Review
R. Thanya, T.Darvenkumar, Iliyas Ali Shaik
Dyslexia is a neurological disorder that primarily affects reading abilities. It is usually known as a reading disorder, is one of the most significant problems among young learners. Reading disabilities in dyslexic learners affect poor performance in reading, spelling words, word comprehension, identifying words, and phonological decoding. On that note, Multimedia is an excellent and useful teaching tool for dyslexics who can engage in regular language activities to overcome their neurological learning deficit. The purpose of this paper is to review the use of multimedia applications and tools to enhance reading difficulties among dyslexic students. The paper further discusses findings from empirical studies, case studies, and review studies in psychology on aspects of dyslexia learning. This study aims to identify various multimedia tools, applications, teaching and learning methods, and approaches presenting themselves among readers with dyslexia in developing learning abilities. The review of the article showed that overall, there is an improvement in using multimedia tools and applications to enhance the ability to read for dyslexics.
Keywords: Dyslexia, reading difficulties, multimedia applications and tools, multimedia learning
Behaviour Prevention of Stunting among the Indigenous People on The Coast of Bintan Island, Kepulauan Riau Province, Indonesia
Rahma Syafitri, Nikodemus Niko, Casiavera, Suryaningsih, Sri Wahyuni, Francis Reginio
The behaviour program demonstrates the potential of localized, culturally sensitive interventions in addressing public health issues in marginalized communities. The Suku Laut people are a marginalized community facing numerous health challenges, with stunting among children being a significant issue. This study focuses on the rantang sehat initiative, a targeted early intervention program aimed at preventing stunting within this vulnerable population. The research examines the effectiveness of the program, which provides nutritionally balanced meals to pregnant women, nursing mothers, and young children (Bayi Lima Tahun/Balita). The findings indicate a noticeable reduction in stunting prevalence among the children who participated in the program, highlighting the importance of consistent access to nutritious food during critical periods of growth. This study reveals the community’s perceptions of the program, noting an increase in awareness regarding the importance of nutrition for maternal and child health.
Keywords: Rantang Sehat, Suku Laut, Prevention, Indigenous People, Coast Community
Multiculturally Responsive Teaching in Reading Instruction: A Bibliometric Mapping of Research Trends and Themes
Fenny Thresia, Patuan Raja, Ari Nurweni, Budi Kadariyanto
This study analyzes the development of scientific publications on the Multiculturally Responsive Teaching (MRT) model in reading instruction using a bibliometric approach. Scopus-indexed documents were examined through descriptive analysis and science mapping. Data collected on December 13, 2025, yielded 210 documents, of which 131 articles were selected based on subject area and document type. The findings show steady growth in MRT research since 2009, with a peak in publications in 2020–2021. The United States dominates publication output at both national and institutional levels, while international collaboration remains limited. Research is mainly published in education, literacy, and teacher education journals. Citation and keyword analyses reveal four dominant themes: multicultural student contexts, teacher education and development, literacy and reading comprehension, and social justice–oriented school improvement. Overall, MRT has emerged as a relevant integrative approach to addressing diversity and educational equity, while indicating the need for further empirical and cross-contextual research.
Keywords: Bibliometric analysis, literacy education, multiculturally responsive teaching, reading instruction, teacher education
