VOLUME 15 | ISSUE 1 | APRIL, 2025
(The next ISSUE of HRR comes in September 2025)
Single-Factor Fallacy
Peter V. Paul and Husnija Hasanbegovic
As editors and scholars, we have concerns with investigations that emphasize the contribution of one major factor to the development of a complex entity such as, for example, language or literacy. This phenomenon is known as the single-factor fallacy. Basically, this is asserting that there is one all-encompassing factor that causes or influences academic development even though there are certainly other factors that are critical contributors. Endorsing one factor, whether explicitly or implicitly, leads to oversimplification and overgeneralization as well as to other problems such as misleading conclusions and confirmation and citation biases. The single-factor approach results in the promotion of inappropriate educational decisions or implications regarding d/Deaf and hard of hearing (d/Dhh) children and adolescents. We discuss ways to minimize or avoid the single-factor fallacy.
Keywords: Deaf and Hard of Hearing; Single-Factor Fallacy; Types of Research Biases
The Impact of Follow-Up Special Olympics Athletes on Attitudes Toward Their Social Inclusion
Husain Rushadan Alruwaili
This study aimed to investigate attitudes towards social inclusion of people with disabilities following the Special Olympics athletes among people who follow and do not follow the Games in general, collecting data through a survey questionnaire from 227 participants aged 18 years. Descriptive statistics and Pearson correlation were used to analyze the data. The results showed that participants generally hold positive attitudes towards social inclusion, particularly in creating inclusive activities tailored to the physical and cognitive abilities and interests of people with disabilities. However, there was some variability in attitudes towards specific aspects of social inclusion, with social activities outside of support services being less valued. Females had slightly more positive attitudes towards social inclusion of people with disabilities following the Special Olympics athletes than males while age was weakly negatively correlated with attitudes toward social inclusion. Overall, this study contributes to our understanding of attitudes towards social inclusion of people with disabilities following the Special Olympics athletes among people who follow and do not follow the Games and provides important implications for policymakers and organizations seeking to promote social inclusion for this population, with the study showing suggestions for tailored inclusive activities, recommendations for increasing positive attitudes, and potential directions for future research.
Keywords: Social Inclusion, Disability, Attitudes, Special Olympics Athletes, Inclusive Activities
The Urgency of Preventing Bullying in Schools: Systematic Literature Review Qualitative
Hidar Amaruddin, Achmad Dardiri, Ariefa Efianingrum, Nofica Andriyati
Bullying practices that still occur with various types, motives, victims, perpetrators, and places, also become the responsibility of schools to participate in handling them. This Systematic Literature Review using the PRISMA Framework aims to reveal the harmful effects of bullying practices, especially on victims, and the urgency of school policies to deal with bullying practices. The researcher found 761 research articles that were inputted into the PRISMA framework, which consisted of the Identification, Screening, Eligibility, & Inclusion stages, resulting in 27 research articles that fit the research topic. The results showed that bullying of various types has harmful physical and mental effects, resulting in anxiety, trauma, and suicidal practices experienced by victims. Schools need to develop policies to deal with bullying practices by understanding social phenomena in the student environment, developing policies to prevent bullying practices by instilling a sense of sympathy and empathy for others, and inviting parents to participate in the program’s success that the school has prepared.
Keywords: Urgency, Bullying, School, Systematic Literature Review
Psychometric Properties of a Creativity Scale Developed by Field and Bischoff in Indian Context
Abirami Swaminathan and Maya Rathnasabapathy
A scale developed by Field and Bischoff to measure creativity among students of tertiary education institutions was investigated for its reliability and validity when used to measure creativity among students of tertiary education institutions in India. Confirmatory factor analysis (CFA) of the model proposed by Field and Bischoff shows acceptable model fit parameters. Structural equation modelling (SEM) based analysis for psychometric properties revealed excellent reliability and good convergent and discriminant validity of the scale. The study establishes the reliability and validity of the scale for measuring creativity among students of tertiary education institutions.
Keywords: Creativity, CFA, Construct Reliability, Convergent Validity, Discriminant Validity
This study focuses on the difficulties women in Kosovo’s Roma, Ashkali and Egyptian populations have in their educational pursuits. The study tries to comprehend why women in these communities experience higher educational challenges than males by utilising a comparative and quantitative technique and historical and descriptive methodologies. The article discusses measures to improve the situation while eradicating discrimination against women in these communities. It analyses the major causes of the lack of education in the Roma, Ashkali and Egyptian villages. The study emphasises the value of education for all communities, especially minority groups, to promote social cohesion and economic growth. Despite flaws in the integration system and societal mentality, the findings of this study on the educational problems faced by the Roma, Ashkali, and Egyptian populations in Kosovo indicate progress. In particular, there has been a minor increase in emancipation for women from the Roma, Ashkali, and Egyptian communities between 2015 and 2021, notwithstanding challenges.
Keywords: Communities, Education, Females, Kosovo, RAE
The aim of this study was to investigate the mediating role of motivation and students’ engagement in relationship between perceived feedback and academic success. Using the survey method, data were collected through physical means. The final sample comprised 327 students learning in middle schools. Structural equation modeling (SEM) analysis, utilizing IBM Amos version 23, was employed to assess the hypothesized model. Results shows that perceived feedback shows a marginal positive impact with academic success, but this relationship lacks statistical significance. Perceived feedback significantly influences motivation and positively impacts students’ engagement. Motivation strongly predicts academic success. Although there’s a negative relationship between student engagement and academic success, it’s not statistically significant. Motivation positively affects students’ engagement. Sequential pathways from perceived feedback to academic success through motivation and student engagement are significant. Additionally, perceived feedback influences academic success through motivation and student engagement. The results highlight how crucial customized feedback techniques are in learning environments. Teachers should place a high priority on giving students timely, relevant, and customized feedback since it can improve motivation, engagement, and eventually academic success.
Keywords: Perceived Feedback, Motivation, Academic Success, Student Engagement
Specific Learning Difficulties in Younger School-Aged Children
Sasa Stepanovic and Vladimir Ilic
Learning difficulties represent a significant problem for children that needs to be identified and diagnosed in a timely manner. This paper describes the three most common learning difficulties encountered in younger school-aged children, namely: dyslexia, dysgraphia, and dyscalculia. In addition to a detailed analysis of the aforementioned difficulties, this paper will also discuss the relationships between children with specific learning difficulties and their peers and teachers. All of the above constitutes the theoretical part of this master’s thesis. Тhe methodological part of the research will analyze and describe relevant scientific studies on the topic of specific learning difficulties in younger school-aged children. In this master’s thesis, we will attempt to determine the importance of timely diagnosis and treatment of children who have problems with reading, writing, calculation, and speech, in order to address these issues as quickly and efficiently as possible from a professional standpoint, thus contributing to the children’s success in mastering school material. Additionally, the importance of examining how specific learning difficulties (SLDs) affect the child’s emotions, behavior, and environment will be explored. Methods used include descriptive, analytical, comparative, and theoretical-methodological approaches. The general hypothesis that children with specific learning difficulties require multidisciplinary support due to psychological, behavioral, and emotional challenges, with the key role of teachers and parents, has been fully confirmed.
Keywords: Difficulties, Learning, Treatment, Speech Therapist, School
Vocational rehabilitation practitioners must recognize its significance and assume accountability. This study explored the perceptions of vocational rehabilitation practitioners in Japan regarding their professional development and obtained basic data for improving the vocational rehabilitation system in Japan. An online survey was conducted among practitioners at 336 Employment and Livelihood Support Centers for persons with disabilities, inquiring about their engagement with research, current educational pursuits, and training needs. In total, 155 practitioners responded to the survey. The results suggest that practitioners progressively refine their expertise as they accumulate experience. The study underscores the necessity of integrating research and practice, recommending the adoption of a knowledge translation framework to facilitate this process. In addition, effective use of online training is considered useful for establishing a training system. This data serves as a foundation for building training systems currently under consideration and provides insight into informal peer-to-peer training and involvement in professional associations.
Keywords: Expertise, Knowledge Translation, Livelihood Support, Self-Improvement, Vocational Rehabilitation
The aim of this study was to explore the experiences of children using augmentative and alternative communication (AAC) in inclusive primary schools from their parents’ perspectives. Semi-structured interviews with 18 Saudi Arabian parents provided insights into the academic, social, and emotional challenges their children face, along with the support they receive from teachers. The analysis highlighted both the benefits of AAC and key challenges, such as limitations of low-tech devices, the lack of culturally suitable options, and gaps in teacher training. These challenges affected students’ learning, social connections, and emotional well-being. The findings emphasize the need for culturally adapted AAC systems and more consistent teacher training to support AAC use effectively within inclusive settings. By focusing on parents’ perspectives, this research offers a foundation for enhancing AAC integration to better support students’ development.
Keywords: Augmentative and Alternative Communication, Inclusive Education, Primary Schools, Parental Perspectives
The Effect of Cognitive Reserve on the Cognitive Status of Persons With Multiple Sclerosis
Jovana Pavlovic, Ivana Sretenovic and Goran Nedovic
This literature review examined publications on cognitive reserve and multiple sclerosis cognitive function. Educational attainment proxied cognitive reserve. Google Scholar and KoBSON were used for the literature review. Twelve publications were examined. Cognitive reserve improves multiple sclerosis patients’ cognitive functions, according to selected literature. Higher education, as a measure of cognitive reserve, protects the population under investigation against cognitive decline and disability. Cognitive performance is also linked to education quality, cognitive enrichment, and years of education. Regular exercise, reading, and hard work can help low-educated people protect their cognitive reserve. As more research demonstrates that cognitively stimulating activities outside of formal education can improve cognitive function in people with multiple sclerosis, the reviewed studies underscore the need for additional research into parameters influencing cognitive reserve.
Keywords: Cognitive Deficits, Education, Protective Role
This study examines the prospective utilization of artificially intelligent technologies as pedagogical tools within English language classrooms, juxtaposed against conventional instructional methodologies. The discernment of AI tutors and virtual assistants, endowed with advanced natural language processing and machine learning capabilities, evinces promise in furnishing students with personalized and adaptive learning experiences. Nevertheless, the imperative necessity for additional empirical investigations persists to ascertain the efficacious integration of these tools into the fabric of language learning, while concurrently preserving the indispensable role of human instructors. Drawing upon the existing review of literature, this study illuminates the historical underpinnings of technology integration in educational settings and meticulously dissects the merits and demerits inherent in AI vis-à-vis traditional pedagogical approaches. Despite the augmentative potential of AI tutors in fortifying classroom instruction, fostering student confidence and motivation, and mitigating the burdens on educators, their deficiency in socio-emotional intelligence and creative acumen, quintessential attributes of human pedagogies, remains palpable. Consequently, a judiciously balanced approach, harnessing the complementary strengths of both modalities, is proffered, contingent upon contextual exigencies and educational objectives. The discourse culminates by positing the exigency for further investigations into the real-world ramifications of AI implementations and their corollary effects on English language proficiency. Proposing prospective trajectories for subsequent research endeavours in this domain, the article advocates an enriched understanding of the nuanced interplay between AI technologies and conventional pedagogy.
Keywords: Artificial Intelligence (AI), Conventional, English Language, Learning, Teaching
Early intervention involves a process of supporting children at risk or with confirmed developmental disorders, as well as their families. Specific goal of this case study is examining the impact of family-oriented early intervention on the level of functionality in a case of a child with developmental language disorder. A family of two and their child aged 2 years and 8 months with a confirmed developmental language disorder, was supported by the model of Family Oriented Early Intervention. According to the obtained data on the achieved milestones, significant progress was confirmed in daily functioning, and in areas of psychomotor development of child S. N. which was covered by the early intervention approach. Early Intervention improved child and family quality of daily living in natural surroundings of the boy S.N., but also confirmed improvement of reaching its developmental milestones.
Keywords: Family Oriented Early Intervention, Functional Goals, Primary Care Giver
The Role of Pre-school Teachers (educators) in Developing Verbal Communication of Bilingual Pre-school Children
Osman Buleshkaj and Amantina Pervizaj Kelmendi
This study explores language development in bilingual children aged 3-6 years, focusing on both their native and secondary languages. It highlights educators’ understanding of bilingualism’s phases and their strategies, such as targeted questioning and interactive activities, to foster language proficiency. Parental insights, gathered through interviews, reveal concerns about language preferences, consistent use, and supporting dual language development. The research emphasizes the importance of creating supportive environments and adapting educational materials to enhance bilingual children’s verbal skills. It also advocates for fostering community engagement and peer collaboration to strengthen educator competencies. The findings suggest a need for comprehensive support systems that address both educators’ and parents’ challenges, facilitating the integration of bilingual children into educational and social contexts.
Keywords: Bilingual Children, Language Development, Educator Strategies, Parental Perspectives, Language Acquisition
Enhancing the Understanding of the Concept of Function through Integrated Visual and Experiential Approaches
Ismet Temaj, Senad Orhani, Esma Canhasi-Kasemi
This paper aims to explore the impact of integrated visual and experiential approaches in improving the understanding of the concept of function among lower and upper secondary school students. Function, a fundamental and often abstract mathematical concept, challenges many students. The study aims to show that the integration of visual tools, such as graphs and diagrams, together with experiential activities, can facilitate deeper visualization and understanding of function, as well as improve performance in solving mathematical problems. The methodology used in this study is quasi-experimental with qualitative and quantitative data, including controlled analysis with the experimental group and the control group. The sample consists of 120 lower and upper secondary school students, randomly divided into two groups: one group that was exposed to traditional approaches and another group that used visual and experiential approaches. The data collection instruments included structured questionnaires, pre-and post-tests, and observations during the teaching process. The results showed a significant improvement in the conceptual understanding of the function among students who used visual and experiential approaches, compared to those who used traditional methods. Furthermore, students in the experimental group showed a higher level of engagement and motivation during the learning process. These findings suggest that integrated visual and experiential approaches are effective tools to facilitate understanding and improve learning outcomes in mathematics.
Keywords: Experimental Approach, Function, Mathematics Education, Practical Experiments, Visual Approach
Teachers' Views on the Readiness of the Education System for Work with Gifted Students
Yrmet Shabani, Vedat Bajrami, Vildon Bajrami
This study examines the readiness of the Kosovo education system to integrate gifted and talented students within an inclusive educational framework, aiming to identify both the barriers and the resources necessary for successfully implementing such a model. The central research question seeks to assess the system’s capacity, encompassing institutional, legislative, and practical aspects that influence the inclusion of gifted students in mainstream education. The study employed a quantitative approach to explore teachers’ perceptions of the readiness of the educational system in Kosovo to support talented students. Data were collected from 225 primary school teachers across 11 municipalities using the “Questionnaire on the Readiness of the Educational System for Work with Talented Students” (PPSAPNT), an adaptation of a validated instrument. The questionnaire, consisting of 68 items across five factors, was administered via an online link facilitated by school principals. Responses were measured on a 5-point Likert scale, and the instrument demonstrated excellent internal consistency (Cronbach’s Alpha = 0.925). Descriptive statistics were used to analyze the data, providing insights into teachers’ perceptions and the variability of their responses. The findings emphasize the importance of developing a system of continuous professional development for teachers, improving existing educational norms, and fostering greater collaboration among various stakeholders in the education system. It also highlights the need for better alignment between national policies and local needs and resources to ensure gifted students’ sustainable and effective inclusion. Through an in-depth analysis of these three levels, this study contributes to a broader understanding of the challenges and opportunities in providing educational support to gifted and talented students in Kosovo.
Keywords: Co-Educational Work, Gifted and Talented Students, Identification, Inclusive Education System, Social Welfare
National Curriculum and Parental Involvement: Bridging Home and School Education
Septiyati Purwandari, Muhammad Nur Wangid, Rita Eka Izzaty and Mohammad
Archi Maulyda
This study investigates parents’ understanding of school-implemented curricula and their involvement in enhancing the quality of learning. In Indonesia, the Ministry of Education and Culture updated the basic education curriculum policy on March 26, 2024, as part of the evolution of the Merdeka Curriculum. This research uses an exploratory approach to examine parents’ perceptions of their roles as school partners. Data were collected through an online survey involving 230 respondents selected via non-probability sampling and analyzed using an exploratory quantitative method. The findings reveal that while parents are generally aware of and willing to engage in school activities, they require resources and structured programs to guide their involvement effectively. Similarly, schools strive to involve parents but lack programs designed to strengthen learning outcomes. Additionally, the concept of parents’ literacy regarding the learning environment at home and school remains an ongoing challenge. These results highlight the need for schools to develop effective programs that bridge parental involvement and curriculum success, ultimately fostering better learning experiences for students.
Keywords: Parental Involvement, Curriculum Understanding, Learning Quality, School Partnerships
Implementation of Information and Communication Technologies in Teaching: Differences in Teachers’ Perspectives
Senada Mujic and Alisa Divkovic
In addition to the advantages of using ICT in teaching, such as greater student engagement, easier access to educational resources, the possibility of self-regulated learning and better monitoring of student progress, there are certain obstacles that can discourage and make it difficult for teachers to implement ICT in teaching. This research aimed to identify how teachers of different ages perceive, use and accept information and communication technologies in teaching, and what are the key reasons and challenges for implementing these technologies in teaching. The data was collected using an online questionnaire on a sample of 104 teachers of the subject class. The results of the research indicate that teachers show interest in applying ICT in teaching, but that they encounter certain obstacles in this process, such as insufficient technical support in schools, poor internet access, and insufficient training.
Keywords: Information and Communication Technologies (Ict), Teaching, Challenges in the Implementation of Ict in Teaching
The Role of the Teacher in Documenting Summative Assessment in Primary Education
Shqipe Avdiu-Kryeziu and Mensur Neziri
The purpose of this research was to obtain teachers’ attitudes about the role of teachers in documenting summative assessment in primary education, focusing on the use and design of assessment instruments, planning summative assessment and informing students. The research has a qualitative approach and was carried out through semi-structured interviews with 20 primary education teachers. The results from this research show that teachers play an important role in documenting summative assessment, using different assessment instruments and adapting them to curriculum requirements. Also, the research emphasizes the importance of informing students and parents about the summative assessment process to ensure transparency and support in student development. Knowing how important and necessary assessment is in the learning process, we carried out this research, which brings innovation with its findings and serves teachers, parents, researchers from the fields of education and all actors who participate in the student assessment process.
Keywords: Summative Assessment, Teachers, Students, School, Instruments
The Effect of Professional Burnout on the Performance of Academic Staff in Higher Education in Kosova
Besfort Ahmeti, Valentina Murati and Fisnik Morina
This research is focused on the level of burnout among academic staff workers in higher education and aims to examine the effects that this phenomenon causes, as well as whether these people show signs of wear and tear from the many loads they have in their efforts to achieve high performance. The primary data were obtained through a survey with the academic staff using the MBI (Maslach Burnout Inventory) assessment. We reveal that the academic staff show symptoms of burnout at a medium level; most of them are not satisfied with their personal achievement, indicating the effects that burnout has on their performance. We also show that there were no differences or any significant relationship between demographics and burnout levels, except for age. The results of this study reveal that the less experienced staff have more energy in the beginning, then go through struggles until they adapt and are able to reach stability in the years close to retirement. There was also a discrepancy in the means between the factors leading to burnout, but this comes due to mental health at the workplace stigma.
Keywords: Burnout, Performance, Academic Staff, Higher Education
The study aimed to examine the impact of mastectomy on women’s self-esteem and labour adaptation. The research was conducted using data collected in 2022 and 2023 from 11 women aged 18 and older who had undergone mastectomy. The methodology involved questionnaires and in-depth individual interviews, focusing on the physical, psychological, social, and professional aspects of patients’ lives to assess their needs and develop rehabilitation programmes. The findings indicate that mastectomy significantly affects women’s mental and physical well-being, leading to a decreased quality of life and reduced work capacity, thereby necessitating specialised rehabilitation programmes to address physical limitations and enhance psychological resilience. Women who undergo breast reconstruction and receive adequate social support exhibit better psychosocial well-being and labour adaptation. Participation in the rehabilitation programme has led to an increase in the percentage of women who have positively assessed their self-esteem.
Keywords: Rehabilitation, Psychological Impact, Mental Health, Work Efficiency, Social Support
