11.00 – 13.00
Session I: Education Theory and Practice – Teaching/Learning Methodology

•  Chair: Ivana Cimermanová
• Assistant: Ivana Poulíková
• online session

 

1. Ivana Cimermanová
The Digital Shift in Education: Teacher Perspectives on AI and Online Learning Tools

We are experiencing a digital boom, during which we are bombarded with a plethora of information. The web space is saturated with both accurate and misleading information, and students must learn how to navigate and work efficiently in the virtual environment. While there are numerous positive aspects that can be used in education, one must also be aware of the various possibilities and opportunities. Online learning tools and virtual learning environments are rapidly evolving and changing at a fast pace. The shift from technology-enhanced teaching to computer-assisted learning and mobile learning, along with the explosion of massive open online courses (MOOCs) and artificial intelligence (AI) teaching and learning tools, is transforming the way we teach and the way learners learn. The skills required are evolving, and we must reflect these changes in our teaching, particularly in teacher training. This article provides a brief overview of the development of technology use in language teaching and examines the attitudes of pre-service teachers (n=32) and in-service teachers (n=3) towards the use of AI tools in education. At the same time it presents several ideas how to use AI in higher education.

Keywords: MOOC, technology, teacher training, artificial intelligence.

2. Veneranda Hajrulla & Mirela Skendaj
Getting started with ChatGPT: Empowering Teachers for the Future Classroom

As teachers, we’re constantly looking for innovative ways to enhance our students‘ learning experience. ChatGPT, and AI technology, is at hand to empower us with exciting opportunities to transform our teaching practices. The idea of using a virtual teaching assistant powered by AI is predicated on the belief that the learning experience can be made more engaging and less of a chore. But on the other hand, many parents and teachers worry that children might depend too much on smart phones and computers, or use technology to cheat. Moreover half of all children and their parents believe that schools should establish policies on the right implementation of AI in the classroom. Through this paper we’ll try to help teachers and parents diminish and get rid of the hesitations like: Would incorporating AI into teaching mean the end of the profession as we know it? Or is AI an opportunity to make teaching even better? We’ll provide practical hints how to get started with ChatGPT, to feel prepared to gradually introduce it into the classroom setting, considering some necessary steps, because teachers must first understand the technology itself – how it works, what kind of decisions it makes- to be confident in using it for instruction. What we stress and underline with belief is that teachers will become confident in this technology by studying it, by practicing using it, and by knowing all the ins and outs of how it functions.

Keywords: ChatGPT, AI technology, empowering, classroom setting, assistant.

3. Patrizia Consalvo
Teaching in the 21st Century: Technological Strategies for Inclusive Learning

In the contemporary educational context, new teaching technologies play a fundamental role in promoting inclusive and personalized learning. Digital platforms, multimedia resources, and online collaboration tools offer unique opportunities to meet the needs of all students, regardless of their abilities and backgrounds (Merrill, 2018). An effective strategy is the integration of assistive technologies, which support students with disabilities in their learning journeys. Tools such as reading software, alternative input devices, and communication apps facilitate greater participation and interaction in the classroom (Al-Azawei, Serenelli, & Lundqvist, 2016). Furthermore, the adoption of hybrid learning environments, which combine in-person and online activities, allows for the adaptation of the pace and style of learning to individual needs. The personalization of teaching is further enhanced by the use of data analytics and artificial intelligence, which enable the monitoring of student progress and the provision of timely and targeted feedback (Siemens, 2013). Through these technologies, teachers can identify areas of difficulty and intervene more effectively, creating tailored learning pathways. Finally, ongoing training for educators in the use of technologies is essential to ensure effective implementation. Professional development programs must include specific training on new teaching technologies and inclusive methodologies (Ertmer & Ottenbreit-Leftwich, 2010). In conclusion, teaching in the 21st century requires an innovative and inclusive approach, where technologies are not just tools, but facilitators of meaningful and personalized learning for all.

Keywords: Inclusive learning, Assistive technologies, Personalization, Hybrid learning environments, Ongoing training

4. Simona Iannaccone
Learning and Teaching in the Age of Digital Technologies: Teaching Strategies and New Research Directions

The introduction of artificial intelligence (AI) into education represents a significant step toward the evolution of educational models, fostering a shift toward more innovative approaches. AI acts as an engine for personalizing learning (Roll & Wylie 2016; Kokku et al., 2018), helping to make educational processes more efficient and tailored to each student (Panciroli, Fabbri & Macauda, 2022). With the expansion and growing impact of artificial intelligence (AI) in education, more and more researchers and practitioners in the field are beginning to recognize that the traditional model of teaching and learning could undergo significant transformations (Pedro, Subosa, Rivas & Valverde, 2019). Through the analysis of study modes adopted by a group of 118 students at the end of secondary education, this research investigates the influence of digital technologies (with a focus on the application of AI) on learning dynamics. In particular, adopting a hands-on laboratory approach, we investigate students’ metacognitive skills and study techniques in information processing. This is accomplished through the analysis of cognitive autobiographies and activities aimed at knowledge visualization, both with and without the use of digital technologies (Huang et al., 2023) (including AI-based ones). The aim of this study is to explore the different plausible scenarios that have emerged with the introduction of artificial intelligence (AI) in the educational sector and to raise students‘ awareness of critical awareness in knowledge management and representation, in order to foster the development of innovative teaching methodologies that optimize the use of digital technologies in the educational process. Through these directions, it is intended to foster a balanced integration of artificial intelligence that can enrich the educational landscape without compromising the core values of teaching and human engagement (Panciroli, Rivoltella, Gabbrielli & Richter, 2020).

Key words: learning, digital technologies, teaching strategies, AI (Artificial Intelligence), laboratory.

5. Ernaso Kerbizi
The Role of Technology in Albanian Education System

In recent years, technology has played a crucial role to significantly transform Albanian educational system, bringing many positive changes, but also new challenges that need to be faced. The integration of various digital learning tools has enhanced the learning experience by making education more accessible, improving teaching methods and fostering digital literacy. Moreover, the usage of technology has greatly reduced the educational gap between the urban and rural remote areas, which has been for many years one of the most important factors for creating disparities and limited opportunities for many students in terms of infrastructure, human resources and knowledge. Although the technology has helped to enhance and improve the educational system in Albania, it has also created new challenges that need to be faced, on the other hand. Some of these new challenges are inadequate teacher training, higher costs for implementing the appropriate technologies, infrastructure deficiencies, the need for technical maintenance, etc. This paper explores the role of technology on Albanian educational system, starting from a historical overview on the impact of technology through different years, and after that highlighting both the advantages and the obstacles of its usage nowadays, that must be addressed for optimal implementation like necessary policy improvements, investment strategies, and training programs required to ensure successful and equitable technology integration across the country.

Keywords: Teaching, digital tools, technology, educational infrastructure.

6. Ilir Sallata & Menada Petro
Le sfide dell utilizzo della tecnologia per aumentare l’efficacia nell’insegnamento della storia

This study examines the challenges and opportunities of using technology to enhance the effectiveness of history teaching. In a time when technology is transforming teaching and learning methods, it is necessary to analyze its impact in this field. The research aims to evaluate how the use of technological tools affects student engagement and achievement in history, as well as to identify the challenges faced by teachers and students when using these tools. To achieve this goal, a mixed-methods approach was employed, including interviews and analysis of teaching materials. The data collected showed that the use of technology in history classrooms can increase student engagement by providing opportunities for more personalized and interactive learning. However, key challenges include the lack of specific training for teachers, insecure technological infrastructure, and the shift from traditional teaching methods. This study recommends investing in teacher training and improving technological infrastructure, as well as providing continuous support for the use of technology in the classroom. This would enable more effective use of technology and contribute to improving the quality of history teaching and student achievement. The study also suggests the need for further research to assess the long-term impact of technology use in teaching.

Keywords: history teaching, technology, effectiveness, student engagement, technological tools, teacher training, technological infrastructure, interactive learning, challenges, student achievement, digital education.

7. Giovanna Meçe & Etleva Kondi
The Use of Gamified Quizzes in University Classes for Revision: Enhancing Learning Outcomes in Higher Education

This study explores the use of gamified quizzes as a tool to enhance revision practices in university-level English language courses. Traditional revision methods often fail to engage students actively, resulting in superficial learning and limited retention. With their interactive elements and immediate feedback, gamified quizzes encourage active recall, foster motivation, and promote self-directed learning. This research was conducted within the English Department of Language at the University of Tirana, involving 50 Bachelor’s students in English programs. Surveys were utilized as the primary data collection method, combining questionnaires and open-ended questions to assess student engagement, comprehension, and academic outcomes. Findings indicate that gamified quizzes transform revision into an engaging and rewarding experience, fostering deeper learning and better assessment preparation. The study revealed few obstacles, with basic technological requirements readily available, and minimal training needed for both students and lecturers. However, implementing this method did require additional time for quiz design. This study offers practical insights for educators, showcasing how gamified quizzes can effectively enhance learning experiences in higher education, particularly in language courses.

Keywords: Gamification, quiz, revision, learning, education. 

8. Erzsébet Szabó, Ivan Haringa & Anikó Ficzere
Working with Online Texts from the LATILL Corpus to Support Reading Comprehension in German as L2

The development of reading skills in German as L2 depends crucially on the texts used. The reading texts should be up-to-date and authentic, close to the target group, so that the content of the texts engages and appeals to them. At the same time, the texts used should be appropriate for the level of language proficiency. For these reasons, the relevance of the examined issue lies in the use of the LATILL corpus with online texts that can be searched based on keywords, specific topics or language levels according to CEFR. In the present paper, the use of the didacticized online texts in the teaching of reading comprehension in German as L2 will be verified in order to support the development of learners‘ reading skills. As a research method will be used a structured interview with German language teachers, which provides a basis for eliciting teachers‘ experiences and opinions on how they evaluate the online-tool LATILL as a whole, the selection of texts as well as the didacticization of texts and the use of didacticized texts and tasks.

Keywords: online-texts, LATILL corpus, reading comprehension, German as L2.

9. Gentjana Taraj, Etleva Babameto & Denada Trungu
Exploring Undergraduate Perspectives on Translating English Idioms into Albanian 

Idioms, often characterized as fixed expressions, pose significant challenges in translation due to linguistic and cultural differences. This study aims not only to explore the difficulties encountered by Albanian undergraduate students but also to assess the effectiveness of the translation strategies they applied during this process. Previous research has highlighted that the main difficulty in idiom translation stems from the absence of direct equivalents in the target language. Consequently, this study focuses on examining Albanian students‘ familiarity with idioms. To achieve this, both quantitative and qualitative methods were used. Thirty undergraduate students participated in the study, and their translations were analyzed using Baker’s framework of translation strategies. The translation test contained both de-contextualized and contextualized idioms. Following the test, students were asked to reflect on their translation experience to assess whether the results aligned with their perceptions. The study’s findings revealed that Albanian students had a limited familiarity with idioms, which hindered their ability to identify the closest equivalents in the target language. The cultural gap between the source and target languages further complicated their understanding, influencing students‘ ability to select the appropriate translation strategy. Translation accuracy was found to be higher with literal idioms than with opaque idioms.

Keywords: transparent idioms, semi opaque idioms, opaque  idioms, context, translation strategies.

10. Michaela Kováčová
Mit Medien über Medien: Materialienentwicklung und Aktionsforschung zum Thema Cybermobbing für den DaF-Unterricht

Cybermobbing ist unter Jugendlichen verbreitet und verursacht den Opfern psychisches und manchmal auch psychosomatisches Leiden. Deswegen wurde im Rahmen des DiTEdu-Projekts ein Unterrichtsentwurf mit dem Ziel erarbeitet, die Lernenden für dieses Thema zu sensibilisieren und den üblichen Lernstoff zu digitalen Medien in Lernbüchern zu ergänzen. Der Unterrichtsentwurf richtet sich auf Deutschlernende im Sekundarbereich II auf dem A2-Niveau und integriert Einsatz digitaler Lernmittel. Er wurde in der Praxis an neun Schulen erprobt. Anhand von Rückmeldungen der Lehrkräfte wurden im Sinne der Aktionsforschung manche seine Bausteine überarbeitet. Der Beitrag fokussiert den Entwicklungsprozess der Lernmaterialien und soll neue Anregungen für DaF-Lehrende als auch Fremdsprachendidaktiker bringen.

Keywords: Cybermobbing, digitale Medien im Unterricht, Aktionsforschung

14.00 – 16.00
Session IV: Applied Linguistics – Pragmatics and Discourse Analysis, Sociolinguistics

• Chair: Ervin Balla
• Assistant: Erzsébet Szabó
• online session

 

1. Olta Kapllani
The Impact of Leadership Style on the Teacher Motivation and Job Satisfaction in Albanian Secondary Schools

The purpose of this study is to examine the impact of leadership style on teacher motivation and job satisfaction in schools in Albania. Through empirical research, the study analyzed the leadership styles applied by school principals and their influence on teacher engagement, motivation, and commitment. A questionnaire was used as an instrument for data collection, which was distributed to teachers in several secondary schools in the southern region of Albania. The collected data were processed using multiple linear regressions to analyze the relationship between leadership styles and levels of motivation and job satisfaction. The results showed that transformational and democratic leadership styles are the most commonly applied leadership styles in the surveyed schools. Transformational and laissez-faire leadership styles were found to have a positive impact on teacher motivation and job satisfaction, while the authoritarian style was often associated with lower levels of satisfaction and motivation. This study highlights the importance of developing leadership skills and creating an open and supportive environment for teachers to improve performance and staff commitment in schools. Additionally, open communication with subordinates, involvement in decision-making, autonomy, and the elimination of bureaucracy were elements that enhanced their motivation.

Keywords: Leadership, education, motivation, job satisfaction.

2. Ervin Balla
Importance of Classroom Management in English Language Acquisition

Classroom management is the backbone of a successful learning environment. Classroom management encompasses a range of strategies and techniques that educators use to create a structured, respectful, and favorable atmosphere for learning. Scholars claim that effective classroom management maximizes instructional time, promotes student engagement, and fosters a sense of community. Among all the duties of the teacher, classroom management remains one of the most successful duties with which language acquisition is linked.

Keywords: Language acquisition, teaching methods, teaching EFL.

3. Michaela Sepešiová
Bridging Social Media and English Language Teaching: A Communicative and Task-Based Approach

This study focuses on the integration of social media into English Language Teaching (ELT) through Communicative Language Teaching (CLT) and Task-Based Learning (TBL). It examines how social media can be used as instructional tools to enhance language learning. With the growing role of social media, their potential for language learning remains scarcely explored. Utilizing social media platforms can create engaging, real-life experiences improving learners ‘communication and motivation. A mixed-methods approach was employed, including surveys and interviews with teachers and students, as well as classroom interventions integrating social media activities. This provided insights into its effectiveness and challenges. Findings indicate that social media promotes authentic communication, enhances learner motivation and supports contextualized language learning. Yet, challenges such as digital literacy gaps and privacy concerns must be addressed to maximize its benefit. Integrating social media into ELT through CLT and TBL offers a dynamic and interactive approach to language learning. By adopting digital tools purposefully, teachers can promote more engaging learning environment while developing essential digital competencies.

Keywords: social media, English language teaching, communicative language teaching, task-based learning, digital literacy.

4. Marisa Janku
Mediale Kommunikation: Einfluss von sozialen Medien auf den Sprachgebrauch

The rapid spread of social media in recent years has had a profound impact on the way people communicate and use language. This study sheds light on the influence of social media on language use, particularly in the German-speaking world. It shows how platforms such as Facebook, Twitter, Instagram and TikTok have given rise to new forms of communication characterized by abbreviations, emojis, memes and informal expressions. Social media not only encourages the emergence of new words and phrases, but also changes existing language structures and norms. The effects of these changes on language competence, especially among young people, are being investigated. In addition, the influence of social media on language diversity and language change will be addressed. Finally, the question is raised as to what extent these developments are shaping communication in society as a whole and what long-term effects can be expected on linguistic development.

Keywords: Social media, language use, language change, communication, language diversity.

5. Lindita Licaj, Atird Hoxha & Luljeta Berisha
The Right to Education and the Challenges of its Implementation

The right to education is part of the category of fundamental human rights. This right has been sanctioned in several international legal acts and over time there has been a great development regarding the implementation, guarantee and protection of the right to education. States and international organizations cooperate with the aim of protecting and promoting education as a fundamental right for every individual person. International legal protection aims to ensure that every person has access to education, including the opportunity to receive a quality and accessible education. Education as a right includes the opportunity to achieve education in many areas such as culture, language, history, economy, etc. The right to education today faces several challenges in its implementation in some countries of the world. The challenges of educational, linguistic, cultural, historical and other education are directly related to social and economic inequalities, the development of technology, migratory flows, and financial policies in education. The development of the right to education in recent years has undergone major changes, focusing on efforts to improve quality, universal access, and inclusion of all in education systems. The provision of the right to education in the 2030 Agenda for (SDGs) aims to ensure quality education for all and support for inclusive education for individuals and communities. Education is a basic human right and the best investment that we can make to ensure a sustainable future and leave no one behind.

Keywords: the right to education, challenges of educations, duty of the state.

6. Alesia Xhogu
The Role of German Philosophy in the Education of Future Teachers

The purpose of this study is to recall the historical-political factors that have marked and left deep traces in today’s Albania dominated by collective thought, in the absence of analytical tendencies and assessments, referring to the foundations of critical thinking. Through the analytical retrospective, the idea of the intersection of philosophy is further deepened, with a main focus on the foundations of German philosophy, which can be applied in any curriculum of the Faculty of Educational Sciences. In this study, the focus is placed on 18 students of the Master’s Degree in German Teaching program as a sample of the population of 67 students of the Department of Foreign Languages. The research methodologies used in this study are methods of systematic / active observation and qualitative, as well as through surveys addressed to 10 lecturers of the Department of Foreign Languages. A systematic observation, accompanied by almost unified opinions of the lecturers, have brought the following result: Yes, German philosophy is necessary for a western education for the future teachers of Albania.

Keywords: education,German philosophy, western, Albanian history, society.

7. Megi Tirana
Is Academic Staff Wellbeing Taken into Consideration in Albanian HEIs: A Critical Examination of Institutional Policies and Practices

This study investigates the extent to which academic staff wellbeing is considered within Higher Education Institutions (HEIs) in Albania. By exploring institutional policies, workplace conditions, and faculty perceptions, the research aims to assess whether HEIs actively prioritize the wellbeing of their academic staff. The study employs a mixed-methods approach, combining surveys, interviews, and policy analysis to provide a comprehensive understanding of the current landscape. The findings will contribute to discussions on faculty satisfaction, institutional effectiveness, and the potential impact of wellbeing initiatives on academic performance and student outcomes.
Keywords: staff wellbeing, HEIs, examination.

8. Ekaterina Strati & Merita Hoxha
Extramural Use of CLIL Target Language: a pan-European Survey, the Case of Albania

This study explores how students and teachers in Albania perceive the integration of digital practices and disciplinary literacies within CLIL (Content and Language Integrated Learning) environments. Situated within the European CLILNetLE initiative (Cost Action CA21114), the research focuses on how extramural English use and digital tools influence language development and content learning. A pilot study was conducted in nine Albanian schools using student and teacher surveys developed by the network. The findings highlight a discrepancy between student and teacher perceptions, particularly regarding the educational value of digital tools such as social media. Key challenges include limited access to technology and insufficient CLIL training for educators. The results inform future pedagogical strategies for effective CLIL instruction and digital integration.

Keywords: CLIL, disciplinary literacies, digital practices, Albania, extramural English.

9. Bruno Gorana & Marsida Klemo
Physical Exercises and their Impact on Motor Development in Preschool Education

Motor development in early childhood is essential for acquiring physical and cognitive skills that help children interact with their environment. This study aims to analyze the impact of a structured physical exercise program on the motor development of preschool children aged 4-6 years.The study group consisted of 40 children, divided into an experimental group and a control group. The physical exercise program, implemented over an 8-week period with weekly sessions, included activities focused on balance, coordination, muscle strength, and flexibility. The „Peabody Developmental Motor Scales-2 (PDMS-2)“ test was used to measure progress.The results showed that the experimental group demonstrated significant improvements in motor skills compared to the control group. These findings confirm the importance of structured physical activities in accelerating motor development and supporting the overall well-being of children.This study contributes to the literature on physical education in preschool education and provides practical guidelines for teachers and parents on the importance of involving children in planned physical activity programs.

Keywords: motor development, physical exercises, pre school children, structured programs, Peabody Developmental Motor Scales-2.