Welcome to AAB College Digital Repository

The AAB College Digital Repository is a centralized platform for collecting, preserving, and disseminating the academic and research output of the university. Our repository provides open access to a wide range of scholarly content, including:

  • Research articles and papers
  • Theses and dissertations
  • Academic projects and reports

This platform aims to support knowledge sharing and collaboration among students, faculty, and the wider research community.

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Recent Submissions

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Realizimi i lojërave edukative dhe bashkëpunuese për zhvillimin e të menduarit logjik tek fëmijët
(AAB College, 2026-10-28) Balaj, Gentiana
This research aims to analyze the role of educational and cooperative games in the development of logical thinking in children aged 3-6 years, as well as their importance in the educational process. The study examine how play based-learning influences children’s cognitive, social and emotional development. It also explores the role and challenges faced by educators during the implementation of games in the classroom. Considering that play occupies a central place in children’s lives, the study seeks to deepen the understanding of the impact of play-based learning on the development of logical thinking and to examine how its proper application strongly influences personality formation and the development of children’s mental abilities. This research is conducted using a mixed - methods approach, combining quantitative methods-through structured questionnaires for educators and qualitative methods - through observation of children during play activies. The sample includes 100 educators and 50 children from public and private preschool institutions and kindergartens. Quantitative data will be analyzed using the SPSS program, while qualitative data will be examined through thematic analysis. The expected results aim to highlight the significant importance and positive impact of games on the development of logical thinking in children, emphasizing the improvement of cognitive and cooperative skills. Additionally, the study seeks to identify the types of games that contribute to this process, as well as the role and challenges educators face during the implementation of activities in everyday educational practice.The study aims to provide recommendations for improving the integration of play into the educational process, ensuring the availability of appropriate tool and materials, planning activities according to children’s age and developmental level, and organizing professional traning for educators in order to strengthen their competencies in the effective use of play as a pedagogical tool.
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School-based professional development and the improvement of teacher performance
(AAB College, 2026-10-28) Bejtullahu,Besime
School-based professional development and the improvement of teacher performance have become key pillars in enhancing the quality of education. This study focused on the role of school-based professional development (SBPD) and its impact on improving the teaching performance of primary school teachers. A qualitative research approach was employed, using semi-structured interviews as the primary data collection method. Data were collected through focus group interviews with teachers from four primary schools in the Municipality of Gjakova and individual interviews with the principals of these schools. The findings indicate that SBPD has a significant positive influence on teachers’ performance, contributing to improved educational quality, increased confidence in applying theoretical knowledge to teaching practice, the adoption of new teaching strategies, and greater engagement in teaching and student learning. However, the study also identified several challenges that limit the effectiveness of this process. The main barriers reported by participants included insufficient institutional support, inadequate school infrastructure and material resources, limited time available for teachers to participate in training and other professional development activities, and excessive workloads extending beyond regular school hours. The study concludes by highlighting the need for a more integrated and sustainable approach to school-based professional development. Addressing these challenges is essential to fully realizing its potential to enhance teacher performance and improve the overall quality of education.
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Peer social support as a stress-mitigating factor among educators in preschool institutions
(AAB College, 2026-10-28) Sallahu, Eljesa
Colleague-based social support is a significant element of the professional environment in preschool education institutions, particularly in managing the demands and challenges associated with the role of an educator. This study aims to analyze the role of colleague-based social support in the experience of occupational stress among preschool educators, focusing on their perceptions of collaboration, communication, and mutual assistance in the workplace. The research employed a quantitative approach, utilizing a structured questionnaire administered to 100 educators from public and private preschool institutions in the municipalities of Theranda and Prizren. The collected data were analyzed using descriptive statistical methods to identify the perceived level of colleague support and the characteristics of occupational stress among the educators. The results indicate that educators report high levels of colleague-based social support, positively rating collaboration, communication, and their colleagues' willingness to provide professional assistance. At the same time, the findings highlight that occupational stress remains present, primarily due to workload and ongoing professional responsibilities. The study highlights the importance of supportive peer relationships as a significant component of professional well-being and the institutional climate in preschool education.
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The impact of preschool institutions on the development of communication in children aged 3–6 years in the Municipality of Prizren
(AAB College, 2026-10-28) Begaj, Ardianë
Communication is one of the most important aspects of children's development in early childhood, as it directly influences their language, social, emotional, and cognitive development. Preschool institutions play a significant role in creating opportunities for interaction, socialization, and the development of communication skills through educational activities and collaboration with families. The aim of this study was to examine the impact of preschool institutions on the development of communication skills among children aged 3–6 years in the Municipality of Prizren, with a particular focus on the role of preschool teachers, the educational environment, communication-based activities, and cooperation between preschool institutions and families. The study employed a mixed-methods research design, combining quantitative and qualitative approaches. The quantitative phase involved 40 preschool teachers and 60 parents of preschool-aged children, while the qualitative phase consisted of semi-structured interviews with 5 preschool teachers and 5 psychologists. Data were collected through structured questionnaires and interviews and were analyzed using IBM SPSS Statistics and thematic analysis. The findings indicated that preschool institutions have a positive impact on the development of children's communication skills. Both preschool teachers and parents reported that educational activities, group play, storytelling, role-playing, and social interaction contribute to improving children's speaking abilities, enriching their vocabulary, and increasing their confidence in communication. Furthermore, the results showed that a stimulating educational environment and positive relationships between children and preschool teachers support the development of communication skills. The study concludes that preschool institutions represent a key factor in the development of communication skills among children aged 3–6 years. Furthermore, effective collaboration among preschool teachers, parents, and support professionals is essential for creating optimal conditions for the development of communication skills during early childhood.
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Ndikimi i bashkëpunimit ndërmjet institucionit parashkollor dhe familjes në zhvillimin e fëmijës në fëmijërinë e hershme
(AAB College, 2026-10-28) Vuqiterna Hajrullaga, Belma
The cooperation between the preschool institution and the family is considered one of the most important factors that influence the comprehensive development of the child in early childhood. The continuous relationship and effective communication between parents and educators creates a favorable environment for the emotional, social, cognitive and linguistic development of the child. Given the importance of this topic, this research aims to analyze the impact of the cooperation between the preschool institution and the family on the development of preschool children, as well as to identify the perceptions of parents and educators regarding this cooperation. The study was conducted using the quantitative research method. Data were collected through structured questionnaires distributed to 120 participants, of whom 80 were parents and 40 were educators of preschool institutions. Questionnaires for parents were distributed electronically to facilitate their participation, while educators completed the questionnaires in electronic and physical form. The collected data were analyzed through statistical methods to draw conclusions regarding the level of cooperation and its impact on the child's development. The research results show that there is a positive perception by both parents and educators about the importance of cooperation between the family and the preschool institution. The findings show that regular communication, parental involvement in the institution's activities and the continuous exchange of information on the child's development and needs have a positive impact on his or her well-being and progress. The results also show that a sustainable partnership between the family and the institution contributes to the creation of a safe, supportive and stimulating environment for the child. In conclusion, the study emphasizes that cooperation between the preschool institution and the family is a key element in promoting the successful development of the child in early childhood. Strengthening communication, increasing parental involvement and developing collaborative practices are recommended as effective ways to improve the quality of education and the well-being of children.