Social Sciences

Permanent URI for this collectionhttps://repository.aab-edu.net/handle/123456789/613

The Social Sciences community showcases scholarly publications and research outputs authored by faculty and researchers in the Faculty of Social Sciences. This collection includes journal articles, working papers, conference proceedings, and other academic works that contribute to the understanding of theory, policy, and practice. It aims to promote open access to high-quality economic research conducted within the institution.

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    ChatGPT Integration in Higher Education: Impacts on Teaching and Professional Development of University Professors
    (AAB College, 2025-07-17) Bërdynaj Syla, Lirika
    The integration of ChatGPT in education shows great potential, but its success depends upon educators’ technological skills, their ability to adapt to new teaching tools, and a willingness to embrace AI as part of their instructional strategies. This qualitative study investigates the integration of AI, specifically ChatGPT, into lecture and lesson planning by faculty members in Kosovo. The study examines how ChatGPT contributes to their professional development and how it influences their higher education teaching practices
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    The Impact of Professional Practice Standards in the Professional Development and Performance Assessment of School Directors
    (AAB College, 2025-07-16) Bicaj, Arberore
    Professional practice standards for school directors serve as a strategic tool to train and prepare school directors, and to improve the quality of education in institutions they lead. Over the last two decades, the education sector in Kosovo has been experiencing continuous changes so that a higher quality and genuine education of new generations is achieved, and having in mind that a school director is a key factor in coordinating the processes within school institutions, there are requirements for their professional development. To verify the usage and the impact of professional practice standards in professional development practice and performance assessment of school directors, a theoretical and empirical research has been carried out with primary and lower secondary school directors (N=26) and upper secondary school directors (N=11) in Prishtina and its suburb. From data analysis resulting from the quantitative approach (N = 37) it has been confirmed that, in Kosovo, the professional practice standards are used in average by school directors. These standards are not used to the extent required as an instrument for school directors’ performance assessment, neither by themselves through self-assessment, nor by the relevant institutions responsible for evaluating the performance of directors
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    The Effect of Teacher Professional Development in Raising the Quality of Teaching
    (AAB College, 2025-07-16) Bicaj, Arberore
    The role and importance of life-long learning as part of a teacher's qualification is unquestionable, in particular in terms of the teachers’ personal and professional development, as well as in promoting the school image, improving teacher performance, and enhancing the quality of teaching. Kosovo is still going through a process of transition. Every day new reforms are being introduced. Most of these efforts, such as the new competence based Curriculum Framework, focus in developing education in general; others are more specific and aim, for instance, at improving teachers' professional development. The latter is a very sensitive and critically important area that requires attention and commitment. In this regard, the Ministry of Education, Science and Technology, in collaboration with various non-profit, governmental and international organizations, have organized numerous professional trainings for teachers in Kosovo. The programme of teacher training sessions, offered in partnership with the University of Pristina, is called the In-Service Teacher Qualification programme1. In this paper we have analyzed the training programmes offered to the teachers of Kosova, surveying the effects and benefits of professional advancement on creating new knowledge and improving the quality of teaching. The survey results have verified the main hypothesis regarding the effect of professional development in raising the quality of teaching, but they have not verified completely auxiliary hypothesis which views (considers) the program as a mechanism to meet the professional development needs of teachers

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